Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University

Tagged Divisions

First-Year Programs

Product Dissection Sophomore 16-Week Multidisciplinary Design 16-Week Multidisciplinary Design Project—Composition & Rhetoric Project—Public Speaking Junior Product/Process Development or Product/Process Development or Research Research Senior Multidisciplinary Capstone Design/Research ProjectFreshman Clinics expose students to basic engineering skills including problem solving,teamwork fundamentals, engineering measurements and entrepreneurship. Students areintroduced to a variety of activities relevant to engineering measurements5. This is followed inthe second semester by intense study of engineering design

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Ignatius Fomunung, University of Tennessee-Chattanooga; Edwin Foster, University of Tennessee-Chattanooga; Ronald Goulet, University of Tennessee-Chattanooga

Tagged Divisions

First-Year Programs

design. At the sophomore level the students usedesign concepts to design, build, and test small structural and mechanical projects (such astrusses). The students also emphasize testing of the devices. At the junior and senior level thestudents use design concepts to solve real-life and open-ended interdisciplinary industry-basedproblems. The student project teams work with the sponsors and faculty advisors to develop, test,and prototype a solution. In addition, students apply design concepts in a three credit hourdiscipline-based capstone course during their senior year. The structure of the design curriculumis shown in Figure 1.0. Engineering Design Texts Interdiscipline cont’d

Conference Session

FPD10 -- Pre-Engineering and Bridge Programs

Collection

2007 Annual Conference & Exposition

Authors

Cecelia Wigal, University of Tennessee-Chattanooga; Molly Littleton, Signal Centers

Tagged Divisions

First-Year Programs

structural and mechanical projects. At the juniorand senior level the students use design concepts to solve real-life and open-endedinterdisciplinary industry-based problems. The student project teams work with the sponsors anda faculty advisors to develop, test, and prototype a solution. In addition, students apply designconcepts in a three credit hour discipline-based capstone course during their senior year. Thestructure of the design curriculum is shown in Figure 1.0. Engineering Design Texts Interdisciplinary cont’d Discipline Design (3 hrs) (3 hrs) Senior

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Dan Cordon, University of Idaho; Barbara Williams, University of Idaho; Steven Beyerlein, University of Idaho; Donald Elger, University of Idaho

Tagged Divisions

First-Year Programs

coaches who observed an activity, and written feedbackprovided by student teams. In the activity, teams were asked to use the tools to distinguishbetween problem-solving and design activities that they had performed earlier in the semester.Next, the students were asked to classify a number of simple scenarios. Finally, feedback wassolicited about the greatest strengths and areas of improvement for each of the tools as well asinsights gained through this class activity. Findings were validated by separate focus groupswith design faculty and with students enrolled in a capstone design course. Both students andfaculty envisioned the two tools to be a natural extension of project work, prompting newinsights about the role of problem solving, design

Conference Session

FPD7 -- Service Learning

Collection

2007 Annual Conference & Exposition

Authors

Paul Pagano, Western Michigan University; Amanda Rossman, Western Michigan University; Kendall Vasilnek, Western Michigan University; Betsy Aller, Western Michigan University; Edmund Tsang, Western Michigan University; Andrew Kline, Western Michigan University; Edward Brabandt, Western Michigan University

Tagged Divisions

First-Year Programs

AC 2007-2550: FIRST-YEAR EXPERIENCE AND BEYOND: USING THEENGINEERING DESIGN PROCESS TO SUPPORT LEARNING ANDENGINEERING SKILL DEVELOPMENTPaul Pagano, Western Michigan University Paul Pagano is a second-year student in Civil Engineering at Western Michigan University. He is active in the student ASCE chapter, assists student teams in the Student Projects Lab, and plans to gain his professional engineers license and employment in a geotechnical engineering firm after graduation.Amanda Rossman, Western Michigan University Amanda Rossman is a second-year student in Civil and Construction Engineering at Western Michigan University. She serves as a tutor to first-year, at-risk students, and is

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Lynnane George, U.S. Air Force Academy; Robert Brown, U.S. Air Force Academy

Tagged Divisions

First-Year Programs

will provide an overview of the Engineering 100 curriculum, the systems engineeringdesign process taught, and a description of the capstone boost glider project. Since this is nowthe seventh year the course has been offered, course development, feedback, and improvementsto the course will also be discussed. The detail in this paper is intended to provide enoughinformation for others to use a similar model for course development.IntroductionThe purpose of Engineering 100 is twofold. The primary purpose is to introduce first-yearstudents to the USAFA engineering disciplines in the context of the systems engineering designprocess. Students integrate these disciplines using a semester-long boost glider design project.They must use aeronautical

Conference Session

FPD6 -- Early Intervention & Retention Programs

Collection

2007 Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado at Boulder; Jacquelyn Sullivan, University of Colorado at Boulder; Beverly Louie, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

collaborative team situations arms students with a powerfultool to promote effective teams.Social Style Applications in Engineering EducationSocial style theory potentially has several applications in engineering education — including theareas of teamwork, diversity and assessment. The team has become an important learningmechanism in engineering education, with Capstone senior design project teams common acrossengineering programs and Cornerstone first-year team-based courses ubiquitous.[8, 9] If teams areadopted as an engineering learning mechanism, students must be taught how to work in projectteams, as success is far from assured when five first-year students are assigned a designproject.[9, 10] Our experience, gained though teaching a first-year

Conference Session

FPD4 -- Hands-on & Real-World Studies

Collection

2007 Annual Conference & Exposition

Authors

Joseph Menicucci, Montana State University; James Duffy, Montana State University; Betsy Palmer, Montana State University

Tagged Divisions

First-Year Programs

-designed experiment as contributing to their learning, althoughfor this particular lab, students responded on the full range of the scale, with somestudents rating the lab at a 1 and others at a 7. The average rating was 5.6. In the focusgroups, students also disagreed on the value of this lab with one student commenting“[The Student designed labs] took a little bit of extra effort. I think you got more backfrom it, as well, having put so much of ourselves into it. It combined all those skills wegathered throughout the semester.” Other students remarked that the nature of this labmimicked potential future experiences, both in required senior capstone projects and inreal-world work situations. They believed their experiences would be beneficial