• Activity to help students identify their strengths. Students complete this outside of class prior to the activities proposed in this card:
  • Gallup's CliftonStrengths (https://www.gallup.com/cliftonstrengthsforstudents/)  OR "What's your superpower? Connecting EM, DEI and Character" (card #3265-https://engineeringunleashed.com/card/3265) 

   

• Students complete this in class as part of the outlined activities, with a follow-up classroom discussion:
  • "The House of Cards" (card #1925 - https://engineeringunleashed.com/card/1925)

Class Description:

Activities occurred as part of a first-year, first-semester, introduction to engineering course. The course had approximately 25 students in each section. The class met once per week for 60 minutes.

Prior to these modules, we spent a few classes introducing the 3 C's. We also spent time completing a few in-class design projects where they practiced the "empathize" and "problem definition" aspects of human-centered design. Therefore, by the time we introduce these activities I expect them to be curious, knowing that they must ask questions to any stakeholders to understand the problem they intend to solve.

Prior to modules:

• Students complete survey to help them identify their individual strengths (https://www.gallup.com/cliftonstrengthsforstudents/)  OR  https://engineeringunleashed.com/card/3265). Our students do this as part of another class at the institution several weeks prior to this activity.

Day 1: (60 minutes)

• Activities are outlined in the "Introduction to Engineering Roles" slides
  • Very brief introduction into the different roles in engineering careers (~10 minutes)
  • Card tower design challenge (~40 minutes; see card #1925 - https://engineeringunleashed.com/card/1925)
    • NOTE: Prior to the challenge provide students with the task description, the customer design requirements, and the engineering design guidelines.
    • Explain you will act as both the customer and their engineering manager. Bring two different hats to wear depending on who they want to talk to.
    • They must work quickly (only 20 minutes to build after introducing the activity).
    • Test the towers
  • Reflect (~10 minutes) on how different engineering roles support the engineering design guidelines and how following them (or not) led to success (or failure).
• Homework:
  • Create LinkedIn profile and job search for jobs of different engineering roles (see "LinkedIn Profile" and "Explore Engineering Jobs and Roles").
  • Students draft and submit for feedback their 'One-Minute Engineer' talk (see "One-Minute Engineer First Draft").
    

Day 2: (60 minutes)

• Activities are outlined in the "Engineering Roles and Strengths" slides
  • Guide students through reflection about their purpose and interests in order to answer the question: "Why engineering?"
  • Guide students through a 'jigsaw' activity where they explore various engineering roles and how different strengths relate to them. 
• Homework: students revise (see "One-Minute Engineer Final Draft") and practice presenting their 'One-Minute Engineer' talk

Day 3: (60 minutes)

• Students give their 'One-Minute Engineer' presentation to the class (~40 minutes, see "One-Minute Engineer Presentation).
• Concept map around the question: "What is an engineer?" (~15 minutes).