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.

Scenario: Your family is worried about increasing electricity bill from year to year, and they wanted to see if including solar panels might help to reduce their energy bill. As an electrical engineering student you are ready to evaluate your home needs and find the size of the energy system your family need, and how much it is going to cost them to install the solar panels. Estimate  the payback period of the system.

This project describes a board game that was developed to teach first-year engineering students about concepts associated with an entrepreneurial mindset. It was implemented at Rowan University in a class of 36 students. Students play in groups of 4-5 students with the goal of moving their game piece to the center of the game board by going through 4 stages of an entrepreneur’s journey — “brainstorming stage,” “prototype stage,” “market stage,” and “sales stage.” As they move their game piece through each stage, the teams are asked questions about engineering curriculum knowledge, resources on campus, and legal/ethical issues. They are also presented with risk/reward cards where they have to decide how many of their existing points they would like to wager on an entrepreneurial related scenario. In the implementation of the board game at Rowan, students played the game for about 30-40 minutes of class time followed by a group discussion using a Recall, Summarize, Question, Comment, Critique worksheet (RSQCC). This worksheet allows students to dive a bit further into their experience and really connect back between the game and the material being covered in class as part of entrepreneurial mindset instruction. This board game helps students be less intimidated with business related concepts that they might otherwise avoid as part of their engineering degree program. Any faculty member that is looking for a different and novel approach for introducing concepts associated with an entrepreneurial mindset can use this board game.

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.

Lafayette’s Meta Mindset provides a graphical construct and heuristic model for the process of entrepreneurial thinking. The Mindset highlights the (often lonely and even frightening) journey common to all entrepreneurial endeavors to create new social or commercial value. This journey is fueled by curiosity, is always iterative, requires management of a wide range of risks, encourages collaboration, and is never a “sure win.” Lafayette’s Meta Mindset invites faculty to deliberately create opportunities for students to practice this journey: building skills to recognize opportunities, managing risks, seeking effective collaborators, and understanding the intrinsic and extrinsic value of thinking like an entrepreneur. Practicing the entrepreneurial journey is scalable - from individual assignments, projects, and courses to lifelong endeavors. Continually practicing the journey empowers students to connect their personal development to a broad, entrepreneurial mindset. These experiences encourage students to engage their curiosity, move beyond fear of failure, and create value from unexpected opportunities. Meta Mindset offers a way for students to use each learning experience, no matter the scale, scope or subject matter, to prepare for larger challenges and opportunities they will face in their own lives by using each experience to refine their own abilities to think entrepreneurially. What does the journey look like? The Meta Mindset begins with an inspiration - the belief that something is possible, despite having not been previously achieved. Certainly, a person who is inspired to try to create something new has to consider the limits of their understanding of the challenge. To transform an inspiration into value creation, a disciplined process is necessary with the intent of discovery and taking deliberate risks. Creativity, collaboration, and a range of skills are critical in developing solutions and overcoming challenges in the creative process. The Meta Mindset contextualizes how these elements interact and shows that value creation is not just measured extrinsically, but also intrinsically. The concept of intrinsic value in the absence of extrinsic value is well appreciated by creative individuals who recognize the benefit of learning from failure. The mindset highlights any entrepreneurial process - from developing new ideas for strengthening society to product innovation. The Mindset is equally applicable to an individual as it is to a complex organization - from a local non-profit to a multi-national corporation. Indeed, some organizations and corporations are known for their innovation. The disposition, behaviors, and motivation of these organizations may well be represented by the approach depicted by Meta Mindset where curiosity is the fuel that ultimately delivers value. What we are excited about at LafayetteThe Meta Mindset has the potential to change the way both students and faculty members view education. Imbuing this kind of mindset cannot be achieved by simply describing the process in a classroom. An “immersion” is necessary for students to experience the journey alongside their professors and the College at large. Each encounter with the journey, no matter the context, reinforces the applicability of the process and has intrinsic value that becomes, simply, how we approach our lives.

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.

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.

