June 15, 2019
June 15, 2019
October 19, 2019
Liberal Education/Engineering & Society
The Design I program at Colorado School of Mines introduces open-ended problem-solving and stakeholder engagement to all first-year engineering and applied science students. Since 2015, this program has implemented a variety of stakeholder-related deliverables for the approximately 600 students who take the course each semester. One of the learning objectives for the course is to teach students to seek out and draw on the perspectives of people who have a stake in the problems they choose to define and address. In order to help engineering students build skills and confidence in these key areas, Design I challenges them and supports them as they engage with team-based open-ended problem solving. Stakeholder engagement and related skills are regarded by many educators and practitioners as essential to engineering, but presenting these topics to students in ways that seem integrated into their technical training is not a simple undertaking. Stakeholder work can pose particular challenges related to practical project management, to conceptual work, and to the way that students understand themselves. In this paper, we present preliminary findings related to faculty and student assessments of challenges related to the program’s existing stakeholder engagement curriculum. The research that this paper describes is a baseline assessment of challenges students experience related to the goals of this course and the development of skills that will support their ongoing development as thoughtful engineers with implications for future program development in support of these goals.
Reddy, E., & Light, L. (2019, June), Designing For Stakeholders: Engineering and Applied Science Students Meet Stakeholders in a First-Year Undergraduate Introduction to Design Course Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32620
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