Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Conner Seepersad; Matthew Green, LeTourneau University; Kathy Schmidt, University of Texas-Austin

Tagged Divisions

Design in Engineering Education

. Her research is focused on collaborative design of products and materials, multiscale design, topology design, and robust design. Some of her design projects include cellular or honeycomb heat sinks for microprocessor applications, actively cooled components for gas turbine engines, robust mesostructure design for rapid manufacturing, deployable structures, and resilient structural panels that absorb impact. She teaches a course in mechanical engineering design methodology for undergraduates, in which she has implemented a new 'learning journal' initiative to encourage reflective learning. For graduates, she has created a new course on design of complex engineering systems.Kathy

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech University; Peter Orono, Indiana University-Purdue University Indianapolis

Tagged Divisions

Design in Engineering Education

with ateam of students) is a pedagogical approach to creative engineering design education establishinga close relationship with and within design teams of students. The role of the pan-mentor consistsof: helping students to effectively tap into their creativity as individuals and as teams; guidingthem through the design process at both the individual and team level; and encouraging self-reflection and assessment. This paper develops and discusses an assessment regime for the threeelements of pan-mentoring in creative engineering design. In the regime, student assessment,course assessment, and pan-mentor assessment are utilized. In this paper, the only data discussedis from a questionnaire (course assessment) completed by freshmen students

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Michael Trevisan, Washington State University; Denny Davis, Washington State University; Steven Beyerlein, University of Idaho; Phillip Thompson, Seattle University; Olakunle Harrison, Tuskegee University

Tagged Divisions

Design in Engineering Education

understanding of biomedical engineering design processPriority2. Adams, Turns, & Design Basic Research Discusses the importanceAtman (2003) Journal of reflective practice for student learning in design11. Brinkman & Communica Applied Describes studentvan der Geest tion Journal Research feedback on technical(2003) (student focus) communication in engineering design

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Ann McKenna, Northwestern University; James Colgate, Northwestern University; Gregory Olson, Northwestern University

Tagged Divisions

Design in Engineering Education

problem-based learning (PBL) asapplied to medical education, students are presented with a patient case and engage in self-directed discovery of a diagnosis of the problem7. In the PBL approach students can seek outinformation from faculty who serve as tutors or consultants.Schon describes an architectural studio model where the design process is learned as “reflection-in action”8. The teaching model consists of a dialogue between the coach and student whereunderstanding is developed through communication and reflection about the design itself. AsSchon states the “dialogue has three essential features: it takes place in the context of thestudents’ attempt to design; it makes use of actions as well as words; and it depends onreciprocal reflection

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Matthew Mehalik, University of Pittsburgh; Yaron Doppelt, University of Pittsburgh; Christian Schunn, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

students electricity concepts in science classes.Design-based learning is intended to engage students in ways that enhance their abilities to solvereal-life problems and to reflect on their learning processes. This style of active learning is anextension of project-based learning, which is argued to enable students to relate problems toscience concepts.10, 15 Design-based learning differs from project based learning in that, inaddition to constructing and building, students engage in a design and planning process thatfollows engineering design.Typically, as was the case in the subject school district, electricity (and science in general) istaught using a guided/scripted inquiry approach to learning. Students are given materials andprocedural

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Steven Beyerlein, University of Idaho; Denny Davis, Washington State University; Phillip Thompson, Seattle University; Michael Trevisan, Washington State University; Olakunle Harrison, Tuskegee University

Tagged Divisions

Design in Engineering Education

11.249.2Guiding PrinciplesIdeally, achievement targets in capstone engineering design courses must be meaningful toclassroom researchers, to professional practitioners who evaluate engineering programs, and ofcourse to engineering students. Researchers depend on a clearly conceptualized cognitive modelthat reflects the latest understanding of how learners represent knowledge and develop expertisein the domain18. Researchers also expect alignment between the cognitive model and themethods used to observe performance as well as the protocol for interpreting results.Professional practitioners expect to see course outcomes that are responsive to the diverse rolesplayed by an engineering professional19. Prominent roles in capstone courses include those

