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

can then build upon the designskills in the second semester capstone course via a real world engineering problem.Three-semester capstone experiences/courses, though uncommon in undergraduate programs,tend to be used when testing and prototyping are required. This approach is in place at the UnitedStates Military Academy (USMA) where the three-semester capstone model begins with a coursethat does not include an official senior capstone project.23 Instead, the course emphasizes the“soft” sciences, including “design process, methodology, project management, communications,economics and ethics.”23 Students are introduced to the engineering design process andmethodology, and they apply this knowledge to their junior projects before being immersed

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University

Tagged Divisions

Design in Engineering Education

modules shown inTable 1. These topics are offered through an internet based course open to engineering, science,and management undergraduate and graduate students.In addition to providing students with the environmentally conscious perspective, the developedmaterials aims at developing students’ economic, managerial, ethical, scientific, and engineeringskills for critically examining environmental issues in product design andmanufacturing. Emphasis is placed on engineering alternatives for reducing costs and improvingenvironmental performance13. Table 1 – Course Modules and Topics Module # Topic Discussed Module 1 Technology, the environment and industrial ecology

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert A. Meyer, Clarkson University; John McLellan, Freescale Semiconductor; Jeffrey S Sumey, California University of Pennsylvania

Tagged Divisions

Design in Engineering Education

safety, and professional codes of ethics, and are completed within the required time and budget limitations. 3. Demonstrate the ability to work effectively in a team with other individuals having diverse backgrounds, interests, and abilities, and will demonstrate teamwork skills including cooperative sharing of workload, individual responsibility for the overall team effort and interpersonal communication. 4. Work on projects that require knowledge of components, devices, and systems from disciplines outside traditional computer engineering. 5. Express their understanding of professional and ethical responsibility by formulating a code of ethics for conduct as a team member. 6. Develop their technical

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy F. Wheeler, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

the Design Process” covers the phases of a project lifecycle, project management skills (including teaming), as well as professionalism topics including leadership, conflict resolution, lifelong learning and engineering ethics. Technical communication skills are also a focus of this course. During the final weeks, students begin to organize their capstone projects.  400-level course – “Senior Capstone Design” will be offered in three different forms: Corporate-sponsored projects, Projects with faculty and Special Topics sections.This sequence of design courses was approved by the Electrical Engineering Departmentfaculty in 2010 and by the University Faculty Senate in early 2012. The 200-level course

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Design in Engineering Education

. … they learn to be engineers by applying their textbook learning to complex projects-by doing their work as students the way real engineers do their work. They work on projects at every level in their program of study, from …steam engine models in their first engineering classes, to industrially-sponsored projects …in their capstone classes. Page 23.369.2 …WKU engineers not only master technical skills and knowledge, but also acquire and hone professional skills such as teamwork, communication, and ethical professional behavior.The Mechanical Engineering faculty at WKU have developed, implemented, assessed

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mario W. Gomes, Rochester Institute of Technology (COE); Elizabeth A. DeBartolo, Rochester Institute of Technology (COE)

Tagged Divisions

Design in Engineering Education

choice and material availability, can be simplified completed high school physics and pre-calculus from differential equations to basic algebra.Course DescriptionThe course learning outcomes related to this course are: 1. Implement a structured design process to solve an engineering problem, from identification of customer needs through prototype testing. 2. Use an industry standard CAD package to create a complete parametric 3-D solid model. Page 23.1157.4 3. Demonstrate professional and ethical behavior as an individual and a team member. 4. Read a part drawing, in

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Joseph Kirstukas, Central Connecticut State University; Nidal Al-Masoud, Central Connecticut State University

Tagged Divisions

Design in Engineering Education

outcomes1 (although individualprograms are free to define additional program-specific outcomes). The outcomes are typicallylisted using lower case letters. This paper concerns the two outcomes, c and k, utilizing themastery of solid modeling packages as an assessment tool. For these two outcomes, ABETrequires that students graduate with: (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 Page 23.285.2 safety, manufacturability, and sustainability. (k) an ability to use the techniques, skills, and

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R Ulseth, Iron Range Engineering ; Michael Richard Carlson

Tagged Divisions

Design in Engineering Education

technical report is reviewedand graded by a different instructor (Outcome G). One of the deliverables of each project is acontextualization document which reports what significance the final design may have on theenvironment, global, health, safety, economics, ethics, etcetera (Outcome H). Anotherdeliverable is a report on project management. Students are required to manage all aspect of theirprojects and submit the project management document describing how they managed theirproject including project planning, budgeting, scheduling, execution, managing the availableresources, monitoring and controlling the project (Outcome L).Lastly, students are engaged in entrepreneurial projects for at least their first semester (OutcomeM). They are required to

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education

Kazerunian and Foley17 stated that most engineers arenot being offered an education that values creativity in their work, which has impacted breadth ofthinking for engineering students. Educators, far too often, promote narrowly focused,prescriptive design methods over providing opportunities for students to explore larger issuesand new ways to think about engineering practice. As one example, in the year 2000, 80% ofengineering programs did not include ethics-based courses aimed at broadening engineeringstudent thinking. Only a subset of the remaining 20% of institutions included engineering ethicscourses, and the others relied on courses in the social sciences or philosophy.18 As professionaland educational organizations began to realize the need

