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The Assessment of Product Archaeology as a Platform for Contextualizing Engineering Design

[+] Author Affiliations
Kemper Lewis, Deborah Moore-Russo, Phil Cormier, Andrew Olewnik

University at Buffalo - SUNY, Buffalo, NY

Gül Kremer, Conrad Tucker, Tim Simpson, Omar Ashour

The Pennsylvania State University, University Park, PA

Paper No. DETC2013-13165, pp. V001T04A024; 13 pages
  • ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 1: 15th International Conference on Advanced Vehicle Technologies; 10th International Conference on Design Education; 7th International Conference on Micro- and Nanosystems
  • Portland, Oregon, USA, August 4–7, 2013
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5584-3
  • Copyright © 2013 by ASME


Many engineering departments struggle to meet “the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context” (Outcome h) that is required for ABET. As a result, engineering students receive meaningful contextual experiences in piecemeal fashion and graduate with a lack of concrete competencies that bridge knowledge and practice in the global world in which they will live and work. By considering products as designed artifacts with a history rooted in their development, our product archaeology framework combines concepts from archaeology with advances in cyber-enhanced product dissection to implement pedagogical innovations that address the significant educational gap. In this paper, we focus on assessing elements of a sustainable and scalable foundation that can support novel approaches aimed at educating engineering students to understand the global, economic, environmental, and societal context and impact of engineering solutions. This foundation is being developed across a network of partner institutions. We present recent results from freshman, sophomore, and senior courses at two of the partners in the national network of institutions.

Copyright © 2013 by ASME



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