Gu, H. (2024, June), Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47661

\bibitem{asee_peer_47661}
  Gu, H. (2024, June), \emph{Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  10.18260/1-2--47661

Huan Gu.  "Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47661 Internet.  15 Mar, 2025

\bibitem{asee_peer_47661}
  Huan Gu.
  "Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47661 Internet.  15 Mar, 2025

@INPROCEEDINGS{asee_peer_47661
author = "Huan Gu"
title = "Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47661}
number = {10.18260/1-2--47661}
}

TY  - CPAPER
AB  - Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project

The objective of this study was to introduce a group of diverse sophomores (5 Chemical Engineering, 15 Civil Engineering, 3 Mechanical Engineering and 7 Generals Engineering students) to problem-solving (PS) and foster entrepreneurial mindsets (EMs) through a 4-week project. This 4-week project was to design a snowmaking system for a local ski resort. Our hypothesis was that using a real-world project can promote students’ curiosity in problem-solving, help students make connections between the knowledge they learned in classroom and the problem, and encourage students to apply this knowledge to create values for our communities, which are the 3Cs of EMs. To test this hypothesis, we organized a field trip and used teaching techniques such as Jigsaw in addition to traditional lecturing. The outcomes were evaluated using surveys, ICAP framework, technical memo, and modeling results using Excel. 

AU  - Huan Gu
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Integrating Problem-Solving Studio into an Introduction to Engineering Course via a Real-World Project
UR  - https://peer.asee.org/47661
DO  - 10.18260/1-2--47661
ER  -