A first-year engineering course at the University of New Haven was redesigned to add the benefits of learning in the makerspace into an existing design and customer-awareness term project. This card focuses on the specific training materials used to introduce students to the makerspace equipment at a first-year student level. Three 100-minute class periods were used, with one of the following technologies introduced during each class period alongside EM objectives: 3D Printer -> Rapid Prototyping for Risk ManagementArduino -> Resiliency and Learning from FailureLaser Cutter + Hand Tools -> Exploring Creativity and AssumptionsThe 3D-Printing class introduces the history of the technology, pros/cons of using 3D printers, and then walks through an introduction to Inventor. Students pass-around example of 3D printed success and failures for various design features, and discuss how rapid prototyping can minimize risk and cost for a project to quickly enable stakeholder feedback. The class period ends with students learning how to transfer a design to a 3D printable file for the Makerbot printers available on our campus, and the faculty member beginning a print of a design. The Arduino class starts with a brief overview of microprocessor technology and basic coding structures, but the bulk of a class is a hands-on 3-part lab in which students use the Arduino to code various LED light patterns, buttons, and a photoresistor. Students practice developing resiliency to failure as the guidelines are intentionally vague and students often ask multiple questions to prompt just-in-time logic pedagogy and teamwork development as they try to accomplish the tasks as a team. The lasercutter + hand tools class introduces the idea of rapid prototypes with cheap materials by asking students to create a ring-toss game. Left to their imaginations with only 5 minutes, students often reach for a popsicle stick to mount upright and a pipecleaner to bend into a circle. After first creating with craft supplies and discussing various design decisions made (what size rings? how many poles? any game rules? why horizontal and not vertical?), students are taught how to use hand-tools to create a more-refined prototype out of wood. The class ends by introducing the science and pros/cons of laser-cutting, specifically highlighting how the technology could be used if they wanted to mass-produce or engrave designs on their prototypes. This card includes the materials for each makerspace classroom training, including the powerpoint slides and lesson plans, as well as various hand-outs that may be useful to your students as they work with makerspace technologies.The partner-card focusing on the EM-infused makerspace project itself (designing a customer-focused prototype of a puzzle with makerspace technology) is available at #DIY Puzzle: Makerspace Technology for Rapid Prototyping, available here.

Session Title: ENT Division Technical Session: EM Across the Curriculum IIPaper Number: 28757In order to foster entrepreneurial mindset development throughout the undergraduate experience, the Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech has created a vertically integrated portfolio process centered around entrepreneurial mindset, reflection, and stories. The goal of this work is to empower students to tell the story of their growth into entrepreneurially minded engineers. Through connecting, reflecting upon, and constructing their unique stories, students begin to see themselves as engineers who have developed and will continue to develop an entrepreneurial mindset to create value for others. The purpose of this card is to present an overview of the structure and implementation of this unique vertically integrated, story-centric portfolio process. Overview of the Curricular FrameworkAs mentioned, the goal of our program is to prepare students to tell the story of their growth into entrepreneurially minded engineers by engaging them in a story-centric portfolio process grounded in evidence and reflection. Figures found in the Images folder show the overall structure of our curricular framework. This framework begins with a first-year launcher course called BMED1000 Introduction to Biomedical Engineering. In this class, foundational topics such as design thinking, reflection, ePortfolios, and entrepreneurial mindset are introduced. Indeed, an overarching goal of this course is to establish a culture of folio thinking. Penny Light et al. [12] refer to folio thinking as the reflective practice of portfolio creation. This process of learning encourages students to“integrate discrete learning experiences, enhance their self-understanding, promote taking responsibility for their own learning, and support them in developing an intellectual identity”[12] . Students are also introduced to the biomedical engineering field and encouraged early on to become part of the BME community at Georgia Tech. Students complete nine focused reflection assignments as part of our work toward teaching reflection as an engineering skill and scaffolding the students ability to reach the levels of reflection/critical reflection described by Kember et al. [13] . Additionally, reflection is incorporated into the design projects and discussions throughout the course. At the end of BMED1000, students create a learning portfolio that tells their story of initial entrepreneurial mindset growth over the course of their first semester in college. At the other end of the curricular framework is a unique culminating course called BMED4000 The Art of Telling Your Story. In this upper level course, students learn to make connections between their experiences throughout their time at Georgia Tech and reflect on these experiences through the lens of an entrepreneurial mindset. While BMED1000 focuses on folio thinking as a means of developing entrepreneurial mindset, BMED4000 enhances mindset growth through story-driven learning (SDL). Students create and curate the unique stories of their experiences and entrepreneurial mindset growth over the course of their college experience. This culminates in a collection of stories curated into a portfolio format. In between the two curricular bookends of BMED1000 and BMED4000, students are involved in their core biomedical engineering classes. Five of these core courses are