Paper ID #32695Work in Progress: Senior Design Day During a Pandemic: Virtually theSame as In-person?Dr. C. Richard Compeau Jr, Texas State University C. Richard Compeau Jr. is a Professor of Practice in the Ingram School of Engineering, and the Electrical Engineering Academic Program Coordinator. He is interested in teaching and curriculum development. His work is typically project-specific for the EE Capstone courses, with an emphasis on applied electro- magnetics.Dr. Austin Talley P.E., Texas State University Dr. Austin Talley is an Assistant Professor of Practice in the Ingram School of Engineering at Texas
Capstone Courses, Journal of Engineering Education, January 1997, p 17-28.8. Prince, Michael, Does Active Learning Work? A Review of the Research, Journal of Engineering Education, July 2004, p. 223-231. Page 12.1146.89. Dally, J. W. and Zhang, G. M., A Freshman Engineering Design Course, Journal of Engineering Education, v 82, n 2, April 1993, p 83-91.10 Farr, John V., Lee, Marc A., Metro, Richard A., and Sutton, James P., Using a Systematic Engineering Design Process to Conduct Undergraduate Engineering Management Capstone Project, Journal of Engineering Education, April 2001, p 193-197.11. CED date
had previously performed an extensive search for areplacement valve plug, but was unsuccessful. While the project’s scope was not appropriate fora senior capstone project, a good fit was found in the introductory 3D constraint-based modelingcourse. Working through an Honor’s Contract, the primary author reverse engineered andprototyped the value plug using precision measuring tools, a 3D modeling software, and thedepartment’s Maker Space.2 Figure 1: Steam Locomotive Valve PlugThe initial step in the process was to acquire precise measurements of the original part’sdimensions using a digital caliper. The primary author investigated precise measurementmethods and was careful to employee these methods when measuring
.Bean, J. C. (2011). Engaging ideas: The professor’s guide to integrating writing critical thinking and active learning in the classroom. (2nd ed.) Hoboken, N.J.: John Wiley & Sons.Blicblau, A. S., & Dini, K. (2012). Intervention in engineering students’ final year capstone research projects to enhance their written, oral and presentation skills. . International Journal of Engineering Pedagogy, 2(3), 11-18.Bodnar, C. A., Kadlowec, J. A. (2018). Initial validation of a technical writing rubric for engineering design. International Journal of Engineering Pedagogy, 8(1), 81-91.Budinski, K. G. (2001). Engineer’s guide to technical writing. Materials Park, OH: ASM International.Cho, Y. & Choi, I
’ design; and to date, very little work has focused on the process variables and factorsthat potentially influence innovation. This work attempts to investigate such influencers.Data CollectionWe collected data from both senior bioengineering students in their capstone courses, as well asdata about their final prototypes from the faculty instructors. Further, we collected informationfrom experts and practitioners in bioengineering design as input to this study.1. Data Collection From StudentsWe collected data from bioengineering students’ senior capstone projects during the 2007-08 and2008-09 academic years. For this research, we had 26 teams from two institutions thatparticipated in our study. The teams varied from three to five students. For
author, with the aid of students from capstone design classes at ERAU,designed and constructed a 1/3-scale replica 172 as the flying test-bed from which a series offuture scaled prototype projects will draw vital conceptual and procedural ideas. The model172 will be flown by remote control and will have an array of on-board sensors to collectinformation about key flight characteristics. Along with the on-board data acquisition systemand real-time display ground base, the craft will also have a real-time video/audio link to theground to allow the pilot to fly maneuvers using visual flight cues comparable to those hewould have in the real plane.IntroductionA new aircraft often spends many years progressing through the stages of conceptual
deficiencies areremedied by revision of the curriculum or course contents, development/reorganization oflaboratory or other facilities, and reallocation of financial resources. The tools used forassessment and their efficacy in assessing the outcomes are discussed in the next section.The main instrument by which the program can ensure the achievement of desiredoutcomes is the curriculum. Appropriate faculty, facilities, and financial resources arethe accessories required to ensure effective impartation of knowledge, skills, andexperience as intended in the curriculum. Inclusion of industry-based projects and planttours in courses and industry-based capstone projects in the curriculum are the means bywhich the ‘Metropolitan Advantage’ of WSU is used to
the College of Arts and Sciences. Over the course of this grant, he advised over 500 individual calculus students on their course projects. He was given an Outstanding Advising Award by USF and has been the recipient of numerous teaching awards at the department, college, university (Jerome Krivanek Distinguished Teaching Award) and state (TIP award) levels. Scott is also a co-PI of a Helios-funded Middle School Residency Program for Science and Math (for which he teaches the capstone course) and is on the leadership committee for an NSF IUSE grant to transform STEM Education at USF. His research is in the areas of solution thermodynamics and environmental monitoring and modeling.Ms. Manopriya Devisetty Subramanyam
