Arce, P. E., & Arce-Trigatti, A., & Wagle, D. (2023, March), EOP Centered Courses Guided by the Renaissance Foundry Model of Learning  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia. 10.18260/1-2--45007

\bibitem{asee_peer_45007}
  Arce, P. E., \& Arce-Trigatti, A., \& Wagle, D. (2023, March), \emph{EOP Centered Courses Guided by the Renaissance Foundry Model of Learning}
  Paper presented at ASEE Southeast Section Conference, Arlington, Virginia.
  10.18260/1-2--45007

Pedro E. Arce, Andrea Arce-Trigatti, and Dipendra Wagle.  "EOP Centered Courses Guided by the Renaissance Foundry Model of Learning".  ASEE Southeast Section Conference, Arlington, Virginia, 2023, March.  ASEE Conferences, 2023.  https://peer.asee.org/45007 Internet.  29 Apr, 2024

\bibitem{asee_peer_45007}
  Pedro E. Arce, Andrea Arce-Trigatti, and Dipendra Wagle.
  "EOP Centered Courses Guided by the Renaissance Foundry Model of Learning".
  \emph{ASEE Southeast Section Conference, Arlington, Virginia, 2023, March}.
  ASEE Conferences, 2023.
  https://peer.asee.org/45007 Internet.  29 Apr, 2024

@INPROCEEDINGS{asee_peer_45007
author = "Pedro E. Arce, Andrea Arce-Trigatti, and Dipendra Wagle"
title = "EOP Centered Courses Guided by the Renaissance Foundry Model of Learning"
booktitle = "ASEE Southeast Section Conference"
year = "2023"
month = "March"
address = "Arlington, Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45007}
number = {10.18260/1-2--45007}
}

TY  - CPAPER
AB  - In this work-in-progress, we present preliminary results from survey methods data to explore how students use the Engineering for One Planet (EOP) framework to investigate BioMimicry in student-led group project designs. The process of biomimicry can be used as a great combat technique to deal with the problems created due to urbanization and modernization, a practice that mimics the processes in nature. Specifically, this pilot data stems from efforts to magnify the focus on Sustainability in the engineering curriculum at Tennessee Tech (TNTech) by systematically incorporating the EOP model into core components of the design process of potentially four chemical engineering courses. Using the Renaissance Foundry Model (i.e., the Foundry, Arce et. al., 2015) as a guided strategy, student-teams develop prototypes of innovative technology to address societal challenges as required outcomes in these courses. In this contribution, we describe the work done in ChE 3550, Transfer Science II (Fluids), a 3 Crs-hs course with 1 credit of lab work. The integration of the EOP model as a structured approach to sustainable design was incorporated to help guide student-teams developing such prototypes to address societal challenges as part of their formation as a holistically-trained professional. For example, intentional activities asked student-teams to leverage the EOP model as a way of integrating approaches to systems thinking, knowledge and understanding, skills, experiences, and behavior as part of the design processes within Foundry-guided learning experiences. The preliminary outcome will present and discuss the implications related to holistic-engineering-education-efforts and socially relevant learning.
Co-authors:Dipendra Wagle, Andrea Arce-Trigatti, Pedro E. Arce and J. Robby Sanders (all at TTU expect second one, at TCC)
AU  - Pedro E. Arce
AU  - Andrea Arce-Trigatti
AU  - Dipendra Wagle
CY  - Arlington, Virginia
DA  - 2023/03/12
PB  - ASEE Conferences
TI  - EOP Centered Courses Guided by the Renaissance Foundry Model of Learning
UR  - https://peer.asee.org/45007
DO  - 10.18260/1-2--45007
ER  -