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DRAFT GENERAL
ByKim RoddisKim Roddis
500
Updated: 8/15/2019 11:11 AM
Shortly before I went to Lawrence, KS this summer, a tornado swept through just south of town. The photo shows a road sign that collapsed due to the wind force. The steel wide flange sections supporting the sign failed (LTB) under the lateral wind load. As a homework problem, ask students to find the failure load for the sign. What alternatives could have been used?
DisciplinesCivil Engineering InstitutionsThe George Washington University
GENERAL
33100
Updated: 7/9/2019 9:07 PM
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.
DisciplinesComputer Science | Electrical & Computer Engineering InstitutionsMcNeese State University
GENERAL
1464226
Updated: 7/18/2023 12:43 PM
To become an editor for this CardDeck, please comment directly on this card.If you want to add your cards to this deck, please also leave a comment directly on this card. ** Often non-chemical engineers working on design projects need to learn how to create process flowsheets and piping and instrumentation diagrams without ever having learned how to do so. At some universities, chemical engineering students get to senior plant design without having put together a flowsheet, let alone a P&ID, of significant complexity. This card is meant to both introduce faculty and students on how to construct flowsheets and P&ID's, but also compile resources related to them.At Florida Tech, we split up our Introduction to Chemical Engineering sequence into two credits in the first semester (CHE1101f2019.doc for syllabus) and one credit in the second semester. This card focuses on the first semester course.The process flowsheeting instruction consists of a series of lecture content and homework problems as follows, mostly taken from Chapter 4 of the 3rd edition of Richard Felder and Ronald Rousseau's textbook (ref. 1) as excerpted in felderflowsheetproblems.tif and che1101hwf18.doc. Students are told NOT to do any mass balance calculations, as that is covered in our sophomore sequence. All files referred to in the Description section are in the Introduction to Chemical Process Engineering 1 folder below. The files questionsandissueskeenbrennerv4.ppt and brennerquestionsandissues.wmv contain a presentation from the 2017 KEEN National Conference on the entire process engineering course. The EML content in the course is summarized on slides 5-7, including a EM-rich exercise described on a separate card called a questions and issues sheet:https://engineeringunleashed.com/cards/card.aspx?CardGuid=4a1a8002-b6f9-4cb1-9d52-61410f4d7217HW 3: the figure on page 1 and Problem 4.37 on page 2 of felderflowsheetproblems.tif (This problem is geared to introduce students to PowerPoint. The first two HW's do not involve process flowsheets.)HW 4: Problem 4.29a on page 4 of felderflowsheetproblems.tif (a benzene-toluene-xylene separation sequence) meant to get students to learn how to translate a chemical engineering word problem into a process flowsheet.HW 5: Reaction of ethanol to acetaldehyde and hydrogen (in CHE1101f2019.doc). This problem statement does not result purely in either salable products or waste streams that are safe to dispose, so students are challenged in class to add to the problem enough to remedy that situation. HW 6: Problem 4.29 of felderflowsheetproblems.tif is a much longer drug purification problem that introduces additional unit operations such as filters and extractors.HW 7: Problem 4.52 of felderflowsheetproblems.tif involves the conversion of calcium fluorite ore to HF, but leaves out many steps. If students solve the problem as written, then exiting the reactor are two liquids, one vapor, and four solids. I encourage students to consider prepurifying the ore to eliminate a series reaction that consumes the valuable HF product. By doing so, there are only two solids instead of four.Students then have a take home exam that combines these skills An example of the take home exam (cipro2.zip) is for the synthesis of ciprofloxacin, a broad spectrum antibiotic, mass produced in response to the anthrax scare of 2001.Students then choose topics for their end of semester freshman chemical engineering (ChE) design projects from one of 20+ categories within chemical engineering and related areas, as listed in topicselectionf15.xls. The number and letter combinations (ex. 1B) tell students to look at the second project described on p. 1 of projects2015.pdf compiled by clipping the two pages of ChE plants discussed in each week's issue of Chemical and Engineering News The file topicselectionsf15v1.doc contains the wide variety of projects selected. Slides 8-10 of the aforementioned questionsandissueskeenbrennerv4.ppt presentation file describe how the instructor manages the projects, and slides 14-18 contain a student group example of the EML-rich content for the projects prior to the flowsheets. Students work with the instructor to dig through the relevant journal and/or patent literature. The instructor uses a patent written by Sessa et al. (ref. 4) for Florida Syngas, but the primary inventor was co-author Albin Czernichowski, so a Google patent search with his name is performed. Dr. Czernichowski (rightmost person in the photo in slide 1 of floridasyngas.pptx; ref. 5) invented plasma arc technology in Cold War Poland at age 19 in 1959, but didn’t make money on it until 2007-2008 with Florida Syngas because he wanted to protect his intellectual property from Communists. The instructor's job with Florida Syngas was to develop flowsheets for and build a prototype of the animal waste to syngas process on slide 6 and the orange peel and/or glycerol waste for Tropicana on slide 7. Slide 