June 20, 2010
June 20, 2010
June 23, 2010
15.761.1 - 15.761.20
Integrating Cultural Development into a Multi-Disciplinary Seminar Course: Broadening the Student Horizon to Better Function and Appreciate Global, Contemporary Issues
This paper describes practical techniques currently employed to effectively integrate ABET accreditation criteria for engineering technology1 into a junior-level seminar course. With enrollment open to electrical, mechanical, and civil engineering technology as well as construction management students, this course provides a unique, multi-disciplined atmosphere to address the many aspects of engineering both as a student and as a future practicing engineer. In particular, this paper will discuss innovative, strategic teaching initiatives for assessment and evaluation of specific Program Outcomes noted under TC2K Criterion 3 and recognized throughout the engineering community as essential skills that allow engineers to effectively function and grow as members of the society that they serve. These outcomes are noted below lettered appropriately as they appear in the ABET criterion:
e. An ability to function effectively on teams.
g. An ability to communicate effectively.
h. A recognition of the need for, and an ability to engage in lifelong learning
i. An ability to understand professional, ethical and social responsibilities.
j. A respect for diversity and knowledge of contemporary professional, societal and global issues.
k. A commitment to quality, timeliness, and continuous improvement.
Although generally considered a n- describes the use of a junior professional seminar to provide a unique perspective on integrating engineering disciplines in the classroom as a model of their future - relationships in the real world. This course is structured to be a multi-disciplined environment where third-year engineering technology students can explore a number of relevant topics pertinent to their success as a student as well as a future practicing engineer. The resulting diversity served well as a precursor to examining these outcomes from different engineering perspectives. The teaching strategy necessarily recognizes that an ability to understand professional, ethical, and social responsibilities extends quite naturally into the other areas of emphasis included in the outcomes. Presentations and class work include traditional instruction, guess speakers, group projects, extensive writing, and student presentations on selected topics. This paper will present several innovative techniques for addressing, assessing, and evaluating the outcomes noted above and provide insights into the benefits of integrating electrical, mechanical, and civil disciplines into the same learning environment. Additionally, this paper will present a unique approach to incorporating out-of- the-classroom social and community events that provide timely opportunities for students to
Cottrell, D. (2010, June), Integrating Cultural Development Into A Multi Disciplinary Seminar Course: Broadening The Student Horizon To Better Function And Appreciate Global, Contemporary Issues Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16890
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2010 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015