An introductory course with a humanitarian engineering context

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dc.contributor.authorShekar, Aen_US
dc.contributor.authorTunnicliffe, MCen_US
dc.contributor.editorBrennan, Ren_US
dc.contributor.editorEdstrom, Ken_US
dc.contributor.editorHugo, Ren_US
dc.contributor.editorRosslof, Jen_US
dc.contributor.editorSonger, Ren_US
dc.contributor.editorSpooner, Den_US
dc.coverage.spatialCalgary, Alberta, Canadaen_US
dc.date.available18/06/2017en_US
dc.date.finish-date22/06/2017en_US
dc.date.issued18/06/2017en_US
dc.date.start-date18/06/2017en_US
dc.description.abstractThe Engineers Without Borders (EWB) Design Challenge is an excellent example of how universities from across the globe allow students to engage with humanitarian engineering. Massey University has been utilising the EWB Design Challenge as a framework to introduce engineering practice to first year students, and this has led to our teams winning multiple regional and international prizes. This article shares our experience of the design and teaching of this first year course and provides engineering educators with a successful example of how students learn about engineering practice in product, process, and system building, as well as their personal and interpersonal skills. We highlight how, by using a humanitarian engineering context, we embed CDIO thinking. Our case study illustrates how we project manage this process using Stage-Gateā„¢; support students to conduct reflective practice by using logbooks; include practising engineers as consultants; and provide detailed assessment guidelines and rubric examples to guide students through the myriad challenges during engineering practice. This case study shows that the implementation of the EWB Design Challenge has been successful in providing a useful framework to introduce engineering practice. It is particularly effective in exposing students to a number of ethically driven social competencies required for the global engineer. It is hoped that by sharing our experience of operating this course that engineering faculty may take on-board some of our learning and assessment practices to improve the offering of an introductory design project at their institutionen_US
dc.description.confidentialFALSEen_US
dc.description.notesPending conference and subsequent publicationen_US
dc.description.place-of-publicationCalgary, Canadaen_US
dc.description.publication-statusAccepteden_US
dc.format.extent137 - 148 (12)en_US
dc.identifier.citationProceedings of the 13th International CDIO Conference, 2017, pp. 137 - 148 (12)en_US
dc.identifier.eissn1796-9964en_US
dc.identifier.elements-id352451
dc.identifier.harvestedMassey_Dark
dc.identifier.isbn9.78089E+12en_US
dc.identifier.issn2002-1593en_US
dc.identifier.urihttps://hdl.handle.net/10179/13364
dc.publisherUniversity of Calgaryen_US
dc.relation.isPartOfProceedings of the 13th International CDIO Conferenceen_US
dc.relation.urihttps://prism.ucalgary.ca/handle/1880/52101en_US
dc.source13th International CDIO Conferenceen_US
dc.subjectHumanitarian engineeringen_US
dc.subjectproject-based learningen_US
dc.subjectCDIO Standards 4 and 8en_US
dc.titleAn introductory course with a humanitarian engineering contexten_US
dc.typeConference Paper
pubs.notesNot knownen_US
pubs.organisational-group/Massey University
pubs.organisational-group/Massey University/College of Sciences
pubs.organisational-group/Massey University/College of Sciences/School of Food & Advanced Technology Manawatu
pubs.organisational-group/Massey University/Other
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