6 is typical of what students are able to do after the freshman course, and slide 7 is typical of an end product from a senior plant design. Slides 2 through 5 of floridasyngas.pptx are illustrative of where EML can be put into a chemical process engineering design project. The key technology for Florida Syngas was Dr. Czernichowski's plasma arc reactor technology shown in Slide 2. The GlidArc plasma arc reactor technology was the embodiment of Mr. Fusion from the “Back to the Future” 1 and 2 movies (ref. 3). GlidArc could process the banana peel and the alcohol, but didn’t have the environmental complications of gasifying the metal can, providing Florida Syngas a competitive advantage. Moreover, like Mr. Fusion, the GlidArc technology could process almost any hydrocarbon source as shown on slide 3. Converting such hydrocarbons to biofuel was a breakeven business, but Florida Syngas made 20% profits when converting some wastes, particularly municipal solid waste, to chemicals because the capital cost of the "plant" was so small. The entire "plant" would be built and sent to the customers' sites on U-Haul trucks. The biggest pain points for biomass to chemicals plants are a) the seasonal nature of the feedstock supply (as compared to oil refineries lasting many decades), b) the typically 8-10% of glycerol "waste" at most biorefineries, and c) the supply chain advantages for oil refineries (Every product has an established market.). By converting the glycerol or other biomass waste into valuable chemicals such as urea (slides 3-5), we could create value for our customers while also assuaging any environmental guilt that they might have. In their end-of-semester project presentations, students are expected to discuss an introduction and motivation for their process or product, define the business case, summarize the key questions and issues surrounding its development, construct a process flowsheet, and address any safety and environmental issues associated with the product and/or process. These are summarized in slides 14-18 of questionsandissuesheetv4.ppt and in TALK.ppt..The remaining files in the Introduction to Chemical Process Engineering 1 folder below.are primarily rubrics, but there can be adjustment to group grades based on peer evaluations using the Comprehensive Assessment of Team Member Effectiveness (CATME) rubric (BARSform.doc and Objectives and Assessment of CHE 1101 Group Project.doc based on ref. 2).Pages 8-16 of week14thebasicsofmaking.pdf summarizes much of the remaining freshman process design content that is presented in our junior/senior/grad student multidisciplinary Basics of Making course. Page 8 focuses on conceptual design of process flowsheets, Pages 9-14 include lecture content on mass flow controllers, thermocouples, pressure transducers, valves, relief valves, and rupture disks, before considering safety and other constraints. Page 15 is a piping and instrumentation diagram of my hydrogen research lab setup. The instructor asks students in class to move hydrogen from storage bed 1 to storage bed 2 while both measuring and controlling temperature, pressure, and mass flow rate. The solution to this maze problem is on page 16. Before introducing the instrumentation in lecture to the freshmen, we have a modified scavenger hunt in my lab. Unlike the traditional scavenger hunt, however, students do not take the equipment, and moreover, when a student asks a question whose answer would benefit the entire class, the instructor will temporarily halt the hunt to describe what the piece of equipment is and how it works.Florida Tech is considering starting a new maker minor program. If that happens, then this will be a required course for students outside the chemical engineering major. As a result of our participation at Bucknell's BFAB for Faculty workshop, we added CAD drawing to this class in 2019.The last entries on this card contain more advanced flowsheeting topics by other KEEN partners.
CategoriesEngineering Unleashed Resources DisciplinesAll Engineering Disciplines InstitutionsFlorida Institute of Technology
DRAFT GENERAL
34700
Updated: 8/25/2023 8:52 AM
To become an editor for this CardDeck, please comment directly on this card.If you want to add your cards to this deck, please also leave a comment directly on this card. ** This CardDeck includes all cards related to mechanical and aerospace engineering in the order that they would appear in the curriculum.
CategoriesEngineering Unleashed Resources DisciplinesAerospace Engineering | Mechanical Engineering InstitutionsFlorida Institute of Technology
GENERAL
ByDavid Mikesell, David MikesellLawrence NeeleyLawrence Neeley
50100
Updated: 11/20/2020 9:37 AM
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
DisciplinesComprehensive InstitutionsOhio Northern University | Franklin W. Olin College of Engineering
DRAFT GENERAL
ByDamian SalasDamian Salas
500
Updated: 4/3/2019 11:29 AM
A measure of any successful organization—nonprofit or for profit—is the commitment of its team members. To gain a commitment, members must recognize their strengths and opportunities for personal growth, be empowered to act, and be engaged toward a common goal. Finding the right team members, therefore, is the cornerstone in building any new organization. For a startup company, these qualities are amplified and can be a measure of the success or failure of the company. The overall goal of this course is to evaluate the different approaches in forming teams during the startup of a new company. We will overlay personality traits to evidence-based and anecdotal team formation models, and determine the advantages and disadvantages of each--all with purpose of assessing their impact on the expected outcomes.