Conference Session

Design in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

W. Lawrence Neeley, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

picture of the state of mechanicalengineering education. It was from these schools that the programs discussed in this paper weredrawn as subjects of an even narrower investigation into mechanical engineering designeducation.Our working definition of engineering design was drawn from a recent article in a special issueof the Journal of Engineering Education focused on engineering education research: Engineering design is a systematic, intelligent process in which designers generate, evaluate, and specify concepts for devices, systems, or processes whose form and function achieve clients’ objectives or users’ needs while satisfying a specified set of constraints.3This definition, along with the research perspective it reflects, operates

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Martha Green, Texas A&M University; Parag Ravindran, Texas A&M University; Rita Caso, Texas A&M University; Jeffrey Froyd; Xiafeng Li, Texas A&M University; L. Alan Minnick, Texas A&M University; Ram Shukla, Texas A&M University

Tagged Divisions

Design in Engineering Education

improved by video-taping team activity. Also, scoringwith a combination of a standards-based rubric and a content or observations analysisseems the best way to assess the design preparedness of the students. In addition, morequestions could be included to reveal the group dynamics. A reflective interview with allthe students may also be an appropriate tool to consider for capturing the attitudinal andconceptual learning, and particularly the perceived change or growth that has occurred inthe students over two semesters of learning. Some of these ideas are already beingimplemented in the 2005-06 academic year.Acknowledgement1) The authors wish to thank the Boeing Company for its financial support of the projectand its evaluation, upon which this

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

John Nastasi, Stevens Institute of Technology; Keith Sheppard, Stevens Institute of Technology; Constantin Chassapis, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

11.1096.5 Fig. 3 Advanced Surfacing and Tangency (a) Starting point (b) Normal loft approach (c) Incorporation of tangency The importance of the individually selected projects cannot be understated, as there aregenerational issues in interest and environment that are not reflected in standard texts andassociated examples. These contemporary objects are in turn a reflection on contemporary designand manufacturing methodologies. A counter point is the hand-held screwdriver exercise typicalof a final examination in the existing syllabus. This contrasted with the more dynamicgeometries of cell phones, gaming consoles and skateboard surface and truck assemblies in themodified syllabus. At a point in which the

Conference Session

Capstone Design I

Collection

2006 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Jessica Wilbarger, Smith College

Tagged Divisions

Design in Engineering Education

60 80 100 120 140geological, materials, mining, Number of Respondentsnuclear, and petroleum Figure 1: Number of Respondents by Departmentengineering as well as generalengineering (15% of the "Other Engineering" category). As is clear from Figure 1, therespondent population for both the 1994 and 2005 surveys spanned across the disciplines, withno single discipline overwhelming the others. The substantial increase in "Other Engineering"departments responding to the 2005 survey likely reflects the rise of specialized,interdisciplinary, and general engineering departments in the past decade9.Figure 2 depicts the percent overlap between the survey respondents from

Conference Session

Capstone Design I

Collection

2006 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Juliet Hurtig, Ohio Northern University

Tagged Divisions

Design in Engineering Education

changes should only reflect on the variance of quality and notimplicitly introduce new criteria. Each descriptive indicator for a criterion should avoid bothunclear and unnecessary negative language use. Additionally, the descriptive language usedshould be sufficiently rich to allow for student self-evaluation, and it should be reliable such thatit enables consistent scoring across both judges and time. This requires that evaluative language(“excellent,” “poor”) and comparative language (“better than,” “worse than”) is transformed into Page 11.1409.4highly descriptive language that specifies the distinctive features of each performance level

Conference Session

Capstone Design II

Collection

2006 Annual Conference & Exposition

Authors

Juri Filatovs, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University

Tagged Divisions

Design in Engineering Education

experience in which many skillsare integrated. In addition to the technical skills, we have strived to develop the many otherprofessional attributes and competencies necessary for a successful career. We have based theseon primarily industrial interaction and believe they reflect elements identified by otherauthors1,2,3,. With the implementation of the Accreditation Board for Engineering andTechnology (ABET) Criteria 2000, further modification of the course occurred. Although manyof the ABET outcomes were addressed in our capstone course a partial recasting was necessary,particularly in the assessment/grading, required course documentation, and student awareness ofour goals. In this paper we describe our experiences and lessons learned in

