Work in progress &amp;#x2014; All aboard the engineer of 2020? Programs chairs' and faculty members' reports of curricular emphases

McHale, India M.; Lattuca, Lisa R.; Terenzini, Patrick T.; Yin, Alexander

doi:10.1109/fie.2010.5673567

Cited by 4 publications

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[19] A recent national study concluded that professional topics are typically emphasized in first-year design and capstone courses rather than integrated throughout the curriculum. [20] Naturally, the capstone course often fulfills the major engineering design experience defined in the ABET Engineering Criteria as a culminating design experience in which students apply knowledge from previous coursework and new information as needed to a complex, open-ended problem with realistic constraints. Thus design skills associated with outcomes (b), (c), (e), and (k) are commonly addressed as well.…”

Section: Senior Designmentioning

confidence: 99%

Advantages of agile methodologies for software and product development in a capstone design project

Rover

Ullerich

Scheel

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

View full text Add to dashboard Cite

Professional skills are often emphasized in a capstone engineering design course, especially in relation to addressing ABET Engineering Criteria. Learning of these skills is typically a product of the project management approach followed by design teams. The principles behind agile development and the features of the Scrum methodology match up well with the expected outcomes of a major engineering design experience and preparation needed by students for engineering practice. This paper presents a case study on design team use of an agile process for the successful development and release on the Google Play store of an Android app for a client during the span of a two-semester senior design course in electrical and computer engineering. The agile project management used in the case study was found to be beneficial to all involved (students, mentors, and clients). It emphasizes behaviors that lead to greater satisfaction and higher quality results with the senior design experience. Student learning opportunities related to professional skills are examined. This work adds to emerging literature promoting agile development as a model for capstone projects.

show abstract

Section: Senior Designmentioning

confidence: 99%

Advantages of agile methodologies for software and product development in a capstone design project

Rover

Ullerich

Scheel

et al. 2014

2014 IEEE Frontiers in Education Conference (FIE) Proceedings

View full text Add to dashboard Cite

show abstract

“…• Faculty and chairs give less attention to professional topics than to technical ones, despite the emphasis on professional skills in the NAE report and ABET criteria. • Professional topics are typically emphasized in firstyear design and capstone courses rather than integrated throughout the curriculum [17].…”

Section: Curriculum Integrationmentioning

confidence: 99%

Engineer of 2020 outcomes and the student experience

Rover

Mickelson

Hartmann

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

View full text Add to dashboard Cite

An NSF Scholarships in STEM (S-STEM) program has provided scholarships for cohorts of undergraduate engineering students since 2009, giving specific attention to the National Academy of Engineering's vision for the engineer of 2020 (E2020). Four E2020 outcomes are emphasized in Iowa State's program: leadership, global awareness and understanding, systems thinking, and innovation and entrepreneurship. These outcomes, or pillars, are being integrated into curricular and co-curricular activities. The four pillar areas are introduced in a one-semester first-year seminar and reinforced in a two-semester second-year seminar. These seminars supplement the regular program of study for engineering students. In this paper, we describe the curriculum and its planned integration beyond the scholarship program. We present student feedback about their experience in the program. We also introduce relevant core competencies associated with the outcomes as judged by faculty and industry representatives.

show abstract

“…More specifically, at the national level in higher education, professional skills for engineering students have been identified in several ways in the Accreditation Board for Engineering and Technology (ABET) Engineering Criteria (ABET, 2013). For example, ABET engineering student outcomes, listed in bold font below, have been referred to as professional skills (Shuman, Besterfield, & McGourty, 2005) (a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in lifelong learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice Typically instruction in professional topics at the university level primarily occurs in first-year design and senior-year capstone courses (McHale, Lattuca, Terenzini, & Yin, 2010). TBL offers the opportunity to embed continuing instruction throughout the curriculum, leading to more consistent development of professional and team skills in the context of the core engineering courses (Lamm, Dorneich, & Rover, 2015).…”

Section: Introductionmentioning

confidence: 99%

Measuring the Effectiveness of Team-Based Leaning Outcomes in a Human Factors Course

Dorneich

Bickelhaupt

Dorius

et al. 2015

Proceedings of the Human Factors and Ergonomics Society Annual

View full text Add to dashboard Cite

This paper will describe a synopsis of the development and application of a survey instrument to assess team skills and professional development outcomes of Team-Based Learning (TBL) in a human factors course. TBL is an advancing teaching pedagogy that shifts instruction from a traditional lecture-based teaching paradigm to a structured learning sequence that includes individual student preparation outside of class followed by active, in-class problem solving exercises completed by student learning teams. As an evolving teaching method, TBL appears to be producing new empirical learning outcomes in areas that have only preliminarily been explored. Traditionally, the effectiveness of TBL has been assessed through grades and numeric measures of performance; however, TBL was designed to both enhance learning as well as team collaboration and critical thinking skills. Thus there a need for a validated measurement instrument emerged to assess the development of team skills in TBL classes. The newly developed survey instrument is designed to assess three overarching factors within the TBL framework: 1) attitudes and beliefs about learning; 2) motivation to learn; and 3) professional development. A pilot survey was created and administered in the summer of 2013 to 25 undergraduate students at a large Mid-Western university and was tested for internal consistency. To further improve the quality of the survey, two focus groups were also conducted. In the fall of 2013 the revised survey was administered to 182 undergraduate students and in the spring of 2014 to 197 undergraduate students. Based on encouraging results, the survey was used to assess the learning outcome gains in a graduate level human factors course. Preliminary results for this sample showed modest gains in critical thinking and external motivation. The survey has the potential to provide instructors a mechanism to measure student learning gains in TBL educational settings. INTRODUCTIONEducation in Human Factors, as multi-disciplinary profession spans a wide range of domains, challenges educators to develop innovative classroom techniques to engage, and effectively educate a wide range of students. Beyond content learning, there is an increasing emphasis on student-centered learning, innovative pedagogy, workplace preparation, enhanced student satisfaction, student sharing of diverse ideas and perspectives, and the cultivation of lifelong learning. Team-based learning (TBL) is a teaching pedagogy on the forefront of these objectives by shifting instruction from a traditional lecture-based teaching paradigm to a structured learning sequence that includes individual student preparation outside of class followed by active, in-class problem-solving exercises completed by student-learning teams. In a TBL course, students take personal responsibility for assimilating topical information and knowledge and, in doing so, acquire lifelong learning skills which by design can be generalizable across other classroom related and/or professional activities. Studies report...

show abstract

Work in progress — All aboard the engineer of 2020? Programs chairs' and faculty members' reports of curricular emphases

Cited by 4 publications

References 0 publications

Advantages of agile methodologies for software and product development in a capstone design project

Advantages of agile methodologies for software and product development in a capstone design project

Engineer of 2020 outcomes and the student experience

Measuring the Effectiveness of Team-Based Leaning Outcomes in a Human Factors Course

Contact Info

Product

Resources

About