DisciplinesBusiness, Economics, & Law InstitutionsDrexel University
GENERAL
41203
Updated: 5/24/2019 11:09 AM
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.
DisciplinesElectrical & Computer Engineering InstitutionsWestern New England University
GENERAL
ByCurtis Abel, Curtis AbelEric Young, Eric YoungJanet Zafiris, Janet ZafirisLeslie Dodson, Leslie DodsonVinny SaboVinny Sabo
109371
Updated: 8/14/2018 9:07 AM
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!
DisciplinesBiomedical Engineering | Chemical Engineering | Environmental Engineering InstitutionsWorcester Polytechnic Institute
GENERAL
ByJeffrey Welch, Jeffrey WelchMartin CenekMartin Cenek
38101
Updated: 12/4/2019 6:27 PM
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.
DisciplinesAerospace Engineering | Computer Science | Electrical & Computer Engineering InstitutionsUniversity of Portland
DRAFT GENERAL
ByAlison Polasik, Alison PolasikAnastasia Rynearson, Anastasia RynearsonJacqueline Gartner, Jacqueline GartnerJenna Carpenter, Jenna CarpenterLee Rynearson, Lee Rynearson plus 1 more
2600
Updated: 1/27/2020 10:23 AM
Main Point:  All Engineering students participate in multiple service and professional activities in their first year. In each of the courses in the first year engineering course sequence at Campbell University, students are required to participate in twenty-five hours of professional development and community service. This fosters the development of students’ engineering identity, encourages a sense of community, and aligns with the core values of the School of Engineering and Campbell University. There are a number of professional development and service activities sponsored by the school, and students also have the opportunity to choose a different activity with approval. Completion of these hours is worth 10% of the students’ final grade and is assessed on a pass/fail basis, which results in a high degree of compliance and minimal grading effort. Opportunities for professional development include: Technical Society meetings with guest speakers (ASME, AiChe, SWE, and IEEE).  A 5-hour “Engineering Techniques for Success” workshop held at the start of the fall semester.  A series of workshops offered by the School of Engineering on resume preparation, interviews, and  preparation for the career fair. Training on machines in the fabrication lab. ·        Visits to companies and manufacturing sites that are organized by the school and held in the spring. Past locations include BMW, Mertek, and the US National Whitewater Center. Opportunities for service include: Supporting STEM-related activities at nearby public schools (i.e. coaching robotics leagues, tutoring in math and science, etc.).  Assisting with outreach events at local schools.  Leading activities at Campbell University’s Visitation Day for prospective students.    Helping with the First Robotics State Championship, held at Campbell University in the spring.     Assisting with various departmental service including lab clean-up, preparation for events, and other faculty projects.  Get Value: What opportunities exist at your school for students to develop their personal identity as engineers and build community?
DisciplinesGeneral Engineering InstitutionsCampbell University
GENERAL
ByCindy Fry, Cindy FryKen Van Treuren, Ken Van TreurenWilliam JordanWilliam Jordan
65000
Updated: 7/2/2020 3:43 PM
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".
DisciplinesComprehensive InstitutionsBaylor University
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.
DisciplinesCivil Engineering | Engineering Science/Physics | Environmental Engineering | Aerospace Engineering | Architectural Engineering | Engineering Education | Physics InstitutionsFlorida Institute of Technology
GENERAL
62200
Updated: 8/21/2019 6:25 AM
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.
DisciplinesBiomedical Engineering | Chemistry | Health Sciences & Medical InstitutionsWorcester Polytechnic Institute
GENERAL
22200
Updated: 4/3/2019 10:36 AM
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).
DisciplinesComputer Science | Engineering Education | General Engineering InstitutionsUniversity of Illinois Urbana-Champaign
GENERAL
ByScott Hummel, Scott HummelSusan Boerchers, Susan BoerchersSuzanne WestfallSuzanne Westfall
81001
Updated: 7/23/2018 10:07 AM
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.
