Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Edward M. Land; Michael Marcus; Harley Hartman; Anthony Derosa; Seth Klepper; Eduardo Rayner; Justin Stahl; Hansong Li

Exploring Collaborative Research and Development Opportunities, between Two Universities, for a Capstone Electromechanical Engineering Technology Course for a Microprocessor Controlled Hand Opening Assistive Device (HOAD)Edward M. Land, Johns Hopkins University; Michael Marcus, Penn State University and JHUVisiting Faculty member; Harley Hartman, Penn State University; Capstone Project TeamStudents, Penn State University, Anthony Derosa, Seth Klepper, Eduardo Rayner, Justin Stahl;Collaborating Research Assistant, Johns Hopkins University, Hansong LiAbstractTo cooperatively and synergistically develop a purpose-built, Hand-Opening, Assistive Device,enabling a stroke victim or other neurologically injured

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Matthew J. Traum; Christopher F. Anderson; Christopher M. Pastore; Michael J. Leonard

arose outside of engineering at PhiladelphiaUniversity, and engineering is a relative latecomer participant in these projects. So, instead ofproviding the foundation and organizational underpinning typical in engineering design-and-build projects (like Capstone Senior Design), engineering students at Philadelphia Universityare in the position of having to adapt to the culture and expectations of other disciplines to fullyparticipate. This necessary adaptation for participation creates a unique flavor ofinterdisciplinarity as well as a unique set of challenges for the engineering student participants.These challenges and how they are being overcome are at the focus on this manuscript.Methods and ResultsA key attribute of Nexus Learning based

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Anita Singh; Dawn Ferry

. IntroductionThe ultimate goal of engineering education is to graduate engineers who can design andimplement solution to existing societal problems. To accomplish this goal, meaningfulengineering design experiences are integrated into the curriculum as early as during the firstyear. In addition to the cornerstone project course such as introduction to engineering design, thefirst two years of the curriculum are devoted primarily to the basic sciences, followed byadvanced courses in the last two years that familiarize the students with discipline specifictechnical contents. To conclude the engineering design learning experience, engineeringundergraduate education has a capstone senior design project course that allow students toimplement design process

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Peter Mark Jansson; Amal Kabalan

describe the course’s desired student learningoutcomes which were developed based upon needs identified in the preparation of studentsentering the senior design experience. For previous ECE students their first exposure to manydesign concepts and tools was during their senior year course. Building key design skills andconceptual understanding via exposure to multiple small, open-ended projects that increase incomplexity through the semester during their junior spring semester will enable students to entertheir capstone course the following year in a higher state of readiness. The course providesexposure to multiple design processes prevalent in academe and industry and encouragesstudents to internalize the key steps common to nearly all

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

William Lorenz; Ross Lee; Karl Schmidt; Pritpal Singh

' ' •  2'thesis'or'elec0ve'courses' Figure 4. Core Sustainable Engineering CurriculumThe program is interdisciplinary, weaving theory, assignments, guest lecturers and case studieswith team project experience. The core courses also use interactive critical thinking sessions tobuild students’ awareness and gain better appreciation of the STEEP issues that are inter-relatedon most product, process and system views. Students graduate from the MSSE program bycompleting either a capstone project or thesis.Our emerging MS in Sustainable Engineering has evolved a central “methodology” that wereference in all of our core courses. Figure 5 lists some the central ideas in our evolvingapproach. Villanova

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael S. Lehman

University Economic Development Association (UEDA).Building a new Master's of Engineering in Technical EntrepreneurshipLehigh University, a private research university located in Bethlehem, Pennsylvania has anational reputation in engineering, as well as entrepreneurship. Looking back almost twodecades, the undergraduate Integrated Product Development (IPD) capstone course sequence inthe P.C. Rossin College of Engineering and Applied Science won a curriculum innovation awardin 1996 from the American Society of Mechanical Engineers. Over fifteen years later, theNational Academy of Engineering of the National Academies selected Lehigh’s IPD offerings,and the newly-created Baker Institute for Entrepreneurship, Creativity, and Innovation, as anexemplar

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Gary A. Gabriele; Edmond Dougherty

Detroit Mercy, and Baylor University, Villanova engineering students havehad the opportunity to engage in joint senior design projects with peers at partneruniversities. Villanova has also been very engaged with other KEEN colleges incompetitions and in sharing classroom materials and experiences.Despite much success to date, there remains a low participation rate for full-timeengineering faculty in KEEN-related activities beyond the core faculty teaching in theengineering entrepreneurship minor program. Faculty workshops have been held the pasttwo years with members attending from all four engineering departments. In addition, anentrepreneurship workshop was held for the department chairs last year. However, most Spring 2015 Mid-Atlantic ASEE

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

on engineering science courses,where projects requiring teamwork are limited. Upon declaring the major at the end of thesecond year, as part of their studies in the third and fourth year of their curricula, students arefrequently put in teamwork situations in an effort to prepare them for the actual work settings.Specifically, capstone design experience in their last year is meant to simulate the complexity ofthe work setting in the rigor level of the project as well as the timeline and professionalismexpected in terms of results and conduct. Frequently, students work towards a workingprototype or research result sponsored by an industrial company and in doing so they holdregular meetings with company liaisons.As seen in Figure 4 and Table 4

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kenneth E. Dudeck; Joseph A. Ranalli

collaboratively in multidisciplinary and multicultural work environments.  Recognize and understand global, environmental, social, and ethical contexts of their work.  Progress to an advanced degree and certificate programs and be committed to lifelong learning to enhance their careers and provide flexibility in responding to changing social and technical environments.The degree offers students the choice to select an option that fits their interests andregional aspirations. All three options in the degree offer multiple years of design coursesculminating in a two semester senior capstone project, allowing students to complete aresearch project from conception through prototyping. The three options presentlyoffered in

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Linda Laird; Ye Yang

. Speakers will be faculty, career centerstaff, and members of industry. The initial title of the series is “Surviving and Thriving in Tech.” Component 12: Leadership and Soft Skills: These students are expected to enter theprogram with good interpersonal and communications skills – skills that are highly needed andcan give them a competitive advantage in the high-tech workplace. Leadership skills willexplicitly be addressed as part of the architecture and requirements courses. Throughout thecourse work, and especially in the design/build courses, these skills will be practiced andreinforced through class work and team projects. Component 13: Technical Skills: These students will gain excellent technical skills fromtheir classes and work

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Michael Korostelev; Ning Gong; Ralph Oyini Mbouna

class exercises,work is always done with this scenario as the foundation. In classes for majors, this is usually thereverse; students learn the tools first and apply them to real problems as capstone projects. Wefind our approach for the course yielded greater outcomes than the approach that is usuallyeffective for majors. Even though this reverse strategy seems sensible, students can still getdiscouraged or disengaged with some bland material. To address this and assure sustainableengagement in lessons, we use strategies we described in active learning: gamification and two-way teaching.4.1 Assignment Design based on GamificationThe gamification case study we present is a group assignment that focuses on protocol design.Through its completion