Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University; Timothy M. Cameron, Miami University

Tagged Divisions

Design in Engineering Education

capstone discussed in refernce5 was implemented in an educational programhaving following five Program Educational Objectives (PEO’s):PEO 1: Showing leadership in contributing to the success of their teamsPEO 2: Work collaboratively to synthesize information and formulate, analyze and solve problems with creative thinking and effective communication.PEO 3: Make professional decisions with an understanding of their global, economic, environmental, political and societal implications.PEO 4: Apply modern tools and methodologies for problem solving, decision making and design.PEO 5: Commit to professional and ethical practices, continuous improvement and life-long learning.In addition to meeting its own discipline specific

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kimberly Lau, University of California, Berkeley; Mary Kathryn Thompson, KAIST; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

results highlight national and gender differences in students’ perception of theirdevelopment in ABET-related skills. The American students rated themselves higher increativity, teamwork, ethics, facility with tools of engineering practice, and in recognizing globalimpact. The Korean students assessed their skills higher in design, problem solving, andcommunication skills. There was no statistically significant difference in leadership or analyticalskills. However, in spite of apparent national differences, the students follow similar genderpatterns. The men were more confident in technical and analytical skills, while the women weremore confident in communication and teamwork skills. As such, both cultures could benefit frominterventions that

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Muskingum University; Sandra Soto-Caban, Muskingum University; Richard S. Taylor, Muskingum University; William R Wilson, Muskingum University

Tagged Divisions

Design in Engineering Education

became more aware of some issues in code of ethics for engineers6 after working onthese projects. They had better understanding of why engineers shall undertake assignments onlywhen qualified by education or experience in the specific technical fields involved and whyengineers shall continue their professional development throughout their careers.Discussion on freshmen design projectThe freshmen course was team taught by two of our department’s professors and we rotatedteaching the course every year with other two, so a total of four professors taught the lecture intwo years. We all agree that spaghetti bridge was a beneficial cornerstone project which enabledfreshmen students to learn about the design process and work together in a team. It

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrea Goncher P.E., Virginia Polytechnic Institute and State University; Aditya Johri, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

methods to qualitatively andinductively study how and why teams used constraints to shape their final design. Videoobservations and interview sessions were transcribed and open coded for elements representingconstraints as part of the design process. The video data of early team meetings were coded forconstraints that arose as part of the conversation in ideation/ brainstorming sessions. Weconstructed an overall typology of constraints after the initial analysis of what teams, in general,identified as constraints when thinking of final design solutions. The general design constraintssurrounding engineering design projects were categorized as Manufacturability, Health andSafety, Life Cycle, Ethical, Ergonomic, and Quality. Constraints that arose

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

itsoutcomes criteria [italics added]: (c) 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 (f) an understanding of professional and ethical responsibility (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (j) a knowledge of contemporary issues.In this research, we define contextual competence as an engineer's ability to anticipate andunderstand the constraints and impacts of social, cultural, environmental, political, and

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

interest in evaluating the progress of our program underABET criterion 3 through the Engineering Senior Design Program. ABET criterion 3 specifiesthe following outcomes: (a) An ability to apply knowledge of mathematics, science, and engineering; (b) An ability to design and conduct experiments, as well as to analyze and interpret data; (c) 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; (d) An ability to function on multidisciplinary teams; (e) An ability to identify, formulate, and solve engineering problems; (f) An understanding of professional and

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

performances of professional skills and yieldsdocumentation of individual student achievement important to assignment of grades and toprogram accreditation.IntroductionEngineering grand challenges confronting the global community call for engineers to workacross cultures, adapt to change, innovate, and develop solutions that are sensitive to a broad setof technical, business, and social constraints 1, 2. This requires a comprehensive set ofprofessional skills in addition to technical engineering competence 3-7. Among the professionalskills needed by engineers of the twenty-first century are abilities to: work with diverse teams,demonstrate professional and ethical responsibility, and engage in self-directed learning thatenables adaptability and leads

