A concise, imagination-driven assignment can help programming students identify and qualitatively discuss user's interests. Empathetic imagination can allow programming students to envision potential effects of the software they create. All software affects the lives of the users. Some software can do this in a dramatic way, such as in an aircraft navigation system or an implanted pacemaker. Even systems that seem almost innocuous impact our lives, however. Imagine the e-commerce site that makes your credit card information available or a health "supplies" site that makes your personal information available... There is always some degree of impact, though it is different for each application. This assignment was originally piloted as an add-on component to a relatively large software design project. Students working on a software design project were required to attempt to make a determination of both positive and negative impacts the software could have on the lives of the people that use it. Students then selected and justified a quality assurance plan, based on the predicted human impact.

Safety improvements in transportation networks are often based on historical traffic crash data. Law enforcement officers typically complete a crash report form at the crash scene. These forms are compiled by the Missouri State Highway Patrol, which then shares them with transportation agencies. According to Section 303.040.1 of the Missouri Motor Vehicle Financial Responsibility Law, parties involved in crashes are required to report a crash only when all the following conditions are met: 1. One of the motorists involved in the crash was uninsured; 2. The crash resulted in a fatality, injury, or more than $500 of property damage; and 3. The crash occurred in the past 12 months in the state of Missouri. The objective of this rule is to reduce the workload of law enforcement agencies by eliminating the need to report minor property-damage-only (PDO) crashes. This is understandable, as transportation agencies are focusing on identifying high-risk crash locations with a previous record of disabling injuries or fatalities. PDO crashes that cause property damage worth less than $500 and that involve only vehicles and fixed objects are not a strong predictor of future injury or fatal crashes; however, the same does not apply to PDO crashes between vehicles and bicyclists. Bicyclists are considered vulnerable road users and do not benefit, as vehicle users do, from protection provided by a vehicle. In the case of bicycle crashes, roadway features separated by a matter of a few inches might determine the difference between a PDO crash and an injury crash, which could be distinguished, for example, by whether the bicyclist falls on vegetation or on the curb. The goal of this case is to develop a method for improving the measurement of bicyclist exposure on the road. In other words, the project aims at developing innovative techniques for collecting bicycle crash surrogates, and identifying locations that have a high risk of bicycle crashes.

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.

The Kern Entrepreneurial Engineering Network (KEEN) is pursuing an independent evaluation of its impact in inspiring and supporting reform to US-based engineering undergraduate education to be completed by Ruth Graham. KEEN’s mission is “to graduate engineers with an entrepreneurial mind-set so they can create personal, economic, and societal value through a lifetime of meaningful work”. The network is seeking to achieve its missions through two nodes of activity: Institutional Partnerships: supporting bespoke educational reform at a core group of partner universities – totaling 36 to date – that are committed to instilling an entrepreneurial mind-set (EM) in 100% of their engineering students;Faculty Community of Practice: nurturing and hosting a community of practice for individual engineering faculty (n≈1500), from across and beyond the partner institutions, who are committed to KEEN’s unifying mission, empowering them to be agents of educational change on their own campuses. The study includes six questions that reflect key components of KEEN-supported change processes:1. Vision and motivation: what motivates network members to engage with KEEN and what drivers/factors support them in undertaking KEEN-supported educational reforms?2. The change process: what opportunities and challenges are faced by members of the network when lobbying for, designing and delivering these educational reforms? What do they regard as the critical elements in the KEEN-supported change process?3. Nature of the changes made/underway: what is the scale, form and focus of the changes delivered by network members since their engagement with KEEN?4. The influence of engagement with KEEN: how do different modes of engagement with the KEEN network influence the capacity, motivation and leverage of its members when seeking to make change within their own institutions? 5. Institutional support for change: to what extent are institutions and university leaders supporting network members in the development of an EM amongst engineering students, and what facilitators and barriers are faced?6. The legacy of reform: to what extent are KEEN’s impacts – both on the form/focus of the undergraduate programs and on faculty knowledge, behaviors and skills – understood to be sustainable, beyond the duration of KEEN’s intervention?

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

These elements are intended to enhance, not replace the existing curriculum for a 2-semester senior design project course.These projects are primarily proposed and funded by industry partners who invite students to apply their engineering experience and skill to solve a real-world problem that their business is facing.By introducing students to EM and the 3 Cs, they are reminded of the applicability of these concepts to product design.

Students will learn about the eight forms of corrosion and how they can use engineering design to resist the corrosion. They will report on economical ways to resist the corrosion. This module is problem based learning where students have to go out as a group and find a problem caused by corrosion, then they photographed it and made recommendations as to how to prevent it from happening again.

