must be approved by the supervisor. Then each team chooses their own advisor(which cannot be the supervisor). Through lectures and class discussion from the supervisor,students gain knowledge of the product development process, project management, professionalengineering practice, and the regulatory, legal, ethical, and economic aspects of design4,5,6.The students adhere to an engineering design process that includes early stages of design projectdevelopment including three design proposals. They must conduct customer surveys to selectone best design proposal. The advisor for each project must technically evaluate and approve theselected best design proposal.The design process provides the students with an important experience in defining and
more demanding.The priority of topics covered has also shifted slightly away from written and oralcommunication; although communication remains important, engineering ethics and projectplanning are now the most prevalent topics taught (Figure 7, Table 1). Additionally, conceptgeneration has replaced decision making in the top five topics addressed in the course. Thepercentage of programs that taught concept generation in 2005 is about the same as it is today,but in 2005 concept generation was not among the top 10 topics. Page 15.1217.7 Oral Communications Teamwork Project Planning
theoretical knowledge to solve pressing real-world problems. Each project includes thedevelopment and use of design methodology, formulation of design problem statements andspecifications, consideration of alternative solutions, feasibility considerations and detailedsystem descriptions. Projects include realistic constraints, such as economic factors, safety,reliability, maintenance, aesthetics, ethics, political and social impact. Students are expected topresent orally their results in a series of design reviews. The students document their solutionsusing a written report that includes an executive summary. A working prototype or simulation of Page
Outcomes3: - An ability to apply knowledge of mathematics, science, and engineering - An ability to design and conduct experiments, as well as to analyze and interpret data - An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability - An ability to function on multidisciplinary teams - An ability to identify, formulate, and solve engineering problems - An understanding of professional and ethical responsibility - An ability to communicate effectively - The broad education necessary to understand the impact of engineering solutions in a global
meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues (k) an ability to use the techniques, skills, and modern
Elective Year 2 Calculus 3 Calculus 3 Statistics Statistics Engineering Ethics Engineering Ethics Material Science Material Science Geology Electric circuits 1 Calculus 4 Calculus 4 Design 1 Design 1 Strength of Materials Strength of Materials Electric Circuits Engineering finance Economics Electric circuits 2 Geology 2 Electronic Physics 1After a number of years advising students for course selection, its seems there is a population ofengineering students who compare and contrast the
areexpected to demonstrate professional and ethical behavior.These philosophical ideas are articulated in the outcomes for Capstone Design which appear inthe course syllabus as shown below. The letters after each outcome refer to the ABET a-kcriteria. Students completing this course should have: Course Outcome 1: An ability to design, fabricate, and test a mechanical or thermal system. (b, c, e, k) Course Outcome 2 – An ability to learn independently to complete a design problem successfully. (i) Course Outcome 3 – An ability to work professionally within a team to complete a project on schedule and within budget. (d, e, f) Course Outcome 4 – An ability to use written and
on investment, ≠ Directly address ethical and legal issues, ≠ Directly address manufacturing, safety, reliability and other engineering issues, As is to be expected with a (then) revolutionary idea such as a course specificallydesigned to emphasize the systematic means for synthesis of a design from its requirements,faculty enthusiasm and support was high, but skeptical. However, the existence of new ABET“capstone design” requirements and what appeared to be a nearly one-to-one correspondencewith those objectives, and the prospect that the new design course could improve facultyproductivity when students began their MQP, allowed the creation of ECE 2799 to be approvedby the ECE faculty. It was recognized from the
learningenvironment. The following list briefly describes the focus of each lesson.Lesson 0- This is an overview lesson and briefly reviews design, projects, teamwork,ethics and the four aspects of the creative process.Lesson 1- This lesson covers the first of the four aspects of the creative process known asthe explorer. Here, students learn how to look at things in a different dimension.Lesson 2- Lesson 2 introduces students to the art of design, defining the problem, projectmanagement, communication, collaboration, and generating concepts.Lesson 3- The discussion in this lesson concentrates on being an artist. Students learnhow to take the raw material and make something new from it, experiment with variety ofapproaches, ask “what if” questions, and break
Learning. Proceedings of the ASEEAnnual Conference and Exposition, Portland, OR. June 11–15, 2005. Paper # AC 2005-45. Session #1660.Narayanan, Mysore. (2006). An Effective Assessment Rubric Based on the Taxonomy Triangle of BenjaminBloom" The 18th Annual Lilly-West National Conference, March 17 & 18, 2006 at the Kellogg WestRanch at Cal Poly Pomona, California.Narayanan, Mysore. (2008). Assessment of Air Quality Education using VARK Learning Styles.World Environmental and Water Resources Congress 2008 - Ahupua’A. Honolulu, Hawaii. pp. 1-6, pp. 1-6,doi 10.1061/40976(316)629.Narayanan, Mysore. (2007). Assessment of Ethics Modules in an Engineering Curriculum. ASEE 114th AnnualConference and Exposition, Honolulu, HI. June 24–27