Everyone is born curious. But only some retain the habits of exploring, learning, and discovering as they grow older. Those who do so tend to be smarter, more creative, and more successful. But at the very moment when the rewards of curiosity have never been higher, it is misunderstood and undervalued, and increasingly monopolized by the cognitive elite. A "curiosity divide" is opening up. In Curious, Ian Leslie makes a passionate case for the cultivation of our "desire to know." Drawing on fascinating research from psychology, economics, education, and business, Leslie looks at what feeds curiosity and what starves it, and finds surprising answers. Curiosity is a mental muscle that atrophies without regular exercise and a habit that parents, schools, and workplaces need to nurture.Filled with inspiring stories, case studies, and practical advice, Curious will change the way you think about your own mental life, and that of those around you. The above is a summary of the book Curious that was discussed as part of a book club at Baylor University.  The book club contained faculty staff and students. The members of the group read the book and met to discuss as well as enhance EML understanding.  In this card you will find some of the discussion guides, questions, and activities used to assist this book club.

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.

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

How do you get students to have an intuitive versus intellectual understanding of Ohm's law? Ask them to determine which drink, coffee, tea, water, or an energy drink, has the lowest resistance. After all, the human brain is a big electrical circuit that needs to conduct electricity -- perhaps their choice of drink makes a difference when they want to study. Context: This module is used in a first year, first semester DC circuits lab. Students are learning the theory of Ohm's law, Kirchhoff's voltage law, and other circuit analysis techniques while also learning lab measurement and data reporting skills. Goal: Actively engage students in thinking about how resistance (and other electrical concepts) appear in their everyday life.Setup: Form class into groups of 3-4 students. Each group will need a variable DC power supply (0-15V), Volt/ammeter, and test leads. Prepare non-conductive cups filled with coffee, tea, tap water, and an energy drink of choice. Each group will only make measurements on one type of liquid. Prompts: Ask each group "What do you prefer, coffee, tea, water or an energy drink?" [Hand each group a cup of their preferred drink from the remaining options]. Have the group measure the resistance of the liquid by putting wires into the cup at the far edges of the cup, and collecting data on current flow as the dc power supply voltage is stepped from 0 to 15 volts in steps of 1V.Plot: Have each group plot their results on a common whiteboard. Allocate space on the whiteboard so that all team graphs can be seen at the same time. Ask each group to summarize the plot by calculating the resistance of their liquid, (this can be done with a spreadsheet and trendline, or approximately from the plot).Compare and Discuss: Ask students to explain the differences in resistance plots between the liquids. Prompt for discussion of anomalous data points - were these measurement errors - if so recheck the data point and re-plot. Note any unexpected behavior during the measurement e.g. bubbles forming on the underwater part of the test leads.End of Class Feedback: Use a critical incident questionnaire at the end of class to get feedback on what students connected with the most and at what point they were most disconnected. A blank CIQ questionnaire is provided in the references section. Real World Creating Value: The impedance of the human body can be used to estimate the relative fat and muscle composition of the body. Some home scales incorporate this technology although the accuracy may not be very good (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8122302/). You might ask your students how much variability in body impedance might arise from differences in the conductivity of a person's stomach contents (not likely much, but something to consider). More generally, the impedance of electrolytes affects the operation of batteries and fuel cells. In lithium ion batteries, the ion impedance of the electrolyte affects the efficiency of charging and discharging. Reducing electrolyte impedance is a key design goal for batteries.