designated as gateway courses. In gateway courses, students complete a variety of signature assignments specifically created to foster entrepreneurial mindset and reflection. These signature assignments are also designed to produce meaningful experiences and artifacts that will be used later as part of the students’ story-driven learning experiences and ePortfolios. The Association of American Colleges and Universities (AAC&U) describes a signature assignment as one that should require students to synthesize, analyze, and apply cumulative knowledge and skills, may also follow a theme across curricular and co-curricular experiences, and often must include specific components such as reflective writing. AAC&U also states, “A distinctive feature of signature assignments is the way programs integrate them across the educational pathway to help students demonstrate their growth, make connections across the curriculum and co-curriculum, and apply their knowledge to real world problems” [14]. We use the above characteristics as our guide to create signature assignments to carry the theme of entrepreneurial mindset and reflection throughout our undergraduate curriculum. We also design these signature assignments to help students make connections between outside experiences and content within our gateway courses while intentionally incorporating social pedagogy as a powerful learning approach. Our gateway course matrix (found in the Images folder) briefly summarizes the kinds of signature assignments instructional teams are deploying for each gateway course and how the various desired components are incorporated. We have also included our Academic Office workshops as part of our gateway course matrix since these diverse workshops align well with the types of entrepreneurial mindset and reflective activities we want students to engage in throughout the curriculum. We use our gateway course matrix to track progress and alignment in our gateway courses as well as to ensure that students are experiencing entrepreneurial mindset and reflection in a variety of ways throughout the curriculum.

A traditional electric circuits course can spark the entrepreneurial mindset with just a few key enhancements.1.) Question Formulation Technique (QFT): [Targets Curiosity]The QFT is a pedagogical approach, created by the Right Question Institute, to improve the ability of students to formulate their own questions, refine and prioritize the questions, and ultimately use the questions for some purpose. It involves a question focus (QFocus) developed by the instructor to direct the question generation process. Divergent thinking is encouraged, where students brainstorm to create questions (called question-storming) in groups of 3-5 students in order to generate many questions on the QFocus topic. Students then analyze and refine the questions, and then prioritize them based on relevance to the QFocus, propensity for exploration, and student interest. A QFT exercise is used in 10 of the labs as a kickstarter for the laboratory experiment. From the ten sets of QFT exercises, each student selects three questions from different labs to use in three short exploratory research papers on the selected questions. Finally students write a brief reflection on the QFT exercises and exploratory research assignments. See the Circuits QFT Resources folder for files supporting this tool.2.) Circuit analogies related to real life experiences or familiar topics: [Targets Connections]Connecting new topics to established student knowledge and understanding is a well-researched pedagogical approach firmly grounded in the science of learning. Given the abstract nature of electric circuits to students, it is even more critical for this subject. Toward the end of the course, students have the option to reflect on one of the analogies given throughout the course and connect it to a personal life experience, or to create their own analogy that connects the circuit content to a life experience or other topic. See the Circuits Analogy Resources folder for files supporting this.3.) Entrepreneurially Minded Learning (EML) circuit design-build-test with value proposition: [Targets Creating Value]Students organize into groups of two to four students (from at least two different majors, if possible, as the circuits course has students from up to 5 different majors) to design and build a circuit to interface two electrical components: a position sensor that provides a signal with one voltage range and an Analog-to-Digital Converter (ADC) that accepts another voltage range. The mapping of the voltage must meet certain constraints and the circuit must be able to source at least 10mA to the ADC. There are four deliverables for the project: a team charter, design alternatives document, written product proposal, and 5-minute prototype demonstration.In the team charter, students list the set of rules and expectations for their team to try to avoid the common pitfalls and submit the team charter during Lab 6. The design alternatives document requires students to demonstrate that at least two unique solutions are viable. They must define relevant design criteria and evaluation metrics, mathematically analyze their designs, simulate them in PSPICE, select one circuit component supplier, and find all parts necessary to construct the circuit. The bill of materials must have supplier part numbers and the correct number of parts to construct 10,000 circuits. Feedback from the instructor on the design alternatives document must be incorporated in the written product proposal, which should compare 2 suppliers for each design and identify one distributor who would reasonably sell the circuit, convey the value proposition for the circuit design selected, and describe the testing and implementation. The value proposition section should use the Need-Approach-Benefits/Costs-Competition (NABC) framework to organize the value proposition. The NABC framework is a tool developed by SRI International to improve the value propositions generated internally. Finally, students describe the design and prototype in a 5-minute pitch in the final lab.See the Circuits EML Design-Build-Test Project with NABC Value Props folder for files supporting this.--Note: Featured Image is a personalized PCB created by ONU student Gabriel Russ.

