Exploring Foundry-Guided Holistic and Interdisciplinary Communication Strategies for Engineering Education

Andrea Arce-Trigatti; Pedro E. Arce; Robby Sanders

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Conference: 2025 ASEE Southeast Conference
Location: Mississippi State University, Mississippi
Publication Date: March 9, 2025
Start Date: March 9, 2025
End Date: March 11, 2025
Conference Session: Professional Papers
Tagged Topic: Professional Papers
Page Count: 6
Permanent URL: https://peer.asee.org/54167
Download Count: 3

Paper Authors

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Andrea Arce-Trigatti Tennessee Tech University

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Andrea Arce-Trigatti holds a PhD in Education from the University of Tennessee, Knoxville. As an interdisciplinary scholar, her research centers on program evaluation, faculty development, education policy, and critical thinking and collaborative learning strategies as applied to various contexts, including engineering education and higher administration. She is a founding member of the award-winning Renaissance Foundry Research Group, and has helped to develop and investigate pedagogical techniques utilized to enhance critical and creative thinking at interdisciplinary interfaces.

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Pedro E. Arce Tennessee Technological University orcid.org/0000-0002-9869-9942

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Dr. P. E. Arce is University Distinguished Faculty Fellow, Professor and Past Department Chair of Chemical Engineering at TTU, Cookeville, TN-Currently, he is a co-coordinator of the Grad Engineering Education Task Force of the TTU College of Engineering

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Robby Sanders Tennessee Technological University

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Dr. Robby Sanders is an Associate Professor at Tennessee Technological University (TTU) in the Department of Chemical Engineering. He obtained his Bachelors of Science in Mechanical Engineering from TTU, and his Master's and PhD in Biomedical Engineering from Vanderbilt University.

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Abstract

Over the last decade, national calls for holistic engineering education have been prolific in the field.1,2,3,4 These calls aim to focus on holistic engineering education that builds a foundation for students to be able to engage in interdisciplinary work at various intersections in their field (e.g., biomedical sciences, nursing, sociology, etc.). However, consistently, engineering education has faced challenges in integrating interdisciplinary approaches that address holistic problem-solving and problem identification strategies.2 This study explores synergies of a holistic, interdisciplinary National Science Foundation - National Research Traineeship (NSF-NRT) Program that leverages a Foundry-guided approach5 to foster integrative thinking and problem-solving skills among and between students.6 Specifically, we look at selected outcomes from a course that is required as part of the first year experience for student trainees participating in this program. In this course, students were asked to work in teams with the objective of applying the major pillars of the program, including the Foundry-guided approach to holistic engineering education, as well as training in critical thinking and community-based collaboration frameworks to complete a prototype of innovative technology.7,8

As part of this work-in-progress, we offer insight into students’ growth in specific areas related to interdisciplinary communication. For this study specifically, we present preliminary findings using descriptive data analysis for student growth in the areas of (1) Connections to Discipline, (2) Transfer and (3) Integrated Communication. These data were collected during one semester of one of the NSF-NRT courses and were guided by the American Association of Universities and Colleges’ (AAC&U) common skills as found in a modified version of the Integrative Learning AAC&U VALUE rubric.9 According to the AAC&U (2024), “Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.9” For the students in this program, this type of skill was meant to foster a more interdisciplinary, holistic disposition that leveraged the Foundry to engage in collaborative work across different areas of study applicable to the development of a prototype of innovative technology.5 The preliminary findings reveal that students are developing skills related to a deeper understanding of real-world applications through interdisciplinary collaboration and that holistic approaches in engineering education can improve student outcomes. Implications and lessons learned are connected to key areas relevant to the Engineering Unleashed framework.