In this active learning exercise, students are asked to build a tower of playing cards based on customer specifications. This exercise is used to teach aspects of product design and development based on customer needs and preferences in a business strategy course. This course is a required capstone course for business majors whereas a required course of business minors (STEM majors). Students design and build this tower in teams (4-6 students). The students participating in this activity already have learned the product design and development process, product management strategies, and basics of quality function deployment. Students apply this knowledge base of converting customer voice into product design in this tower building activity. The instructor provides guidelines about the activity to the students along with customer design specifications and requirements. Students are given 30 minutes to build the tower. Each team is given some construction materials (listed below in resources). Once the towers are ready, they are tested using a desktop fan to ensure their stability, durability, and safety. Finally, students are asked to present a one- minute pitch to sell their tower to the customer (instructor) and address audience questions, if any. This activity is especially important for STEM students. It helps them develop a customer-centric view to product design and development. It helps them think beyond product features about the benefits it will offer to the customers. Engineers design products based on how they perceive it and many times products fail due to this product-centric mindset because customers' needs and preferences are not considered in the design process. Therefore, this activity helps students consider customer perspectives and preferences in product design and development.

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.

Students should come to class with an ordered list of opportunities. ~20 min Randomly pair students for them to discuss their opportunities. ~10 min Students self-select groups based on mutual interests for opportunities. ~20 min Class discusses the need and methods for better understanding a problem, and functional decomposition. (with specific examples) ~10 min Students (in groups) complete a functional decomposition of their problem / opportunity. ~20 min (repeated) Discuss & practice specific methods for generating concepts.

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.

Goal of this card: This card was created to orient new KEEN Partners once they have signed and executed the Memorandum of Understanding (MOU) with the Kern Family Foundation (which is operating in this sense on behalf of KEEN). Reviewing this card will provide you with information about how to get started, how to communicate about joining KEEN, how to begin the work on your campus, and how to start coordinating with the Kern Family Foundation and the KEEN Leadership Council. This card has been written specifically for KEEN Leaders and other faculty championing entrepreneurial mindset at new partner institutions. STEP 1: The AnnouncementWe are excited to announce your institution joining KEEN to the rest of the Network and want to work with you to broadcast that message to your campus community and beyond. Let’s coordinate on this! Foundation staff will contact your KEEN contact person (identified in your application) to schedule a virtual meeting. Who should attend: Anyone responsible for communications about KEEN within your college, as well as those you’ve identified as KEEN contacts on your campus. What is the agenda? Announcement of KEEN partnership to your campus community (you can see example press releases in the communications folder below) Announcement of KEEN partnership through our newsletters Publishing your institutional partner page on EngineeringUnleashed.com. Branding permission (see link below in communications folder) Miscellaneous topics such as KEENews subscriptions, upcoming events, etc. STEP 2: Building Awareness and ChampionsBuilding awareness and champions for KEEN among your staff and faculty is essential for this work to take hold. Let’s get started by sharing KEEN Leader Essentials - what others in the Network have developed and learned as promising practices. Foundation staff will contact your KEEN contact person to schedule a virtual meeting. Who should attend: You likely have a group of engineering faculty and staff serving as your KEEN Leader group. This will be a valuable meeting for this group. What is the agenda? Why regular internal meetings of your KEEN leaders and goal setting are important. How to grow your faculty engagement in KEEN. How to grow your student engagement in EM. How can EM be messaged to students, staff and faculty. What funding is available through the Kern Family Foundation and other sources. Are there a couple Network partners to connect to and mechanisms to do that. What are the next KEEN events or deadlines of which you need to be aware. STEP 3: Reaching Your FacultyFollowing these two introduction meetings, you have the opportunity to engage with other Network partners to launch the KEEN initiative on your campus and introduce more of your faculty and staff to EM and the Network. Please reach out to Foundation staff if we can help with these follow up meetings: KEEN launch, so your engineering faculty and staff become familiar with their roles internally and the opportunities to connect across the Network Engineering Unleashed demo, so your faculty become familiar with the website content and best practices for finding and creating useful resources. STEP 4: The Summer WorkshopYou will be selecting two KEEN leaders from your institution to attend a summer Engineering Unleashed Faculty Development (EUFD) program specifically for new KEEN leaders. These faculty or staff leaders will work on a KEEN-related project on your campus for a year and will receive support from coaches and mentors. STEP 5: Staying Up to Date Lastly - stay up to date on current opportunities and deadlines offered to KEEN partners. The KEEN Leader Group highlights current information that you’ll need. Bookmark it and be sure to check it regularly. Check your Engineering Unleashed profile to make sure you are subscribed to all newsletters.

