Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Mark Steiner, Rensselaer Polytechnic Institute; Langdon Winner, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

AC 2007-166: THOUGHTS AND REFLECTIONS ON RENSSELAER’S PRODUCTDESIGN AND INNOVATION PROGRAMMark Steiner, Rensselaer Polytechnic InstituteLangdon Winner, Rensselaer Polytechnic Institute Page 12.1491.1© American Society for Engineering Education, 2007 THOUGHTS AND REFLECTIONS ON RENSSELAER’S PRODUCT DESIGN AND INNOVATION PROGRAMABSTRACTThe experience of students in Rensselaer’s Product Design and Innovation (PDI) program offersa glimpse into how to integrate the humanities and social sciences (H&SS) into an engineeringcurriculum. PDI offers a dual degree program built around a studio design class each semester,integrated into a core-engineering curriculum

Conference Session

Design Projects

Collection

2007 Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Theodor Freiheit, University of Calgary

Tagged Divisions

Design in Engineering Education

AC 2007-1142: EXPERIENCE AND REFLECTION ON AN INQUIRY ANDBLENDED LEARNING MODULE FOR SENIOR ENGINEERING DESIGNMarjan Eggermont, University of CalgaryBob Brennan, University of CalgaryTheodor Freiheit, University of Calgary Page 12.710.1© American Society for Engineering Education, 2007 Experience and reflection on an inquiry and blended learning module for senior engineering designOur full-year capstone design course, “Mechanical and Manufacturing Engineering DesignMethodology and Application”, provides students with an opportunity to learn basic knowledgeand concepts through lectures and tutorials on a variety of subjects important to the designprocess

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Promiti Dutta, Columbia University; Alexander Haubold, Columbia University

Tagged Divisions

Design in Engineering Education

about project status. Theprocess observer role is for an individual with strong nonverbal professional communicationskills. The student is responsible for composing all written project status reports and final projectreport for the community partner and course instructors. The timekeeper and conflict managerroles are useful in ensuring that the team remain focused throughout the course of the project.They are also delegated to students with stronger technical skills. These students focus onmeeting the technical requirements required by the project. The hierarchal structure in roleassignment facilitates maintaining harmony amongst team members.At the end of every semester, students are required to submit a personal reflection discussing hisor

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Janice Miller-Young, Mount Royal College; Sean Maw, Mount Royal College

Tagged Divisions

Design in Engineering Education

lab time (a 3-hour long lab and 1.5-hourshort lab) each week. Students are assessed through individual and group work withapproximately equal weight on visual communication skills, oral and written communicationskills, and design.Outside of these constraints, our instructors are free to design the courses as we feel is best forour students. One of the main goals of the courses is to stimulate a “deep approach” to learning,meaning that students should attempt to understand, rather than memorize facts and procedures,and learn to appreciate how the data from various subjects and their own experiences areinterrelated12. Similarly, the major components of the courses must be integrated so that theysupport and reflect each other in a coherent

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Charles Pezeshki, Washington State University; Kelley Racicot, Washington State University

Tagged Divisions

Design in Engineering Education

Society for Engineering Education, 2007 Everyday Project Management Products Archived as e-Portfolio: Evidence of Social Learning in an Engineering Design CurriculumAbstractElectronic portfolios (e-portfolios) have steadily increased in popularity in recent years as aplatform for students, teachers and programs to collect, reflect on and revise their work. E-Portfolios in education are ideally student-centered and outcomes-based, i.e. students use e-portfolios to evidence learning that showcases authentic work, connections between ideas andcourses over time, and culminating achievements. However, on-the-ground implementation of e-portfolios poses some practical challenges in meeting these goals. First, introducing e

Conference Session

Multidisciplinary Design in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Rainer Seidel, The University of Auckland; Linda Haemmerle, Plume Ltd.; Chris Chambers, CPC Consulting Ltd.

