Ghaisas, University of Oklahoma Shalaka has pursued a B.A. in Economics and M.A. in English from Fergusson College. She has com- pleted her MS in Teaching and Curriculum from Syracuse University.Dr. Xun Ge, University of Oklahoma Dr. Xun Ge (University of Oklahoma, xge@ou.edu) is Professor of Instructional Psychology and Tech- nology in the Department of Educational Psychology, Jeannine Rainbolt College of Education, the Uni- versity of Oklahoma. Her research expertise involves the design of question prompts in scaffolding stu- dents’ complex and ill-structured problem solving and self-regulated learning. Dr. Ge (2004) developed a conceptual framework using question prompts and peer interactions to facilitate
(FDP) showing their approved final designs to their peers. The FDP is done toprovide students with experience presenting formally to a large audience. It is not intended to bean opportunity for in-depth critical evaluation of designs; however, students are provided withinstructor and peer feedback on the quality and content of their presentation. The next keydeliverable in the second semester is the Acceptance Test Plan. Teams are expected to validatethe performance of their prototype against the project requirements and this is formalized in awritten test plan that is reviewed and approved by the Client.The latter half of the second semester includes the second and third internal design reviews, theProject Readiness Review (PRR) and the
skills to succeed in the workplace. Senior capstone design courses provide an opportunity for undergraduate engineering studentsto participate in project-based learning, a unique learning experience requiring hard skills and softskills [15]. Research has identified the importance of senior capstone design on student successentering an industry, rendering it a critical course in the engineering curriculum [16,17]. In priorresearch, motivation was observed to be one of the constructs contributing to student’s overallsuccess as measured by factors such as project performance, peer evaluations, and courseperformance [18,19]. 1.1 Prior Research A recent study in student retention in engineering [4] suggests retention rates between 40-60
order for theanalysis of the sketches to be consistent. Along with the design problem, the participants weregiven sketching paper, with a section to name their concept, a section to provide a sketch, and asection to elaborate on their sketch in writing. Each participant was given ten sheets of sketchingpages and were informed before starting that extra sheets were available if needed.The design problem used mimics industry-level design challenges [27]. It is unlikely that theparticipants had any prior experience with this particular design problem, but it is a problem thatcan be easily understood without prior knowledge or given context. “Design a machine that registers a bottle to a capping station, caps it, and allows somebody to retrieve
real engineering applications. Also, students are able to participate in professionalactivities such as writing technical papers, submitting patents, and holding design reviews. Allthese activities occur in a classroom atmosphere under instructor supervision. The companies thatare able to collaborate with these students on these projects also enjoy the ability to observepotential employees prior to actually hiring them. They typically also retain the rights to anyintellectual property produced by these students during the duration of their capstone courses.Traditional Capstone Design Course LimitationsCapstone design courses are not without their limitations, however. Typically, small businessesare most interested in participating in capstone
was to look at how other schools have run their capstone programs.Due in part to its similar mission, scale, and approach to undergraduate engineering education,an obvious model for Olin’s capstone program is the Harvey Mudd Clinic Program. The ClinicProgram is the longest running sponsored capstone program for undergraduates. For reasonsdetailed in later section, the Clinic Program became the blueprint from which the SCOPEprogram was designed.Goals of this paperIn writing this paper, the authors intend to describe through a narrative, the history and evolutionof the program over its first three years. The intention is to put the reader into the context ofdeveloping a capstone course from the ground up such that our experiences may inform
(design reviews). The rationale behind the lectures wasto introduce, “just-in-time”, material relevant to the phase in which the projects were at the timeof the lecture. For instance, early in the first semester, most lectures would deal with subjectssuch as team dynamics, the design cycle, or concept generation and selection. As projects madeprogress, the lectures would attempt to follow the design cycle as best as possible. When theteams were ready to produce the first major design report, the lectures would feature a module ontechnical writing or graphics in engineering.This approach of “just-in-time” lectures worked well early during the early weeks of the course,however it is not possible to cram all project-relevant material in the first
Paper ID #12312Aesthetics of Design: a Case Study of a CourseMs. Katherine Goodman, University of Colorado, Boulder Katherine Goodman is currently a graduate student at the University of Colorado Boulder in the ATLAS Institute, working toward a Ph.D. in Technology, Media, and Society. Her research is in engineering education, with a focus on fluids and design courses. She holds a B.S. in mathematics and a masters of professional writing. She has previously worked as a technical writer and project coordinator, and as an instructor in composition at the University of Southern California and the Community College of
consequence on the other, the teams were able to roughly identify how high arisk was posed by a particular item. The difficult part of this exercise was getting theteams to realize that not every aspect of a design project will always be 100% successful.Students, like inexperienced engineers, assume that every design challenge can be solvedin a matter of hours if they work hard enough, and that everything will be available whenthey need it. Each team was tasked to develop a test plan and write a technical report for theproject. The test plan was to identify the specific verification methods and proceduralsteps to certify that their final product satisfied the requirements of the problemstatement. The technical report was to document the design
