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Classroom Card #4132
Building Individual Connections and Value with the Engineering Profession
Updated: 9/30/2024 4:14 PM by Mark Brinton
Reviewed: 10/1/2024 7:20 AM by Becky Benishek
Summary
Help first-year students connect their strengths to various engineering roles, and articulate how they add value to the profession.
Course
The roles engineers fill (e.g., design, process, quality, sales, project management etc...) are often overlooked in introductory courses in favor of the engineering fields (e.g., electrical, mechanical, civil, etc...). However, individual strengths often determine which roles an engineer could find enjoyable. The motivation for these activities came in response to a first-year student from an underrepresented group who said to me: "I don't know if I can be an engineer. I didn't play with Lego growing up and I don't know anything about cars." Too often students find themselves seeing engineering as one-dimensional (as incorrectly illustrated in the Dilbert cartoon). These activities were designed to help students connect their diverse strengths to the engineering profession and see how they will add value to the engineering profession. 
Time
Three weeks
Materials
Description

Class Description:

Activities occurred as part of a first-year, first-semester, introduction to engineering course. The course had approximately 25 students in each section. The class met once per week for 60 minutes.

Prior to these modules, we spent a few classes introducing the 3 C's. We also spent time completing a few in-class design projects where they practiced the "empathize" and "problem definition" aspects of human-centered design. Therefore, by the time we introduce these activities I expect them to be curious, knowing that they must ask questions to any stakeholders to understand the problem they intend to solve.

Prior to modules:

Day 1: (60 minutes)

  • Activities are outlined in the "Introduction to Engineering Roles" slides
    • Very brief introduction into the different roles in engineering careers (~10 minutes)
    • Card tower design challenge (~40 minutes; see card #1925 - https://engineeringunleashed.com/card/1925)
      • NOTE: Prior to the challenge provide students with the task description, the customer design requirements, and the engineering design guidelines.
      • Explain you will act as both the customer and their engineering manager. Bring two different hats to wear depending on who they want to talk to.
      • They must work quickly (only 20 minutes to build after introducing the activity).
      • Test the towers
    • Reflect (~10 minutes) on how different engineering roles support the engineering design guidelines and how following them (or not) led to success (or failure).
  • Homework:
    • Create LinkedIn profile and job search for jobs of different engineering roles (see "LinkedIn Profile" and "Explore Engineering Jobs and Roles").
    • Students draft and submit for feedback their 'One-Minute Engineer' talk (see "One-Minute Engineer First Draft").

    Day 2: (60 minutes)

    • Activities are outlined in the "Engineering Roles and Strengths" slides
      • Guide students through reflection about their purpose and interests in order to answer the question: "Why engineering?"
      • Guide students through a 'jigsaw' activity where they explore various engineering roles and how different strengths relate to them. 
    • Homework: students revise (see "One-Minute Engineer Final Draft") and practice presenting their 'One-Minute Engineer' talk

    Day 3: (60 minutes)

    • Students give their 'One-Minute Engineer' presentation to the class (~40 minutes, see "One-Minute Engineer Presentation).
    • Concept map around the question: "What is an engineer?" (~15 minutes).
    Curiosity
    • Demonstrate constant curiosity about our changing world
    Connections
    • Integrate information from many sources to gain insight
    Creating Value
    • Identify unexpected opportunities to create extraordinary value
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