Tagged Divisions

Design in Engineering Education

role in a creative design-driven business environment. However, manymanufacturing SMEs that produce technologically complex products have insufficient humanresources and skills to cover the breadth of competencies needed. Opportunities forimprovement are often limited or seen to be too expensive, such as enhancement of their in-house design capacity through external resources in the form of design services, tertiaryinstitutions, or by cross-industry knowledge sharing.This paper describes an innovative educational program, which is aimed at the developmentof talent pathways for engineering students that reflect the skill requirements of design drivenmanufacturers. Concurrently, a professional development framework for design practitionersfrom

Conference Session

Capstone Design II

Collection

2007 Annual Conference & Exposition

Authors

Stephen Laguette, University of California-Santa Barbara

Tagged Divisions

Design in Engineering Education

successfully competed and have won several prestigious awards. 4) Student and Faculty Created Projects include creative and challenging projects such as the award winning Laryngoscope with internal suction, a solar-powered surf board, and athletic training equipment.Capstone Design Projects Course ObjectivesThe Senior design projects are developed with the support of local industry, interested faculty, Page 12.506.3student organizations, and interested students. The projects reflect the academic integrity andexcellence of the Mechanical Engineering department. A committed faculty and IndustrialAdvisory Board are instrumental in this

Conference Session

Teams and Teamwork in Design II / Design for Special Services

Collection

2007 Annual Conference & Exposition

Authors

Susan Conry, Clarkson University

Tagged Divisions

Design in Engineering Education

simple. 1. The problem to be addressed is chosen so that it has several relevant dimensions: 6 It must reflect a problem that a real client needs to have solved, and the client must be willing to interact with the students. 6 The students must not have had extensive experience working in the application domain involved, so it will be necessary to interact with the client in an interdisciplinary setting to determine necessary system features. 6 There must be several viable candidate system structures so that students have to evaluate alternatives in order to define the architecture in a manner that meets the client’s objectives

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Oenardi Lawanto, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Design in Engineering Education

metacognitive skills by students who engage in anopen-ended team-based design project.This study explores how a group of engineering students exercised their self-management ofcognition, through the way these students planned, evaluated, and regulated their cognitiveactivities, during the design process to build an engineering artifact. Using Paris and Winograd’slens of self-management of cognition, two research questions were constructed to guide thisinstrumental case study. They were: 1. How did individual members of the team execute their meta-cognitive ability as reflected in the way they plan, regulate, and evaluate any task they encounter throughout the project time? 2. How did the way they plan, regulate

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

Freewritingtechnique, students were instructed to write continuously for five to ten minutes and at the end ofthe allotted time, they were instructed to summarize what they had written so far. McGourty etal.12 point out that at present the outstanding issue is to develop rubrics and other assessmentmeasures that will allow cross-institutional evaluation of reflective portfolios and mention thatinvestigation of approaches to better score the concept maps and improve the understanding ofhow they should be used for outcome assessment is still ongoing.One other method used to measure design knowledge is the video recording of design teams,analyzing the activities performed by the students within the design teams and accordinglyevaluating them based on a

Conference Session

Capstone Design III

Collection

2007 Annual Conference & Exposition

Authors

Karim Muci-Küchler, South Dakota School of Mines and Technology; Jonathan Weaver, University of Detroit Mercy; Daniel Dolan, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

be done and uses one or more examples taken from different projects to illustrate how theymust be performed. He/she provides extensive feedback based on the work that the students dobut avoids making design decisions for them. The instructor gives suggestions, questions theresults of each task, encourages students to reflect on the process that they followed and ways toimprove it, etc. Most undergraduate students typically feel uncomfortable with this approach,especially during the early stages of the project, because they would prefer to have the instructoras the team leader rather than as an external consultant. However, they appreciate the benefits ofthis approach once they start working in industry and realize how well the experience

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

around challenging cases and be formatted as classroomhandouts. Some cases may include video or other media presented by the instructor. Thecoaching tool kit will be created to contain the general skills of facilitating learning and modulespecific tools. The initial module specific tools will be based on anticipated studentmisconceptions and procedural difficulties with each skill.5.2. Step 2: Module Use and Data CollectionModule effectiveness data will be collected in use in regularly scheduled classes. The dataincludes: 1. On-line quizzes immediately following lectures 2. Video/Audio recording of small team interactions during practice sessions 3. Instructor reflective notes of apparent effectiveness of coaching during practice 4