part of the faculty responsible for RPI’s Capstone Design Course. Page 22.205.1 c American Society for Engineering Education, 2011 Analysis of Engineering Capstone Design Student Reflective Memos: What Students Say and What They Don’t SayAbstractHaving students articulate and reflect upon their experience is a valuable and importantway to reinforce an appreciation for lessons learned in the context of capstone design.Taken together with peer evaluations, end-of-semester student reflective memos can bean invaluable source of assessment information and provide guidance for
separating the technical skills versus the process related skills. (S4) Page 22.1543.10 We actually made a list on paper to write down what goes in each category … We split up our map into different areas of transferability. (S2) We decided to just get a bunch of colors and shapes and kind of throw them in the middle. (S6)Interestingly, several of the students commented that their process of making the map was areflection of their overall team process throughout the project: We each shouted different things at each other and said ok so what do we want to see, and then we just kind of went for it. … that
procrastinate when making decisions and producing deliverables[25]. Thiscoupled with time constraints due to the large Engineering Science workload and the short Page 14.1216.10length of the term, cause many students to delay the writing until shortly before the deadline,leaving them with insufficient time for preparation of the final document and oralpresentation of the project. It is thus necessary to ensure that the course strongly guidesstudents through the desired, iterative design process. We have found that this is generallybest done by requiring interim deliverables, which force iterations in a low-stressenvironment where feedback is readily
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
purchased include the glass work cylinder (part 18), graphite piston (part19), o-rings, bearings, and fasteners. Starting in the Spring 2015 semester the displacer bushing(part 9) is being printed in the Student Shop on an FDM machine. In prior semesters, thedisplacer bushing was machined out of nylon. Figure 2: Flywheels designed by studentsAlso, the student must fully assemble the basic design of the Stirling Engine. Once completed,the engine is then tested to establish benchmark values of speed at a measured temperaturedifferential as well as build quality and aesthetics. The build quality and aesthetic evaluationsare performed as peer evaluations by the class as a whole. As an ancillary project during thecourse
Video 1: Writing Digital Signals (8 minutes) Assignment, Video 2: Reading Digital Signals (8 minutes) online quiz 3 Video 1: Serial Communications (5 minutes) Assignment, Video 2: Analog Signals (13 minutes) online quiz 4 Video 1: Libraries and Servos (10 minutes) Assignment, Video 2: Review and Useful Resources (6 minutes) online survey 5 None Comprehensive online quizWhile a wide variety of resources are already
and passing judgment on a possible or planned solution to theproblem. Evaluation (EVAL): Comparing and contrasting two (or more) solutions to theproblem on a particular dimension (or set of dimensions) such as strength or cost. Decision(DEC): Selecting one idea or solution to the problem (or parts of the problem) from among thoseconsidered. Communication (COM): The participants’ communicating elements of the designin writing, or with oral reports, to parties such as contractors and the community. Other: None ofthe above codes apply. See table 1.Table 1Coding Scheme and Description Code Description of Code Problem Definition (PD) Define what the problem really is, identify constraints
13th 2012. 5. https://acc.dau.mil/CommunityBrowser.aspx?id=406165&lang=en-US, Retrieved January 19, 2011. 6. Beyerlein, S., Davis, D., Trevisan,M., Thompson, P. and Harrison, O., “Assessment Framework for Capstone Design Courses”, Proceedings of the ASEE Annual Conference, 2006, 2006-144. 7. Sheppard, K., Dominick, P. and Blicharz, E., “Peer and Self Assessment in Developing Team Skills in a Core Design Sequence”, ASEE Annual Conference Proceedings, Austin, TX, June 2009 8. Allen, S. & Knight, J., “A Method for Collaboratively Developing and Validating a Rubric”, International Journal for the Scholarship of Teaching and Learning ,http://www.georgiasouthern.edu/ijsotl, Vol. 3, No. 2 (July 2009
creative when designing their solution. Foradvanced courses, students may even be the one to select the topic and nature of the project bydeveloping their own project questions and defining project success in their own terms.e. Critique and RevisionStudents in a PBL environment should be able to critique other projects and revise their ownproject based on criticism. This will ensure that the projects they create are that of a higherquality. This is different from a typical classroom as it is not just the teacher providing feedbackon the project but other individuals such as other students, experts, and peers. This gives thecritique and revision of the project a real-world point of view and helps enforce the authenticitybrought up earlier.f. Public
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
considerations for future courses of this sortin European higher education: • Adaptation to semester dynamics. Project-based courses typically build in intensity, peaking in a flurry of effort shortly before the final deliverable; this intensity requires even more effort in a large interdisciplinary team. Placing the final deliverable at the end of the term (its logical place) interferes with the unique dynamics of European higher education, where the last weeks are increasingly devoted to studying for all-important final exams. Design courses must be planned and scaled accordingly, by moving up the final deliverable, and planning lower intensity (e.g. reflection, report writing) activities in the final
