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The required course for freshmen in Northwestern University's engineering school - a 2-quarter sequence called Engineering Design and Communication (EDC) - is noteworthy not only for its project-based focus on user-centered design, but also for its innovative integrated approach to teaching communication, teamwork, and ethics. Thanks to the collaboration between EDC faculty and staff at the Rehabilitation Institute of Chicago, EDC students, at the beginning of their education, experience the excitement of solving problems for real clients and users. At the same time, these authentic design projects offer an ideal setting for teaching students how to communicate effectively to different audiences and perform productively as team members and future leaders in engineering.

In the summer Research Experience for Undergraduates offered by the NSF-sponsored VaNTH Engineering Research Center in Bioengineering, core competency instruction in ethics and communication was integrated into students' research experiences outside of formal courses. This paper describes our instructional approach and presents an initial evaluation of its effectiveness. A simple concept mapping assessment used at the beginning and end of the summer suggests that students made gains in both areas. In ethics, students developed greater awareness of key concepts, such as respect for persons (informed consent), beneficence, justice, and integrity. Gains in communication were more modest, but the maps revealed growth in understanding the importance of audience and the multifaceted nature of technical communication. Overall, the study suggests that students can make measurable strides in core competencies without taking formal courses. Future research should consider integrating components of our intervention into other non-credit experiences for engineering undergraduates. [ABSTRACT FROM AUTHOR]