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Katja Holtta-Otto, University Of Massachusetts-Dartmouth; Pia Helminen, Helsinki University of Technology (TKK); Kalevi Ekman, Helsinki University of Technology (TKK); Thomas Roemer, University of California-San Diego

Tagged Divisions

Design in Engineering Education

multiple functions in Understanding of PD costs and economy creating a new product (e.g. marketing, finance, industrial design, engineering, production). Ability to work out project plan and schedules, manage resources, manage risks, complete a Ability to coordinate multiple, interdisciplinary project successfully, and communicate and tasks in order to achieve a common objective. document effectively. Reinforcement of specific knowledge from other courses through practice and reflection in an action-oriented setting

Conference Session

Design Methodolgy

Collection

2007 Annual Conference & Exposition

Authors

Jose Salinas, United States Military Academy; Bobby Crawford, USMA; Tony Jones, USMA

Tagged Divisions

Design in Engineering Education

, reinforcing goodperformance and demonstrating a genuine concern that students understand the reasons for poorperformance.9The final means of facilitating student-instructor communication in ME450 came through arobust end-of-course assessment procedure that involved in-class discussion combined with thecompletion of an extensive online survey and the submission of reflective essays which coveredstudent impressions of the positive aspects of the course, along with recommended areas forimprovement. Data gathered from these surveys and essays has been extremely valuable inassessing the effectiveness of ME450 as a vehicle to provide the fundamentals of an engineeringeducation to students in non-engineering majors.ResultsThe primary mode of obtaining an

Conference Session

Capstone Design III

Collection

2007 Annual Conference & Exposition

Authors

Peter Orono, Indiana University-Purdue University-Indianapolis; Stephen Ekwaro-Osire, Texas Tech University

Tagged Divisions

Design in Engineering Education

styles; and psychological support of the students 8. This is allconducted in an environment that encourages students to be reflective while executing theirprojects 10. The scheme of pan-mentoring including the assessment nodes is shown in Figure 1.Pan-mentoring was adapted in this research study. Pan-Mentor Select Student Project Assessment Creativity Tools Individual Team Creativity Creativity

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Christine Co, Oklahoma State University; Bear Turner, Oklahoma State University

Tagged Divisions

Design in Engineering Education

different team members be responsible for differenttasks and the values below should reflect this distribution of effort. In this section of theevaluation you are asked to assign the relative percentage of work done by all member on theteam, including yourself. Each column represents part of the team grade for the class and eachcolumn should add up to 100%. If any column does not add up to 100% when you click thesubmit button, your scores will not be accepted, and you will have to return and correct thevalues. Use integer numbers only or you may have to start from the beginning!The numbers you enter here will be used to calculate a suggested rating for each of your teammembers. You do not need to use the number suggested, but should your rating

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Kevin Dahm, Rowan University; William Riddell, Rowan University; Roberta Harvey, Rowan University; Paris von Lockette, Rowan University; Eric Constans, Rowan University; Jennifer Courtney, Rowan University

Tagged Divisions

Design in Engineering Education

homework and test problemswith unique “right” answers. Divergent inquiry by contrast “often seems to conflict with theprinciples and values that are at the core of the predominantly deterministic, engineering scienceapproach.”1 These observations are reflected in the outcome of the fall 2003 and 2004 offeringsof the Sophomore Engineering Clinic, which are described in the next section.The Hoistinator ProjectIn the fall 2003 and fall 2004 semesters, the semester-long project was a crane design projectcalled the “Hoistinator”.11 This section describes the project itself and discusses outcomes fromthese first two offerings of the project.The student teams were provided with a substructure and basic mechanical elements for a crane,and challenged to

Conference Session

Design Methodolgy

Collection

2007 Annual Conference & Exposition

Authors

Hugh Jack, Grand Valley State University

Tagged Divisions

Design in Engineering Education

peer evaluation form shown in appendix B is used for junior level mechanical and productdesign and manufacturing engineering students. Similar forms are used for other upper levelcourses including senior project. The peer evaluation is normally administered the first time in themiddle of the semester. At that time it allows the instructor to assess the team culture on an indi-vidual basis, and it allows the students to reflectively consider the team. The second and last timethe peer evaluation is used is at the conclusion of the project. These are used to adjust individualstudent grades.As expect, the numerical values on the form are the least important indicator. The best indicator ofperformance is the comments and the question “would you

