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Fostering Creativity in Engineering Education through Experiential and Team-based Learning

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Biological and Agricultural Engineering Education Technical Session

Tagged Division

Biological & Agricultural

Page Count

25

Page Numbers

23.613.1 - 23.613.25

Permanent URL

https://peer.asee.org/19627

Download Count

51

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Paper Authors

biography

Chehra Aboukinane

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Dr. Chehrazade Aboukinane is an adjunct professor at the Institute of Agronomy and Veterinary Medicine in Rabat, Morocco. She earned her bachelor’s degree in Biological Systems Engineering, master’s degree in Agricultural Engineering, and doctorate in Agricultural Education from Texas A&M University. Aboukinane worked for five years as an engineering consultant at Parsons Corporation before joining academia at El Akhawayn University and the Institute of Agronomy and Veterinary Medicine. She is also a faculty of Project management at Fairleigh Dickinson University, in Vancouver, B.C. Her research focuses on the management of the soil and water interface for maximum productivity within the environmental requirements of long term sustainability, climate change issues and overall ecosystem health. Other research projects include watershed modeling and simulations, project management, curriculum design and development, Information technology and distance education.

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Daniel N. Moriasi USDA-ARS

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Dr. Daniel Moriassi is a scientist at the U.S. Department of Agriculture. He earned his bachelor’s degree in Agricultural Engineering from Egerton University at Kenya, and both his master's in Biological and Agricultural Engineering and his doctorate in Engineering Science with minors in Civil Engineering and Applied Statistics from Louisiana State University. Dr. Moriassi is a research hydrologist at the USDA-ARS Grazing Lands Research Laboratory. His research focuses on the development of watershed-scale models of hydrological processes, the development of model evaluation guidelines, and the application of these models on water quality and quantity issues.

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Ann L. Kenimer Texas A&M University

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Dr. Ann Kenimer is a professor and associate provost for undergraduate studies at Texas A&M University. She earned her bachelor's and master's degrees in Agricultural Engineering from Virginia Polytechnic Institute and State University and a doctorate in Agricultural Engineering from the University of Illinois. A registered professional engineer, Kenimer was named as a Piper Professor in 2007. She also has been named a Texas A&M Presidential Professor for Teaching Excellence, received the Association of Former Students’ Distinguished Achievement Award and is a Texas A&M Center for Teaching Excellence Montague Scholar.

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Kim Dooley Texas A&M University

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Dr. Kim Dooley is a professor and associate dean at Texas A&M University. She earned her bachelor’s and master’s of education degrees and her Ph.D. in Agricultural Education from Texas A&M University. Her research focuses in eLearning and professional development, distance education, learner-centered instructional design, delivery strategies, technological change, and international agriculture development and education.

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James DUPE Linder Texas A&M University

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Dr. James Lindner is a professor at Texas A&M University, He earned his bachelor’s and M.B.A. from Auburn University and Ph.D. from Ohio State University. His research focuses on planning and needs assessment, distance education, international development, and research measurement and analysis.

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Abstract

Fostering Creativity in Engineering Education through Experiential and Team-based LearningAbstractThe Engineering Accreditation Commission (EAC) of ABET, the recognizedaccreditation agency for engineering in the United States, requires a set of learningoutcomes (known as ABET a-k) to be regularly self-evaluated. Results of this self-evaluation may be used to improve educational programs. As part of the effort to improveeducational programs based on a self evaluation of a particular learning model, this studyinvestigates how creativity can be fostered among freshman engineering students as aresult of exposing them to various creative problem solving exercises in an active,experiential, and team-based learning environment. An introductory course toengineering design at _________ University was used to determine how creativity waspromoted among students after completing the course. Established research findings increativity studies were used to measure creativity both as a construct and a processamong students. Qualitative approaches were used and the research design includedextensive field observations, focus group interviews, student questionnaires, andportfolios assessments. Results of the study showed that the use of an experiential andteam-based learning model in the freshman engineering design course enhanced bothprocess- and construct-based creativity dimensions among students during the course ofthe study.

Aboukinane, C., & Moriasi, D. N., & Kenimer, A. L., & Dooley, K., & DUPE Linder, J. (2013, June), Fostering Creativity in Engineering Education through Experiential and Team-based Learning Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19627

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