Considering Engineering Design in a Broader Context in Lower Division ECE Courses

Abstract

This is an innovative practice Full Paper. Two of the seven ABET student learning outcomes (SLOs) require students have the ability to make informed judgements (SLO 4) or produce solutions (SLO 2) with consideration of global, economic, societal and environmental factors. Many engineering programs often meet these ABET outcomes through providing specifically tailored courses (such as a first-year and/or senior design experience) that address engineering design in a broader context. While these approaches can be effective, there is a need to infuse engineering design in a broader context throughout the existing discipline specific curriculum. This paper provides two examples of activities (a life cycle analysis lab and an inclusive design reflection) that help students put engineering design in a broader context in two existing sophomore level ECE courses. It is our hope that this paper will give electrical and computer engineering faculty (and engineering faculty in general) concrete ideas on how to infuse engineering design into a broader context in their existing technical coursework.