Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Michael C Smith, University of Virginia

Tagged Divisions

Design in Engineering Education

class were to provide better formativefeedback more quickly to students, to continue to integrate authentic work in the class throughcase studies, and to provide a more active and collaborative learning environment.The blended experience for this class has several components, including • Student teams recording presentations with video-capture software (instead of just turning in PowerPoint files for feedback). • Peer review of aforementioned recorded presentations and other deliverables, utilizing an online peer-management system (called “PRAZE”) to reduce the complexity of administering peer review for a large number of students • In-class polls using Google Docs • Discussion board forums for student questions

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Design in Engineering Education

there is a diversity of concerns Page 23.1131.4about grades (those working for an ‘A’ and those happy with a ‘C’), it is more likely that thegrade-focused members will control most of the work and ‘enable’ the other members to do littleor none of the report writing. In this case some members get additional report writingexperience, some get little or no experience, and no members develop good group report writingskills. Although project-focused grading is easiest and therefore is a common approach forteam-based design projects, it can unintentionally reward project-obsessed teams. Gradingpractices that include peer ratings do serve to increase

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

writing and oral presentation skills through the production of written progress reports, design reviews and oral presentations. 7. Evaluate their project designs in the context of "technology serving humanity", assessing Page 23.320.3 both the benefits and possible adverse impacts of their design.We assess these outcomes along with outcomes in each of the other required courses as part ofour assessment process to meet the ABET requirements for continuous improvement. For thepurposes of this paper, we will focus on outcomes # 1 and # 4 that are specifically supported bythe collaboration with Freescale Corporation.In the first week of the

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lauren A Cooper, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder

Tagged Divisions

Design in Engineering Education

experience bydesigning and fabricating adapted tricycles.Course StructureIn spring 2011 and spring 2012, the course met two times per week for a 75-minute lecture withan additional weekly two-hour lab time. Lecture time consisted of a combination of mini-lectures, self-directed group workshop problems and videos to support the technical content.Homework was due weekly and included originally developed real world design problems. Thesemester-long project comprised 40% of each student's final course grade (in lieu of a finalexam). Each team had a dedicated peer mentor, a senior Mechanical Engineering student whohad previously taken Component Design, who helped his or her team run team meetings, preparemeeting agendas, answer design questions, and

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

, analyzing ideas objectively, discerning feasible solutions, developing strategies for action, and building consensus [21] • Strategies and skills for productive negotiation [22] • Giving and receiving safe and constructive peer feedback [23-25] • Reflection and self-assessment of teamwork [10, 26-27] • Developing shared understanding of expected team interactions (roles/responsibilities, information sources, interaction patterns, communication channels, role interdependencies, and information flow). [28]Davis et al. [9] summarized the many skills and attributes of effective teams into four areas ofperformance. Each area of performance is focused on producing a type of evidence of effectiveteamwork: team

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

, socio-techno-eco system in the wired, interconnected and culturally diverse world of 2030? QD3 – August 23, 2012: What are your learning objectives for in this course and how do they relate to the competencies? Lecture 3 – ORA, Deep Reading, Learning Statements and A1 QD4 – August 28, 2012: How do I create knowledge? • By using the Observe-Reflect and Articulate [ORA] construct. • Through Deep Reading QD5 – August 28, 2012: How do I keep track of my progress in attaining my competencies? • By writing learning statements in A0 Item 9. Lecture 4 – A Learning Organization / Community QD6 – August 30, 2012: What is a Learning Organization? QD7 – August 30, 2012: What is the relevance of the learning

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

experiences rely on final reports and presentations for formal evaluation ofperformance, capstone experiences that include a traditional course component also use regularquizzes and examinations on the design content being instructed.17 Further, many engineeringprograms have found it useful to include peer evaluations, which translate to a team grade aswell as an individual grade to accurately evaluate student performance during these capstoneexperiences.6Capstone models can also vary by capstone course lecture content. Many capstone modelsencompass both a lecture component and the applied capstone design project. While this is themost common implementation, not all capstone models include a lecture component. Rather,they focus on the applied design

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junichi Kanai, Rensselaer Polytechnic Institute; Mark Anderson, Rensselaer

Tagged Divisions

Design in Engineering Education

the other hand,laboratory courses and engineering design courses are often used to teach communication andteamwork skills 1. Typical communication skills include, but are not limited to, maintaininglab/design notebooks, writing technical reports, and oral presentations. A project-based coursemay also include writing a proposal.On-line collaboration tools, also known as groupware, are widely used in many organizations toimprove their productivity and the quality of their products. Currently, Wikipedia includes over95 software tools 2. Types of collaboration tools include bulletin (discussion) boards for threadeddiscussions, public folders for sharing documents, and version control systems for concurrentediting software source codes or CAD

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay R. Goldberg P.E., Marquette University; David B. Rank, Root Cause Consortium, LLC

Tagged Divisions

Design in Engineering Education

of the BMES-idea national student design competition and writes a quarterly column on senior design for IEEE-Pulse magazine. In 2012 he received the National Society of Professional Engineers Engineering Education Excellence Award for linking professional practice to engineering education.David B. Rank, Root Cause Consortium, LLC David has more than 28 years in the workforce with 19 of those working for Harley-Davidson, Inc.. The majority of his Harley-Davidson R experience was as their Softail R Platform Director, developing and caring for that family of motorcycles with his management team. Over the years, he has participated in international assembly bench-marking studies, manufacturing capability assessments 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

(Outcome K). Each project is involved in design a system, prototype,components or a process to address an engineering problem (Outcome C). The projects aremostly multidisciplinary (occasionally single-discipline) and the students with differentbackgrounds form a team to work on their project (Outcome D).The first phase of each project is to understand, formulate the problem and the second phase is topropose solutions. All IRE students are required to complete these two phases (Outcome E). Abig portion of project deliverables is three to four presentations and final technical report. Aftereach presentation, the students are given feedback from all faculty and peers regarding bothpresentation and technical writing skills. Each section of their final

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

boards or course newsletters can be used tocelebrate school athletic victories, student achievement and other times to cheer collectively as aclass. The instructor of a flipped classroom needs to respond to student questions bycommunicating clearly and respectfully with them. Community building is further enhancedwhen instructors actively participate in student discussions and regularly reach out to those whoneed additional support, guidance, and encouragement.Instructors should also develop group activities that foster an online community and allowstudents to engage their peers. Setting up small groups of three to five students early in thesemester allows them to assume responsibility for supportive mentoring and for summarizingkey points of a

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

,marketing, Six Sigma and lean production, and Failure Mode and Effects Analysis (FMEA).The course is scheduled for three meetings times per week. One of those meetings is allocatedfor course instruction, a second is allocated for team/advisor meetings, and a third is allocated forteam meetings. Considering that the allotted instructional time is one hour per week, the goal forthese topics is to provide students a good exposure and some practice (either in the context oftheir capstone design project or a small PBL assignment such as a design challenge). Duringthese full-class instruction periods, students consider and solve unstructured problems related todesign and sustainability through case studies using visualization, writing, and