are resource-intensive and often a one-time intervention.The growth of academic makerspaces has provided an opportunity to infuse more hands-ondesign learning experiences throughout students’ education. These spaces also offer resources tostudents outside of engineering majors and make room for more interest driven learning thanmore formal design courses. While academic makerspaces are seen as a place for students toengage in design practice, how much explicit support do these spaces provide for designlearning? Many students use makerspaces as a means to engage in fabrication work for courses,such as senior capstone design courses, that formally teach and scaffold design for students.How do students engaging in interest driven fabrication
Paper ID #14204Baccalaureate Program of Sustainable System Engineering – Objectives andCurriculum DevelopmentDr. Runing Zhang, Metropolitan State University of DenverMr. Aaron Brown, Metropolitan State University of Denver Aaron Brown is an associate professor at Metropolitan State University of Denver in the Department of Mechanical Engineering Technology. His work is primarily focused in the realm of appropriate design and humanitarian engineering. He has worked on development projects all over the globe but his most recent humanitarian engineering project is focused locally in Denver where he is implementing the installation
), which exposes engineering students to real world undergraduate consultingopportunities in the community [3, 4, 5, 6]. This aspect of the project meets the intellectual meritand the broader impacts criteria.3. MULTIPLE DIMENSIONS OF ENGAGEMENT The Parker Hannifin Hydraulics Research and Education Center at Youngstown StateUniversity is a prime example of integrating an industry-sponsored program with curricularinnovation. This center, described below, provides the opportunity to design and develop multi-disciplinary experiments, and creates project opportunities for students both in the laboratory andin the field. Furthermore, it sets the framework for proposed experimentation capstone courses,improves the “demonstrations” in the
and Exposition Copyright 2002 American Society for Engineering EducationCurriculumThe program curriculum through 2003 with individual course titles is illustrated in Table 1. Thecurriculum is divided into three focused tracks. These tracks are in quality and processmanagement, R&D management, and operations management. Students are required to selectone of the three core curriculum track options when they begin their course of study. Threetechnical electives and a final capstone research project are also required to complete the degree Table 1. Program Curriculum Core Technical Management Curriculum (18
student senior capstone design experience and expoe them toprofessional experience. One way to incorporate professional experience in the senior design isto invite civil engineering companies to be a part of it and use their real-world projects. Theseprojects and the related data usually require some editing to withheld some of the informationthat is usually released in a controlled and chronological manner to simulate about the sameexperience that professional civil engineers experienced dealing with their clients. Students canbe divided in teams and each team could be mades of students who have taken electives fromvarious sub-fields of civil and architecutural engineering such as – structure, foundation,transportation, environmental, water
Technology (ECET) department, with at least half of the graded weight comingfrom humanities components.5 The major project for this junior capstone was designed toweave together all of the concepts learned in the first two years of the engineering program(including both humanities and engineering courses). Assignments included an annotatedbibliography, a proposal, an oral presentation, and a project poster board.5 By strengtheningthis relationship and introducing a writing component into the engineering courses from anearly onset, it is believed that the students’ attitudes about and relationships with their ownwriting will improve, as has been suggested by the results of other studies.6Putting a heavy emphasis on humanities components in technical
Engineering and Computer Science, theOffice of Undergraduate Studies at Sacramento State, and by NSF grant (DUE # 2235774).IntroductionEngineering curricula characteristically have long and highly regimented chains of pre-requisitecourses called ‘critical paths’, that span the entire curriculum from students’ freshmen year tosenior-year capstone projects. Critical-path courses can create significant obstacles to graduationas a single DFW (grade of D, F, or withdrawal) grade in any course can impede a student'sability to graduate on time. Reducing course fail rates along the critical path significantly reducesthe students’ time to degree. Furthermore, research shows that students exposed to engineeringdesign [1] and research experiences [2] have a