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

reflective memos and how this information can be used to help makeimprovements to capstone pedagogy and to the engineering curriculum in general.Learning Objectives and OutcomesABET program outcomes call for students to demonstrate an ability to “(c) design asystem, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability,and sustainability”. We view this program outcome as central to engineering practice.First and foremost, the end results of engineering are system designs that come from thedesign process. The results of engineering design are ever present in virtually every facetof society and the connections between how engineering

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teodora Rutar, Seattle University; Brandon Shuman, MS

Tagged Divisions

Design in Engineering Education

project. All projects, which satisfy ABET’s design-related criteria foraccrediting engineering programs1, are sponsored by either government or industry. Theycommence at the beginning of fall quarter (commonly last week of September) and end at theend of spring quarter (commonly second week in June.) Students work in teams of three to five,are supervised by a faculty advisor, and are encouraged to work closely with the liaison engineerfrom the sponsoring company.Typically, the senior design course requirements include working on the assigned project,reporting on progress in oral and written format, writing final project report, learning andassessment of basic design process, learning engineering ethics, building knowledge ofcontemporary issues

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Frank, Queen's University; David S. Strong, Queen's University; Rick Sellens, Queen's University

Tagged Divisions

Design in Engineering Education

, engineeringcommunications, professionalism, and ethics. The EDPS was designed to meet requirements ofthe Canadian Engineering Accreditation Board graduate attributes , which addressesrequirements of the Washington Accord. They also target applicable elements of the CDIOsyllabus. The EDPS is being delivered to first year engineering students for the first time in the2010-2011 academic year and will continue rolling out over the next three years.The paper discusses the process involved in creating the sequence, the course objectives anddelivery for each year of the program, and proposed assessment and evaluation methods. Thesequence will also be compared to previously published engineering design and practicesequences. The outcomes of the first year, including

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

abilities of entering engineeringstudents over the course of their studies. Thus, I argue that ABET 3a-k, particularly those relatedto professional skills, are, in fact, a indicators of a specific type of Academic Literacy unique toengineering students who are preparing for an engineering profession, what could be calledEngineering Literacy. They are also, it can be argued, a foundation of the nine attributes of aprofessional engineer described in The Engineer of 2020.[37] These attributes are: stronganalytical skills, practical ingenuity, creativity, communication, mastery of business andmanagement principles, leadership, professionalism, high ethical standards, and life-longlearners.Engineering faculty often work from the assumption that incoming

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig Titus, Purdue University ; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

human impact of design and its products at the center of the deliberations. “How might it have been designed otherwise?” is a question about the human consequences of human invention, a consideration of engineering design as a social and humanistic field as well as a technical and scientific one2.This move is partly due to ABET‟s accreditation requirements now including language stressingthe importance of engineers working within social constraints, such as the environmental, social, Page 22.444.2political, and ethical situations of their designs. And ABET goes further still, requiring studentsbecome capable of

Conference Session

Capstone Design I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregg M. Warnick, Brigham Young University; Robert H. Todd, Brigham Young University

Tagged Divisions

Design in Engineering Education

globalization, project management, leadership, ethics, and manufacturing processes. Prior to joining BYU, Gregg worked for Becton Dickinson, a Global Medi- cal Technology Company (1995-2006). In this capacity he worked as a product development engineer, quality engineer, technical lead, business leader and program/project manager managing many differ- ent global projects. Gregg received his PhD in Educational Leadership and Higher Education from the University of Nebraska-Lincoln with a Master of Technology Management degree and a BS in Manufac- turing Engineering Technology, from Brigham Young University. Gregg also is a Professional Associate Instructor for IPS Learning and Stanford University where he teaches the IPS

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oscar G. Nespoli, University of Waterloo; Harry Tempelman, Hitachi Construction Truck Mfg Ltd.; Ryan Spencer; Steve Lambert, University of Waterloo

