Session Chair: Paul Wendel, Otterbein University

1. Developing Professional Skills via First-Year Engineering Design

Kurt R. Rhoads, Kathleen A. Harper

Case Western Reserve University

Engineers working in industry must be able to work in teams, quickly design new solutions, and communicate those solutions. A primary goal of the first-year engineering course at Case Western Reserve University is to prepare students for future university courses, as well as engineering practice. The course consists of two-week modules that introduce students to cooperative engineering problem solving using a variety of tools and techniques, including MATLAB programming and electronics. Each module culminates with a 75-minute open-ended design project. Here we share two example design projects from the course that mimic aspects of the design process used in industry.

The first project is designing a water filter. Students design, build, and test a few prototypes before creating their final prototype. The filters are evaluated in an in-class competition based on two criteria:  the speed of the filter and its effectiveness in reducing the turbidity of the filtered water.

In the second project, students design a spy gadget design using an Arduino and a pressure-sensitive piezoelectric film. The students choose additional electrical components to incorporate with the Arduino and film to create a gadget for secret agents. The designs are shared in a format resembling a conference poster presentation during class where students provide feedback to their classmates regarding creativity, uniqueness, and practicality.

In this talk, we will compare and contrast the two projects, particularly the methods used for sharing the student designs, with specific attention to the professional skills (teamwork, communication, etc.) that are embedded within them.

2. Design of a Capstone Experience in Analytical Chemistry That Promotes Transferable Workforce Skills

Joan M. Esson

Otterbein University

Among desirable STEM workforce skills, the ability to gather data, synthesize, communicate, and work in teams rank high. STEM graduates must be able to make connections between disciplinary areas and transfer skills to other contexts. This talk will describe a capstone experience in Analytical Chemistry Laboratory that requires students to draw on techniques they learned earlier in the term to design and carry out a project important in art conservation science. In this open-ended, multi-week project, small groups of students analyze textile fragments and illuminated manuscripts purportedly as old as the 12th century to determine their authenticity by identifying the materials in them. This project requires students to synthesize what they learned, show they can independently operate instrumentation, and interpret complex, inter-connected information. The students must then organize and present their findings to the class. This presentation will share this engaging project and student feedback.

3. Development of Early Faculty Mentoring at a Small Liberal Arts College

Lynn Ulatowski

Ursuline College

It is no surprise that you learn more when you teach something.  Moreover, often when students are exposed to information by their peers, they are receptive to the knowledge acquired in a different way than if the information came from a teacher…think Tik Tok. Thus, having college students teach about DNA and lead a DNA extraction lab to eight grade students at a local middle school to celebrate DNA Day is mutually beneficial on many levels.  1) College students can serve as excellent role models and mentors for middle school students. 2) College students are closer in age to middle school students than their teachers or parents, which can help establish a more relatable and engaged connection. 3) College students can share their own experiences and knowledge of specific challenges with middle school students. 4) Students can gain valuable professional development skills, including teaching, public speaking, and leadership, which can be beneficial in their future careers. Finally, community outreach has a positive impact on both the college and local schools.   Overall, taking the classroom on the road creates a positive, engaged, learning experience for everyone involved.