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2000 Annual Conference

Authors

Sheila Horan

Session 3125 Introducing Circuit Design in Freshmen Lab Sheila Horan New Mexico State UniversityAbstractThe electrical and computer engineering curriculum at the Klipsch School of Electrical andComputer Engineering at New Mexico State University now requires that students successfullycomplete a capstone design class (senior design project) before they can graduate. To reach thispoint, students need guidance and practice in design. If students are exposed to design early intheir educations, then the capstone project won’t seem like such an insurmountable chore

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2000 Annual Conference

Authors

Robert D. Knecht

Practices Introductory Course Sequence], second-year Design (EPICS), FieldSession (junior year) and Senior Capstone design. An important component of each of these Page 5.632.1courses is the contribution of industrial partners who provide teams with authentic engineeringprojects.The Design StemEngineering companies today assume responsibility for cradle-to-grave engineering of theirprojects. The life cycle for an engineering design project, schematically represented in Figure 1,begins with the conceptualization stage and quickly progresses to an assessment of resources(Resource and Site Characterization, Technology Assessment, and Economic Evaluation

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2000 Annual Conference

Authors

Nathan Stott; Gregory B. Markus; Diann Brei; Deanna M. Winton Hoffman; William W. Schultz

students have to offer. Problems lie in (i) identifyingcommunity needs requiring engineering skills, (ii) providing a forum for selecting the service,(iii) integrating the service into an academic environment, and (iv) building a stronginfrastructure for long-term success.ProCEED is the University of Michigan’s initiative to instill community service awareness inmechanical engineering students and to foster community leaders within student organizationsthrough civic-based design projects in the mechanical engineering senior capstone design course, Page 5.502.1ME450. Students in the course interact closely with community sponsors to create a

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2000 Annual Conference

Authors

Kenneth M. Bryden; Donald R. Flugrad

required sophomore design course. The course providesengineering design experience that encompasses the full range of the design process includingconstruction of a working prototype of the final design. There are three major goals of thecourse:1) To give faculty an opportunity to interact with mechanical engineering students earlier in the curriculum.2) To prepare and motivate students to later take technical courses in mechanical engineering.3) To provide a bridge between the introductory design course of the freshman year and the capstone design course of the senior year.Additionally, several other ABET Engineering Criteria 2000 goals were identified as courseobjectives. These included introducing students to professional practice

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2000 Annual Conference

Authors

Valana Baxter; Mark R Henderson; Jim Baxter; Alan de Pennington

academic calendar requires intense exams during some of this period while the US universities spread exams throughout the semester and break for a month of vacation. Also, ASU students continued with the same course format for the spring as a capstone course, while Leeds students were required to switch to an individualized course in design rather than one that emphasized teaming. In addition, the Leeds students were provided with an office setting including a computer workstation where they could gather everyday to discuss the project while ASU students, most of whom commuted to campus, had disparate class schedules and no meeting place provided so their meetings were less frequent, but by necessity more structured

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2000 Annual Conference

Authors

Richard D. Wilk; George H. Williams

later, a team of students is working on a senior capstone design project that isconcerned with the weather conditions and possible ice damage on the nearby Mohawk River.Some of the team members had worked on the original weather station and suggested that it beincorporated into the current project. Their portfolio documentation on the original project willbe helpful in reviewing and planning this new use of the original project. Page 5.494.3Portfolios as a Record of AchievementOne of the student projects in the First-Year Design Course was to design and build a woodenpedestrian bridge to improve a nature trail in a local city park [Wolfe, 1999

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2000 Annual Conference

Authors

Lisa A. Haston; James S. Fairweather; P. David Fisher; Diane Rover

. Reform OpportunitiesEngineering Design Experiences at MSUIn the context of ABET's major engineering design requirement and EC2000 preparation, a newcourse model was developed for the capstone course in computer engineering, ECE 482—Capstone: Computer System Design 9. The learning objectives for the course state that studentswill learn about embedded systems, i.e., electrical systems that contain embedded computers tocontrol processes. At the completion of the course, each student should have actively participatedas a member of an engineering design team and made significant contributions to achieving theteam’s mission. Each design project involves the collaborative development and evaluation of aproduct that contains an embedded computer. Our

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2000 Annual Conference

Authors

Robert L. Armacost; Robert Hoekstra; Michael A. Mullens

experiences.”Service learning is a subset of situated learning, an approach that places students in the contextof actual disciplinary practice.2 A more common form of situated learning is the industry-baseddesign project that is widely used in capstone engineering design.18 In addition to the obviousadvantages offered by a real-world industrial design experience, instructors have reported thatservice learning has enhanced a variety of student outcomes including: engagement, motivation,awareness of human/social issues, international understanding, racial tolerance, understanding ofpersons different from themselves, self-confidence, self-reliance, self-worth, and leadershipskills. 4,5,6,7,8,9,10,11,12 One key driver is the fact that students enjoy

