Habibi, C., & Ulseth, R. R., & Carlson, M. R. (2013, June), Developing design courses in a project-based curriculum   Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19411

\bibitem{asee_peer_19411}
  Habibi, C., \& Ulseth, R. R., \& Carlson, M. R. (2013, June), \emph{Developing design courses in a project-based curriculum }
  Paper presented at 2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia.
  10.18260/1-2--19411

Cyrus Habibi P.E., Ronald R Ulseth, and Michael Richard Carlson.  "Developing design courses in a project-based curriculum ".  2013 ASEE Annual Conference & Exposition, Atlanta, Georgia, 2013, June.  ASEE Conferences, 2013.  https://peer.asee.org/19411 Internet.  12 Jan, 2025

\bibitem{asee_peer_19411}
  Cyrus Habibi P.E., Ronald R Ulseth, and Michael Richard Carlson.
  "Developing design courses in a project-based curriculum ".
  \emph{2013 ASEE Annual Conference \& Exposition, Atlanta, Georgia, 2013, June}.
  ASEE Conferences, 2013.
  https://peer.asee.org/19411 Internet.  12 Jan, 2025

@INPROCEEDINGS{asee_peer_19411
author = "Cyrus Habibi P.E., Ronald R Ulseth, and Michael Richard Carlson"
title = "Developing design courses in a project-based curriculum "
booktitle = "2013 ASEE Annual Conference \& Exposition"
year = "2013"
month = "June"
address = "Atlanta, Georgia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/19411}
number = {10.18260/1-2--19411}
}

TY  - CPAPER
AB  -           Developing design courses in a project-based curriculumDesign is an important part of engineering curricula in which students integrate and applytheir knowledge to design products or address problems. Special attention has been given todesign courses at engineering colleges across the nation and worldwide. The design processgenerally has been identified as scoping, generating, evaluating and realizing ideas; however,teaching design is to some extent ill-defined since it has been taught in many different ways.Project-based programs, specifically in engineering, provide active learning environments forstudents to learn in the context of a project. The projects may be faculty or industry definedwhich also might be real-life problems. Iron Range Engineering, as a 100 percent project-based program, motivates learning by providing industry-defined and –mentored projects.IRE students complete first two years of their program at local community colleges and thenjoin the program for their junior and senior years. The students must enroll in 4 designcourses, each 3 credits, called Design I, Design II, Capstone Design I and Capstone DesignII.Recently, we developed a new method of teaching design which fits in the four designcourses. In this method, students not only learn and practice major design components suchas scoping, generating, evaluating, and realizing ideas; they have opportunities to learn otheraspects of design such as computer simulation, economic analysis, reliability, sustainability,etc.In this paper, we explain the following:Design at the heart of a completely project-based curriculumDesired design outcomesDesign components (18 aspects of a design)Team project vs. individual workRubrics for each aspect
AU  - Cyrus Habibi P.E.
AU  - Ronald R Ulseth
AU  - Michael Richard Carlson
CY  - Atlanta, Georgia
DA  - 2013/06/23
PB  - ASEE Conferences
TI  - Developing design courses in a project-based curriculum 
UR  - https://peer.asee.org/19411
DO  - 10.18260/1-2--19411
ER  -