References: 1. Engineering Unleashed. “The KEEN framework,” The KEEN Foundation, 2024. Retrieved from https://orchard-prod.azurewebsites.net/media/Framework/KEEN_Framework_v5.pdf. 2. National Academy of Engineering. “Engineering of the future: Annual report,” 2019. Retrieved from https://www.nae.edu/File.aspx?id=237788. 3. The Lemelson Foundation. “The Engineering for One Planet Framework: Essential Sustainability-focused Learning Outcomes for Engineering Education,” 2022. Retrieved from https://engineeringforoneplanet.org/wp-content/uploads/2022_EOP_Framework_110922.pdf 4. D. Grasso, and M. Burkins. Holistic Engineering Education: Beyond Technology. Springer, 2010. 5. P. E. Arce, J. R. Sanders, A. Arce-Trigatti, L. Loggins, J. Biernacki, M. Geist, J. Pascal, and K. Wiant. “The renaissance foundry: A powerful learning and thinking system to develop the 21st century engineer,” Critical Conversations in Higher Education, 1(2), 2015, 176-202. 6. V. Matthew, S. Lipkin-Moore, P. E. Arce, A. Arce-Trigatti, N. Lavoine, L. Lucia, E. Selvi, M. Eggermont, M. Tiryakioglu, J. Hall, R. Edelen, and J. Plumblee. “A Roadmap for the Design and Implementation of Communities of Practice for Faculty Development,” Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 2022, https://peer.asee.org/40564 7. K. Pabody, C. Wilson, A. Arce-Trigatti, P. E. Arce, S. H. Buer, A. Haynes, R. Chitiyo, J. R. Sanders, and T. Smith. “The Renaissance Foundry Model and culturally centered collaborations: Qualitatively analyzed insights from graduate students' immersive experiences,” In M. Shelley, V. Akerson, and S. Turgut (Eds.), Proceedings of IConEST 2023 – International conference on engineering, science and technology (Vol. 1, pp. 99–111), 2023. https://www.istes.org/proceedings-of-international-conference-on-engineering-science-and-technology-2023-53-b.html 8. C. Wilson, K. Pabody, A. Arce-Trigatti, P. E. Arce, and J. R. Sanders. “Cultural and Interdisciplinary Immersion in STEM Graduate Student Training: A Qualitative Investigation into Insights from Appalachian, Cherokee, and Other Rural Contexts,” Paper presentation at the 19th Annual International Congress of Qualitative Inquiry Conference, May 28-30, 2024, Virtual conference, 2024. University of Illinois at Urbana-Champaign, Urbana, Illinois. 9. AAC&U. “Integrative learning VALUE Rubric,” 2024. Retrieved from https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-integrative-and-applied-learning.

Citation
Format

Arce-Trigatti, A., & Arce, P. E., & Sanders, R. (2025, March), Exploring Foundry-Guided Holistic and Interdisciplinary Communication Strategies for Engineering Education Paper presented at 2025 ASEE Southeast Conference , Mississippi State University, Mississippi. https://peer.asee.org/54167

TY - CPAPER
AB - Over the last decade, national calls for holistic engineering education have been prolific in the field.1,2,3,4 These calls aim to focus on holistic engineering education that builds a foundation for students to be able to engage in interdisciplinary work at various intersections in their field (e.g., biomedical sciences, nursing, sociology, etc.). However, consistently, engineering education has faced challenges in integrating interdisciplinary approaches that address holistic problem-solving and problem identification strategies.2 This study explores synergies of a holistic, interdisciplinary National Science Foundation - National Research Traineeship (NSF-NRT) Program that leverages a Foundry-guided approach5 to foster integrative thinking and problem-solving skills among and between students.6 Specifically, we look at selected outcomes from a course that is required as part of the first year experience for student trainees participating in this program. In this course, students were asked to work in teams with the objective of applying the major pillars of the program, including the Foundry-guided approach to holistic engineering education, as well as training in critical thinking and community-based collaboration frameworks to complete a prototype of innovative technology.7,8