Tagged Divisions

Design in Engineering Education

study suggests that students who are exposed to enquiry - based learningdevelop early confidence that results in better performance in subsequent years of study [13].Surveys of industry and university alumni consistently point to the importance of design,communication and teamwork skills, but more importantly, students’ ability to make soundjudgments in conditions of technical, commercial and sometimes ethical uncertainty. Industryvalues student learning in rich contexts, and they acknowledge the value of supportingextracurricular student teams.The incorporation of rich, contextual components is desired, but not at the expense ofengineering science fundamentals. This presents a conflict between retaining this essential

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

and/or questions solves the problem 2. Pose hypothesis 2. Communicate with “customer” 3. Explain, compare, and present findings 3. Explain, compare, and present findings 4. Consider ethical and broader impacts 4. Consider ethical and broader impactsTeacher Implementation of Innovation There are multiple potential influences on teachers’ effective implementation of theinnovative practices associated with teaching scientific inquiry and engineering design. Becausemost K-5 teachers have received minimal education and preparation in STEM16 there is reason toanticipate they need significant assistance to orient their instructional

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peter J. Shull, Pennsylvania State University, Altoona; Carla Firetto, The Pennyslvania State University; L.J. Passmore, Pennsylvania State University, Altoona

Tagged Divisions

Design in Engineering Education

teacher!” Recognizing that one’s degree of knowledge of a subject has no relationship to their understanding of pedagogy or their ability to apply it, over the past 12 years, Dr. Shull has maintained an active focus on sound pedagogy as related to engineering education. These efforts have been divided into understanding pedagogical theory and the pragmatic application into the classroom. His primary areas of focus are the ethics of caring, self- determination, and the connection of life skills to improved student learning. He has authored numerous publications in the field of pedagogy and the technical area of NDE including the popular textbook entitled Nondestructive Evaluation: Theory, Technique, and Applications

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Pemberton Cyrus, Dalhousie University

Tagged Divisions

Design in Engineering Education

theirresponse, the Opinio software ensured that only bona-fide students were able to respond, andeach student had only one opportunity to complete the survey. The study had been vettedthrough the research ethics board of Dalhousie University prior to survey administration. Page 22.350.5The survey consisted of eleven questions that were consistent with survey questions administeredto University of Colorado students. The first four questions were for housekeeping, asking foragreement with the consent form, their entering year, gender, and student ID# (for the purpose ofa prize draw). The remaining questions were grouped so as to have no general theme

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

William Besser, University of Saint Thomas; AnnMarie Thomas, University of Saint Thomas

Tagged Divisions

Design in Engineering Education

differences between mechanical engineering andindustrial design that has been highlighted in literature46. Teaching students to fully examine andformulate the problem statement for themselves will help them to gain a better understanding of Page 22.25.5the problem in question and in turn, perhaps result in a more innovative solution.Problem finding/defining could be incorporated into mechanical engineering education in severalways. Educators could create questions and problem statements in ways that cause ambiguity.Felder 47 described five question styles (such as “Questions that require technical, as well associal and ethical analysis”) that have

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Design in Engineering Education

(primarily in the Midwest), the KEEN program provides access to vital resources for buildingquality entrepreneurship education programs. In addition, KEEN provides grants to institutionsfor the development of entrepreneurship curricula, modules, and extracurricular activities. AtLTU, the grants provide the funding to develop new innovative interdisciplinary programsfocused on developing the “entrepreneurial mindset” on campus. The skills associated with the Page 22.1189.4entrepreneurial mindset are communication, teamwork, leadership, ethics and ethical decision-making, opportunity recognition, persistence, creativity, innovation, tolerance for

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ali M. Al-Bahi, King Abdulaziz University; Reda M Abdulaal P.E., King Abdulaziz University, Faculty of Engineering, Industrial Engineering Department; Abdelfattah Y. Soliman, King Abdulaziz University, Faculty of Engineering; Faisal I. Iskanderani, King Abdulaziz University, Faculty of Engineering