This module explores the concept of thrust and the relevant equations for jet engines in an introductory course about “flight”. When implemented at the University of Dayton, the “Introduction to Flight” course had 28 students in their sophomore and junior level studying Mechanical Engineering. Each assignment in this class includes EML objectives. The module took 2.5 weeks (5 classes each 1 hour and 15 minutes) to be complete where the students explored the question, “Why do jets fly so high?” and big picture view of “thrust” and jet engine design. This module involved the 3C’s by guiding students through a process of inquiry, exploration and discovery. In classroom, students were exposed to the fundamental equation of thrust derived from conservation of mass and momentum. Then, the students were asked to find opportunities to increase thrust from an engine by influencing parameters in the thrust equation. The open ended question encourages students to make connections between theory and practice. After understanding the equation, students discuss opportunities for improvement and societal impact. This module would work well for anyone teaching flight, jet engines, or propulsion.

Students can tell the difference between a professor who is not answering questions "for your own good" and one who genuinely doesn't know the answer but is curious to find out more with them.

Sid G, Assistant Professor, University of Dayton, received the top award as a 2023 KEEN Rising Star. Learn more in his interview!

A Top 10 of resourceful people and cards on Engineering Unleashed that faculty found most helpful.

The 2022 Engineering Unleashed Fellows are a cohort of twenty-one faculty members from sixteen institutions of higher education across the U.S., recognized for their contribution to engineering education and entrepreneurial engineering.

Context This card describes course modules that were developed to introduce the global challenges facing society in the 21st century. These modules are linked below in the first folder and they are stored on a Canvas site that anyone can access. The modules are currently used in a 3-credit 7.5-week Massive Open Online Course (MOOC) offered through Arizona State University's (ASU) Earned Admissions (EA) program (now part of ASU Universal Learner Courses (ULC)), a program that offers both college credits at scale and a pathway for students to earn admissions into ASU. The on-ground version of this course is currently offered over a 15 week semester to students in the Grand Challenges Scholars Program (GCSP) at ASU, , recognized by the National Academy of Engineering, and most of these scholars take this course during their first year and it counts toward the multidisciplinary competency of the program. While these modules are interrelated, they have been packaged to also stand alone to allow for easy adoption, adaptation, and implementation by faculty members in their own courses and/or programs, in both face-to-face settings and in an online environment. Each module as well as the specific material within it can be used independently from the others. Course Modules Introduction These modules are centered on the NAE's Grand Challenges for Engineering and they help students develop an interdisciplinary systems perspective on global challenges related to the Grand Challenges themes of sustainability, health, security, and joy of living. One of the modules provides an overview of the global challenges and four subsequent modules each focuses on one of these four theme areas. To show variations of the challenges and solutions, within each theme area, different scales are discussed, including developing communities, developed communities, and global scale; or personal level, national level, and global scale. These modules aim to increase students' awareness of the social complexities involved in meeting the needs of local and global challenges through engineering and technology. Many different types of activities were designed based on best practices to engage students and incorporated in these modules to provide students with opportunities to actively consider and evaluate the reciprocal relationship between engineering solutions or technologies and aspects of society including economics, politics, ethics, environment, culture, and human behavior. Examples of these activities include mind mapping activities, simulation-based role play, design activity, pros and cons lists, game, case studies, etc. Besides activities and discussions, different types of video material are also included in these modules. These video material consists of instructor-led video lectures, application videos with voiceover animations, video clips and/or static images, expert talks that feature research faculty members and industry professionals from across the nation discussing challenges related to their fields and their current research and industry-related work to address these challenges, and video montages of interviews conducted with various experts and NAE GCSP alumni on various topics. Besides modules that allow students to broadly explore the global challenges in different theme areas, one of the remaining modules focuses on a research assignment that provides students with the opportunity to learn about examples of current research efforts related to one of the theme areas that they are most passionate about. Students are also introduced to a few frameworks which they can apply to analyze the potential societal impact of these research efforts from multiple perspectives. In addition to developing an interdisciplinary systems perspective about the challenges and their solutions from these aforementioned modules, students also start to develop an entrepreneurial mindset needed to tackle these challenges. One of the modules describes an open ended Entrepreneurially-Minded Learning (EML) based project that invites students to find their passion, exercise their entrepreneurial mindset, and develop a future solution to fulfill a need or opportunity related to the NAE’s vision for Engineering in the 21st century: Continuation of life on the