As part of this work-in-progress, we offer insight into students’ growth in specific areas related to interdisciplinary communication. For this study specifically, we present preliminary findings using descriptive data analysis for student growth in the areas of (1) Connections to Discipline, (2) Transfer and (3) Integrated Communication. These data were collected during one semester of one of the NSF-NRT courses and were guided by the American Association of Universities and Colleges’ (AAC&amp;amp;U) common skills as found in a modified version of the Integrative Learning AAC&amp;amp;U VALUE rubric.9 According to the AAC&amp;amp;U (2024), “Integrative learning is an understanding and a disposition that a student builds across the curriculum and co-curriculum, from making simple connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.9” For the students in this program, this type of skill was meant to foster a more interdisciplinary, holistic disposition that leveraged the Foundry to engage in collaborative work across different areas of study applicable to the development of a prototype of innovative technology.5 The preliminary findings reveal that students are developing skills related to a deeper understanding of real-world applications through interdisciplinary collaboration and that holistic approaches in engineering education can improve student outcomes. Implications and lessons learned are connected to key areas relevant to the Engineering Unleashed framework.

References:
1. Engineering Unleashed. “The KEEN framework,” The KEEN Foundation, 2024. Retrieved from https://orchard-prod.azurewebsites.net/media/Framework/KEEN_Framework_v5.pdf.
2. National Academy of Engineering. “Engineering of the future: Annual report,” 2019. Retrieved from https://www.nae.edu/File.aspx?id=237788.
3. The Lemelson Foundation. “The Engineering for One Planet Framework: Essential Sustainability-focused Learning Outcomes for Engineering Education,” 2022. Retrieved from https://engineeringforoneplanet.org/wp-content/uploads/2022_EOP_Framework_110922.pdf
4. D. Grasso, and M. Burkins. Holistic Engineering Education: Beyond Technology. Springer, 2010.
5. P. E. Arce, J. R. Sanders, A. Arce-Trigatti, L. Loggins, J. Biernacki, M. Geist, J. Pascal, and K. Wiant. “The renaissance foundry: A powerful learning and thinking system to develop the 21st century engineer,” Critical Conversations in Higher Education, 1(2), 2015, 176-202.
6. V. Matthew, S. Lipkin-Moore, P. E. Arce, A. Arce-Trigatti, N. Lavoine, L. Lucia, E. Selvi, M. Eggermont, M. Tiryakioglu, J. Hall, R. Edelen, and J. Plumblee. “A Roadmap for the Design and Implementation of Communities of Practice for Faculty Development,” Paper presented at 2022 ASEE Annual Conference &amp;amp; Exposition, Minneapolis, MN. 2022, https://peer.asee.org/40564
7. K. Pabody, C. Wilson, A. Arce-Trigatti, P. E. Arce, S. H. Buer, A. Haynes, R. Chitiyo, J. R. Sanders, and T. Smith. “The Renaissance Foundry Model and culturally centered collaborations: Qualitatively analyzed insights from graduate students&#39; immersive experiences,” In M. Shelley, V. Akerson, and S. Turgut (Eds.), Proceedings of IConEST 2023 – International conference on engineering, science and technology (Vol. 1, pp. 99–111), 2023. https://www.istes.org/proceedings-of-international-conference-on-engineering-science-and-technology-2023-53-b.html
8. C. Wilson, K. Pabody, A. Arce-Trigatti, P. E. Arce, and J. R. Sanders. “Cultural
and Interdisciplinary Immersion in STEM Graduate Student Training: A Qualitative Investigation into Insights from Appalachian, Cherokee, and Other Rural Contexts,” Paper presentation at the 19th Annual International Congress of Qualitative Inquiry Conference, May 28-30, 2024, Virtual conference, 2024. University of Illinois at Urbana-Champaign, Urbana, Illinois.
9. AAC&amp;amp;U. “Integrative learning VALUE Rubric,” 2024. Retrieved from https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-integrative-and-applied-learning.
AU - Andrea Arce-Trigatti
AU - Pedro E. Arce
AU - Robby Sanders
CY - Mississippi State University, Mississippi
DA - 2025/03/09
PB - ASEE Conferences
TI - Exploring Foundry-Guided Holistic and Interdisciplinary Communication Strategies for Engineering Education
UR - https://peer.asee.org/54167
ER -