based learning as partof the curriculum. From the first year introductory engineering course to senior capstone,design/build/test projects and hands on lab experiences have always played an integral part in thecourse curriculum [1]. However, during the ABET assessment retreats of 2012 and 2013, apossible area of improvement was identified. During the retreat, employer surveys from co-opsupervisors [2] and surveys from recent alumni [3] were evaluated. The surveys identified thatsome students lacked a complete understanding of machining methods and how they influenceengineering design. In addition, students were not always able to demonstrate how machiningtolerances should be correctly applied to insure quality and reduce production cost
domestic hot water and space heating using a radiant floor. There is also a stone-linedsunroom for collecting and storing solar energy, and adjustable louvers over the extensive south-facing glazing to regulate incoming solar radiation. Data logging, control and user interface areintegrated by a LabVIEW-based automation system. The house continues to serve as alaboratory for multidisciplinary capstone design team projects. The project, which allows students to learn energy concepts in an integrated realisticsetting, provides numerous benefits for engineering students that are often lacking in standardengineering instruction, and that are being emphasized by the new ABET EC 2000 criteria. Itintroduces them to holistic systems thinking—that
a structured approach to the design process,while allowing the students an opportunity to achieve a substantial and rewarding endproduct. The aim is to provide open-ended projects that develop students’ engineeringskills and also allow them to see more directly the connections between engineering andthe larger society around them. Collaborations with fine arts departments provideengineering students the opportunities to address social issues, while developingcreativity and technical skills. This paper describes a collaboration with the Dramadepartment to create special effects for student-written and directed plays.Introduction Engineering is fun. Well, at least it’s supposed to be. Unfortunately, many first-year engineering
of the working prototype and the presentation of all documentation andmarketing elements. Team interaction in the course has been effective thoughsometimes frustrating to the student. Student response to the course has been positive.The course has provided a good preparation for the full-year senior design project. Thepaper also discusses creativity issues, the use of computer tools, the application ofreliability factors, student evaluation techniques, and some of the product designs.“The mind is not a vessel to be filled but a fire to be kindled.” PlutarchI. IntroductionThe engineering faculty at John Brown University began discussing a junior-leveldesign laboratory in 1990. Students were spending extensive amounts of creative timein the
packages available to professionals.Allowing students to learn the software step by step (modeling, analysis, and design) in asequential approach through successive interrelated core and elective courses (StructuralAnalysis, Reinforced Concrete Design, and Steel Design), supplies the students with thefundamentals needed to tackle large projects on their own. This paper illuminates the variouslearning projects that were given to the students in the courses mentioned above. The papercontinues with a demonstration to a practical application as civil engineering students usedSAP2000 to design a pedestrian bridge for the required capstone senior design course. Theproject allowed the students to further explore the various design capabilities of SAP2000
four levels: Level 1: Freshman engineering. Level 2: Basic digital system. Level 3: Advanced digital system without a processor. Level 4: Advanced digital system with a processor. Level 5: Capstone projects. The level 1 is for freshman engineering students. Many schools now have an “introductionto engineering’’ course for the new engineering students. It is usually a project-oriented courseto introduce the basic engineering concepts and practices. The level 2 corresponds to the first digital system course in the curriculum, which covers thecombinational circuits, sequential circuits, and FSM 17. Unlike the first digital system course, there is no single “standard” follow-up course. Theadvanced topics
best be met by exploiting multidisciplinaryapproaches. Our Senior Capstone Design Course has been established to demonstrate the valueand ingenuity which can be derived from cooperative design efforts among traditionalengineering disciplines.The projects for the senior design program are suggested by the faculty, industry, and academicundergraduate research through engineering grant contests. The requirements are that the projectbe open-ended, multidisciplinary, and have non-engineering constraints (e.g., economic,environmental, aesthetic). The students are given a choice of 10 to 15 projects (depending uponclass enrollment) and write a proposal stating their top choice. The senior design faculty teamassigns two to three students to each
enjoyable topic for many students. Typically, the study of robotics has beenlimited to graduate level courses at big universities. In the last few years, the advent of smaller,less expensive robots has made it possible for smaller institutions to afford integrating robotics intheir undergraduate computer science and engineering curriculum.Over the years, robots have been used to teach computer science and engineering. Computerscience and engineering departments use robots in various ways: • Using robots in Introductory computer science education • An Introduction to Robotic Course • Using Robotics in Artificial Intelligence Course • Senior Capstone Design Project Course