theamount of time that would be devoted to coding. One of these respondents wrote, “runninginto errors is innately frustrating.” Two more students (7%) were put off by the piecemealprocess, with one explaining that it was hard to stay excited about the project when it is spreadout across several semesters. One student (4%) was nervous about continuing the project,writing, “it's intimidating to learn so much about something that used to be ‘untouchable’ forme.”Students’ responses to the StRIP Instrument are detailed in Table 1. The four StRIP subscaleswere considered at the beginning of semester 5 and at week 8 of semester 5, after thecardiograph lab was completed. Overall, these findings demonstrated that students are engagedin the engineering
college life, alook at career opportunities, and a chance to meet professional engineers as well asengineering faculty. Students work on several projects, attend lectures, write reports,code programs, give presentations, and do problem solving and design. The IEPcounselors assist the students in their projects during the sessions in the EngineeringLearning Center, and help enforce the rules in the residence halls.Seven of the nine IEP counselors were engineering students at Notre Dame (the other twowere a pre-med student and a business student), and eight of them had either previouslyattended the camp back when they were in high school, or had worked as IEP counselors
understanding of the research process. As the most important takeaway, afemale high school chemistry teacher said, I learned how research is done. I had the opportunity to work with a new professor and learn about their research and how it relates to 3D printing.From a follow-up survey conducted about six months after the RET experience, five RETparticipants responded. Of the five, four teachers said that they implemented their learnedexperiences from the RET into their teaching. The implementation rages from using scavengerhunt activities for Free-Body diagrams developed during the RET to writing and winning a$1,000 technology grant to purchase a 3-D printer and supplies by utilizing modules andactivities developed during the RET
recent alumnus who has a vision impairment. Reflections: After completing the low vision simulation, students were asked to write a reflection of their experience in the course online discussion forum. Participants were asked to post a response to the prompt below and also post two replies to their classmate’s posts. “Describe your experience today wearing the low vision simulation goggles/ blindfolds. What did you learn about living with a vision impairment? Did this activity help you break any misconceptions that you held in the past?” The qualitative analysis of their primary
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
toareas Can group projects together, especially read a map or a scale drawing. multidisciplinary. Difficult to get peer review of layout. Guarantees everything ‘fits’ into the venue.3’x4’ Maps & Backs up the brochure. Must be printed and mounted inPosters Can give more detail. advance. Easy to read; stationed strategically. Requires floor standing easels – more Professional look and feel. to move. Requires time and expense to reprint if
rat trap forpower, technical and progress report writing requirements, calculation requirements, and ascoring algorithm imposing trade-offs between size, weight, cost, and performance.The resulting projects satisfied individual course outcomes and created an opportunity tohighlight the benefit of understanding basic engineering concepts. The freshman versioncombined the earlier truss and stability projects into a cohesive project which encourageddiscussion on the relation among different disciplines. The senior project required the use ofmore advanced design skills practiced in earlier courses along with analytical techniques from awide variety of courses.Senior projectSeniors worked in groups of three. A detailed memorandum given to the
and oversees studio activities, twograduate teaching assistants (GTA) from the COE lead each session. During previous in-personofferings of the course, the studio sections were held in a specially-designed classroom spacethat was equipped with smartboards, projectors, moveable workbenches and extensive wall spaceand partitions for students to write on with erasable markers. The innovative room designprovided the opportunity for a highly collaborative hands-on learning environment for thecommunication and technology activities.Open studio sessions along with instructor office hours were held several times a week forstudents to drop-in, as needed. During in-person studio sessions, students had access to a varietyof open-source technologies used
Student Design Essay Award”.Dr. Zhenjun Ming, University of Oklahoma Zhenjun Ming is a Postdoctoral Research Associate at the School of Aerospace and Mechanical Engi- neering of University of Oklahoma. He is working with Professor Farrokh Mistree and Professor Janet K. Allen at the Systems Realization Laboratory @ OU. His research interest is to create knowledge-based decision support methods and tools to facilitate designers in the design of engineered systems. Zhenjun has published more than ten peer-reviewed research papers and will publish a Springer Monograph in 2021. His education focus is to create an environment for students to learn by reflecting on doing.Prof. Zahed Siddique, University of Oklahoma Zahed
results, rather it highlights the tools needed to reach them; 3)revision and assessment plans. The evaluation process can include self, peer, student tofaculty, and faculty to student assessments to ensure that the learning objectives are met; 4)promoting participation and involvement through proper social organization of the studentsgroups, faculty, and public community. The students’ groups and forums should bestructured to promote participation. The participation should provide structure for thenecessary roles and interaction needed for project completion, which may include mentoringroles of faculty, mentoring and/or advising from industry professionals and even studentsgroups.Ayas and Zeniuk [7] suggested two additional elements for PBL model