Anneliese Watt is a professor of English at Rose-Hulman Institute of Technology. She teaches and researches technical and professional communication, rhetoric and composition, medicine in literature, presidential election rhetoric and other humanistic studies for engineering and science students. Her current work focuses on engineering design. Entrepreneurial Thinking in a First-Year Engineering Design StudioIn summer 2016, the authors and several other collaborators developed and taught a course aiming to advance the pedagogy informing a proposed new degree program in Engineering Design, in which design, writing, and engineering topics are integrated into a multidisciplinary design studio setting. Most closely associated with the disciplines of industrial design and architecture, design studios immerse students in an authentic problem-solving environment:"In studio, designers express and explore ideas, generate and evaluate alternatives, and ultimately make decisions and take action. They make external representations (drawings and three-dimensional models) and reason with these representations to inquire, analyze, and test hypotheses about the designs they represent. Through the linked acts of drawing, looking, and inferring, designers propose alternatives, and interpret and explore their consequences. ... They use the representations to test their designs against a priori performance criteria. And in the highly social environment of the design studio students learn to communicate, to critique, and to respond to criticism, and to collaborate."

A project-based, freshman engineering course sequence has been developed and implemented for all new freshman engineering students with support from an NSF CCLI grant. The mission of the curriculum is to systematically instill the ten attributes of engineers outlined in the National Academy of Engineering report "The Engineer of 2020: Visions of Engineering in the New Century."The curriculum objectives are divided into seven threads that run concurrently throughout the freshman year: systems, electromechanical devices, fabrication and acquisition, software, fundamental engineering concepts, communication, and broadening activities. We have worked to structure the content timing and delivery so that the knowledge, skills and attitudes associated with each thread are built progressively. Curriculum objectives are directly tied to the ten attributes of "The Engineer of 2020."Instead of a textbook, students purchase a Parallax Boe-Bot kit that serves as a platform for laboratory and design projects, allowing students to quickly develop skills in programming and circuit prototyping. Students also purchase a set of tools for completing electromechanical projects and several software programs for facilitating engineering analysis and 3D modeling. A Freshman Projects Classroom was designed to promote team-based learning.The faculty and students are challenged by the new curriculum and are now more motivated and engaged in learning than with the prior curriculum. Assessments from this academic year suggest that the curriculum does accomplish our primary goal of preparing students to meet the attributes of "The Engineer of 2020."

is a Professor of Applied Biology and Biomedical Engineering; he co-developed and coteaches the biomedical engineering capstone design sequence at Rose-Hulman Institute of Technology. Glen's educational research interests include student learning styles, the statistical evaluation of assessment instruments, and increasing student engagement with hands-on activities. He has received an NSF CAREER award and served as a Fellow at the National Effective Teaching Institute.

He has led multi-institution collaborations developing and testing assessments and curricular materials for engineering design and professional skills. He has been a Fellow of the American Society for Engineering Education since 2002.

Industry wants to hire graduates with good teaming skills. As a result, many universities are introducing projects that require students to work in teams. Unfortunately engineering educators find it difficult to assess a student's team skills adequately. Requiring students to work in teams does not necessarily improve a student's ability to be an effective team member. Engineering educators must decide what teaming skills students need, methods for teaching those skills, and strategies for evaluating them. This paper examines the teaming portion of a senior level mechanical engineering machine design course. Each student in the course is assigned to a team that completes a project sponsored by an industrial partner. The authors discuss successful strategies for assigning, developing, and evaluating team skills. Students who complete the course are expected to demonstrate an ability to work effectively in teams. The teaming skills that students are expected to demonstrate in this course are as follows: the ability to share responsibilities and duties, take on different roles when applicable, analyze ideas objectively, discern feasible solutions, develop a strategy for action, and build consensus. Course activities are structured to help students acquire these skills. Activities include team building, project management, team management and defining rubrics for evaluating team skills. Assessment of student performance includes peer evaluation, student self-assessment, and portfolio assessment.