Conference Session

Socialization of Engineering Students: A Workplace Approach

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan M. Matney, North Carolina State University; Lisa G. Bullard, North Carolina State University

Tagged Divisions

Cooperative & Experiential Education

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lee king-lien, National Taipei University of Technology, Department of Electro-Optic Engineering; Chih-Hsiung Ku, National Dong Hwa University; Chao-Chia heng, National Central University

Tagged Divisions

Design in Engineering Education

remarkable chances andadvantages in competitions for enterprises. They also identified the following six sets ofgeneral NPD activities: strategic planning, idea development and screening, business andmarket opportunity analysis, technical development, product testing, productcommercialization [1]. The new product development is divided into five operational stagesaccording to Crawford, the activities of each stage are carried out according to the result ofthe previous stage, and in the development process, and the activities of each stage willaccount for different time ratios [2]. Betz proposed a similar concept of product/technologysignpost graph, illuminated the steps and focal points of enterprise's core product andtechnological development, to

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; William Riddell, Rowan University

Tagged Divisions

Design in Engineering Education

buildings4,making rockets from 2-L soda bottles5, designing and building trusses for cranes6, and theoptimization of wind turbines.7 Currently, the two Sophomore Engineering Clinics integrate asequence of three design projects of increasing complexity, as illustrated in Table 1. The nextsection describes Dixon’s Taxonomy, a design framework that has been employed throughoutthe Sophomore Engineering Clinics in recent years.Table 1 – Schematic schedule for SEC I and IICourse Design Project Communications InstructionSophomore Engineering 4 week design project Technical writingClinic I 10 week

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

Design in Engineering Education

paper is about my response to two problems that emerged. In order to understandthem, and how and why I responded as I did, I provide additional context about the course. Page 22.1631.2Interaction Design involves “designing interactive products to support the way peoplecommunicate and interact in their everyday and working lives [p8]” 26. The learning outcomesfor the course are for students to: 1. carry out user inquiry to understand human needs in particular contexts; 2. construct design sketches and prototypes to manifest design ideas; 3. construct narratives of use so as to communicate use in context; 4. reflect on the

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Anouk Desjardins, Écoel Polytechnique de Montréal; Louise Millette, Écoel Polytechnique de Montréal; Marc-André Plasse, _naturehumaine; Erik Belanger, Écoel Polytechnique de Montréal

Tagged Divisions

Design in Engineering Education

team-building and conflict management skills. Instead of trying to avoidteam conflict by selecting members based on their personalities and ambitions, teachersand the IST specialist give students tools to improve teamwork regardless of the context.In their future careers as engineers and architects, students will inevitably have to workon teams in sometimes difficult circumstances.Course objectivesThe objectives of the ING4901 course for engineering students are as follows:1) Define and understand the role of the engineer in terms of sustainable development.2) Increase knowledge of sustainable development and the ability to apply this knowledge through real case studies.3) Identify, evaluate and implement best practices in terms of eco

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

William Besser, University of Saint Thomas; AnnMarie Thomas, University of Saint Thomas

Tagged Divisions

Design in Engineering Education

design.The survey began with a list of 8 statements relating to perceptions of mechanical engineers andproduct/industrial designers which the respondents were asked to rate from “1” (stronglydisagree) to “5” (strongly agree). The data obtained is shown below in Table 1. Page 22.1265.2 Mechanical Industrial Engineering Design Professors Professors Question Statement

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

during the project. When regardingtheir criteria of success, students considered task management issues to be more important thanissues relating to the design process.__________Keywords: Metacognition, Engineering Design, Self-Regulated Learning.1. IntroductionThe concepts of metacognition and learning have been studied extensively, especially in theareas of writing1, mathematics2, and study strategies as a function of testing3. While there is a Page 22.1368.2growing interest in metacognitive research and the vital function of metacognition in problem-solving, few studies have comprehensively evaluated it in the context of engineering

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Wael Mokhtar, Grand Valley State University

