Panel — Solving engineering problems in context: Preliminary results from case studies of six exemplary engineering programs

Abstract

This panel discussion will provide preliminary findings from a National Science Foundation funded project, Prototyping the Engineer of 2020: A 360-degree Study of Effective Education (P360). is the study explores how the educational practices of six diverse institutions (Arizona State University, Harvey Mudd College, Howard University, MIT, University of Michigan, and Virginia Tech) promote the development of engineering students' contextual competence. Contextual competence is defined as an engineer's ability to anticipate and understand the constraints and impacts of social, cultural, environmental, political, and other contexts on engineering solutions and vice versa. In this session, we share case study findings that reveal a variety of curricular and co-curricular experiences intended to cultivate contextual competence. These include general engineering programs, first-year programs, design-focused curricula, client-based capstone courses, hands-on laboratory courses, project and problem-based learning activities, design competitions, undergraduate research programs, and student clubs. In addition to describing these curricular, instructional, and co-curricular experiences, the session will demonstrate how the institutional cultures, practices, and policies support the development of contextual competence in undergraduate engineers.