This card is created for Software Engineering course at junior or senior level. Software Engineering course covers software development processes, project planning, system design, system implementation, system testing, and system evaluation. Besides learning the knowledge in the classes, it is important to have students practice the knowledge through hands-on projects. In addition, entrepreneurial mindset should be introduced to the students during the lectures and the practical projects since it is required for the future employment. In this card, five mini modules were created and implemented in the Fall 2018 semester. Course contents covered include Essential attributes of good software, System Requirements, System Modeling, Architecture Design, and Project Planning. Students were required to create a bookstore website including the front-end and back-end for our university as the practical project. Through the lectures and practical project assignments, active learning, project-based learning, and entrepreneurial mindset were addressed. The connections to the entrepreneurial mindset student outcomes are shown in the mini modules.

Everyone receives daily feedback on a wide variety of things: appearance, choices, decisions, efforts. How we choose to receive and use that feedback makes a big difference in how we are able to learn and grow from it. In developing students’ ability to more effectively give and receive feedback, we directly and fundamentally address the key value of Curiosity. If curiosity is the mindset that empowers students to investigate our rapidly changing world, feedback is the skillset that unlocks and enables that mindset. ContextThis module is delivered to seniors before and after their first "Project Review Board" (PRB), where their capstone team presents their project and progress to an audience of 5-6 engineering faculty and engineers in industry. This is an exercise where they will receive feedback on their project, and it may be unpleasant. They don't just present then receive a grade; they will be interrupted many times with questions, suggestions, criticism, and perhaps approval. Experience shows that students do not always respond well to this type of exercise; thus this module was developed to help students learn how to make the most of feedback of any sort.Schedule1. Assignment before Day 1: Read the Introduction and Chapter 1 of Thanks for the Feedback: The Science and Art of Receiving Feedback Well, Stone, D. and Heen, S.2. Day 1 discussion, before PRB (see "Feedback lessons.pdf" and "Feedback slides.pdf")3. Assignment before Day 2: Complete "Guide to Working with Me". Share your results with your capstone team.4. Day 2 discussion, after PRB (see "Feedback lessons.pdf" and "Feedback slides.pdf")5. Day 2 scenario exercise

Solar arrays are continuing to dominate the discussion of alternative energy technology as society looks to replace fossil fuel resources to power homes, businesses, and even personal electronics. Solar cells are the individual components that convert sunlight into direct current electrical power. The cell consists of a silicon based pn junction with an anti-reflective coating and metal contacts. The design of the cell is a multi-variable problem that includes determining the appropriate junction and contact doping levels, the geometry of the metal contacts on the surface (known as fingers), and lastly the thickness of the cell. A key figure of merit for a solar cell is the maximum available power which is the product between the open circuit voltage and short circuit current. The maximum power delivered by the cell is dependent on the resistive load its driving and typically about 85% of the available power. Lastly, the cell efficiency is defined as the electrical power generated divided by the input solar power.  A critical component of solar cell design is the significance of manufacturing costs. Costs increase as the number of manufacturing steps increase in order to optimize the performance of the cell. Typically, solar cells are characterized by the cost per watt of power generated for a given solar array size. As manufacturing processes mature, the cost of a solar array in 2014 was about $3.85/W compared to a cost of $3.05/W for solar arrays available in 2019. Therefore, a 5 kW system has an installed cost of $15,000 to the consumer for a south facing roof. Currently several government tax credits exist at both the federal and state level to help consumers offset the up front installation costs. Consumers need to consider the yearly savings solar will provide depending on the size of their system as well as consider the degradation of performance over time. Alternatively many companies also offer the option to lease solar arrays, however, this option will forfeit the right to the government tax credits. For 2019, many studies suggest the costs of solar will lead to savings over the life of the array compared to rising electric costs.  This project aims to provide students with insight regarding the design of a solar cell as well as extrapolating the cost of the system. The technical design gives students the opportunity to solve a multi-variable problem as they are optimizing the cell for maximum efficiency. The project also attaches a cost associated with each variable for manufacturing. The higher efficient designs will yield the highest manufacturing costs, therefore, students need to weigh the pros and cons of each optimized variable as it relates to the overall cost. The student report out is a technical report where the details of the technical design are discussed, the overall cost of the cell itself, and an economic impact discussion stating if their design is economically feasible for implementation on a 2000 sq. ft. home with a south facing roof line.