This card describes a project where students research the causes and impacts of dam breaches and write a professional memo summarizing and synthesizing their results. Dams can often fail due to hydrostatic forces exceeding the weight of the dam and causing an overturning moment. A dam breach, where water overtops the dam, can also cause failure. As engineers, it is integral to correctly account for hydrostatic forces and anticipate dam breaches.  Who: The module is designed for a required junior-level class.  Students work in pairs to complete the project.  Where: Students work in class to design projects in pairs and through class discussion.  What: Pedagogically, students work in partners to research hydrostatic forces acting on the dam and economic and environmental impacts of dam breaches.  Additionally, students write memos synthesizing their research.

Hook: Tell students about the state of phone technology in the early 1990s.  Ask them to think about how would you reach someone?  Most people had phones only in common rooms, i.e. kitchen and living room.  How would you talk to friends outside of school?  The internet didn’t exist, so no online ordering of goods or pizza.  You’d have to call in orders.  How would you call 911 from the middle of a street? (Could instead have them do activities like order a pizza, but wait you don’t have your cell phone or the internet, etc.) Then students read a short case study about the phone systems in the US going out for a day in 1991. (10 min)  There are many online resources that recount this story, so you can have them read other material.  The one attached is freely available and doesn't go into technical details which helps focus the students on the non-technical issues. Activity: This is part of the software engineering course where we have project teams of n=5 or n=4. Project teams nominate a member to each expert group: Legal/Public Relations for DSC Legal/Public Relations for Phone Companies DSC Developers Customers/Users Government Expert groups create a response (10-15 min), which could include: Lessons learned Responsibility Actions Ethics Impacts Optional scaffolding: Also can tell students false events, such as a lawsuit filed or policy change in order to get them to dive deeper into this. While still in expert groups each group makes a semi-formal statement.  Discuss things that may have been missed by students with the notes below.  I prefer this order for groups (30 min): Customers/Users Who was hurt? (dialers of 911, economic impact) Litigation? Legal/Public Relations Legal liability or responsibility? PR: impact? (on jobs at the company for example) Developers Why did it happen?  Why did they skip testing? Did they blame their managers? Costs? What would it mean to be a whistleblower? Government Hearings Legislation (impact on tech) Policy impact What are current issues today? Return to project teams and decide fault, liability, costs, outcomes, etc.  (15 min)  Students can present this to the class or just present to the instructor. Final whole class discussion of the value of testing, and possible ethical issues related to their course project.  Focus on the tradeoffs in terms of costs and risk. (10-15 min)

This class introduces you to what materials are, why they exhibit the properties they do, andhow (though proper understanding of the science behind it) it is possible to tailor and improveon these properties.Two half-semester group projects will further engage you to identify opportunities in materialscience and engineering in the real world, have an appreciation for how materials impact theeconomy and provide tremendous social benefits. It will be important to pursue your curiosities,all while identifying ways of increasing the value of a product through material innovations andmaking new connections by working in a diverse team. The first of two projects engages you tohave a fuller appreciation for the strengths and weaknesses for a class of materials, while thesecond builds on your newly gained knowledge by applying it towards use of materials in either asocial or engineering context.KEEN Mindset/Skillset:1) Curiosity (Constant Curiosity): Students often have limited knowledge of how material science is critical to the advancement and furtherance of products that are foundational to our modern society and quality of life. This project is designed to help students open their eyes to the complexity of products common to everyday life and how materials play an integral role in their evolution and resulting improvements in performance. Seeing how the products have evolved and in turn have impacted and shaped society will hopefully encourage them to think deeper and see beyond the surface of products.2) Connections (Many sources to gain new insight): The primary motivation of this project is to help students become experts in a particular material class (engineering knowledge with greater depth) and then make connections on how these material properties can lead to design improvements and ultimately to quality of life of individuals or shape societies all together. To investigate the latter two items, social science related (non-engineering) fields need to be consulted and quantitative measure(s) need to be identified. A fundamental connection between social impact of engineering applications is established thereby expanding on the more narrowly scoped topic of (just) engineering. 3) Creating Value (Unexpected opportunities to create value): Development of products lead in some cases to extraordinary value creation. Identifying how past products evolved due to advances in a field perceived to be unrelated to the actual product is critical to identifying how this could be done in the future. As an example: the iPhone. It is traditionally considered a product of ECE, CS and ME. Advances in materials, though, lead to the development of the white LED which ultimately enabled the iPhone in the first place as for the first time only a low voltage source (i.e. a battery) was required to generate white light from a small size package. By making appropriate connections to a variety of engineering fields and combining them with needs in society to improve on the quality of life, new products can be envisioned. This is embodied by asking the students to identify advancement opportunities for the product they investigated and identify what materials could be improved upon which could lead to improvements in design and ultimately how these would further advance society as a whole.