April 9, 2021
April 9, 2021
April 10, 2021
Humanitarian values and concerns can be seamlessly integrated into undergraduate engineering coursework, and have proven valuable in enhancing student learning, engagement and retention. We report on initial design and implementation of novel problem-based content for a first year engineering science course. The assignments and exercises involve real world challenges in (a) improving life in a large refugee camp in the Middle East and (b) designing ways to monitor coastal changes driven by climate change, the two exercises being linked through use of an inexpensive Arduino-based device with integrated sensors for projects easily adaptable to remote learning needs (as required by COVID 19 restrictions). These activities are designed to meet course learning objectives in engineering problem solving and value sensitive design. Initial student feedback from this ongoing project, collected via reflections and anonymous surveys, indicate that this is a fruitful approach which clearly enhances student engagement and perceptions of the engineering field. In addition, lessons learned from this work is leading to development of a lecture/workshop in values and humanitarian engineering to be presented in the author’s REU Site in Nanotechnology for Health, Energy and the Environment.
Halada, G. P. (2021, April), Integrating Humanitarian Values into First Year Engineering Coursework Paper presented at Middle Atlantic ASEE Section Spring 2021 Conference, Virtual . https://peer.asee.org/36305
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