Collection

AEE Journal

Authors

Martha Liliana Torres-Barreto; Ginna Paola Castro Castaño; Mileidy Alvarez Melgarejo

teaching material and techniques, which includesmethodologies used in class, which are determinant in the learning process, since they directlyaffect the active participation of the students in the individualized learning experiences, and thisalso make a difference on the skills and knowledge acquired, and orientate students´ interests andlearning processes (Salinas 2008; Stratulat 2013). This article will deal with a teaching-learning method as a basis of a model intended to providea learning experience that combines technical and non-technical skills for industrial engineeringstudents. The work is presented in a frame of reference that, using challenge-based learning, placesengineering students in the position of facing real problems, and

Collection

AEE Journal

Authors

Jenna L. Mueller; Mary Elizabeth Dotson; Jennifer Dietzel; Jenna Peters; Gabriela Asturias; Amelia Cheatham; Marlee Krieger; Baishakhi Taylor; Sherryl Broverman; Nirmala Ramanujam

-Centered Design to Connect Engineering Concepts to Sustainable Development Goalsthem to peers in the community in which they live. In India, mothers of middle school and elementaryschool students participated in Ignite and demonstrated that this program can also be used as part ofadult education in innovation and entrepreneurship. The Guatemalan program, which was geared towardmiddle school and high school students, included a component related to student career goals. METHODSHuman-Centered Design as a Framework for the Ignite Curriculum Human-centered design, used to develop and implement the Ignite program, has three formalphases: hear, create