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2000 Annual Conference

Authors

Robert D. Knecht; Barbara M. Moskal; Michael J. Pavelich

“processes for producing new materials.” Pahl and Beitz11 consider the integration of technical,psychological, systematic, and organizational aspects of engineering design as “prerequisites forthe physical realization of solution ideas.” Still others have argued that design includes teamworkand management skills12, 13. Based on these different views of engineering design, Bieniawski14has argued that design is not typically learned in a classroom setting, but rather through practice.CSM has responded to this concern in the development of the design stem. The design stemconsists of four courses: freshman EPICS (Engineering Practices Introductory Course Sequence),sophomore EPICS, Field Session (junior year) and Senior Capstone design. An

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2000 Annual Conference

Authors

Herbert Hess

transported without damage. Minimum of external cabling required for operation. Power components easily visible. Rugged enough to be moved repeatedly to a classroom. 9. Operators manual: complete instructions to assemble, start, and operate the system. Use of graphics is encouraged. Figure 1. Request for ProposalRequest for Proposal For the capstone design students, the project began with a brief Request for Proposal (RFP).They had just completed analyzing the effectiveness of a simple product, a power supply builtfrom a kit. In their investigation, they were quite enthusiastic and thorough in identifying thegood and bad points of the product. They encountered design

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2000 Annual Conference

Authors

John Duffy; Edmund Tsang; Susan M. Lord

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

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2000 Annual Conference

Authors

Jianping Yue

other relatedissues such as curriculum development, course content, teaching strategies, and appropriatemeans of assessment.1. IntroductionA design project is usually a capstone course in traditional engineering education. To completea design project, students are assumed to have completed all required courses and have mastereda comprehensive knowledge in discipline so that they can apply what they have learned to thedesign project. A new approach is to teach fundamentals of engineering design (FED) tofreshman students. The first objective of this approach is to allow students to learn theengineering subject matter right from the beginning 5. When students spend several semesters innon-major courses without encountering engineering subjects

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2000 Annual Conference

Authors

Sanjiv B. Gokhale; Michael O'Dea

in partnership with the Concord Community Development Corporation.The CET 484 course forms the last of a four course “Design Sequence” required of students inthe Department of Construction Technology, Purdue School of Engineering and Technology,IUPUI. The specific learning objectives of this course are to introduce students to: buildingloads utilizing prevailing codes; engineering properties and construction applications of wood &lumber; and fundamentals of structural analysis & design of wood structures. The main generallearning objective of the course is to serve as a “capstone design experience”. In the past thisobjective was fulfilled through having students work on a Design Project, usually one out of thetext book or from plans

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2000 Annual Conference

Authors

William E Maddox; Theodore D. Thiede; Stephen H. Cobb; Scott R Hickman; John Crofton

structure. Cavity length and mirror properties are variable. Calculations supporting the design are required as well as sketches of the resonator.K. Senior Project Design Sequence (PHY 498, 499) Senior Engineering Design is the capstone design course for senior Engineering Physics majors. In this course students are tasked with designing an original product or process using the knowledge they have gained during their four years in the Engineering Physics curriculum. In addition to the student projects many topics are discussed in class to supplement the development of design and testing methods, provide career perspective, and to develop communication skills. Since the project lasts two complete semesters it is

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2000 Annual Conference

Authors

W.D. Jemison; W. R. Haller; W. A. Hornfeck

experience with this printed circuitboard milling machine. Specifically, the paper will describe how the machine is beingused in a number of courses ranging from our first-year Introduction to Engineeringcourse, through sophomore and junior year laboratory projects, to our capstone seniordesign course. The integrated design process used by our students to design printedcircuit boards will be described and several representative designs will be discussed todemonstrate the level of design complexity that can be achieved using this technology.Finally, some initial assessment data regarding student reaction to the PCB millingmachine is provided.I. IntroductionVirtually all fundamental phenomena associated with the Electrical and ComputerEngineering

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2000 Annual Conference

Authors

Narayanan Komerath

undergraduate’scurricular experience. Students of aerospace engineering await this opportunity to exercise theirdreams, eagerly, often to the frustration of the teachers charged with ensuring that they learn theother technical subjects which are less glamorous and more difficult to the undergraduate.Professors who as undergraduates have taken Capstone Design courses, cannot help feeling thatsuch a course is a dubious use of scant senior-year time, since the level of the material is not aschallenging as that of the upper-level courses and independent projects in our disciplines. On theother hand, there is no argument about the need for students to have significant designexperiences in the curriculum.At the other end of the curriculum, there is a strong need to give

