Addressing Third World Poverty In First Year Engineering Capstone Projects: Initial Findings

Estell, John K.; Reid, Ken; Marquart, Jed E.

doi:10.18260/1-2--15763

Cited by 5 publications

(3 citation statements)

References 2 publications

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“…These components may help educators create strong learning scaffolds to help students manage the complexity of designing for people living in poverty. 23 I found engineering design educators 24,25 who used reflection to identify learning needs of their students developed these stronger scaffolds intrinsically. Furthermore, I wanted to offer guidance to engineering educators assessing student work that targeted marginalized communities around the world.…”

Section: Translating Theoretical Framework Of Wellbeing For Purposes Of Design Assessmentmentioning

confidence: 99%

Assessing Student Design Work in Social Entrepreneurship Projects

Nelson

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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is a PhD student in Engineering Education at Purdue University. Her work centers upon helping engineering students connect meaningfully with global problems. She received her BS in Mechanical Engineering from Boston University and her MA in Poverty and Development from the Institute of Development Studies at the University of Sussex. Her research interests include engineering design for poverty alleviation, sustainable design, the public's understanding of engineering, poverty mitigation, student-centered engineering curricula, global participation, engineering design methodologies, real-world prototyping activities, and material culture. Her teaching interests include engineering design, authentic assessment, student advising, and K-12 outreach. Lindsey has worked with elementary, middle school, high school, and undergraduate students in formal and informal settings. She strives to develop professionally as a teacher, implementing best practices informed by rigorous research.

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Section: Translating Theoretical Framework Of Wellbeing For Purposes Of Design Assessmentmentioning

confidence: 99%

Assessing Student Design Work in Social Entrepreneurship Projects

Nelson

2013 ASEE Annual Conference &Amp; Exposition Proceedings

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“…For many years, students in the first-year introduction to engineering course sequence at Ohio Northern University have used poverty alleviation in developing countries as a theme for their culminating design experience. [5,6] However, the results of course assessments indicated that students had difficulty in understanding how the real world can influence and thereby constrain design. The CSM was subsequently developed as a tool for exposing students to potential sources of design constraints and shared last year with the first-year and design communities.…”

Section: Introductionmentioning

confidence: 99%

“…The CSM was subsequently developed as a tool for exposing students to potential sources of design constraints and shared last year with the first-year and design communities. [7,8] In the fall of 2016 a study was conducted to evaluate how engineers at various experience levels -first-year, seniors, and practicing professionals -use this tool to perform constraint analysis. [9] For this research, a subset of 15 design attributes (shown as shaded attributes within Table I) was used, so as to not overwhelm the first-year students serving as the baseline for this study.…”

Section: Introductionmentioning

confidence: 99%

Incorporating the Constraint-Source Model into the First-Year Design Experience

Estell,

Hylton

2017 FYEE Conference Proceedings

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Dr. Estell is active in the assessment community with his work in streamlining and standardizing the outcomes assessment process, and has been an invited presenter at the ABET Symposium. He is also active within the engineering education community, having served ASEE as an officer in the Computers in Education and First-Year Programs Divisions; he and his co-authors have received multiple Best Paper awards at the ASEE Annual Conference. His current research includes examining the nature of constraints in engineering design and providing service learning opportunities for first-year programming students through various K-12 educational activities. Dr. Estell is a Member-at-Large of the Executive Committee for the Computing Accreditation Commission of ABET, and also serves as a program evaluator for the Engineering Accreditation Commission. He is also a founding member and serves as Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions through a standardized rite-of-passage ceremony.

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