planet, making our world more sustainable, secure, healthy, and joyful. In this project, students identify an opportunity to create added value for society, develop a futuristic solution, and research current technologies and trends to show that their solution will be technically feasible in the future. Students also consider various nontechnical aspects such as social, cultural, global, legal, economic, and political factors when developing their solution. When considering these societal factors, they identify the challenges they may face in developing and implementing a solution that will be technically feasible and economically viable while also creating value for society. They are also asked to imagine the impact their solutions would have on society if they were to be developed. This project can be implemented in both an online environment and a face-to-face setting. It can be done by students individually or as a group (suggested group size: 3-4 students). Various assignments are included to help students work through the design and development process and their work is showcased in a project poster. To help students make sense of their learning using the dynamic, active learning, discussion-based, guided self-exploratory material, digital portfolios are introduced in one of the modules, and they provide students with opportunities to reflect on their learning, connect their knowledge and experiences, infuse that knowledge and experience with meaning, and intertwine it with their own personal identities, interests, and values. Last but not least, there is one module that focuses on the competencies, skills, and/or mindset that is needed to tackle the challenges. It introduces the NAE GCSP competencies and shows examples of ways to achieve each of them. There are also discussions and assignments that ask students to reflect on their interests and goals, and determine the next steps they will take toward achieving them. In video montages, experts and GCSP alumni also share their perspectives about competencies, skills, and/or mindset that they feel are important and offer suggestions for students that are working to achieve these competencies to realize the goals for engineering in the 21st century. List of Course Modules The complete list of modules and sub-modules can be found below. 1. Module - Goals for engineering in the 21st century in an interdisciplinary, global context o Vision for engineering and specific goals o Developing solutions to interdisciplinary societal challenges o Customer discovery, needs analysis, and opportunity identification · 2. Module - Developing solutions to make our lives more sustainable o Introduction to sustainability o Sustainability challenges and solutions in developing communities o Sustainability challenges and solutions in developed communities o Global sustainability challenges · 3. Module - Developing solutions to make our lives healthier o Introduction to health o Global differences in health o Health challenges and solutions in developed communities o Health challenges and solutions in developing communities · 4. Module - Developing solutions to make our lives more secure o Introduction to security o Personal security challenges and solutions o National security challenges and solutions o Global security challenges and solutions · 5. Module - Developing solutions to make our lives more joyful o Introduction to joy of living o Education-related challenges and solutions o Challenges and solutions in joy of living o Challenges and solutions related to engineering the tools of scientific discovery and exploration 6. Module - Impact of engineering solutions o Societal impact of technology frameworks · 7. Module - How can you make an impact? o Realizing the goals for engineering in the 21st century: competencies o Taking action · 8. Module - Future solutions project o Future solutions project overview o Assignment: needs analysis part 1 o Assignment: needs analysis part 2 o Assignment: developing a solution o Assignment: identifying technology development milestones o Assignment: project poster · 9. Module - Research assignment · 10. Module - Professional portfolio o Professional portfolio o Digital portfolio reflections · 11. Module - Additional resources o Gathering information How the Course Modules are Used in the 7.5-week MOOC The first 7 modules listed above are each covered in a week when they are used in the MOOC that was previously mentioned. Within the MOOC, the Future Solutions project is conducted over the entire duration of the 7.5 week course. It is introduced at the end of week 1 and students work on one project assignment during each of the subsequent weeks. The project poster is submitted at the end of the course. The research assignment listed in the 9th module is introduced at the beginning of week 6 (Module - Impact of engineering solutions) and is submitted at the end of the same week. The digital portfolio mentioned in the Module - Professional portfolio is introduced and set up by students before the start of week 1. They then complete a reflection at the end of each of the theme modules (Modules 2-5) and complete a final reflection and showcase their accomplishments at the end of the course. Link to EM EM is introduced and its importance in tackling the challenges presented is addressed in one of the modules and it is also instilled throughout all other modules. More specifically, these course modules cover the three C's in the following ways. Curiosity Students are encouraged to view the challenges presented as opportunities. There are discussions about stakeholders and target customers, the importance of customer discovery, how to solicit voice of the customers in order to identify specific customer needs, how to organize customer needs and extrapolate customer needs in larger contexts for opportunity identification. These concepts and techniques are practiced in the Future Solutions project. Besides the project, many of the activities and discussions also provide students with opportunities to explore the role the customers play in the development of technologies to address