Three ERCs and a National Network Node: Assessing Engineering Outcomes for Middle School Students Across a Joint Outreach Event

Larson, Jean; O’Donnell, Megan; Barnard, Wendy; Cook-Davis, Alison; Carberry, Adam R.; Adams, Stephanie B.

doi:10.18260/1-2--33439

Cited by 2 publications

(2 citation statements)

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“…The consortium is set to collectively utilize the expertise, experiences, and resources of its members and the partner ERCs. Some prior cross-ERC activities designed and implemented by the consortium include outreach activities, invited industry talks, shared summer programs, and conference/meeting workshops [5][6].…”

Section: Project Descriptionmentioning

confidence: 99%

Developing common qualitative tools for cross ERC education program evaluation

Zhao,

O'Donnell,

Jordan

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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His research interests include engineering student mentorship and leadership development, engineering research center education and diversity impact evaluation, and engine Megan O'donnell (Research Professional) Marcus LyraEngineers are motivated by innovation and new ideas, many scholars have spent their lives in finding and suggesting effective ways of supporting long-life learning in engineering (from K-12 to professional engineers). I am also one of them, specifically, I am passionate about how engineering educators become educators, how they seek teaching-related professional development, and how it is translated into effective engineering courses, using quantitative, qualitative, and mixed-methods analysis.

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Section: Project Descriptionmentioning

confidence: 99%

Developing common qualitative tools for cross ERC education program evaluation

Zhao,

O'Donnell,

Jordan

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Engineering for One Planet (EOP) is an initiative catalyzed by The Lemelson Foundation and VentureWel to incorporate fundamental skills and principles of social and environmental sustainability in engineering education [7]. In particular, EOP develops a framework to equip students with the following nine core values: Systems Thinking, Environmental Literacy, Social Responsibility, Responsible Business and Economy, Environmental Impact Measurement, Materials Choice, Design Mindsets, Critical Thinking, and Communication and Teamwork.…”

Section: Introductionmentioning

confidence: 99%

Develop the Mindset of Engineering for One Planet in Chemical Process Control

Huang

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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It is important to incorporate environmental, economic, and social considerations when we design control systems. While fossil energy will be used up in the future, converting solar energy to electric energy provides one potential solution to sustain the growth of the world population. The batteries play an essential role in electric energy storage, especially for electric vehicles (e.g., Tesla EV). The switch from traditional energy resources to renewable energy brings challenges and opportunities to chemical engineers who generally work in the oil & gas industry. To make students aware of these challenges and opportunities, a project was developed in the course of Chemical Process Control, which is the last required course taken by senior students in Chemical and Biological Engineering, to develop the mindset of Engineering for One Planet (EOP) in students. In this project, lectures were given to students on the nine core values of EOP, including Systems Thinking, Environmental Literacy, Social Responsibility, Responsible Business and Economy, Environmental Impact Measurement, Materials Choice, Design Mindsets, Critical Thinking, and Communication and Teamwork. After students were given the training materials on EOP Framework after the midterm, including handouts, videos and one lecture on the core concepts of EOP, three students formed a team to provide a two-page proposal on the scope of the project and the alignment of the proposed project with the nine core values of EOP. On the basis of the instructor's feedback, each team started to work on the project and submitted a report summarizing the obtained results by the end of the semester. An anonymous survey was given in class to collect students' feedback through multiple-choice questions on "how the EOP project helps students in learning process control" and "the effectiveness of the project in building the EOP mindset for students". Personal conversations between the instructor and students were conducted to collect information on "the advantages and drawbacks of the EOP project" were also included in the survey. Both the instructor's evaluation and students' self-evaluation indicated that students generally learned and applied the EOP mindsets in their EOP projects. However, they were reluctant to recommend the EOP projects to other students, as students needed to learn EOP techniques like environmental sustainability and life cycle analysis that are not directly related to the focus of Chemical Process Control. Additional instruction videos/materials on EOP may be helpful. In addition, there should be multiple courses in the curriculum to introduce EOP mindset. It is challenging to convince students to learn and use EOP skills just in one course.

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Three ERCs and a National Network Node: Assessing Engineering Outcomes for Middle School Students Across a Joint Outreach Event

Cited by 2 publications

References 1 publication

Developing common qualitative tools for cross ERC education program evaluation

Developing common qualitative tools for cross ERC education program evaluation

Develop the Mindset of Engineering for One Planet in Chemical Process Control

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