Pruitt, L. A. (2011, June), Introduction to Engineering Design for Freshman:  Implementation of Leadership and Service Learning for Broadening Engineering Ingenuity  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18185

\bibitem{asee_peer_18185}
  Pruitt, L. A. (2011, June), \emph{Introduction to Engineering Design for Freshman:  Implementation of Leadership and Service Learning for Broadening Engineering Ingenuity}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18185

Lisa A. Pruitt.  "Introduction to Engineering Design for Freshman:  Implementation of Leadership and Service Learning for Broadening Engineering Ingenuity".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://strategy.asee.org/18185 Internet.  16 Aug, 2024

\bibitem{asee_peer_18185}
  Lisa A. Pruitt.
  "Introduction to Engineering Design for Freshman:  Implementation of Leadership and Service Learning for Broadening Engineering Ingenuity".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://strategy.asee.org/18185 Internet.  16 Aug, 2024

@INPROCEEDINGS{asee_peer_18185
author = "Lisa A. Pruitt"
title = "Introduction to Engineering Design for Freshman:  Implementation of Leadership and Service Learning for Broadening Engineering Ingenuity"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/18185}
number = {10.18260/1-2--18185}
}

TY  - CPAPER
AB  -                        Introduction to Engineering Design for Freshman:               Implementation of Leadership and Service Learning for Broadening                                    Engineering IngenuityAbstract           Engineering Design and Analysis is a course that provides first year students anintroduction to the profession of engineering through a variety of small group design projects(modules). The main concepts of the course are developed. The primary objectives of the courseare based on ABET criteria and are to: enhance critical thinking and design skills; introducestudents to a broad view of engineering analysis and design; reinforce the importance ofmathematics and science in engineering design and analysis; emphasize communication skills,both written and oral; develop teamwork skills; offer experience in hands-on, creativeengineering projects; provide an introduction to different fields of engineering; and introducestudents to the ethical context of engineering. Recently, a new model on the topic of leadershipand service was implemented into the course to provide the framework for professionaldevelopment. The lecture aspect (3hrs/week) of the module presents mechanisms for developingpersonal and team leadership styles; addresses differences in learning and personality styles;provides pathways for creating mission statements and plans of action; and offers opportunitiesfor strategic thinking, problem solving and brainstorming, and teamwork. The hands-on aspect ofthe module (3hrs/week) involves service teaching in the k-12 sector and is centered upon theimplementation of team teaching projects entitled “Ingenuity in Action.” These projects aredeveloped and implemented by the freshman enrolled in the course in collaboration with thelocal science museum affiliated with our university.         The Ingenuity in Action projects developed by the freshman groups must utilize theNASA encapsulation of the engineering design process and must also allow for the creativeexperience of k-12 students who participate in the exhibit. Within this exhibit there are threeactivity stations that the students can work within three design paradigms: (i) Fly High: Create aflying machine and test it in a wind tube, (ii) Design and Drive: Combine wheels and treads tooptimize your vehicle for climbing on rough surfaces. This project is more constrained due torequirements of gear ratios and terrain, etc., and (iii) Span the Gap: Experiment with the basicbuilding of bridges to create your own. At the completion of the module, the student teams eachprovide a technical report (5 pgs) that includes a mission statement, narrative storyboardillustrating how their project engaged the k-12 sector in their projects, and a technical sectionthat describes how they implemented the engineering design process in their projects. Inaddition, each team provides a 10-minute oral presentation at the science museum that outlinestheir design project development. Science museum staff, the graduate student instructors,professor of the course, and their peers, assesses all teams. The students are also assessed at theinitial and final phase of the module to assess their engineering strengths as defined by ABET.This project includes opportunities for development of leadership skills, teamwork, andcommunication skills. This course module serves as a model for broadening engineeringparticipation while staying true to the mission of ABET criteria in our engineering curricula [1].[1] Jeffers, A.T., A.G. Safferman, and S.I. Safferman, “Understanding K-12 EngineeringOutreach   
AU  - Lisa A. Pruitt
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Introduction to Engineering Design for Freshman:  Implementation of Leadership and Service Learning for Broadening Engineering Ingenuity
UR  - https://strategy.asee.org/18185
DO  - 10.18260/1-2--18185
ER  -