the challenges. One such example is the case study about PlayPumps, which are merry-go-round type devices that pump water as children play on them. The solution was implemented in South African countries without proper sociocultural considerations of the communities and this has led to the failure of the solution. Another example is the You Decide! activity where students are asked to rank nanotechnologies based the importance and usefulness to them and again to their assigned characters. This activity helps students better understand how people's value shapes the development and implementation of technologies. Some of these activities also help students explore a contrarian view of accepted solutions, by critically considering the many non-technical challenges that these solutions might face during their development and implementation and possible negative impact they could have on society from multiple perspectives. Examples of these challenges include economic barriers, public opinion, ethical concerns, to name a few. And social relationships, economics, politics, environment, are among some of the examples of ways these technologies might impact society negativelyConnections Throughout the modules, an interdisciplinary systems approach is emphasized as students explore the challenges and consider potential technological solutions that address them. Students are encouraged to view technologies as part of larger systems, and consider both technical elements and non-technical elements that interact with these technologies. Students are encouraged to consider and make connections between technologies and aspects of society including people and different organizations, economics, politics, ethics, environment, culture, and human behavior, and integrate information from these multiple perspectives as they develop technologies. Students practice this in their Future Solutions projects as well as many activities and discussions. Some example activities that help students make connections include the Climate Policy activity, the Energy Economics activity, the National Security Role Play activity, and the Advanced Technology Mind Map activity, etc.. For example, in the Climate Policy activity, students make connections between technologies and public policy to help them understand the role public policy plays in the diffusion of innovations. The Energy Economics game provides students with an opportunity to make connections between various factors including tariffs, tax credit, political conflicts, weather events, infrastructure degradation, technology advancements, and the success of various technologies in the energy market. In the National Security Role Play activity, students play the role of a governor who makes a series of decisions about the actions they would take in response to a security threat affecting multiple states. As students make decisions, they factor in interactions and connections between engineers, businesses, local, state, and national government, humanitarian aid organizations, media, citizens, and others that are necessary not only to detect and mitigate the current threat situation but also to prevent possible future threats. The Advanced Technology Mind Map activity asks students to critically consider the implication of the development and implementation of an advanced technology and use a mind map to show its connection and interaction with various aspects of society. Besides making connections between technology and various aspects of society, students also make connections between the themes introduced in the modules, including sustainability, health, security, and joy of living, recognizing that many of the challenges are related to more than one theme area and thus efforts from multiple disciplines must be integrated in addressing them. Creating Value These course modules emphasize the importance of considering the impact of technologies on society from multiple perspectives, including sociocultural, economic, environmental, global, political, etc., and introduces multiple frameworks that help students analyze/predict the societal impact of technologies. Students consider and articulate the value proposition of their Future Solutions project and identify multiple ways their future technology would create value for their stakeholders, target customers, and society. In the Research Assignment, students also analyze the potential societal impact of examples of current research efforts that address challenges within a theme area they are most passionate about from multiple perspectives.ASEE Papers about this workThe paper that discusses the design and development of the course modules and insights gained from the initial offering of the MOOC was presented in the F341A Multidisciplinary Learning Experiences Session at the 2020 ASEE Annual Conference. An additional paper assessing the use and effectiveness of these open access course modules shared with faculty via an online platform was presented at the 2021 ASEE Virtual Annual Conference. These papers can be found in the folders section of this card. What is Included in this Card Included in the folders below is the link to the Course Modules description page (enrollment instructions are found on this page) and two ASEE papers that describe the design, development, and initial offering of the MOOC in which these course modules are currently used at ASU, and the use and effectiveness of the open access course modules available on the online platform. Connection to other work These course modules were developed by faculty and staff at ASU as part of a GCSP "Toolkit" to benefit students at other institutions as well as ASU. Other opportunities and resources developed as a part of this toolkit include a Grand Challenges focused Speaker Series, a three week project-based Entrepreneurial Experience for undergraduate students in GCSP, and Industry workshop(s) focused on understanding and communicating the value of entrepreneurially minded GCSP students in addressing challenges faced by Industry. See Related Cards sections for links to cards about the toolkit and its components.