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2009 Pacific Southwest Section Meeting

Authors

Jesa H. Kreiner; Peter W. Othmer; Timothy W. Lancey

224the design projects. The Power Point or similar presentations which take place at the end ofthe semester in front of Design Juries is the climactic event of the courses where thedefenses of the projects are conducted and which is a significant component of the gradesgiven to each design team member for their performance and contributions to the project.IntroductionContemporary work environments request/mandate that engineers be able to participate inwork on diverse projects and make their contributions to the effort. Therefore it isincumbent on the Universities teaching design to provide the requisite learning experiencespreparing the future engineers to hit the ground running and deliver what is expected ofthem. The Capstone Design

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2009 Pacific Southwest Section Meeting

Authors

Micah Lande; Larry Leifer

industry sponsor perspectives.AcknowledgementsThis work was supported by the HPI-Stanford Design Thinking Research Program. Proceedings of the 2009 American Society for Engineering Education Pacific Southwest Regional Conference 19Bibliography1. Prince, MJ, RM Felder, “Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases,” Journal of Engineering Education, April 1995, pp. 165-174.2. Dutson, AJ, RH Todd, SP Magleby, CD Sorensen, RH Todd, “A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses,” Journal of Engineering Education, January 1997, pp. 17

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2009 Pacific Southwest Section Meeting

Authors

Lizabeth Schlemer; Jose Macedo

that even groupingstudents at different experience levels can achieve excellent outcomes. This research takes theseexperiences one step further to look at a sustainable system to enhance learning outcomes.The Courses and Projects The two courses described below are only two of many courses in the IE curriculum thatuse PBL. These courses are the first in which we grouped senior students from one class withsophomore students from another to work on industry generated projects. For more than ten years the senior facility design class has conducted projects for localcompanies. The students work in teams of four to seven students to produce an improvedfacilities design expressed in a report and a presentation. This capstone senior

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2009 Pacific Southwest Section Meeting

Authors

James Helbling

472 INTEGRATING DESIGN APPLICATION AND COMMUNICATION SKILLS INTO SENIOR DESIGN COURSES James Helbling, Department of Aeronautical Engineering Embry-Riddle Aeronautical University, Prescott, AZThis paper recounts the evolution of a capstone senior design course taught at Embry-RiddleAeronautical University in Prescott, Arizona. It will discuss the development of the applicationbased learning objectives and the integration of a technical communication component into thecourse in question, and the challenges and negotiations involved in successfully implementingthese

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2009 Pacific Southwest Section Meeting

Authors

Estelle M. Eke

. Perform simulations using SIMULINK (a MATLAB toolbox). Reinforce principles of computer science, electrical engineering, mechanical engineering through open-ended robot design with the Basic Stamp (a micrcontroller). Engage students in problem solving via team work. Provide a brief introduction to the design process. Give students an opportunity to demonstrate oral and written communication skills through oral presentations and final project demonstrations. Proceedings of the 2009 American Society for Engineering Education Pacific Southwest Regional Conference 151 Serve as a useful

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2009 Pacific Southwest Section Meeting

Authors

Gordon W. Romney

, PHPMyAdmin or by inserting SQL codedirectly in Ruby to produce custom reports. Class time could now be spent on solving databaseproblems. Issues of how to handle foreign keys and properly normalized databases could now bedealt with firsthand. RoR additionally provided complete backup and recovery processes thatcould be evaluated. Furthermore, not only Access was learned, but MySQL was introducedwhich would be much more helpful in Senior Capstone projects. The Learning Outcomes were a)learning how to bring up Access and MySQL database servers, and b) witnessing first-hand howa complete Web application functions and depends upon a robust relational database.7 INFORMATION SECURITY (ITM 470/475)The sequence of security courses, ITM 470 and ITM475

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2009 Pacific Southwest Section Meeting

Authors

Kyle A. Watson; Ashland O. Brown

are covered in atraditional undergraduate course, (b) a basic knowledge of finite element theory, and (c) theability to apply commercial finite element software to engineering problems involving thermalsystems. Assessment has been done through the use of pre- and post-tutorial quizzes, studentopinion surveys, and demographic surveys of student learning styles. Furthermore, theimplementation of a design project that involves an application of the knowledge gained from thetutorials is also discussed.Introduction The finite element (FE) method is a widely used tool in industry for analyzing engineering problems. The most basic FE theory and applications are offered primarily as a graduate- level course, or in some cases, as an upper-level

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2009 Pacific Southwest Section Meeting

Authors

5. Dinner Speech: Cultivating Collaboration and Interdisciplinary Practice, Thomas MacCalla 10 6. Keynote Speech: Innovations in Undergraduate Bioengineering Education, Melissa Kurtis Micou 11 7. Concluding Speech: When Did Engineering Become so Cool? Engaging a New Generation, David Hauhurst 12 8. Classifying Student Engineering Design Project Types, Micah Lande 13 9. Learning Communities Improve Retention in Engineering and Computer Science, Raman Menon Unnikrishnan and Ricardo V. Lopez

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2009 Pacific Southwest Section Meeting

Authors

Paul Blowers

should be strong problemsolvers at this point in their academic careers.The concept map shown later was originally constructed by the author the first time they werethe instructor for this course. In many institutions, the equilibrium thermodynamics coursebecomes a repository of topics that may not fit together into a coherent whole and the authorstruggled to synthesize the connections between the seemingly disparate topics. With the corerelationships worked out, it then became possible to connect all of the material rationally whilealso building an end of the semester project that required students to use the interconnectionsbetween course content. Proceedings of the 2009 American Society for Engineering Education Pacific Southwest