Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint

Tagged Divisions

Design in Engineering Education

Experience in a First-Year Engineering CourseAbstractThis research paper describes the integration of design experience in a first-yearengineering course at University of Michigan-Flint. To develop knowledge and skillswithin first-year engineering students, the integration of design curriculum inintroductory engineering courses is important. A study was conducted among the first-year students who worked in teams with senior students on engineering capstone projects.The primary objective was to provide a comprehensive experience in product design anddevelopment processes such as teamwork, design, analysis, manufacturing, etc. Anotherobjective was to develop a peer-mentor relationship between these students to

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

, University of Oklahoma Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team. c American Society for Engineering Education, 2016 Fostering Learning Principles of Engineering DesignAbstract We contend that it is

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael M. Umbriac, University of Michigan; Amy Hortop, University of Michigan

Tagged Divisions

Design in Engineering Education

 process is described in more detail in a later section.  In this way, we aim to greatly reduce the occurrence of “rushing to get a job done”, knowing that mistakes and accidents could occur as a result.  (Jiminez et al, 2014)  Similarly, for a capstone design class in which each student team is building a unique project, we believe that requiring the students to write a safety plan and to get it approved by the instructors before construction will ensure that they will consider the safety risks that could occur during the build and test phases of their project, and to take corrective actions to eliminate or minimize these risks.  Some peer institutions also have a similar requirement (Kemsley, 2011.)  Design­Build­Test [Work space] Upon

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Design in Engineering Education

required to teach this lab to their peers. The designpremise/requirement for the capstone students is that they must incorporate at least three coreareas of the curriculum into their team project. This will provide future implementation of the labto different areas of study with the engineering technology programs. The areas of study for thislab apparatus in this paper include measurements and instrumentations with LabView, strengthof materials, heat transfer and material behavior. The assessment included in the final paper istwofold. The capstone students are assessed in the area of retention of fundamental coreknowledge upon graduation. The assessment tool was a comprehensive exam similar to theFundamentals of Engineering exam. Undergraduate

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Kirsten M. Ely, Sonoma State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Development – semester 1, weeks 9-15Customer Discovery Process Learning OutcomesIn-class Peer exercise (week 9) 1. Using Customer Discovery template, create 1. Align idea & design with actual customer survey on problem idea addresses needs 2. Survey peers 3. Compile implications of peer feedback 4. Revise survey per implicationsSurvey 10 potential customers (weeks 10-13) 1. Using Customer Discovery template, survey customers 2. Compile data and implications 3. Revise idea per implicationsStage 3: Prototype Development – semester 2, weeks 1-15Client Validation Process Learning Outcomes 1. Meet with

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ruturaj Soman, Florida A&M University/Florida State University ; Nikhil Gupta, Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

formed for each project and comprised of students selected on the basis of theirknowledge, grades and interest. The students are expected to work as a cohesive team with theopportunity to become team leaders and learn to communicate effectively and efficiently amongthe team members, peers, and sponsors. During these two semesters, SDP students also attempt toparticipate in design competitions and entrepreneurial projects. The course also emphasizesacquiring non-technical professional skills besides the engineering concepts; such as professionalcode of conduct, report writing, and team management which are very critical in today’s emergingglobal economies for a successful engineering career.At the end of the school year, the capstone design

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andy S. Peng, University of Wisconsin - Stout; Brian Eickhoff, Sentera, LLC; Kenan Baltaci, University of Wisconsin - Stout; Liang Zhan, University of Wisconsin - Stout; Robert M. Nelson, University of Wisconsin - Stout

Tagged Divisions

Design in Engineering Education

mathematics, science, and engineering to analyze, formulate,interpret data, and design practical engineering systems. An engineering program is required totrain the student for life-long learning, to work professionally and ethically in multi-disciplinaryteams, to communicate orally, and in writing technical documentation [3][4][5]. Such anengineering program is often required to be accredited by the Accreditation Board forEngineering and Technology (ABET), which has been continually increasing its emphasis on theintegration of system design into the engineering curriculum [6]. In fact, one of the criteria of anaccredited undergraduate engineering program is to prepare for engineering practice through thecurriculum, culminating in a major design

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Carpenter Ed.D., CCD - Custom Curriculum Design; Logan Edward Micher, Florida Polytechnic University; Chris Yakymyshyn; Jorge Vargas, Florida Polytechnic University; Christina Drake, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education

to generate a unique technical proposalin response to a Request For Proposal (RFP) or Broad Agency Announcement (BAA) suppliedby the instructor. The format selected for the RFP or BAA is widely used in the engineeringprofession. The proposal topic choices were guided by the need to: stimulate the interest ofstudents pursuing a variety of engineering disciplines; provide deliberately vague designconstraints to introduce students to the challenge of interpreting the intentions of the RFP orBAA; encourage individual creative content in the proposed solution; and adjust the technicalchallenge to be accessible to students with no previous engineering courses. A preliminarydesign review with peers and the instructor provided valuable feedback to

