New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Pre-College Engineering Education Division
This evaluation paper discusses the design of a new six week course in the university’s summer science, technology, engineering, and math (STEM) program for high school students. Existing courses in the program focused on a single engineering discipline (electrical, chemical, mechanical, or civil) with well-defined projects chosen by the professor. The new course focused on open-ended engineering design and multidisciplinary entrepreneurship. Most courses at the high school level utilize a clear design goal so that students can spend their time in design of a solution and construction. However, there are clear advantages to introducing open ended design to students earlier, including addressing the ABET Criteria parts e) an ability to identify, formulate, and solve engineering problems and h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.1 It has also been shown that students’ intrinsic motivations in the design of a project can inspire further engagement in engineering. The procedure for creating the course materials and methods of instruction are discussed, as well as student project results and a qualitative and quantitative assessment of the course.
Bill, V. G., & Skolnick, Y. (2016, June), Creation and Implementation of an Open-Ended Design Course for a High School Summer STEM Program (Evaluation) Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26590
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