were introduction to engineering design courseswhile the senior courses were about half capstone design courses and half traditional engineeringcourses such as “Vibration Analysis” or “Urban Transportation Planning”. We suspect that theremay still be many unreported capstone design projects geared toward community service.Whether they have all the recommended aspects of service-learning such as community-definedneeds, reciprocity, and reflection is unknown.Our survey results show that service-learning is being used in a variety of engineeringdisciplines, with engineering students at all levels, in large and small classes, and usuallyincorporated more than one semester in a given course. However, twelve of the respondentsindicated that they had
Electron Devices Letter)The term papers also included end of the semester poster presentation in a formal poster session.The poster session had a great impact on all students and faculty. Faculty members from bothscience and engineering schools attended the session and discussed the outcomes of the students’term paper and understanding of the topic.3. Educational ElementsThis program will enhance team work, multidisciplinary activities, new teaching methodology,research based learning, and integration of knowledge through:Team Work Projects: Team work projects are included in the capstone senior design. In thenanotechnology track a mix from ME and ECE students may pursue the same project innanotechnology.Multidisciplinary Activities: The new track
participated on a subsystem team andshadowed the project manager to prepare herself for the role she wanted in her senior year. Atthe end of her junior year, just before the competition, Alice took over some managerialresponsibilities when the previous project manager proved inept. She began actively recruitingmajors from discipline A to assure that the team would have a sufficient number of seniors fromdiscipline A in her senior year to be able to use CTA as a capstone experience. In the end, theleadership of CTA was populated by Alice’s close friends from discipline A.CTA leadership positions in Alice’s senior year were settled in the back room. Alice successfullynegotiated for the project manager position by convincing her male competitor for the
design processhas been the subject of many studies of how best to teach the concepts, tools, andprocesses11,20,22,25,29,32,40,42,54,60. In a comprehensive review of design teaching and learning, Dymet al. note that designing “effective solutions to meet social needs”(22 p.103) is a fundamental skillfor engineering graduates and that “design thinking is complex” (22 p.103). The process of design isoften taught in a “crawl, walk, run” approach by introducing fundamental concepts that areapplied in a number of project based learning (PBL) experiences of increasing complexitythroughout the curriculum43. These experiences may range from reverse engineering exercises19,small design projects, to capstone design experiences20,43 with a corporate
the modern construction industry's increasing demand fortechnology-related expertise to manage construction projects. Construction companies aremoving towards managing projects through immersive technologies, Artificial Intelligence, anddigital twin technologies. Specifically, after COVID, these technologies helped the industry tohandle projects from different locations. Hence, the new concentration aims to provide a trackfor the students of CM to learn and utilize these technologies in the classroom and environmentand implement their skills during their co-ops and full-time opportunities. The VDCconcentration will include 15 credits of courses, including 2 CM required courses, 2 CMelectives, and 1 Capstone project course.The new
, working on teams, and experiential learning. First year engineering students areexposed to these skills early on through an introductory engineering course, simulating a real-world engineering environment through team projects. These skills are built upon throughout thecurriculum, particularly in required laboratory courses. In MSE, senior students take twosemesters on engineering design as a core major requirement. The first senior capstone designcourse, “Sustainable Materials Design”, has been restructured to focus on the economic,environmental, and social impact of engineering materials and processes through semester-longteam projects. The objectives of the Sustainable Materials Design course are: 1. Identify and compare approaches to
concludes with some lessons learned through the Senior Design Capstone experiencefrom which this multi-threaded software was designed, written, debugged, revised and releasedfor experimentation in DLD. CedarLogic's 10,000+ lines of code is written in C++ and utilizesthe wxWidgets GUI library and OpenGL to render the graphics. CedarLogic can be freelydownloaded at http://sourceforge.net/projects/cedarlogic .Background and NeedDigital Logic Design is a foundational course for many engineering and computer sciencestudents. The first author has been teaching a freshman level Digital Logic Design course forover twelve years. The course includes laboratory projects in which students physically wire upTTL gates on a breadboard, use the CedarLogic software