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2000 Annual Conference

Authors

James J. Alpigini

three core electives, selected from the both the management and engineering faculties. Next,a student will participate in a “capstone” course that is offered in a seminar format andencapsulates the entire program. Following the completion of the capstone course, a student willeither write a professional paper, or take three additional approved technical electives. Thedegree requirements are summarized in Table 1. Page 5.158.1 Table 1: Master of Science in Information Science Degree Requirements MGMT 501 Behavioral Science in Business Management core courses MSIS 510

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2000 Annual Conference

Authors

Lloyd Barrett; Edward Young; David E. Klett; Jeffrey Morehouse; Jed Lyons

teams building Mini-Baja vehicles every third year or so. In 1993, an ABET-inspired two-semester ‘capstone’ senior design course was initiated, wherein either vehiclecompetition or industrial-based design projects could be chosen by the students. During the last6 years, about one-third of the seniors have chosen vehicle competition projects for their seniordesign project. While only 50% of the design teams actually finish their project ‘in time’ and/or‘well enough’ to go to the actual competition, in these last 6 years USC teams have competed inthree East Mini Bajas, two Midwest Mini Bajas, two Formula SAE’s, two East Aeros, threeSupermileages, and six ASME Solar Splashes. In addition, a solar car and a hybrid car (naturalgas/electric) have

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2000 Annual Conference

Authors

Bethany S. Oberst; Russel C. Jones

Session 2360 International Experience for Engineering Students through Distance Learning Techniques Russel C. Jones, PhD., P.E. World Expertise, LLC Bethany S. Oberst, PhD. James Madison UniversityAbstract A new mechanism is being developed for expanding international exposure forundergraduate engineering and computer science students in the United States, usinginformation technology and distance learning techniques. Technical students in theUnited States, in a few instances, have begun working on projects with

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2000 Annual Conference

Authors

Louis Cloutier; Jean-Francois Methot; Jean Brousseau; Bernard Larocque

Teaching Engineering Design Throught Project-Oriented Capstone Courses” Journal of Engineering Education, January 1997.22. ASME, “Innovations in Engineering Design Education – Ressource Guide”, American Society of Mechanical Engineers, N.Y. 1993.23. Koen, Billy V., “Toward a Strategy for Teaching Engineering Design”, Journal of Engineering Education, July 1994.24. Canadian Council of Professionnal Engineers – Canadian Engineering Accreditation Board, “Accreditation Criteria and Procedures” 199825. Ulrich, K.T., et Eppinger, S.D., “Product Design and Development”, McGraw-Hill, 199526. McCaulley Mary H., “The MBTI and Individual Pathways in Engineering Design”, Engineering Education, July 1990.27. Briggs

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2000 Annual Conference

Authors

Marilyn J. Smith

to the required course, which contained both performance- and learning-orientedstudents.In experimental courses, internet and multimedia technology becomes a natural asset in findingknowledge across disciplines and levels, as well as presenting experimental results. Technologyfacilitates group projects, enabling people with different schedules and other constraints to shareinformation and work as effective teams.Bibliography1. "Criteria For Accrediting Engineering Programs," URL: http://www.abet.org/eac/EAC_99-00_Criteria.htm2. Tooley, M. S., and Hall, K. D., "Using a Capstone Design Course to Facilitate ABET 2000 Program Outcomes," ASEE Paper, Session 1625, 1999 Annual Conference of the ASEE.3. How People Learn : Brain, Mind, Experience

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2000 Annual Conference

Authors

Marian S. Stachowicz; Christopher R Carroll

takeadvantage of the various features of the processor that support Fuzzy Logic, studentsgained an excellent understanding of the two disciplines and how they relate to eachother. This merging of disciplines in a final capstone project is the intent of the seniordesign experience in engineering programs. This workshop class was successful incombining knowledge students had gained in several different classes.Bibliography1. Carroll, C. R., “Design Workshop Experience Using the Motorola 68HC12 Microcontroller,” Proceedings of the 1998 North Midwest Section Meeting of ASEE, Winona, MN (1998).2. Motorola Semiconductor, “Technical Summary:16-Bit Microcontroller: MC68HC912B32,” Technical report M68HC912B32TS/D, Motorola, Inc. (1997).3. Motorola

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2000 Annual Conference

Authors

Marcia DeMendonca; Charles U. Okonkwo

of the future engineer or technologist.Appropriate year to teach courseDFE should be taught in the sophomore year prior to capstone design courses and projects or itshould be taught in the junior year. All engineering majors should take the same course withexamples and case studies drawn from the many disciplines. Senior capstone design courses andprojects should emphasize DFE knowledge acquired earlier by the students. Page 5.371.2Design for the Environment (DFE)DFE is the systematic consideration of design performance in which the environmental impact,sustainable development, health, safety, and waste are optimized over the full product