Conference Session

Design for the Environment

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University

Tagged Divisions

Design in Engineering Education

better if it included amultidisciplinary group i.e. some electrical engineering students on the team. We generally havemultidisciplinary teams, but in this case we relied on technicians in other departments for supportof the students. Reflecting on the overall conduct of the project, it is clear that having morestrength in electrical engineering would have been better for the project progress.We have made a major change in administration of the capstone projects for the current year. Wehave incorporated cooperative learning techniques in the capstone course which address many ofthe issues relating to teams involving multiple departments8. Cooperative learning has beenshown to improve student-faculty and student-student interaction, information

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Clifford Stover, California State Polytechnic University-Pomona

Tagged Divisions

Design in Engineering Education

. Thestudent’s senior year involvement in the project is used as senior project or senior design creditin which they generally take on a more managerial role as lead engineers. In the course of theirengineering education, our most involved students learn basic fabrication techniques, team andgroup project management, solid modeling and analysis techniques, and finish by producing,testing, and competing in a project that accurately reflects what they will come up against inreal world engineering. This paper gives a general idea of how we have incorporated the SAECollegiate Design Series competitions into our Mechanical Engineering Curriculum. Page

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Elvin Shields, Youngstown State University

Tagged Divisions

Design in Engineering Education

Monolingual and Bilingual Classrooms,” Creativity Research Journal, Vol. 14, Issue 3-4, pp. 373-386.6. Ghosh, S., 2003, “Triggering Creativity in Science and Engineering: Reflection as a Catalyst,” Journal of Intelligent and Robotic Systems, Vol. 38, Issue 3-4, pp. 255-275.7. Hopper, C., 2007, Practicing College Learning Strategies, Houghton Mifflin (http://www.mtsu.edu/~studskl/hd/hemis.html).8. Kim, J. and Michael, W.B.., 1995, “The Relationship of Creativity Measures to School Achievement and to Preferred Learning and Thinking Style in a Sample of Korean High School Students,” Educational and Psychological Measurement, Vol. 55, Issue 1, pp. 60-74.9. Moehrle, M.G., 2005, “How Combinations of TRIZ Tools Are Used

Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Design in Engineering Education

requires that students, in their senior year,synthesize their education of a whole person by reflecting on their humanitiesclasses, courses and experience in their area of specialization, and theirresponsibility to the world.To satisfy the university’s senior synthesis requirement, students in senior designare required to write a paper combining the humanities, scientific, social, ethicaland religious perspectives of their education. In this paper, the students examinetheir personal and intellectual development, their major field of study, and theirfuture. The paper focuses on the student's comprehension of the complexity ofthe world and how engineering can be used to approach real-world issues andproblems with humanity and sophistication.For

Conference Session

Multidisciplinary Design in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Robert Creese, West Virginia University; Deepak Gupta, West Virginia University

Tagged Divisions

Design in Engineering Education

software was better than theirown program to complete the project and understand the concepts, and whether or not it shouldbe given to the students in the future semesters. The results from this evaluation were promisingwith a score of 4.47 and 4.24 respectively (with “1” as worst and “5” as best) for these questionsand the same was reflected in the quality of reports submitted by the students. It was noted thateven the weak students in the class had minimal mistakes in the solution which supports the Page 12.1285.6underlying concept behind the development of this software

Conference Session

Capstone Design III

Collection

2007 Annual Conference & Exposition

Authors

Mary Kasarda, Virginia Tech; Brenda Brand, Virginia Tech; Eugene Brown, Virginia Tech

Tagged Divisions

Design in Engineering Education

design notebooks. MCPS teachers were especiallyhelpful to the undergraduates in their efforts to teach the design process to the high-schoolstudents by agreeing to grade their students’ assignments (some of which were conceived andassigned by the capstone students) and logbooks at the request of the engineering students. Inaddition, the engineering students were periodically required to generate progress memos, a mid-semester report, and a final design report as part of their requirements for ME 4015. At theconclusion of the robot redesign at mid-semester, the engineering students made a 30-minuteprofessional presentation to faculty advisors, teachers, and high-school students. After thisevent, time was dedicated to self-reflection by the

