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Humanitarian Projects in Multidisciplinary Senior Design

Humanitarian Projects in Multidisciplinary Senior Design. Catherine Skokan David Munoz Joan Gosink Colorado School of Mines. The Colorado School of Mines. Founded in 1874 Engineering and Applied Science 3500 Students. Engineering Division. Design oriented Interdisciplinary

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Humanitarian Projects in Multidisciplinary Senior Design

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  1. Humanitarian Projects inMultidisciplinary Senior Design Catherine Skokan David Munoz Joan Gosink Colorado School of Mines

  2. The Colorado School of Mines • Founded in 1874 • Engineering and Applied Science • 3500 Students

  3. Engineering Division • Design oriented • Interdisciplinary • Accredited non-traditional • 1000 undergraduate and 100 graduate students • Design throughout the curriculum

  4. Multidisciplinary Senior Design • Required of all Senior Students • 2-semester sequence of 7 credit hours • Open-ended projects • Non-technical as well as technical constraints • Industry, government, or non-profit sponsors

  5. Grant from Hewlett Foundation • 2002 – call for proposals to improve quality of engineering education in terms of recruitment and retention of under-represented groups, innovative teaching and learning strategies, advancement of student professionalism, development of academic and industrial partnerships, and extended impact. • CSM proposed Humanitarian EngineeringProgram.

  6. Engineering Schools of the West Initiative • Boise State University • Colorado School of Mines • Idaho State University • Montana State University • Northern Arizona University • Oregon State University • University of Nevada/Reno • University of Utah • University of Wyoming

  7. Goals of Humanitarian Engineering Program • Create a culture of acceptance and value of community and international service activities at CSM. • Increase the number of CSM engineering graduates that enter occupations that have a community or international service emphasis • Increase the recruitment of women and minority students to the engineering program at CSM. • Increase the number of internships in community or international service.

  8. History of Humanitarian Senior Design Projects

  9. Senegal • 2003-2004 Student Team: 2 civil, 1 mechanical, 1 electrical • 2004-2005 Student Team: 1 environmental, 1 civil, 2 mechanical, 1 electrical • Client: Rao Development Authority • Design and construct an onion storage facility; design and construct a drip irrigation system, map groundwater

  10. Nepal • 2004-2005 Student Team: 1 environmental, 2 civil • Client: Namlo Foundation • Design a water filtration system (slow sand filter) to remove E coli

  11. Romania • 2004 Student Team: 1 electrical, 3 civil • Client: Global Hope • Design a group home for 8 children and 2 adults using local materials

  12. Honduras • 2004-2005 Student team: 2 civil, 1 civil/environmental, 2 environmental, 1 mechanical, 1 electrical • Client: People of Colinas de Suiza and Mayor of Villanueva • Design a municipal water system • Winner of 2005 Mondialogo Engineering Award http//www.mondialogo.org/

  13. Local K-12 Connections • 2003-2004 Student Team: 1 environmental, 1 electrical, 2 mechanical • 2004-2005 Student Team: 1 civil, 3 mechanical, 1 electrical • Client: (2003-2004) Cedaredge Middle School, Delta School District • (2004-2005) Centennial Elementary School, Harrison School District • Design engineering curriculum to excite students in learning mathematics and science

  14. Progress Towards Hewlett Goals • Minor program formally approved (15 hours liberal arts, 3 hours MEL, 3 hours engineering elective, 7 hours Multidisciplinary Senior Design) • Percentage of women in humanitarian projects double the percentage of women in standard projects • Assessment ongoing

  15. Lessons Learned • Multidisciplinary senior design projects included interdisciplinary elements both in engineering and in liberal arts • Students learned about working in different cultures • Students learned feasibility of doing engineering in communities with limited resources • Students increased listening and communication skills

  16. Future Directions • Need to analyze impact on minority students • Need to develop more engineering electives • Need to insure future financial support • Need to strengthen connections with other universities in ESWI

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