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Arizona State University; Cherrylynne Rochelle Nethken, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

what is important or relevant rather than just going through theengineering Learners motions and having [to write] answers to questions or preciselydesign define bullet points to hit.”courses Project /throughout “They allow us to take time to self evaluate and instill change for Design /your future projects.” Assignmentcurriculum? “Instructors would know what their students are thinking about [for] Class / the course or project. They could improve some points for the next Educator project

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Irene B. Mena, University of Pittsburgh; William W. Clark, University of Pittsburgh; Ellen M. Moe

Tagged Divisions

Design in Engineering Education

submitted forinstructor grading and feedback.In addition to the requirements specified by the student teams as part of the input requirements,students had to follow these requirements and constraints: - In keeping with the machine’s University-centered task, teams were required to incorporate either some aspect of the University (University programs, culture, student life, …) or some aspect of the city of Pittsburgh into their design. - Their University theme could not be duplicated – each segment had to have a unique theme. To avoid duplication, a Google document was set up so that as student teams identified their themes, they would write it in the document, and other teams would know they could no longer

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikhil Gupta, Florida State University; Matthew J Jensen, Florida Institute of Technology; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

Fruit Harvester System IME X X 27. Stokes Drifter ECE X X Efficient 28. Electric Bike Charging System X X System, LLC 29. Strength Assisting Robot COE X XIn the capstone senior design course the students are expected to work as a cohesive teammember with a given opportunity to become team leader, learn how to communicate effectivelyand efficiently among the team members, peers, and sponsors. The course also

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guannan Liu, Purdue University - West Lafayette; DeLean Tolbert Smith, Purdue University - West Lafayette; John Alexander Mendoza-Garcia, Purdue University - West Lafayette; Anirudh Roshan Sriram, Purdue University - West Lafayette; Monica E. Cardella, Purdue University - West Lafayette

Tagged Divisions

Design in Engineering Education

with internetaccess and we recorded their website browse history for future analysis. For the purpose of thisstudy, we have decided that the data analysis focuses only on the mathematical informationgathered from the facilitator during students’ design. Finally, participants were given access to atoolbox of resources such as rulers, calculators, writing utensils, and post-it notes. They wereable to use anything inside the toolbox during their design process. Name Gender Ethnicity Mathematics Design Experience Experience Kasira F White High Yes Mark M

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Gonzaga University; Diane L. Zemke

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. thoroughlydescribes graphical communication of parts, but does not mention verbal descriptions.2 TheMechanical Design Process by Ullman briefly mentions that parts can be described semanticallyand that teams must communicate to collaborate, but does not elaborate on semanticrepresentations.3 Verbal descriptions of parts seem to lie outside the typical curricular materialsfor engineering.In a previous study we identified that students had difficulty communicating design ideas withtheir peers on design teams.4 This difficulty occurred during sketching and verbal descriptions ofparts and assemblies. Students’ difficulties with verbal communication directly interfered withtheir ability to work productively together.In this study we examine the verbal aspect of

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Pezeshki, Washington State University; Jacob William Leachman, Washington State University; Michael Richey, The Boeing Company

Tagged Divisions

Design in Engineering Education

, not including travel expenses or voluntary shoptime. The total publications for the project include five peer-reviewed journalpublications [7-11] and two doctoral dissertations.Project 1 Timeline6/2012 project start7/2012 spec9/2012 prelim design1/2013 final design5/2013 build complete testing begins, iteration through 1/20144/2014 project finishedProject 2Project 2, a long-range UAV, was Design/Build/Fly project for tracking African WildDogs in Zimbabwe. Cost constraints were critical – the non-profit who approached theSchool of MME—Washington State University capstone design program, known as theIndustrial Design Clinic (IDC), had minimal money to support the project, and thecapstone clinic funded parts and materials from residual monies

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

. Now a Professor of Biology and Biomedical Engineering at Rose-Hulman Institute of Tech- nology, she served as the founding Director of the Rose-Hulman Center for the Practice and Scholarship of Education, and is currently the Associate Dean of Learning & Technology. Dr. Dee has given more than 60 presentations, seminars, or workshops on teaching and learning, and is a founding member of the team that gives Rose-Hulman’s ’Making Academic Change Happen’ workshop. She is an author of many peer-reviewed publications in the areas of engineering education, biomaterials, and tissue engineering. Her teaching portfolio includes courses on tissue-biomaterial interactions; fun- damental engineering analysis; capstone

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Sophia L. Poulos, Smith College; Laura Mae Rosenbauer, Smith College

Tagged Divisions

Design in Engineering Education

to mentor students. I love helping them find great answers to challenging problems. (R68)3.3 Challenges in Capstone DesignResponses to the question “What are your biggest challenges regarding capstone design?” grouped intofourteen categories as shown in Table 4. The three most common categories are discussed followingTable 4. Table 4 - Categories and Content Themes Regarding Challenges in Capstone Design Category # Resp. Content Themes (n=364) (in descending order of frequency) time in general; increasing class size; instructor time needed; other student Workload/ commitments; workload; time spent reading, writing