This article also appears in ASEE PRISM.
We’re happy to announce the winners of the annual ASEE Best Card Competition!
This national competition is an exclusive opportunity that runs in tandem with the ASEE Annual Conference. Everyone who presented a poster or paper at the conference was eligible to enter the competition by submitting their materials on Engineering Unleashed. The Engineering Unleashed Community Catalysts provided a peer review of the materials through a multi-category rubric. Deciding the final five was extremely difficult thanks to all the wonderful work presented.
Winners will receive:
Beyond the possibility of winning, the competition provided a great opportunity for faculty and staff to share their work outside their institutions and organizations. Materials were submitted on cards, which can hold lesson plans, presentations, images, videos, and much more for others to download, use, and adapt in their own classes and projects.
A first-year engineering course at the University of New Haven is redesigned to add the benefits of learning in the makerspace into an existing design and customer-awareness term project.
Focus on the specific training materials used to introduce students to the makerspace equipment at a first-year student level!
Stephanie Gillespie, Associate Dean (University of New Haven), introduces three 100-minute class periods with one of the following technologies introduced during each class period alongside entrepreneurial mindset objectives:
By the end of the three lessons, students will be able to:
A free-choice open-ended design project that supports student autonomy, one of the three basic psychological needs from self-determination theory (SDT).
Get more positive and motivational student responses in an introduction to engineering course!
Chao Wang, Senior Lecturer (Arizona State University), shows how to engage and motivate students by letting them choose their own design project while introducing broad topics such as the engineering design process, engineering modeling and drawing, and teamwork.
In a design team, students will apply the entrepreneurial mindset to create a customer focused design, including:
This "master" entrepreneurial mindset concept map captures faculty insights as to what properties are relevant to the term "entrepreneurial mindset".
Get the Who, What, Why, and How aspects of an entrepreneurial mindset within the context of engineering education!
Cheryl Bodnar, Assistant Professor (Rowan University) and Elise Barrella, CEO and Founder (DfX Consulting LLC), worked with seven faculty experts in the Engineering Entrepreneurship field to finalize this “master” concept map begun at the 2019 KEEN National Conference.
After reviewing the map and accompanying materials, faculty will be able to:
A flexible hands-on project where students work in teams to create an inexpensive visual aid that illustrates a class concept, then use it to teach someone.
Tailor this project to your class goals while cultivating student curiosity and creating enormous value!
Kimberly Demoret, Assistant Professor (Florida Institute of Technology), demonstrates in her Introduction to Aerospace Engineering class how to provide hands-on experience in large lecture classes without lab sections.
Learning objectives include:
A learning module guides students to solve transportation engineering problems related to the yellow interval and dilemma zone in a simplified setting.
Get your students analyzing theories and assumptions through storytelling, class discussion, and an individual research project!
Yingyan Lou, Associate Professor (Arizona State University), provides this module for students to analyze the theories, assumptions, and implications behind the yellow duration calculation, investigate contrarian proposals to current practice, and explore additional possible solutions.
Learning objectives include:
Discover more ideas, opportunities, and actionable take-aways!