substantially more robust and effective. Figure 5 Egg mover project (a) design on paper (not to scale) (b) set up and picks up eggs(c) move and a place grade A large egg Page 15.1292.7ResultsThis course addresses not only engineering design process and technique but also exposes students to areasonable simulation of the design workplace. Because the course involves a continuing interaction of teammembers, issues arise that stimulate discussions and reactions to a wide range of interactions, fromcommunications to ethics. The design courses sequence in the Faculty of Engineering has been developed
Organization Prioritization Time, project and resources control Knowledge sharing, capitalization and management Team work Multidisciplinary collaboration Intercultural collaboration Written, oral and graphic communication Ethics Sketching Conceptual modeling Analytical modeling Computational modeling Prototyping CraftingThis listing is intended to help the teacher by decomposing the engineering designactivity so each skill can be developed individually or in groups that simplify the learningprocess for the student, acknowledging that the main design skill is
respondequivalently to different teaching strategies.Prior to 2008-09, these courses were separate courses with MET 351 and MET 352 beingfocused on juniors learning the basics of the design process, particularly with respect to materialselection processes, interaction of materials, and materials processing. In addition, teaming,ethics and global/societal concerns were also emphasized. Much of this work was performedthrough case studies and writing assignments. For MET 464 and MET 465, the seniors generallyhad two types of experiences, small groups led by an MME faculty member working on ametallurgy-based focus, or individual students working on multi-disciplinary teams, usually withgroups sponsored through the Center of Advanced Manufacturing and Production
Present information truthfully and ethically. II.3 Present information with consistency and logically. II.4 Organize ideas and information in technical reports and presentations II.5 Be critical of ones’ ideas and the ideas of others.III. Context III.1 Utilize appropriate content for the purpose and audience. III.2 Adapt to audience needs while presenting information. III.3 Demonstrate speaker credibility during presentations. III.4 Execute an appearance that is appropriate/professional for particular audiences.IV. Visuals IV.1 Create understandable visual presentations that effectively convey information IV.2 Utilize visual hierarchy to successfully convey the relative importance of concepts IV.3 Create graphics and
addressed using case studies and the case method, either individually or in combination. Criteria 1 A knowledge base for engineering 2 Problem analysis 3 Investigation 4 Design 5 Use of engineering tools 6 Individual and team work 7 Communication skills 8 Professionalism 9 Impact of engineering on society and the environment 10 Ethics and equity 11 Economics and project management 12 Life-long learning
purification, and architectural acoustics.Students are divided into projects so that each section enrolls approximately 15. Each projectsection has its own instructor. For the first two hours of class, each section meets in its ownclassroom/lab to work on the project. This is followed by a ten minute break and then a commonlecture for the last hour.During the project section, individual design steps are discussed and applied to the project.Students are also able to work with each other on their project during this time. In the commonlecture, presentations are made by faculty and guest speakers about topics such as engineeringdesign tools, technical writing, intellectual property, and ethics. Details of the course, and thedigital health project
communicating, a. Identifying the goals of and audience for their communication b. Using their understanding of goals and audience to choose appropriate media, language, and content 2. Organize their work, a. Establishing a clear structure or principle of organization b. Creating effective introductory and concluding passages in which they identify their main point and set their work in a larger context 3. Develop content appropriately, a. Displaying a clear ethical sensibility (e.g., reporting data accurately, citing sources of information) b. Asserting and elaborating on claims using evidence and reasoning that are appropriate for their audience and their discipline
experiments, as well as to analyze and interpret data. 5. Design a system, component, or process to meet desired needs. 6. Function on multi-disciplinary teams. 7. Understand the impact of engineering solutions in a global and societal context. 8. Understand professional and ethical responsibility. 9. Communicate effectively. 10. Recognition of the need for, and an ability to engage in life-long learning. 11. Knowledge of contemporary issues.Figure 11 shows the results of the student survey. The students gave a high score for all items.The students were asked to put a score for their level of confidence in each of the presentedareas. It is important to notes that most of these skills are introduced in all the levels of theengineering
discussed students’ tool use skills in the Engineering 112 class and during design class thefollowing semester in order to identify students who need additional instruction or furtherexplanation of how tool use and developing an effective design process are mutually dependent.VII. ConclusionWe are moving forward in our efforts to develop a design program that utilizes design and buildstrategies as well as cognitive processes to teach design. As the design sequence rolls out, weare teaching ethics and values, aesthetics, engineering communications and sustainability in fourcontexts (environmental, social / cultural, economic, and technical).Since the James Madison University School of Engineering is new (we have sophomores thisyear), our desire to
on par with that of a high school athletic coach. • In addition to their project work, students also receive some specialized HSE training which can include topics in applied workforce skills such as leadership, communication, entrepreneurship, and ethics, and does include basic engineering fundamentals such as the design process and project management. • Team members make formal presentations at undergraduate research expositions, and they conduct project-based interactive sessions at middle and elementary schools within their local school districts. Using these latter activities as a starting point, the Enterprise model is being introduced into K-8 education