KEENzine5

Almost every engineering college seeks ABET accreditation. But how does this fit with the KEEN Framework? You may recognize that the KEEN Framework is split into two complementary parts: skillset & mindset. While mindset is the focus of KEEN, a specialized skillset supports the development of an entrepreneurial mindset. KEEN’s skillset outcomes are comprised of three categories: Opportunity, Design, and Impact. See page 26 for complete Framework . KEEN’s Opportunity Outcomes drive discovery and curiosity. They promote the development of ABET outcomes in a rich context for student work. If you are already mapping ABET outcomes for your syllabi, you can easily connect them to KEEN. (Figure 1) For example, test concepts quickly via customer engagement requires communication of the concept in a manner that the customer can understand and respond to, ABET #3 or [g]. Creating a preliminary business model introduces students to the operation of an enterprise as a system, a goal of ABET #2 and [c]. KEEN’s Design Outcomes are consistent with those commonly used in capstone courses and support all of the proposed ABET Student Outcomes 1-7 and ABET Student Outcomes a-k. KEEN’s Impact Outcomes emphasize value creation in both economic and societal terms, giving students insight into the potential for improvement. You can directly couple these Impact outcomes with ABET requirements. For example, a validation of market interest directly maps to ABET #7 and [i]. The KEEN Framework supports accreditation requirements. It provides a rich environment for preparing students to enter the workforce after graduation. Students’ ability to see the big picture and consider all impacts of an engineering solution improves our world. (1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics (2) An ability to apply engineering design to produce solutions that meet specified needs with consider- ation of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors (3) An ability to communicate effectively with a range of audiences (4) An ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts (5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives (6) An ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions (7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies Implied in (1) , (2) , & (6) . Also required in Criterion 5 Curriculum. [a] An ability to apply knowledge of mathematics, science, and engineering [e] An ability to identify, formulate, and solve engineering problems [c] An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environment, social, political, ethical, health and safety, manufacturability, and sustainability [f] An understanding of professional and ethical responsibility [h] The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context [j] A knowledge of contemporary issues [b] An ability to design and conduct experiments, as well as to analyze and interpret data [i] A recognition of the need for and an ability to engage in life-long learning [k] An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice [d] An ability to function on multidisciplinary teams [g] An ability to communicate effectively 1 7 a k (1) An ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics. (2) An ability to apply engineering design to produce solutions that meet specified needs with consider- ation for public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors. (3) An ability to communicate effectively with a range of audiences. (4) An ability to recognize ethical and professional responsibilities engmeenng situatuations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal context. (5) An ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives. (6) An ability to to develop and conduct appropriate experiementation, analyze and interpret data, and use engineering judgment to draw conclusions. (7) An ability to acquire and apply new knowledge as needed, using appropriate learning strategies. Implied in (1), (2), & (6). Also required in Criterion 5 Curriculum. Opportunity : Identify an opportunity Design : Analyze solutions Opportunity: Create a preliminary business model Design: Develop new technologies Impact: Identify supply chains and distribution methods Opportuni : Test concepts quickly ia cus omer engagement Impact: Communicate an engineering solution in terms of societal benefits Impact: Communicate an engineering solution in economic terms Opportun : Evaluate t chn feasibility, customer value, socie al b efits, economic viability Impact: Com unicate an engineering solu ion in terms of societal benefits Impact: Pro ect i tellectu prop r y Design: Determine design requirements Design: Create a model or prototype Impact: Develop partnerships and build a team Opportun : Evaluat tech ical feasibility, customer valu , socie l be efits, eco omic viability Des gn: Develop n w technologies Impact: Validate market interest Impact: Identify supply chains and distribution methods Design: Develop new technologies Impa t: Protect intellectual property OUTCOMES By Patsy Brackin Program Director for Engineering Design & Professor Rose-Hulman Institute of Technology Logo used with permission from ABET Figure 1 40