The purpose of this technical communication activity is to challenge students to communicate science effectively to stakeholders. This includes decision makers (executives, regulatory agencies, government officials) and the lay public.Biotechnology is a growing field with many new innovations occurring every year. Particularly in biotech, innovations cause many to grapple with ethical or moral implications. Many of these are legitimate, but there is much room for intentional misinformation or inaccuracies to enter into the knowledge gap that exists between the experts and the lay public. Students going into the field of biotechnology must be equipped to deal effectively with disagreement and dissent without dismissing out of hand legitimate concerns.Through this project, students will gain the experience of seeing an issue from its many sides and developing effective techniques to argue their position in terms of value creation. They will get practice using the concepts of value creation and entrepreneurial mindset in the context of the GMO debate.The GMO that this EML is currently built around is the American chestnut tree, a real-life non-profit project to restore the American chestnut to its historical widespread abundance in the Eastern United States. Students must create a one page brief, emphasizing concise writing, to argue their position. Students must also create a short presentation, again focusing on clear presentation of facts, in preparation for a “town hall” style debate where all issues are discussed. The debate around this project can be really fun and instructive for the students – they really take this debate and run with it!

What: Students will be given a functional but inefficient piece of code that find the shortest flight path between any two selected airports. They will work in teams to analyze and optimize the code using different data-structure concepts that include: arrays, linked lists, and hashes. Additional data structured to explore include priority queues, min/max heaps Who: Students in an introductory data structures and algorithms class, students will complete the activity in a group of three to five. Where: Classroom/computer lab environment. When: Homework assignment, plus one class period.

The students entering our classrooms are a unique group of individuals who have been labeled the "Internet Generation" or "iGen". They have a particular set of characteristics which reflect the environment in which they were raised. Namely, they have grown up with cell phones and the internet. The heavy dependence on social media and virtual relationships does influence how they learn and their emotional development. As faculty, it is important for us to be familiar with their background, who they are, so that we can help them develop as mature, responsible engineers. It is important for us to understand the pressures iGens face as mental illness from anxiety and depression seem to be a part of this generation, even more so in the presence of the Covid-19 crisis.The iGens are the next generation of entrepreneurs. They are very resourceful and can use the internet for good. They consume information but need help discerning what is useful and what is not. Given the right environment, an EML environment, these student can thrive and use their skills to a definite advantage. They like the challenge but need training in soft or professional skills to become effective in the workplace. We can help them see the opportunities to create value.This paper gives an overview of iGen students and describes what we as faculty can do to help prepare these students for the workplace and the "real world".

This assignment has the students flip their perspective and move outside their comfort zone. Students have learned how to design the structure given a design forcing. For this particular class, students have already learned how to size armor stone based on wave height, stone density, stability factor, and structure slope. Their task is to test their knowledge by estimating the design wave from an image of a breakwater. As alluded to in the title, this will work for any structure, which has been built to withstand a design condition (for example the diameter of the monopile and the material should give the student a starting point for estimating the design wind loading on a wind power generator).Students will need to make assumptions in order to arrive at a solution. Do not tell them ahead of time what those assumptions are. To complete this task fro a breakwater they will need to:estimate the size of the stone based on cues in the image (e.g. person standing in the image)assume a type of stone from cues in the image (e.g. color and texture)assume standard slope of the breakwater (e.g. 1:2)assume stability factor (e.g. KD=2 or 4)Split the class into groups of 2 or 3.The groups are given the image and instructed to find the design wave (forcing) at this particular site based only on what is in the image.At this point the students are left to develop a solution. Resources are class notes and they can use MatLab to code up a solver.Some students will want to find the location, look the structure up on the internet and find out more details. It is left to the instructors discretion as to what resources the students are allowed to use. The task can be elaborated on by having the students code up the equation and apply a range of the variables for which assumptions were made, and then provide a range of possible design conditions based on each assumption.It is particularly interesting for the students to see how much the design wave height changes with in stone type or stability factor.