Tagged Divisions

Design in Engineering Education

Profestional & ethical responsibility Impact of engineering Solutions Design & conduct experiments

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salah Badjou, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

integrates the knowledge acquired in their previous coursesinto the design of a full prototype of an original product. The following is the Wentworthcatalogue4 description for ELMC 461: Students work in teams to design and construct an interdisciplinary project. Teams, with clearly defined individual responsibilities, are required. During the course of the semester, each team undertakes the necessary activities to bring about a successful design project that is well understood, documented, and presented in both oral and written form. Emphasis is placed on research, innovation, project management, decision- making, prototyping, design for manufacturing, design for testability, environmental and ethical issues

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

Technology (ABET) has mirrored this emphasis in the Criterion 3 student outcomes,commonly referred to as the EC2000 a-k criteria. The following EC2000 criteria are relevant toinformation literacy and lifelong learning 22: (a) an ability to apply knowledge of mathematics, science, and engineering (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

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

and require different assessment tools. Academic skills incomputation, engineering topics, and computer modeling are all necessary for successfulcompletion of a design project. However, successful design students must also masterprofessional skills such as oral and written communication, project management, teamworkskills, problem solving, and professional ethics. These skills can be difficult to teach in atraditional lecture format, but can be very naturally integrated into capstone design5. Sincecapstone design courses offer many opportunities for situated learning, they allow students tolearn these professional skills in a realistic context6.Given that these professional skills are necessary for a successful capstone design experience,one

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

learning,etiquette, writing, ethics, etc. Each semester students are given multiple opportunities tohave feedback provided on their written work and speaking skills. They also practicegiving effective feedback to other students. Each week a different practicing engineerfrom industry comes for lunch and “story hour” where she or he shares importantmessages and experiences from their careers.At the end of the semester there are several culminating events: • Practice Final Design Review: where students get faculty and peer feedback in a non-graded opportunity to give their design project presentation. After being given the opportunity to use the feedback for improvement the students present their final design work and summary of

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rob O. Hovsapian, Florida State Univeristy ; Chiang Shih, Florida A&M University/Florida State University; Bruce A. Harvey, Florida A&M University/Florida State University, College of Engineering; Okenwa I. Okoli, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

todefine a product, design manufacturing, and/or service processes, and to design a system todevelop, produce, and distribute the product, based upon the project goals. Consideration is givento the economics of their solutions to enable the customers understand the cost implications. Theenvironmental impacts of the proffered solutions are considered, and the students are expected todemonstrate the sustainability of their designs. Since many ethical issues present themselves inengineering design, the students demonstrate an understanding of such issues and, as relevant totheir design example, discuss them, including conflict of interests and tradeoffs between costs andbenefits to society. The students assess the effect of their designs, proposed

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leigh R Abts, University of Maryland, College Park

Tagged Divisions

Design in Engineering Education

accept an “AP® credit” in engineering under several conditions:(1) in lieu of an introductory engineering course; (2) as a science elective; (3) as a generalelective; or (4) not at all. AP® Calculus was the most often cited model.The following is a synopsis of the most common course characteristics of the 35 Introduction toEngineering syllabus that were reviewed found that the learning objectives included: • Design process • Problem solving • Creative thinking • Teaming • Technical and Engineering communications • Ethics • Basic computer tools • Time management • Project management • Modeling • Graphics • Apply mathematics and science knowledge • What it means to be an

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; Bridget N. Bero, Northern Arizona University

Tagged Divisions

Design in Engineering Education

teams in the Design4Practice program at NAU for nearly ten years.Bridget N. Bero, Northern Arizona University Bridget N. Bero is an Associate Professor and Chair of the Department of Civil Engineering, Construction Management and Environmental Engineering at Northern Arizona University, where she has been since 1995. Her primary interests are engineering pedagogy, including ethics and design in engineering curric- ula, tribal environmental training programs, forest waste utilization, environmental management systems and international engineering. Page 22.1037.1 c American Society