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2000 Annual Conference

Authors

Maher E. Rizkalla; Charles F. Yokomoto

knowledge [8, 9] and the principle of attached learning. Normally, students are asked tointegrate knowledge from several courses only on a design project in a capstone course. Intraditional courses at the senior level, where a particular topic is pursued deeper and deeper, thecourse materials are self integrating; that is, the materials integrate themselves since a singlespecialty such as digital signal processing or digital controls is pursued. Under the principle ofintegration of knowledge concept, the course contents are selected from design methods that cutacross specialties, all selected for their applications to carefully selected design projects. Itbecomes the responsibility of the student to integrate, or pull together, the diverse

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2000 Annual Conference

Authors

Mathias J. Sutton; Kathryne A. Newton; Duane D. Dunlap

and have responsibilities that prevent them from attending graduate school in residence full time. - The students’ graduate program is most often financially supported and highly encouraged by their employers. Employers are highly interested in the practical application of the their students’ education to their respective jobs. - The faculty have a clear preference for face-to-face interaction with their graduate students in order to better assess their progress and to ensure a rich dialogue with and among the students and to better direct the capstone research project. - The faculty have mixed feelings about using web-based instructional tools. Many are interested and willing to learn how to

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2000 Annual Conference

Authors

Joanne M. Goode; James B. Stenger

two-hour information resource workshop for the students. The abilities and attitudes as reported inthe survey are presented and discussed. The workshop developed to address the deficiencies isdetailed. Student and faculty views obtained after instituting the workshop are discussed andrelated to the success of the workshop. Ideas on improving the intervention are also presented.IntroductionThe Department of Manufacturing Engineering at Miami University in Oxford, Ohio, requiresstudents in the Department to take its two-semester senior project course. (This course sequencefulfills the University’s capstone requirement and is open to all students at Miami with seniorstanding. It is common for students from the Physics Department majoring in

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2000 Annual Conference

Authors

Robert K. Christianson; Jeffrey F. McCauley; Denny Davis; Michael S. Trevisan; Kenneth L. Gentili

Page 5.446.5exercise from which to obtain evidence of their design capabilities. In accredited engineering 5degree programs, students’ capstone design experience provides this exercise. Thus, the capstonedesign project becomes part of the assessment process for end-of-program design assessment. Ifit is a team-based design project, it fits the assessment framework described here.We begin by defining design learning outcomes at the end of the baccalaureate degree program.Table 3 presents information for the design communication learning outcome, which has fiveperformance indicators: organization, reliability, relevance, listening, and availability. Next, wedefine a list of design project

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2000 Annual Conference

Authors

Craig Gunn

that have in the past been the domain of theupper classmen. Designing, building, and racing the Formula SAE cars; doing the same activitieswith the Baja vehicles, and researching the true needs of hybrid energy efficient vehicles all arepromoted with these younger students. The very contact with upper classmen will gain a transferof knowledge along with a tangible reason for taking many of the courses in the curriculum.Again the individual is not the focus of the activity, It is the concentrated effort of the group thatbrings each individual project to a successful end.There is one last area that may not have received much discussion but can produce interestingresults. Most colleges and universities have final projects, courses, or capstone

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2000 Annual Conference

Authors

Pamela Schmaltz; Kevin Schmaltz

been that the weaker students tend to fall furtherbehind if unassisted. These exercises are linked to the remainder of the course, since thestudents are then expected to provide higher quality lab write-ups for the various writtenassignments required during the remainder of the course.A new component in LSSU's Introductory Engineering course is a presentation to thefreshmen by one of the senior design teams enrolled in LSSU's capstone senior designcourse. All graduating engineers at LSSU are required to take a year-long capstoneSenior Project design course sequence. In the Senior Projects course, multi-disciplinaryteams of Electrical, Mechanical and Manufacturing students are assigned an industrial-based project with a budget of $10,000 to

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2000 Annual Conference

Authors

Lesley Jolly; David Radcliffe

. Table 1 Scope of Study Student Cohort n Learning Context Reflexive ToolsFreshman 200 Team project Process observation; Concept mappingJuniors (Mech Eng) 240 Individual design project Log / journal; Critical Incident reportSeniors (Mech Eng) 50 Capstone team design Essay / paperSeniors (Mfg & Mat) 25 Capstone team design Log / journal; Critical incident reportSeniors (Chem Eng) 65 Capstone team design Log / journal; Critical incident reportWhile training in reflection may be achieved through a variety of techniques, the act oftransferring thought processes into words may lead to higher levels of abstraction and