Course Context This module is an activity, which takes place approximately halfway through a Medicinal Chemistry graduate level course. Thus, students will have been exposed to a fair amount of introductory material in preparation for this activity. The course focuses on the medicinal chemistry aspects of drug discovery, design, development and approval. Topics include Chemotherapeutic Agents (such as antibacterial, antiviral and antitumor agents) and Pharmacodynamic Agents (such as antihypertensive, antiallergic, antiulcer and CNS agents). The syllabus with Course Learning objectives, list of topics and corresponding assessments is provided as an attachment to this card.    "Making Drugs–Legally"/ What Makes a Good Drug Bad? The Hook: Five thousand years ago the Chinese Emperor Shen Nung made a tea from an herb, Ma Huang, to treat cough and congestion. The active ingredient Ephedrine was isolated and used for years for the treatment of asthma. The left-handed version of ephedrine known as Sudafed is a popular nasal decongestant. Simply replacing an Oxygen and Hydrogen on either with a single Hydrogen atom provides the dangerously addictive recreational drug of abuse methamphetamine better known as “Crystal Meth”, made infamous by the TV series “Breaking Bad.” In this module, students are prompted to design orphan drug products for rare conditions and diseases. Students will employ a rationale based approach to drug design for legal and therapeutically useful products, based on the structure and function of the drug site of action (the target), and pharmacokinetic properties of the drug substance: absorption, distribution, metabolism and excretion (ADME). The activity involves Preparation outside of class in support of a team based project. It incorporates a Jig-Saw approach where Subject Matter Experts research the four major therapeutic targets and report back to the Home Group (the Team), followed by a formal Design and Presentation component.

Encryption techniques have developed from the early Caesar cipher to sophisticated 20th-century algorithms like RSA.  The German Enigma machine was used to mechanically implement a sophisticated multi-rotor encryption scheme.  The effectiveness of the device drove a revolution in early generalized computing led by Alan Turing. This card contains an EML implementing a brute-force solution for an arbitrary Enigma-style cipher, and asks them to consider the ramifications of the widespread availability of computing power.  It is designed to follow on from "encode:  The Enigma Device, Part I."  Together, these EMLs challenge students to consider both sides of an important historical event (what Churchill called "the secret weapon that won the war") and to reflect on their own products, projects, and the role of computing in the world. The EMLs can be highly scaffolded or rely on students to generate and attempt solution approaches.  The project is deployed during a two-hour class section, or as a take-home team project.  The activity is implemented in Python 3 using the Jupyter Notebook framework, which provides for interactive code development.  The notebooks may be deployed online (through Binder or another web service based on JupyterHub) or run locally (using Jupyter).

As perhaps is true in any creative undertaking, inspirations, challenges, collaboration, disciplined process, discovery, and failure are all natural steps in pedagogy. Making these steps explicit with the Meta Mindset was something new and can be empowering for students.In THTR 312: Plays in Performance – Melodrama, the Meta Mindset was used as a project-based procedure for the students to create an adaptation of Charles Dickens’ classic novel A Christmas Carol as a non-denominational holiday rap performance entitled Hip-hop X-mas Karol. The Mindset was presented first, followed by the project. The class then followed this path: 1. Reading the original and brainstorming (inspiration);2. Reviewing the brainstorming to suss out problems (challenges);3. Creating a first draft of the five staves of the original (collaboration);4. Presenting the group work (self-evaluation and practiced creativity + more collaboration);5. Conducting exercises in diction, voice, movement, dance, musical performance, and acting (disciplined practice);6. Reviewing and revision of product (extrinsic value, enduring understanding).This process was revisited four or five times, sometimes with students getting stuck in the loops, sometimes with the professor adding further inspiration and collaboration with workshops by rap artist Baba Brinkman, choreography with dancer Adam Bramson, aesthetics with designer Erin Hopwood, and music integration with sound designer Tim Frey. As the class moved into the rehearsal/performance portion of the creation, students got stuck in more loops, collaborated to overcome challenges, and went around the carousel again and again in a process known as rehearsal.What evolved from the explicit use of the process was impressive. Students owned their project! The professor was able to step back from the director’s role (which initially left students very, very uncomfortable and nervous) and watched as the students created a piece of work from the ground up. Through the students’ collaboration, the whole was more than the sum of its parts. There were moments and scenes that would not have existed without the more than dozen creative minds working together. For many, self-discovery was a big part of this process: they spoke of the discoveries intrinsic to the process, but also of discoveries about skills they didn’t know they possessed and challenges they didn’t know they could meet.A sticky spot that arose was leadership in collaborations. Naturally some of the more experienced students tended to take over the process. However this lessened as students got to know and trust one another, and to respect the expertise of each member (i.e. theater students learned that math, biology, and government students had skills that they did not possess and vice versa).In addition, students are resistant to risk if it might lead to failure and failure might jeopardize grades. In this instance the professor was able to take grades off the table. Everyone earned an A. In this case it worked, and it was worthwhile to let the Meta Mindset work and the reward be intrinsic. While it would not work in all cases, perhaps due to the performance in front of an audience being its own extrinsic value, the students did not slack off. They all pulled together and contributed in important ways to the final product. Again, while the journey depicted by the Meta Mindset is not new to those in creative arts, when made more explicit, the process becomes more understandable, and more repeatable by students, which is a great mindset to have in the toolbox.

