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Development of an Open-Source Concurrent Enrollment Course that Introduces Students to the Engineering Design and Documentation Process

Conference Session
Design Pedagogy and Curriculum 2
Collection
2013 ASEE Annual Conference & Exposition
Authors
Richard Cozzens, Utah Educational Network; Jeremy Ray Farner, Weber State University; Thomas James Paskett, Weber State University; Elias V. Perez, Utah State University Eastern; Isabella Borisova, Southern Utah University
Tagged Divisions
Design in Engineering Education
Paper ID #8004Development of an Open-Source Concurrent Enrollment Course that Intro-duces Students to the Engineering Design and Documentation ProcessProf. Richard Cozzens, Utah Educational Network This paper will be presented by four of the TICE Grant Curriculum Development Team members: Richard Cozzens Professor at Southern Utah University Jeremy Farner Professor at Weber State University Thomas Paskett PhD Isabella Borisova Professor at Southern Utah UniversityMr. Jeremy Ray Farner, Weber State University Assistant Professor Design Engineering Technology Weber State University, Ogden Utah Bachelors in Design
Relevance Score: 0.42494047

Ingenuity Lab: Making and Engineering through Design Challenges at a Science Center

Conference Session
Best of DEED
Collection
2013 ASEE Annual Conference & Exposition
Authors
Jennifer Wang, University of California, Berkeley
Tagged Divisions
Design in Engineering Education
pedagogy. In practice, there is a dearth in theliterature, but the few papers focusing on design in K-12 engineering seem to show itseffectiveness. Cunningham and Lachapelle20 summarize the results from six years ofEngineering is Elementary, an engineering design curriculum for elementary schools, and findthat it has improved interest, engagement, and performance in both students and teachers. Sadleret al.21 show that after engaging in design challenges, middle school students’ science skillsincreased, though they evaluated solely the ability to design science experiments. Kolodner22finds that students participating in Learning By Design engaged in collaboration,communication, decision-making, and design of investigations much more like experts
Relevance Score: 0.37296167

Empowering Engineering Students to Learn How To Learn

Conference Session
Design in Engineering Education (DEED) Engineering Poster Session
Collection
2013 ASEE Annual Conference & Exposition
Authors
Farrokh Mistree, University of Oklahoma; Dirk Ifenthaler, University of Freiburg; Zahed Siddique, University of Oklahoma
Tagged Divisions
Design in Engineering Education
been assigned specific roles or functions to perform and who have a limited life span of membership [1]. Over the past few years, at the University of Oklahoma, a graduate course titled AME5740 Designing for Open Innovation has been designed, course content and assignments developed and a learner centric paradigm instantiated. Different facets of this course have been described in several publications – most recently in [2], [3]. In these papers, the authors explore the key question: How can we foster learning how to learn and develop competencies? In this paper we document our initial findings as to how far we have succeeded in facilitating students learning how to learn and develop competencies within this course
Relevance Score: 0.3452204

An Innovative Two-Year Engineering Design Capstone Experience at James Madison University

Conference Session
Capstone Design
Collection
2013 ASEE Annual Conference & Exposition
Authors
Olga Pierrakos, James Madison University; Elise M. Barrella, James Madison University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Justin J Henriques, James Madison University; Daniel Devon Imholte
Tagged Divisions
Design in Engineering Education
plan and decide on their future career plans, we deliver material to them on finding and seeking out internships (ENGR 331), finding and seeking out Research Experiences for Undergraduates (REUs) (ENGR 331), understanding the graduate school experience and application process (ENGR 332), interviewing tips (ENGR 331 and 432), preparing resumes, cover letters, and personal statements (ENGR 331 and 432).(e) Professional Team Work and Team Management Skills – to prepare students to enter be effective team members and team leaders, we cover topics and have discussions on team building (ENGR 331), team performance evaluation (ENGR 331, 332, 431, 432), and conflict resolution (ENGR 432).During the past four years, the faculty
Relevance Score: 0.271741

Mentoring Team Conflicts in Capstone Design: Problems and Solutions

Conference Session
Design Teamwork
Collection
2013 ASEE Annual Conference & Exposition
Authors
Marie C Paretti, Virginia Tech; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Cory Brozina, Virginia Tech; Benjamin David Lutz, Virginia Tech; Jintana Nina Phanthanousy, Embry-Riddle Aeronautical University
Tagged Divisions
Design in Engineering Education
was originally designed, it doesrepresent an ambiguous, ill-defined environment in which faculty encounter a range of projects,personalities, and skill levels, and must often act in the moment to make quick decisions on classmanagement and pedagogical approaches throughout a class period or team meeting10, 11. Givenits successful use in engineering education by Sattler and Turns, CDM was used in the study tosolicit details of faculty practices that address both content and tacit knowledge within a givensituation, and explore how the knowledge was used to address the situation7.CDM employs a semi-structured, case based interview protocol in which the interviewer guidesthe participant in selecting an incident, providing a detailed account of
Relevance Score: 0.06380436