Conference Session

Design Cognition II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Don L. Dekker, University of South Florida; Rajiv Dubey, University of South Florida; Stephen Sundarrao, University of South Florida

Tagged Divisions

Design in Engineering Education

creative. Fortunately,for us, many of Leonardo’s drawings and writings are available to us. da Vinci’s owninstructions for becoming more “Curiosita” are shown in his following Self-Assessment list, andthere are many more suggestions to help you become more “curious” or creative10. I keep a journal or notebook to record my insights and questions. I take adequate time for contemplation and reflection. I am always learning something new. When I am faced with an important decision, I actively seek out different perspectives. I am a voracious reader. I learn from little children. I am skilled at identifying and solving problems. My friends would describe me as open-minded and curious

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University

Tagged Divisions

Design in Engineering Education

processes are revisited. Clear understanding of these processes inrelation to realization is vital for having realistic expectations, and achieving the course outcomes.Several examples are presented to illustrate the concepts and processes discussed.IntroductionGrowing number of national reports and articles stress the need for incorporating innovative forms ofteaching1,2. In response, there is a need to redesign, reform, and continuously improve engineeringeducational programs and experiences. Capstone design courses, being the last educational experience ofmost programs, must reflect these improvements through innovative teaching that include currentengineering developments and practices.In a recent study, the concept of realization was expanded

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan Delson, University of California, San Diego

Tagged Divisions

Design in Engineering Education

open-ended text input categories, which provide specific feedback and thus identify moredirectly areas of improvement that are needed. It is hoped that the best of both tools can beintegrated together for an even wider use of on-line peer review.AcknowledgmentsThe author would like to thank Bob Clay who wrote the code for the peer review tool, MarkAnderson and Jerry Tustaniwskyj who have used the tool in their courses, and the ASEEreviewers who pointed the author to the CATME work.Appendixes I. Teamwork reflections II. ABET AssessmentReferences 1. Matthew W. Ohland, Misty L. Loughry, Rufus L. Carter, Lisa G. Bullard, Richard M. Felder, Cynthia J. Finelli, Richard A. Layton, and Douglas G. Schmucker , "Developing a

Conference Session

Capstone Design I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carl D. Sorensen, Brigham Young University; Robert H. Todd, Brigham Young University; Taylor Halverson, Brigham Young University

Tagged Divisions

Design in Engineering Education

determining the values of critical design parameters, using focused physical or focused analytical prototypes. c. Perform a basic FMEA analysis to identify critical risks that should be addressed in a project. d. Manage the complexity of the detailed design phase through the use of a Work Breakdown Structure and project schedule based on that structure. e. Create a final prototype that reflects, to the extent possible, the product information package. f. Perform and document acceptance tests that determine how well the final prototype meets the final specifications developed in the concept

Conference Session

Design Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nicholas Charles Cappello, York College of Pennsylvania; Takeshi Jonathan Ei, York College of Pennsylvania; Edward Miller Jr., York College of Pennsylvania; Dan Bosse, Weldon Solutions; Berne S. Edwards, Graham Packaging Company; Kala Meah, York College of Pennsylvania; Stephen N. Kuchnicki, York College of Pennsylvania; Gregory M. Link, York College of Pennsylvania; Wayne Blanding, York College of Pennsylvania; Scott F. Kiefer, York College of Pennsylvania

Tagged Divisions

Design in Engineering Education

and validation work performed on the prototype.One of the current projects at YCP reflect the growing need for multidisciplinary thinking [2] and theapplication of a broad range of engineering tools: the Intelligent Ground Vehicle Competition (IGVC)project. For the 2010-11 academic year, a team of ten computer, electrical and mechanical engineeringstudents designed and fabricated an all-new ground vehicle for YCP’s second showing at the IGVC [4].The vehicle was designed for autonomous operation to include the capabilities of detecting and reactingto obstacles in its path, recognizing and following established lanes, and navigating to and fromprescribed way points. A variety of sensing, computing, structural, and electromechanical

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Derrick Wayne Smith, University of Alabama, Hunstville; Monica Letrece Dillihunt, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew William Turner, University of Alabama, Huntsville