During the 2019 KEEN Leader Meeting, our Network's annual strategy meeting, we deployed an agile-inspired approach to make progress on nine network priorities.The approach was meet with great feedback in helping more than 100 KEEN Leaders define success and develop action plans (i.e. proposals or RFPs) for the nine Network priorities. As such, we wanted to share our approach with others. Below you will find some of the templates and example resources that were developed for this meeting. We hope that you will find these resources useful for driving group progress on your campus, organization, or group priorities.  TEAMS - Tapping into our Collective Wisdom by Co-Creating Solutions In order to pull this off, we had four facilitators (who also co-created the approach and agenda) drive the meeting structure and approach for all working groups. Each working group was supported with two Guides to help keep the groups focused and encouraged to make progress. Working groups were capped at 13 participants (including the guides), but ideally these would be less than 10 participants. Consider leveraging breakout rooms to provide adequate space to work and hear one another. We had three working groups in each breakout room (with one facilitator running each room) for the first two Sprints but the rooms were a bit small making it hard to hear one another.  Additionally, we would recommend building in time for each team to get to know one another and establish (or at least agree to) team norms before they engage in their first Sprint. This is something that we did not do, but wish we did.  STRUCTURE - Fail Fast, Fail Often, Fail Forward to Success For all working groups we used the same structure. We leveraged three Sprints (complete design cycles) over one and a half days. Before the first Sprint, working groups interviewed one another to gather additional information for their specific areas of focus. Then, after each Sprint they pitched their product (either a proposal or RFP) to their peers and captured feedback for the next Sprint. An important aspect of a Sprint is that you complete the entire product each time - not just a portion of it. The philosophy is that you learn more from feedback on a rough implementation, than on heavily investing in a "design forward" approach.  This helps alleviate surprises from presenting themselves later in the deign process and allows the group to continuously improve their ideas over each of the Sprint cycles - by testing them with stakeholders and capturing feedback on their specific product. Each Sprint lasted only a couple hours forcing groups to move quickly and try things out with their stakeholders. We recommend ending Sprints with pitches prior to meal functions. This provides opportunities for informal feedback and testing to occur naturally. We also recommend using a formal method (i.e. forums) to capture real-time feedback from pitches.

This material was delivered over a two day workshop for high school teachers in the Detroit Public School system.During the workshop, participants will be introduced to the maker movement, and active learning pedagogies to develop both content and skills for students related to a real-world theme.Friday June 1, 20184:00-4:15 Check-in and begin introductions4:15-4:30 Workshop Objectives 4:30-5:15 Quantified Self/Wearables Overview5:15-6:15 VR/AR Hands-on Demonstration6:15-7:00 Dinner and Break7:00-8:00 Active Learning Techniques (ACL/PBL/EML)Saturday June 2, 20188:00-8:15 Check-in8:15-9:00 Design Process Overview9:00-10:15 Design Thinking Activity10:15-10:45 Maker Movement Overview10:45-11:00 Break11:00-12:00 Electronics Kits Practice soldering with Weevil Eye ($9.95 each)Practice with sewable electronics with LilyMini ProtoSnap boards ($14.95 each)12:00-12:45 Lunch12:45-1:15 Open Electronics Overview1:15-1:45 Circuit Playground Express Kits ($29.99 each)1:45-2:00 Break2:00-3:00 Makerspace Tour and Demos (3D Printing, Milling, Laser Cutting, 3D Scanning)3:00-3:45 Discussion and Assessment