Engineering carries a large burden of responsibility for sound, effective and ethical solutions. It is easy to get caught up in the details, excitement and time pressures of a design, and sometimes the big picture gets overlooked, communication between team members isn't clear or errors in assumptions or calculations are made and not caught during a checking process. It is possible to lose sight of how these issues can have significant negative consequences on many different stakeholders. This EML was designed to give students an appreciation for the types of errors made in engineering and the consequences of those errors, as well as opportunities for new solutions these errors have provided. The module was started at the end of the first day of class and completed during the first 3/4 of the second day of class, taking a total of about 50 minutes of class time. A class of 90 students was introduced to the module by discussing the water crisis in Cape Town, where WPI has a project center. The discussion included the causes of this crisis and a related crisis in the 1980’s; the latter included an engineering mistake that worsened the impact of the drought. Implemented and other possible engineering solutions were also discussed for both cases. The students were then tasked with doing some research out of class and determining what they believed was the worst engineering mistake in history. Each student needed to fill out the handout document, and be ready to justify their choice to a group and the class the following day. The following day the activities were facilitated by myself and another professor. The students were divided into groups of 3 and debated and decided which mistake was the worst. Each student had 3 minutes to make their case, and then the group debated and decided on a "winner" and wrote up their justification for this choice on a large post-it. The topic was then opened up for class discussion. The focus of the discussion was on type of error, impact, and engineering opportunity for improvement, restoration and prevention of future incidents. The topics of communication, ethics, reasonable assumptions and accuracy were part of the discussion. Students were passionate about sharing their stories. Report documents completed outside of class were collected as a group, with the group's post-it on top. Students appeared to be more engaged in the class following this activity than I have seen in the past. The times spent on each of the activities were: Day 1: Class discussion: 15 minutes Day 2: Group debate, decision and post-it write-up: 15 minutes Class discussion: 15 minutes Transitions and explanations of activities: 5 minutes Follow-up: I presented this again the next time I ran the course with the following modifications to the module:  I divided the class into four groups, and students in each group were tasked with researching an engineering mistake related to a given topic.  Group 1 researched errors related to unit conversions; group 2: procedures; group 3: calculations; group 4: assumptions/design considerations.  I challenged the students to find a variety of errors, and not just the ones that popped up on a Google search of the 10 worst engineering mistakes.  Each student filled out the attached document and brought it to the next class.  At the start of this next class, I asked the students to self-assemble into groups of four, with each group member having a different source of error.  The students discussed each error they had researched as a group, and summarized the salient points on a set of 4 whiteboards: one whiteboard for each type of error.  This exercise was conducted in a "gallery walk" style, with four groups rotating between the four whiteboards.  This "gallery walk" seemed feasible as I was teaching in a classroom with whiteboards on each of the four walls.  I didn't anticipate how tight the space between the desks and the walls was going to feel once the students needed to move between the whiteboards, so this exercise proved quite challenging for most of them.  I had the assistance of two TA's for the division of students into groups and the "gallery walk", and they also took photos of all the whiteboards with the student responses so that I could read them all carefully after class. There was a nice variety of responses from the class as a whole.  We had a general discussion after the "gallery walk" about the take-aways that students got from the exercise.  The consequences of seemingly small or easy-to-make mistakes was significant to many students, and students said that they found this activity useful for providing context to engineering studies.  It was helpful to have this right at the beginning of the course to stress the importance of accuracy, unit conversions, sound assumptions and good teamwork in engineering. Students indicated that they understood the importance of sound engineering judgment when they asked questions during office hours.  This was underscored by the students expecting that grading rubrics should take these factors into account. Times spent on each activity were: Day 1: Explaining the assignment for students to do individually: 5 minutes Day 2: Formation of small groups: 5 minutes Small group discussions : 4X 5 minutes = 20 minutes Class discussion: 10 minutes