Student Initiated Design And Implementation Of Supplemental Hands On Fabrication Training Curriculum In An Introduction To Engineering Design Course: A Tqm Approach
- Conference
- Location
-
Pittsburgh, Pennsylvania
- Publication Date
-
June 22, 2008
- Start Date
-
June 22, 2008
- End Date
-
June 25, 2008
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
First-Year Programs
- Page Count
-
23
- Page Numbers
-
13.1108.1 - 13.1108.23
- DOI
-
10.18260/1-2--4380
- Permanent URL
-
https://peer.asee.org/4380
- Download Count
-
550
Paper Authors
Silas Bernardoni University of Wisconsin- Madison
Silas Bernardoni is a fifth year senior studying Industrial and Systems Engineering at the University of Wisconsin Madison, College of Engineering. Design and fabrication has been one of his main activities and hobbies his entire life while growing up on a farm in rural Wisconsin. He has been on the Intro to Engineering Design teaching team for two years and is currently the Lead Student Assistant in charge of planning and coordinating all fabrication training and seminars. He is also the TA for the Triathlon Training course on campus and tries to teach people at every chance he gets. His other activities include mountaineering, backpacking, traveling, and building medieval catapults.
Amit Nimunkar University of Wisconsin - Madison
Amit J Nimunkar is currently a doctoral student at the Department of Biomedical Engineering, University of Wisconsin-Madison. He has been a part of Introduction to Engineering teaching team for more than a year and was a Lead SA responsible for the design and implementation of the Supplemental Curriculum/Training program. He is a teaching assistant with the Biomedical Engineering department and also pursuing the Delta Certificate in Teaching and Learning.
John Murphy University of Wisconsin- Madison
John G. Murphy (BS, mathematics, 1983, MS mechanical engineering, 1985, MS nuclear engineering, 1992, University of Wisconsin-Madison, and MBA, 2006, Arizona State University) is employed as a researcher and instructor in the Engineering Physics Department at the University of Wisconsin-Madison. He is a licensed senior reactor operator at the University's nuclear reactor lab, with primary interest in reactor operations and safety modeling. He is also active in planning and running the Engineering College's freshman introduction to design and engineering. He also coordinates an introductory course in nuclear engineering and is active in summer programs that indoctrinate underrepresented student populations to various engineering disciplines.
Sandra Courter University of Wisconsin - Madison
Sandra Shaw Courter is Director of the Engineering Learning Center and a member of the Department of Engineering Professional Development, College of Engineering, University of Wisconsin† Madison. She teaches technical communication courses to undergraduate engineering students. As a member of the management team for the NSF Center for Integration of Research, Teaching, and Learning (CIRTL), Courter is responsible with a multi-disciplinary team for developing and teaching a graduate course about teaching and learning; she piloted the course as an online web-conference during fall 2006. Courter is currently involved with an NSF grant (No. 0648267) related to "How People Learn Engineering."
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Student-Initiated Design and Implementation of Supplemental Hands-on Fabrication Training Curriculum in an Introduction to Engineering Design Course: A TQM Approach Abstract Designing and building a prototype has always been an integral part of an interdisciplinary course, the Introduction to Engineering Design (InterEngr 160) class in the College of Engineering at the University of Wisconsin-Madison. In the past, there has been no shop training provided to the students to teach them safe and effective fabrication skills even though the projects require a wide range of fabrication techniques. Around 320 students are enrolled in the fall semester, 2007. These students are distributed into different lab sections. Each of the labs consists of 30 students divided up into two different design teams of 15 students respectively. Each lab is run by an instructor with the help of two undergraduate student assistants (SAs). During the spring and fall semesters of 2007, a hands-on fabrication shop and specialized training program was developed and implemented by the undergraduate teaching staff. They applied the Total Quality Management (TQM) approach from business to engineering education to design the Supplemental Training/Curriculum. The content of the training was planned by undergraduate students who identified skills and knowledge that they felt would have been helpful to them when they had taken the class as freshmen. This supplemental curriculum has been highly praised by students and faculty alike and will be incorporated into the official curriculum of the class in future semesters. This paper will go into more depth about how the program was conceived, designed, planned and implemented by undergraduates in an already existing intro to engineering design course and their outcome with respect to student learning of practical engineering skills.
Introduction/Background The “Introduction to Engineering Design” (InterEgr 160) course is offered by the College of Engineering at the University of Wisconsin -Madison to their prospective freshmen engineering students. The course was designed to provide the students with first hand experience with working in teams on a design project for real-world clients, which typically consist of community-service organizations. The objective of the course is to introduce the students to the process involved in an engineering design and to provide them with information and experience necessary to make informed decisions about whether engineering is the correct field for them. The course focuses more on the engineering design process than the final product. Thus, the course goals could be summarized as follows:
Upon completion of this course, students should have: [1] 1. An elementary knowledge of the disciplines in engineering, especially the undergraduate programs and extracurricular opportunities available at the our university; 2. A basic understanding of/and experience in the steps and techniques of engineering design; 3. Awareness of some ethical, social, political, and economic influences on and impacts of engineering design; 4. Emerging skills in written and/or oral communication related to engineering design; 5. Introductory skills in teamwork with peers; 6. Preliminary development of habits of mind that engineering study and practice require.
Bernardoni, S., & Nimunkar, A., & Murphy, J., & Courter, S. (2008, June), Student Initiated Design And Implementation Of Supplemental Hands On Fabrication Training Curriculum In An Introduction To Engineering Design Course: A Tqm Approach Paper presented at 2008 Annual Conference & Exposition, Pittsburgh, Pennsylvania. 10.18260/1-2--4380
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2008 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015