Arce-Trigatti, A., & Arce, P. E., & Buer, S. H., & Galindo, C. R. (2023, March), CURRICULUM DEVELOPMENT AND THE HOLISTIC ENGINEER: FOUNDRY GUIDED APPROACHES  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--44996

\bibitem{asee_peer_44996}
  Arce-Trigatti, A., \& Arce, P. E., \& Buer, S. H., \& Galindo, C. R. (2023, March), \emph{CURRICULUM DEVELOPMENT AND THE HOLISTIC ENGINEER: FOUNDRY GUIDED APPROACHES}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--44996

Andrea Arce-Trigatti, Pedro E. Arce, Sabrina H. Buer, and Carlos Roberto Galindo.  "CURRICULUM DEVELOPMENT AND THE HOLISTIC ENGINEER: FOUNDRY GUIDED APPROACHES".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/44996 Internet.  15 Dec, 2024

\bibitem{asee_peer_44996}
  Andrea Arce-Trigatti, Pedro E. Arce, Sabrina H. Buer, and Carlos Roberto Galindo.
  "CURRICULUM DEVELOPMENT AND THE HOLISTIC ENGINEER: FOUNDRY GUIDED APPROACHES".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44996 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_44996
author = "Andrea Arce-Trigatti, Pedro E. Arce, Sabrina H. Buer, and Carlos Roberto Galindo"
title = "CURRICULUM DEVELOPMENT AND THE HOLISTIC ENGINEER: FOUNDRY GUIDED APPROACHES"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44996}
number = {10.18260/1-2--44996}
}

TY  - CPAPER
AB  - The Renaissance Foundry (herein the Foundry) is an innovation-driven learning platform that has focused on collaborative opportunities and team-based learning approaches to engage students in the development of prototypes of innovative technology directed at addressing complex social challenges. Over the past five years, several outreach and educational programs at Tennessee Technological University have been implemented using a Foundry-guided approach to curriculum development. These include, for example, the Science, Technology, Engineering, and Math Foundry Heritage Fellows (STEM FHF), the Holistic Foundry Undergraduate Engaged Learners (FUEL), and the newly approved Engendering the Spirit of Gadugi at the FEW Nexus. These are programs supported by various State and Federal initiatives and aligned with larger efforts to facilitate the development of holistic engineers. All three programs leveraged the Foundry as a way to facilitate the integration of diverse perspectives and build social frameworks into engineering designs. Using preliminary evaluative data and results from the curriculum efforts of these programs, this contribution presents a work-in-progress that explores how Foundry-guided approaches to curriculum development in these programs provides potential opportunities for integrating inclusive engineering frameworks into students' overall learning experience. 
AU  - Andrea Arce-Trigatti
AU  - Pedro E. Arce
AU  - Sabrina H. Buer
AU  - Carlos Roberto Galindo
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - CURRICULUM DEVELOPMENT AND THE HOLISTIC ENGINEER: FOUNDRY GUIDED APPROACHES
UR  - https://peer.asee.org/44996
DO  - 10.18260/1-2--44996
ER  -