Tagged Divisions

Design in Engineering Education

Huntsville (UAHuntsville) College of Engineering has established acapstone senior design sequence that provides real-world design experience. The concept ofusing a capstone design course as a summative activity within an engineering program is rootedin the constructivist theory of authentic learning. Authentic learning is a process of creatingknowledge through meaningful experiences, such as real-world problem-based activities.5Authentic learning experiences can be distilled down to 10 design elements: (1) real-worldrelevance, (2) use of an ill-defined problem that cannot be easily solved, (3) the need forsustained investigation, (4) the need for multiple sources and perspectives, (5) collaboration, (6)constant reflection, (7) interdisciplinary

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jonathan Gerard Spillane, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

Design in Engineering Education

taskwas completed in a quick time of sixty three seconds. The first half (30 seconds) of the activitysees the participant complete one full revolution of the problem-solving cycle; this was done in adetermined and fluid motion. Problem area was determined early with the appropriate knowledgeand procedures being effectively selected, implemented and assessed. The cycle shows thatParticipant A considered the concept and knowledge (item 10) after each generate and testheuristic (item 22). The second half of task activity sees the participant’s cognitive procedures in ascattered formation: this was observed as the participant being reflective on the final critical stepson completing the initial test, ensuring that the process/plan is carried out

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cory A. Hixson, Virginia Tech; Marie C. Paretti, Virginia Tech; James J. Pembridge, Virginia Tech

Tagged Divisions

Design in Engineering Education

nature answering questionssuch as; Why do faculty express certain motivation values? and What motivates faculty to teachthe capstone design course? Addressing such questions can help the capstone communitydevelop its most critical resource: dynamic, engaged teachers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.0846605. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. Pembridge, J.J., "Mentoring in Engineering Capstone Design Courses: Beliefs and Practices across Disciplines." Engineering Education, Virginia Polytechnic

Conference Session

Design Cognition II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Texas A&M University, College Station; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

reflect how a change in user activityaffects product function; the user activities in an activity diagram are independent of the productfunctions. A product representation framework like the actionfunction diagram overcomes thelimitations of the activity diagram, enhances the effectiveness of functional modeling, and Page 25.355.2provides a means to incorporate user-product interactions in the early stages of design.This paper details the procedure for creating actionfunction diagrams with a case study on a canopener. The details of the procedure are based on the authors’ experience in creating, applyingand teaching both actionfunction diagrams

Conference Session

Design Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, University of Texas, El Paso; Jose Gabriel Davila, University of Texas, El Paso; Jorge Garza-Ulloa, University of Texas, El Paso; Pablo Rangel, University of Texas, El Paso; Julio Adrian Torres

Tagged Divisions

Design in Engineering Education

models, they all agree on a systematic strategy thatvaries in the number of steps but could be condensed in to four major phases:Planning: the process of clarifying the task based on the next tools: • Design Specifications: is the key document with the information obtained by the customer. • Design Requirements: is the list of technical details that reflect the Design Specifications.Conceptual Design: “Is the part of the design process where the basic solution is laid downthrough the elaboration of a solution principle.” And its main steps are: • Identifying Functions: “Actions that the designed device or system is supposed to take or meant to do” (Dym and Little). • Generating Design Alternatives: Ideation Methods

Conference Session

Design Tools and Methodology II

Collection

2012 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

. Page 25.222.10 Figure 7: Perceptions of activities related to solid modelingSurvey question 2.3: In response to the optional short answer question, “Please name anyrelevant attributes for successful solid modeling not listed above”, fourteen responses werereceived. Some responses were related to some of the solid modeling techniques that wereemphasized in the course, such as avoiding redundancy of model parameters, and creating simpleand changeable models (3X). Other proposed activities were variations of the existingbrainstorming and visualization themes. The one truly distinct item was “time management”. Itwas mentioned by two respondents and probably reflects that given enough time; practicallyeveryone could create a 3D

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

David C. Che, Geneva College; David Allen Clark, Geneva College; David W. Shaw, Geneva College; James S. Gidley, Geneva College

