Delatte, N. (2014, June), Results from Implementation and Assessment of Case Studies in the Engineering Curriculum  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22982

\bibitem{asee_peer_22982}
  Delatte, N. (2014, June), \emph{Results from Implementation and Assessment of Case Studies in the Engineering Curriculum}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--22982

Norb Delatte P.E..  "Results from Implementation and Assessment of Case Studies in the Engineering Curriculum".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/22982 Internet.  12 Jan, 2025

\bibitem{asee_peer_22982}
  Norb Delatte P.E..
  "Results from Implementation and Assessment of Case Studies in the Engineering Curriculum".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/22982 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_22982
author = "Norb Delatte P.E."
title = "Results from Implementation and Assessment of Case Studies in the Engineering Curriculum"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/22982}
number = {10.18260/1-2--22982}
}

TY  - CPAPER
AB  -       Results from Implementation and Assessment of Case Studies in the                         Engineering Curriculum        Lessons learned from case studies have had a significant impact on both education andpractice of engineering and related disciplines. The history of practice in many engineeringdisciplines is, in large part, the story of failures, both imminent and actual, and ensuing changesto designs, standards and procedures made as the result of timely interventions or forensicanalyses. In addition to technical issues, professional and ethical responsibilities are highlightedby the relevant cases.        Student learning was assessed through surveys and focus group discussions. Studentswere asked specifically about the technical lessons learned, as well as their response to the casestudies. Case study questions were included on homework assignments and examinations.Survey questions linked student achievement to learning outcomes.        Over the past few years the project extended the work of implementing and assessingcase studies from University X to eleven other university partners, and broadened the scope tocover all engineering disciplines, as well as the NSF Materials Digital Library. This paperreports on the results from including case studies in various courses at a diverse data set ofuniversities. The results strongly suggest that failure case studies support a subset of ABEToutcomes that may be referred to as the “Professional Component” of the curriculum. TheProfessional Component outcomes include understanding of professional and ethicalresponsibility, understanding the impact of engineering solution, life-long learning, andknowledge of contemporary issues.
AU  - Norb Delatte P.E.
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Results from Implementation and Assessment of Case Studies in the Engineering Curriculum
UR  - https://peer.asee.org/22982
DO  - 10.18260/1-2--22982
ER  -