Instructors should have the powerpoint slides for the lecture. For the activity they will need:

• Sticky notes
• Pens or markers or other writing implements
• Large white boards
• Dry erase markers

“Character discovery” explores with students the intersection between the engineering profession and strength of character. This module includes 3 main pieces: an activity, a lecture, and an assignment. These are described below:

Activity:

The in-class portion begins with a reminder of previous parts of the course that have connected to the relevance of character in engineering including a lecture on cultural differences in engineering and a class session on “engineering before engineers”. The instructor asks an open question: why does character matter to an engineer?

Students are then broken up into 3-4 groups of 10-15 students, each of which are given a stack of sticky notes and markers and a large whiteboard on the wall. In their teams, students are encouraged to brainstorm the character traits they deem important for engineers, write each one on a separate sticky note,  and stick them on the whiteboard. They are advised to communicate together but also add individually as well.

When students initially seem to slow down on adding traits, students are encouraged to think outside of the box as well. They don't have to think only of professional engineers, what do they look for in their teammates now in their classes? What traits do they hope they have now? The instructor can add some examples of humorous or outside-the-box ideas to get the students thinking (e.g. brings coffee for everyone, always has a good joke).

Once students seem to be slowing down again on adding traits, we ask them to start organizing the traits they have however they may choose. For example, students might put all the traits that pertain to how an engineer might interact with others (e.g. good teamwork, communication skills, etc) together. They can use dry erase markers on the board to help describe each grouping.

After teams seem finished, they are encouraged to walk around the room and look at the other teams' work. They don't have to do this as a team, but can move around individually. Students then return to their seats and begin the debrief. This includes asking questions such as, were there any traits that surprised you? Were there any traits you wish you had put? Were there any traits you disagreed with? etc.

Lecture:

Following the activity, students are given a brief lecture/presentation that introduces character, virtues, vices and examples of virtues/character strengths that students might encounter in their four-year curriculum. It also covers some strategies for developing character strengths and concludes with the introduction of a follow up assignment explained below. 

Assignment:

As homework, students were given a written reflection assignment that invites students to consider how character is necessary to engineering and the role of character virtues in the students’ future. Students are asked 5 reflection questions which are listed below:

1. Why does character matter to an engineer?
2. Create a timeline of what your engineering trajectory could look like, from your early years to your final career goals. Where do issues of character come into play in your timeline? Where are different character traits relevant?
3. Choose one character virtue that was discussed in the class lecture. Define this character trait in your own words.
4. Find a current engineering exemplar of the character virtue you chose in #3 and explain how they show that virtue and why it is necessary for them as an engineer.
5. Choose at least one virtue that you would like to develop for yourself during your time as a undergraduate student. How can you better develop that virtue? When do you think this might happen? Be specific!

By the end of this class, students should be able to:

• Articulate character strengths relevant to engineering
• Reflect on virtues that connect to their future goals and interests
  

While sticky notes were used in the in-class activity, instructors can use other creative and generative tools they deem appropriate to help students reflect in teams and engage in a follow up discussion.

This activity could be run in a fully online course using tools like Google Jamboard or Miro.

We shared two presentations that are a bit different based on two different interactions of this class session. You can choose the slides that speak more to your needs and perspectives on this topic area.

In discussing the motivation for reflecting on character in engineering/higher education, you may connect with specific aspects of your university or program's vision, mission and/or strategic plan that connect to this topic to bring it more close to home. 

The reflection assignment was assessed and students were given a grade. Each of the 5 questions was assessed on the following scale with 1 being the best and 4 being the worst:

1. Answer is thoughtful with significant reflection. Contains detail if relevant.
2. Answer is thoughtful but lacks some reflection. Some details are included.
3. Answer is cursory and lacks most detail and reflection.
4. Answer is missing.

Students also received comments on their answers to encourage and support their character growth.