DisciplinesArts & Sciences InstitutionsLafayette College
DRAFT GENERAL
000
Updated: 4/26/2019 12:56 PM
This module takes one class period and allows students to apply what they have learned about probability calculations to a hypothetical small business. Topic: Determining Probabilities  Module Duration: 1 Class Period Group Size: 3-4 students (This module follows a previous module "Descriptive Measures to Analyze Process for Small Business").  Hook: Using the set-up time analysis that you provided and the corresponding financial analysis, I opted not to purchase new equipment.  Rather, we made some equipment modifications for quick-change set-ups and moved some internal set-up to external set-up.  You helped to standardize the set-up process, so we are now averaging a 2.5 minute set-up time.  Now I am trying to reduce the number of set-ups with scheduling.  We make our dessert jars to order, but some of our jars go to local stores that order standard quantities bi-weekly.  I would like you to do some analysis using last month's orders to help me plan for next month. (Information provided in slides)
DisciplinesIndustrial & Manufacturing Engineering InstitutionsWichita State University
DRAFT GENERAL
ByCharles Kim, Charles KimDebbie Chachra, Debbie ChachraKyle GipsonKyle Gipson
400
Updated: 12/20/2018 9:33 PM
Engineering leadership means different things to different people. But engineering leadership also might look very different for undergraduate students than for experienced professionals: developmentally and pedagogically appropriate learning experiences can lay the foundation for that later leadership. For undergraduates, the elements of engineering leadership include technical skills, effectual behavior (including the entrepreneurial mindset), teaming skills, and contextual awareness. In this workshop, participants will have the opportunity to engage with this framing, and to think about the activities our students already engage in that fit into this model of engineering leadership. This will enable us to collectively identify areas in which they are strongly developed, as well as areas where there are opportunities to offer new learning experiences. By sharing these activities in the group, we'll be able to articulate our individual and collective understanding of how engineering leadership is already being developed in our students, and how. The array of specific activities produced by participants can also serve both as a resource for each other, and as jumping-off point for the development of new learning experiences. Participants will leave with a new way of thinking about engineering leadership, an understanding of how the activities they do already contribute to the development of their students as engineering leaders, the ability to leverage the entrepreneurial mindset as a key element of engineering leadership, and practical approaches to address other elements of engineering leadership through learning experiences.
InstitutionsBucknell University | Franklin W. Olin College of Engineering | James Madison University
GENERAL
ByCristi Bell-Huff, Cristi Bell-HuffLawrence Neeley, Lawrence NeeleyLindy Mayled, Lindy MayledPaul Benkeser, Paul BenkeserRyan MeuthRyan Meuth
87100
Updated: 1/4/2020 1:13 PM
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.
DisciplinesComprehensive InstitutionsOther | Franklin W. Olin College of Engineering | Northern Arizona University | Georgia Institute of Technology | Arizona State University
DRAFT GENERAL
ByBrent Sebold, Brent SeboldGary Lichtenstein, Gary Lichtensteinjim Collofello, jim CollofelloLindy Mayled, Lindy MayledMing ZhaoMing Zhao
300
Updated: 7/22/2019 9:12 PM
Description: Who, What, When, Where, Why Who is this designed for?  Computer science senior students who will work in groups (3-6 students per group) What is the new EM integration or idea you’re sharing in this card? This card shows an overview of integrating EM throughout this course. Major EM activities include: ·       Customer discovery: students will conduct customer discovery with the clients of their projects and describe the findings in their project proposals. ·       Value proposition: students will describe the value propositions of their projects in the proposals. ·       Design document: students will create design documents for their projects. ·       Prototyping: students will develop prototypes for their projects. ·       Product pitch: students will make product pitches to the audience at the capstone project showcase.    When does the integration take place and how long do the activities/strategies take? Integration takes place throughout the two-semester capstone. The students will spend one hour in class and about 10 hours out-of class every week on their projects. Where does this course/majority of activities occur? In class lectures and presentations; This course is a hybrid course, with both in-class and out-of-class activities. In-class activities include lectures given by the instructors at the start of the semester, and presentations and demos given by the students at the end of the semester. Out-of-class activities include weekly team meetings, bi-weekly meeting with project sponsors and customers, and team-based project development, throughout the semester. Why is it necessary/important for the course/program? The two-semester capstone course provides the most significant project experience to computer science students, allowing them to use the fundamental knowledge and practical skills acquired during their undergrad study to solve real-world computing problems. Integrating EM into this experience will help the students develop the necessary mindset and skills for discovering and solving problems that important to our society in their future careers.
InstitutionsArizona State University | Northern Arizona University
DRAFT GENERAL
ByDouglas NelsonDouglas Nelson
100
Updated: 7/9/2019 8:00 AM
This activity was introduced during the second class period. The purpose is to have students experience the variety of technical and economic factors for materials selection. Students were allowed to work in pairs to select the most appropriate trail material for a specific situation. The client had limited money and no expertise in the field.
DisciplinesAgricultural Engineering | Architectural Engineering | Civil Engineering | Engineering Management | Environmental Engineering | General Engineering InstitutionsMilwaukee School of Engineering