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Miskimins, Colorado School of Mines; Ramona Graves, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

multidisciplinary senior capstone design class and the criteria that itspecifically was responsible for meeting. It was (and is) felt that this course was the maincomponent that links the curriculum together, and, therefore, it was also the linchpin of verifyingfulfillment of the various criteria.The first document also focused on certain curriculum issues that were present at the time in2000. Several of the survey and interview questions used for all data sources (students, alumni,industry recruiters, etc.) reflected concerns about certain classes, course sequences, and overallcurriculum flow. Although not intended as such, this document provided a history of these issuesfor new faculty to review and become familiar with history of curriculum development

Conference Session

Teams and Teamwork in Design II

Collection

2007 Annual Conference & Exposition

Authors

John Jones, Virgnia Tech; Richard Goff, Virginia Tech; Janis Terpenny, Virginia Tech

Tagged Divisions

Design in Engineering Education

reflect back on the semester’sactivities and develop some lessons learned for the next project team on which the learners areinvolved.There are three Design Review Boards (DRB) scheduled throughout the semester. The threeDRBs consist of both an oral presentation and a written report. The oral DRB presentations aremade in front of the class and a review board consisting of a panel of experts (in this case a fewrandomly selected learners from the course, instructor, and experienced engineer) who reviewand provide comments on the design at various stages during the semester. The Preliminary DRBconsists of a 10-minute presentation and a written preliminary design report that address thefollowing: ‚ Adequately defined the customer

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University; Ronald Earley, Miami University

Tagged Divisions

Design in Engineering Education

Page 12.145.8signify thinking about thinking (Nelson, 1989, 1991 November). In other words, 7Nelson says that to learn how to think critically, one must reflect on one’s ownthought processes. Students need to recognize that some selected ideas andtheories may have distinct advantages over others, depending on the context withwhich they are presented to the reader. Nelson further recommends that studentsshould be encouraged to understand and learn how to navigate through the Perryscheme (Perry, 1970, 1981, 1984). The scheme proposed by W.G. Perry Jr.contends that students can apply knowledge and progress with greater ease if thelearners are initially

Conference Session

Design Projects

Collection

2007 Annual Conference & Exposition

Authors

Frederick Berry, Rose-Hulman Institute of Technology; Patricia Carlson, Rose-Hulman Institute of Technology; William Eccles, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology; Daniel Moore, Rose-Hulman Institute of Technology; Mihaela Radu, Rose-Hulman Institute of Technology; Terry Schumacher, Rose-Hulman Institute of Technology; David Voltmer, Rose-Hulman Institute of Technology; Mark Yoder, Rose-Hulman Institute of Technology; Edward Wheeler, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

was due in part to the process ofproposing new, “workable” problems and in part due to the heavy load of grading the many documents required Page 12.235.5from the students. In addition to this pressure, several other factors were coming to bear upon the junior level courseas well. It became apparent that entrepreneurial and project management skills were becoming increasinglyimportant in engineering. Changing community needs resulted in an increasing number of requests from non-profitand charitable organizations for product development. With these factors in mind, the junior level course wasrevised to reflect a more service

Conference Session

Capstone Design II

Collection

2007 Annual Conference & Exposition

Authors

Mason Webster, Brigham Young University; Daniel Korth; Owen Carlson, Brigham Young University; C. Greg Jensen, Brigham Young University

Tagged Divisions

Design in Engineering Education

dragons, while others were motivated by aircraft design. One Koreanstudent used the current trend of “destroyed” blue jeans to create a design that exposed thechassis in a way similar to the way these popular jeans expose the wearer’s leg. These sketcheswere then posted on TcC for others to review. Critiques of these sketches including initial 2Dflow analysis using Fluent were sent back to the ID schools. The students then produced newsketches reflecting changes induced by their peers’ evaluations. After these later sketches weregenerally approved by the flow and substructure analysis teams, the industrial design studentsbegan to create 3D models of their designs using Alias. They again posted their models to TcCfor peer scrutiny. The frame team