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Olga Pierrakos, James Madison University; Jacquelyn Kay Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

project’sprocess.IntroductionThe relatively new James Madison University (JMU) engineering program has been designed totrain the Engineer of 20201,2. The program was developed from the ground up to not be anengineering discipline-specific program, but to provide students training with an emphasis onengineering design, systems thinking, and sustainability while also providing a strong foundationin engineering science3. The vision of the program is to produce cross-disciplinary engineerversatilists. At the heart of the program is the six-course engineering design sequence whichprovides instruction on design theory (thinking, process, methods, tools, etc.), sustainability,ethics, team management, and technical communication (both oral and written), whileincorporating

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

William A Kline, Rose-Hulman Institute of Technology; Cory A. Hixson, Virginia Tech; Thomas W. Mason, Rose-Hulman Institute of Technology; Patricia Brackin, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

particular path should the instructor specify one.• Being extendable to include other context themes such as cultural, societal, environmental, sustainable, and ethical. A key measure of design process success is developing a solution in a broader market and societal context.• Creating a framework to encourage creativity and innovation by emphasizing teamwork, taking a fast and iterative approach, and integrating team input. This is well aligned with Dym who notes design is a social process and the resulting design output is the intersection of participants’ contributions.• Developing a framework that captures the complexities and realities of the design and development processes in practice.In practice, a team interacts with

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

, safety, reliability, aesthetics, ethics, and socialimpact. Courses that contain engineering design normally are taught at the upper-division level of theengineering program. Some portion of this requirement must be satisfied by at least one course which isprimarily design, preferably at the senior level, and draws upon previous coursework in the relevantdiscipline”(14).A proliferation of capstone design experiences, over the last decade, has taken place at manycolleges of engineering – all seem to meet some of the requirements noted above. The ABETrequirements is the common thread that links all such experiences for all engineering disciplinesthroughout the US, and also in some other countries that have chosen to use ABET’srequirements.Another

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

E James Nelson, Brigham Young University; Tatevik Christensen; Fernando S Fonseca, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Design in Engineering Education

typically include the following [6]:  Provide students an opportunity to synthesize knowledge from formal and informal learning and apply such knowledge to contemporary issues in the field  Help prepare students for a successful career by providing experiences that enhance their labor market advantage  Increase students’ understanding of the “big picture” including ethical and social issues related to the field  Help students understand the relevance of theory and research to practice  Provide opportunities for teamwork and leadershipBecause of the importance of capstone programs, ABET has delineated key components thatthese programs must have to be valid capstone experiences and to induce students to

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

April M. Bryan, University of the West Indies

Tagged Divisions

Design in Engineering Education

theoretical courses. Therefore, there iscurrently no agreement on the appropriate number or frequency of engineering designcourses for a curriculum and there is a wide variety of engineering design curriculum acrossinstitutions10.The same is also true for the methods used and content of engineering design courses1,10.Some institutions teach the design process using a traditional lecture format. Others prefer touse case studies to teach some aspects of the design process such as ethics, legalconsiderations, and safety. Still others adopt experiential teaching methods such as problem-based learning or service learning activities to teach engineering design courses3-4. In theinstitutions that still have only one capstone experience, the engineering

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joseph Anders Wahlquist, US Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood P.E., Singapore University of Technology and Design (SUTD); Kyle Fitle, U.S. Air Force Academy; David Carte, U.S. Air Force Academy

Tagged Divisions

Design in Engineering Education

multiple realistic constraints.” [1] Three of the important outcomes ofthis capstone experience involve learning about professional ethics, teamwork skills, and designmethodologies. These courses also provide an invaluable opportunity for students to movebeyond passive absorption of the material and apply these skills to an open ended design project.This paper focuses on efforts to improve the understanding and application of designmethodologies. However, it should be noted that by better understanding and applying thisaspect of the capstone experience students frequently experience beneficial effects in other keyelements of the learning experience.Capstone engineering experiences across the country are typically either one or two semesters

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

whencompared to other similar students. Penner et al.23 demonstrate that students who designedphysical models better understood science models, though their instruments seemed biasedtowards these students. Further studies are needed to evaluate the learning of engineering.However, with respect to some engineering habits of mind, researchers have shown that designprovides an opportunity for students to test their preconceptions21, creatively develop uniquesolutions through multiple paths13,14,24,25, engage in systems thinking25, iteratively refine theirdesign and thinking20, learn from failure18,26, collaborate and communicate22,24,27, manipulate andreflect with materials15,18,21,26, and ethically and civically design for people28. Therefore, thoughthe

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Design in Engineering Education

over the term (Figure 9). Page 23.365.10 Figure 9: Perry Model of Intellectual and Ethical Development as presented in lecture to students during a debriefing on the activity. The number “1655” on the slide refers to the session number at the conference in which the paper was presented.4. Analysis and DiscussionThe pre-activity definitions, alongside visual word analyses generated from the entire student set,represent an initial baseline against which post-activity definitions can be compared. Anecdotalevidence from instructors on the challenges of leading the activity in the classroom, solicited inpost-studio meetings

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

Tagged Divisions

Design in Engineering Education

skills (isometric drawings and projections created by hand and usingProgeCad software in some sections). Preceptorial topics include student advising, timemanagement, exam preparation, as well as oral and written communication skills. The honorssection of the class has an additional class meeting each week and covers additional topics,including library research, engineering ethics, sustainability, and global perspectives of theengineering profession.This study of design contamination was performed as a part of the first laboratory challenge.This early placement was chosen because the engineering design process is covered in a lecturein the week preceding that challenge. This lecture and laboratory combination has previouslybeen used to study the