June 15, 2019
June 15, 2019
June 19, 2019
NSF Grantees Poster Session
Developing Changemaking Engineers – Year Four
This paper describes progress to date resulting from a National Science Foundation (NSF) IUSE/PFE Revolutionizing engineering and computer science Departments (RED) grant at the University of San Diego (USD). Specifically, this paper focuses on curricular development to support a redefined “engineering canon” that teaches technical skills within a contextual framework that includes humanitarian, sustainable, and social justice approaches. This broader perspective of engineering practice will produce graduates who can address a wider range of societal problems bringing new perspectives to traditional areas. We highlight examples from a range of engineering courses throughout the undergraduate curriculum. Some of these efforts incorporate modules in traditional engineering classes including Electrical Circuits, Materials Science, Operations Research, and Heat Transfer. We have redesigned our User-Centered Design class to more explicitly engage with these topics. In addition, we have developed innovative new courses that integrate a sociotechnical view of engineering throughout the course including Engineering and Social Justice and Engineering Peace. We have also replaced our external evaluator team with an external advisory board (EAB) of experts in engineering education and change management. Our EAB have begun to help us reimagine how we can be more effective at meeting the objectives of the grant and truly revolutionizing engineering education.
Olson, R., & Lord, S. M., & Camacho, M. M., & Huang, M. Z., & Perry, L. A., & Przestrzelski, B., & Roberts, C. A. (2019, June), Board 118: Developing Changemaking Engineers – Year Four Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32203
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