Introducing engineering systems to first-and second-year students through project-based learning

Abstract

The importance of systems thinking has arisen as a key issue in engineering education. Indeed, in order to address current and future global challenges, the next generation of engineers will likely need a different set of skills than previously required by society. Over the past few decades, systems thinking, modeling, and analysis have successfully been integrated into graduate levels of engineering education and research. However, these concepts have seen limited treatment at the undergraduate level. This paper describes the development of a novel course that introduces "engineering systems" to first- and second-year students through projectbased learning. "Introduction to Engineering Systems" focuses on the theme of critical global challenges, while teaching students concepts and modeling techniques useful for analyzing large-scale complex systems. Through the lectures, students are introduced to quantitative and qualitative methods, including stakeholder analysis, system dynamics, network analysis, and uncertainty analysis. Interwoven throughout the semester, system concepts such as complexity, flexibility, and sustainability are also presented in course lectures and individual assignments. Through a semester-long project, students work in teams to analyze a complex, sociotechnical system. During the first offering of the course in spring 2011, projects focused on challenges associated with transportation and energy, telecommunications, and healthcare. Course projects enabled students to further apply analytical and modeling methods that were introduced during the course lectures and class-wide assignments. This paper provides an overview of the introductory "engineering systems" undergraduate course, the motivation for initiating the course, and key lessons learned. We describe the modeling and analytical methods core to the course curriculum, as well as a detailed overview of semester-long projects. Finally, we present an analysis of student expectations and learning outcomes for the pilot version of this course. By integrating systems thinking and critical, contemporary issues into first- and second-year curricula, this course aims to improve the retention of the next generation of engineers, while developing a broader set of skills that will enable them to address the complex problems faced by society. © 2012 American Society for Engineering Education.