Tagged Divisions

Design in Engineering Education

and improve their grade beyond the end of the semester.Their course grade is based on: (1) their performance when working to prepare for the competition (2) their performance at the competition (3) their written report on lessons learned from the competition and recommendations for future workThis proves to be an effective and fair way to evaluate their complete body of work whilekeeping their morale high towards the end. It also provides them an opportunity to reflect onwhat they had learned at the competition and be able to document it. Obviously, if thecompetition happens in April or early May before the semester is over, this is not an issue. Itwould always be wise to include their performance at the competition as part of

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Florian Misoc, Southern Polytechnic State University; Jeff Wagner, Southern Polytechnic State University

Tagged Divisions

Design in Engineering Education

/laboratory experience gained by EE and EET students in the respective USuniversities. Previous research has determined that the practicum/laboratory experience isinstrumental in the graduates’ professional development, and it is one of the main criteria usedby employers to hire graduates from EE and/or EET programs. Consequently, laboratory contentin a Power Electronics course is directly related, and reflects the state of current focus of EE andEET programs in the United States of America.Thus, there is an implicit perception in the industry that graduates from EE and EET programswith no laboratory/practicum component on the power electronics course are less competitive ascompared to graduates where the laboratory/practicum is already implemented

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sumedh Inamdar, University of Texas, Austin; Krystian Zimowski, University of Texas, Austin; Kevin A. Gibbons Ret., U.S. Air Force Academy, NexOne, Inc., and CAStLE; Brittany Rucker, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

. Any opinions, findings, or recommendations are those of the authors and do notnecessarily reflect the views of the sponsors. Page 25.411.13References 1. Yamamoto, A., Nakashima, T., Higuchi, T., “Wall Climbing Mechanisms Using Electrostatic Attraction Generated by Flexible Electrodes,” International Symposium on Micro-NanoMechatronics and Human Science, 2007 (MHS ’07), pp. 389-394, Nov. 11-Nov. 14, 2007, Nagoya, Japan. 2. Berengueres, J., Tadakuma, K., Kamoi, T., and R. A. K. R. Kratz, "Compliant distributed magnetic adhesion device for wall climbing," in Robotics and Automation, 2007 IEEE International

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

Page 25.227.4 - Engineering reporting including presentations, design reviews, and technical reportsThe course grading was originally in-progress grading for the Fall and Winter quarter. A finalgrade was determined in the Spring quarter after completion of the project and all coursedeliverables. After determination of the final grade, this was reflected retroactively for the Falland Winter quarters. This created administrative issues and created an atmosphere of delayedachievement with a negative impact upon the course. In-progress grading was abandoned afterthe second year of experience in favor of well defined course deliverables with team grades andindividual grades determined each quarter.The development of standardized course

Conference Session

Design Tools and Methodology II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward James Christie; Daniel D. Jensen, U.S. Air Force Academy; Richard T. Buckley Ph.D., U.S. Air Force Academy; Devin A. Menefee, U.S. Air Force Academy; Kyle Kenneth Ziegler; Kristin L. Wood, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

reduction of design fixation26. In the experiment, student groups were given differenttasks across multiple design stages. Some were allowed to build one or more prototypes early onand then reflect upon what they had built, some were allowed to consistently improve theirprototypes, some were only allowed to start working on physical prototypes at the end, and somewere not allowed to build any prototypes. All groups received technical critiques of their designsin between the three design stages. The overall takeaway is that early prototyping efforts that arenon-continuous are likely to quickly settle on one concept and perfect it. Allowing for constantprototyping allows a team a chance to develop entirely new concepts with time to evaluate

Conference Session

Design Spine

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

through the design sequence. Students learn to work and communicate in both small (2-4), medium (5-7), and large (10+) engineering teams, as an effective member of these design teams, and to work on the process as a team as well as learn to develop and execute a design plan. Individually, students should begin to understand their strengths and weaknesses, be able to reflect on the process and grow. Communication is emphasized and practiced throughout the design sequence through regular submission of memos and technical reports, and frequent technical presentations. Students learn how to compose a proposal, memo, report, technical paper, and technical presentation as well as how to project their professional image through a resume