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Odis Griffin, Virginia Tech; Vinod Lohani, Virginia Tech; Jennifer Mullin, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

Design in Engineering Education

appropriateconstruction materials. The project required the students to complete a series of assignmentswhich reflected significant stages in the engineering design process, and culminated in the“Sustainable Development Design Fair” where one team from each of the forty-one workshopsections competed for one of three awards decided by a panel of faculty judges. Supplementaleducational material was also presented in the lecture and workshop sessions to aid the studentsthrough this assignment. Results of the project are discussed and include a focus groupinterview and online surveys conducted to assess the effectiveness of this new approach ofintroducing design in the early part of engineering curriculum.1.0 IntroductionA new department of engineering education

Conference Session

Design Projects

Collection

2006 Annual Conference & Exposition

Authors

Hansen Lukman, Bucknell University; Steven Shooter, Bucknell University; Fabrice Alizon, Bucknell University; Asli Sahin, Virginia Tech; Robert Stone, University of Missouri-Rolla; Janis Terpenny, Virginia Tech; Timothy Simpson, Pennsylvania State University; Soundar Kumara, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

andVirginia Polytechnic Institute dissecting products designed with a platform approach andapplying novel design metrics. The students worked closely with professors, post-doctoralstudents, graduate students, and other undergraduate students on the topic while also expandingtheir interests in graduate school. This paper is a reflection on the research, the structure of theREU program, and the students’ overall experience. This is the second year of the program;therefore, analogies are drawn to the first year along with a follow-up on the impact to theeducation of the students from the first year.NomenclatureCDI Commonality vs. Diversity IndexDSM Design Structure MatrixDSMflow Design Structure Matrix with Flow representationITR

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Paul Santi, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

Page 11.221.6unidentified future time (not shown on the graph) when the dams are destroyed by silting andovertopping, by overtopping from rare, large flood events, or by additional landslide movementcaused by large-scale triggering events.Figure 5. Failure rate of natural landslide dams, based on 187 case studies of failed dams (from reference 6). Notethat this curve represents the first half of a bathtub-shaped hazard rate curve.Maintainability Dhillon3 defines maintainability as “a characteristic that reflects the accuracy, safety, costeffectiveness, ease, and time required to perform any needed maintenance tasks.”3 Theconnotation is that the goal is to keep equipment and machinery in good working order.Although geological engineering

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Richard Bannerot, University of Houston

Tagged Divisions

Design in Engineering Education

; thirteen teams hadtwo female members; and two teams had three female members. The evaluation of variousaspects of the team’s performance is represented on a “grade point average” scale with an “A”equaling 4.0, a “B”, 3.0, etc. in the four columns on the right. (Extraordinary work orperformance is awarded a grade above 4.0.) As noted above, the project grade is composed ofthree components: artifact testing, design quality, and communications.Some of the literature, e.g.2, suggests that adding one female to an otherwise all male team couldbe disruptive. However, that doesn’t seem to be reflected in the team performances in this study.Further, some say adding a second female would be better, while others say it would make thingsworse1. The current

Conference Session

Design for Manufacture and Industry

Collection

2006 Annual Conference & Exposition

Authors

Betsy Aller, Western Michigan University; Alamgir Choudhury, Western Michigan University; James Kamman, Western Michigan University; Jorge Rodriguez, Western Michigan University; Mohammed Elsamawal, Western Michigan University; Michael Desjardins, Western Michigan University

Tagged Divisions

Design in Engineering Education

-based course design trend reflects industrypractice, where teamwork has become the prevalent mode5. During this bidding process, studentsare required to seek out the faculty who presented the project, with the goal of both learningmore about the project and allowing the faculty to get a sense of the best team for the project.The course coordinator encourages students to ask faculty advisors questions about projecttiming, budget, potential funding, objectives, etc. In the case where the project has an industrysponsor, be that for commercial purposes or for non-for-profit organization, students are urged toask about sponsor expectations, additional or unusual time lines, and specific design constraints.Naturally, not all of these questions can be

