Integrating Sustainability Grand Challenges and Experiential Learning into Engineering Curricula: Years 1 through 3

Dancz, Claire L. A.; Ketchman, Kevin J.; Burke, Rebekah; Bilec, Melissa M.; Adams, Elizabeth A.; Allenby, Brad; Chester, Mikhail; Khanna, Vikas; Parrish, Kristen; Seager, Thomas P.; Landis, Amy E.

doi:10.18260/p.25412

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…Documents analyzed to identify competencies that are relevant for attaining technical sustainability and are suitable for incorporation into HND electrical/electronic engineering curriculum, were separated in to Journal Articles and Skills Standards. The journal articles are listed below: Batterman, et al, (2011), Noe, Pozzi and Magni (2015), Siew (2014), Besong and Holland (2015), Boutin and Chinien (2009), Dancz, et al, (2016), Lindow, Woll and Stark (2012), Sproule and Van Ryneveld, (2009), Olinzock, et al, (2015), and O'Rafferty, Curtis, and O'Connor, F. (2014). The three (3) technical sustainability competency standards analyzed are: Green/Sustainability knowledge and skill statements standards: US National Career Clusters Framework, Wisconsin Standard for Technology & Engineering, and Sustainability and Engineering in New Zealand -Practical guidelines for Engineers.…”

Section: Results Of Document Analysismentioning

confidence: 99%

Conceptual Model of Technical Sustainability for Integration Into Electrical/Electronic Engineering Programmes in Nigerian Polytechnics

et al. 2020

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Global warming is probably the greatest threat of this century. Several developed and developing countries have taken important measures to reduce its adverse effects, including greening their Higher Education Institutions (HEIs) curricula. However, Sub Saharan African countries are left behind to that effect, despite the fact that people in these countries are the greatest recipients of the global warming harmful consequences. The goal of this research therefore, is to investigate the suitable competencies in technical sustainability for incorporation into Higher National Diploma electrical/electronic engineering curriculum in Nigeria. The authors used mixed-method approach employing sequential exploratory design in the study. In the qualitative phase, we analyzed documents consisting of 10 journal articles and 3 skills standards, as well as conducted a total of 10 interviews with experts. Also, we carried out 3 rounds of modified Delphi survey using 28 participants to ascertain the appropriateness of the competencies suitable for infusion into the said curriculum. The study discovered competencies suitable for incorporation into the curriculum which include cognitive-related competencies in clean energy, eco-design, and R&D; psychomotor-related competencies in sustainable production, waste-to-energy-technology, communication/ICT, and use of modern engineering software tools; and affective values related to engineering ethical responsibility, occupational health and safety, cooperation/teamwork, and equity. We analyzed only 13 documents, conducted 10 interviews, and administered questionnaires in 3 rounds of Delphi survey technique to 28 experts in only one geo-political zone of the country. Thus, conclusions derived from these sources rely on the genuineness of the information provided by the participants. The findings provided the researchers, accreditation bodies as well as curriculum developers with competencies in technical sustainability in the events of curriculum upgrade or renewal to integrate technical sustainability. The findings are the results of triangulated data elicited theoretically and empirically.

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Section: Results Of Document Analysismentioning

confidence: 99%

Conceptual Model of Technical Sustainability for Integration Into Electrical/Electronic Engineering Programmes in Nigerian Polytechnics

et al. 2020

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“…Elsewhere, recent papers in the literature have reported on studies in the wider engineering education community to improve the impact, integrate grand challenges, develop projects as best practice examples, identify strategic alliances, and accommodate global perspectives. [4][5][6][7][8] More attention to formally implementing experiential learning in the curriculum with effective resources would facilitate and authenticate its adoption as a standard practice by other schools, enabling more students to enjoy the full-fledged benefits of improved preparation. Thus, as a contribution to practitioner knowledge, this paper describes how our program, which already supports a wide array of ongoing interdisciplinary engineering projects, satisfies the new campus-wide ELI graduation requirement; ELI features now being embedded into the existing curriculum structure enhance overall learning benefits by guiding students' reflection through personalized objectives to realized outcomes.…”

Section: Introduction: Experiential Learningmentioning

confidence: 99%

Formalizing Experiential Learning Requirements in an Existing Interdisciplinary Engineering Curriculum

Underwood¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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supervises engineering students in the Communications Technology Group on credited work in the Integrated Projects Curriculum (IPC) of the Engineering Department, and those who participate voluntarily via the Collaboratory for Strategic Parnternships and Applied Research. His on-going projects include improving flight tracking and messaging systems for small planes in remote locations, and developing assistive communication technology for those with cognitive and behavioral challenges, such as highfunctioning autism, or PTSD.c American Society for Engineering Education, 2017 Formalizing Experiential Learning Requirements In An Existing Interdisciplinary Engineering Project CurriculumIn education, experiential learning has become a best practice, high-impact strategy, because engaging with real life problems heightens students' interest, teaches them career-related skills, and enables them to become more self-aware/mature independent thinkers. While many students engage in experiential learning activities voluntarily, some schools have formalized a credited version as an elective to ensure the learning includes the reflective and conceptual components, as verified by a deliverable outcome. A few schools such as Messiah College have also gone a step further to require an approved experiential learning activity of all students, including engineering majors, to enhance their career preparation and community engagement before graduation. Students matriculating to Messiah College as of 2015 may now opt to fulfill the Experiential Learning Initiative (ELI) by either credited internship, practicum, service learning, leadership, off campus program, or research. While pre-graduation professional preparation may be new for some liberal arts disciplines, engineering has encouraged an experiential approach for some time. Since 2007, the Engineering Department at our institution has required students to complete a multiyear "practicum" which functions as an on-campus credited internship with our Collaboratory for Strategic Partnerships and Applied Research. Junior and senior engineering students receive credit for such project work through a four-semester Engineering Project 1-4 sequence, coupled with a two-semester Engineering Seminar 1-2 sequence as the reflective component. What remains is to incorporate the new features of the ELI mandate. While many engineering students on their own already complete paid internships with off-campus companies before graduation, to avoid extra tuition expense and unneeded credits, few opt for an academically approved internship with its intentional reflective component. Thus, we have decided to embed the specific ELI requirements related to reflection and the deliverable into our existing on-campus required upper divisional project curriculum structure. In our Seminar 1 course, students write four pre-experience learning objectives in stipulated areas; during Seminar 2, they complete correlated post-experience reflective questions, and compose a deliverable. In between Seminar 1 and 2, stu...

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Integrating Sustainability Grand Challenges and Experiential Learning into Engineering Curricula: Years 1 through 3

Cited by 2 publications

References 12 publications

Conceptual Model of Technical Sustainability for Integration Into Electrical/Electronic Engineering Programmes in Nigerian Polytechnics

Conceptual Model of Technical Sustainability for Integration Into Electrical/Electronic Engineering Programmes in Nigerian Polytechnics

Formalizing Experiential Learning Requirements in an Existing Interdisciplinary Engineering Curriculum

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