Linda Vanasupa

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Equipping engineering students with the skills and knowledge required to be successful global engineers in the 21 st century is one of the primary objectives of undergraduate educators. Enabling students to practice self-directed learning, to find solutions to design problems that are sustainable and to recognize that they are part of a global community are(More)
Social responsibility is at the heart of the Engineer's Creed embodied in the pledge that we will dedicate [our] professional knowledge and skill to the advancement and betterment of human welfare... [placing] public welfare above all other considerations. However, half century after the original creed was written, we find ourselves in a world with great(More)
Downey et al. laid out a clear path of learning criteria and outcomes for global competence in their 2006 Journal of Engineering Education publication. We build on their work by integrating other disciplinary perspectives to expand upon the questions: " How can global competency be learned? " , and " How can we asses it? " In this work-in-progress paper, we(More)
Against a backdrop of compelling societal needs, graduates in science and engineering now must master their disciplines and demonstrate a sophisticated level of cognitive, affective and social development. This has lead a number of national and international commissions on science and engineering to urge educators to rethink the way in which STEM(More)
One of the inherent challenges of teaching any emerging technology like nanotechnology, is the fact that its core competencies flux in the new disciplines' early stages. Nanotechnology presents an additional challenge in that its underpinnings cross multiple traditional disciplinary boundaries. We have designed a course that aims to address some of these(More)
The challenges of the 21st century create an imperative for engineering educators: to design learning experiences that result in engineering professionals with a sophisticated level of cognitive, psychomotor, social and affective development. We propose a tool for the design process. Our systemic model of development (SMD) is based on a large body of(More)
This paper represents a narrative of the process of department-level reform through the eyes of the initiating agent of change. Over the course of reform, our program has grown by 40%, primarily through retaining students. We exhibit a 10% net important rate of engineering students in the first two years of the curriculum relative to the college's 5% mean(More)
Since the 1990's blue-ribbon commissions on engineering education have called for educators to graduate engineers who are capable of systems thinking. However, there is sparse information on how to cultivate this type of cognitive development. How do we develop and measure systems thinking? In this paper, we present the first of a series of methods that we(More)