Conference Session

Design Projects

Collection

2006 Annual Conference & Exposition

Authors

Todd Taylor, U.S. Coast Guard Academy; Kurt Colella, U.S. Coast Guard Academy; William Simpson, U.S. Coast Guard Academy

Tagged Divisions

Design in Engineering Education

programs in that we know with relative certainty the likelyfuture employment paths for our graduates. Because of this unique understanding, we have agreat responsibility to the Coast Guard and to our students to prepare them for their futureemployment in service to our taxpaying nation. It is in this context that we pursue our shipdesign sequence following the guidance provided by the ABET Accreditation Criteria.It is interesting in our case to reflect that the ABET emphasis on academic design experience ispresumably motivated by a need for graduates to be prepared to do design work as practicingengineers. In contrast, in our program, the design sequence is very important because we knowour graduates will likely experience hands on design work

Conference Session

Design in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

David Ollis, North Carolina State University; John Krupczak, Hope College

Tagged Divisions

Design in Engineering Education

. Page 11.1229.5 Knows some of the ways technology shapes human history and people shapetechnology. Knows that all technologies entail risk, some that can be anticipated and some thatcannot. Appreciates that the development and use of technology involve trade-offs and abalance of costs and benefits Understands that technology reflects the values and culture of societyWays of Thinking and Acting Asks pertinent questions, of self and others, regarding the benefits and risks oftechnologies Seeks information about new technologies Participates, when appropriate, in decisions about the development and use oftechnologyCapabilities Has a range of hands-on skills, such as using a computer for word

Conference Session

Design Methods and Concepts

Collection

2006 Annual Conference & Exposition

Authors

David Voltmer, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

placed upon course project. Page 11.541.7The project is presented as much like a real-world problem as possible. A “client” presents aproblem and scenario and asked for designs to solve the problem subject to stated constraints.The instructors present the students with a timeline with milestones since the students havelimited exposure to project management at this point in their education. The timeline is presentedusing a Gantt chart organized by major tasks and milestones, and the importance of adhering tothis schedule is stressed. Reflections on previous competitions indicate that “schedule slip”,specifically testing in advance of the

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University; Barrett Myers, Purdue University

Tagged Divisions

Design in Engineering Education

approach that was chosen was to initiate teams at multiple schools thatcould collaborate on a common set of tools.Initial project planning has been conducted with phone calls, emails and instant messages. OpenSource software such as WordPress15 and MediaWiki16 has been used to share projectdocumentation between teams. WordPress is an authoring tool that allows users to publishweblogs containing frequently updated commentary. Team members update their personalweblogs to reflect their current commitments and ideas, including links to relevant articles ordiscussions. MediaWiki is software that allows users to create wikis, which are collaborativewebsites editable by any user. All information in each team member’s personal weblog and theproject wiki

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Miskimins, Colorado School of Mines; Ramona Graves, Colorado School of Mines; Craig Van Kirk, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

Conference Session

Capstone Design II

Collection

2006 Annual Conference & Exposition

Authors

Kenneth Soda, U.S. Air Force Academy; Gregory Toussaint, U.S. Air Force Academy; Albert Batten, U.S. Air Force Academy

Tagged Divisions

Design in Engineering Education

numbers. However, thedifference in performance as averaged over the observations of a dozen different facultymembers is hard to deny.Challenges and Impressions Upon reflection, the greatest challenge in the creation of student engineer-management teams was to overcome the inertia of current practice. Clearlyaccommodations needed to be made by many of our engineering division departments toaccept SE and SEM students into their design teams. There were issues of course creditto be settled and details of scheduling to be worked through. The initial process forassigning cadets to teams took cooperation and thoughtful planning. In truth, it was thecommitment of department chairs to complete this enterprise, and the effort of a few keyfaculty

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Matthew Green, LeTourneau University; Julie Linsey, University of Texas-Austin; Carolyn Conner Seepersad; Kathy Schmidt; Kristin Wood, University of Texas-Austin

Tagged Divisions

Design in Engineering Education