Tagged Divisions

Design in Engineering Education

designed undergraduate course is to be in the middle of this spectrum. Thegoal of the course is to expose the students to both the theoretical foundation of CFD startingfrom the governing equations but with more focus on the physical interpretation of the termsinstead of their mathematics. Flow physics such as boundary layer, separation, boundaryconditions are also included in the course. The software training is a secondary product of thecourse and students have to learn by practice. To meet this balance between theory and hands-on,Project-Based Learning (PBL) was used in the course for the software training. The focus of thispaper is to discuss this approach in teaching CFD.Project-Based Learning (PBL)Table 1 shows the list of projects used in

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

, inorder to meet the expected challenges of the engineering efforts. The team members should haveidentified a preference for the expected project challenges, possess the necessary skills, and havebeen made accountable for their roles and responsibilities in terms of Prototyping, Testing,Modeling, and Analysis.ResultsThe 2009/2010 academic year was the first year that has incorporated a mandatory online projectselection process, use of self assessment, required team skills for engineering efforts and reviewof academic records for final team selections. The 2010/11 academic year used the sameselection process. The results of student placement regarding the student preferences may bereviewed in Table 1. The results of team formation may be reviewed

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Frank, Queen's University; David S. Strong, Queen's University; Rick Sellens, Queen's University

Tagged Divisions

Design in Engineering Education

encourage more.CDIO Standard 1 - CDIO as Context states “Adoption of the principle that product and systemlifecycle development and deployment - Conceiving, Designing, Implementing, and Operating -are the context for engineering education” (cdio.org) The standards document expands on this tostate “[students] should be able to participate in engineering processes, contribute to thedevelopment of engineering products, and do so while working in engineering organizations.This is the essence of the engineering profession.” This has been widely interpreted among thecollaborating programs to require learning experiences that mimic engineering practice inaddition to traditional knowledge base courses.This is in contrast to the common “bookend approach” to

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Cook, Northern Arizona University; Perry G. Wood, Northern Arizona University; Theodore A. Uyeno, Northern Arizona University

Tagged Divisions

Design in Engineering Education

: Definition of the problem. We required our student to define the problem bystating the objectives in concise sentences. In order to develop these objectives inresponse to an expressed need, our student interviewed our biologist. Our student quicklyfound that perhaps the greatest challenge of design was the amount of knowledge thatneeds assimilation and that the multidisciplinary aspect of this collaboration compoundedthis amount of required knowledge. To overcome this challenge, we spent an initialperiod by introducing and defining biological and engineering terms and jargon in orderto give all team members a common set of tools to communicate effectively. Followingthis, our student defined the problem: 1. Prototype an ABS plastic skeleton model

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew L. Gerhart, Lawrence Technological University; Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Design in Engineering Education

may be required. Page 22.1189.21. IntroductionProblem-Based Learning or Project-Based Learning (PBL) is an instructional strategy in whichstudents work in groups to solve challenging open-ended problems. The technique is student-centered, so the formal course instructor/teacher takes on the role of facilitator or guide oflearning. Perhaps the technique is better defined by listing the common elements of PBL.1) Learning is initiated by a problem. 2) Problems are based on complex, real-world situations.3) Students identify, find, and use appropriate resources. 4) Students work in groups.5) Learning is active, integrated, cumulative, and

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew W. Turner, University of Alabama, Huntsville

Tagged Divisions

Design in Engineering Education

and ScienceStudents (InSPIRESS).Integrated Product Team ProgramThe InSPIRESS initiative is an outgrowth of the UAHuntsville Integrated Product Team (IPT)program which encompasses the undergraduate senior design experience for the departments ofMechanical and Aerospace Engineering and Industrial and Systems Engineering and EngineeringManagement. The overall mission of the program is to teach students how to translatestakeholder needs and requirements into viable engineering solutions via a distributed integratedproduct design environment. As shown in Figure 1, the IPT program is creating a STEMpipeline by having undergraduate senior engineering students working together with high schoolstudents on an engineering design project. The program is

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Teresa Genevieve Wojcik, Villanova University; M. Clayton, Villanova University; Aleksandra Radlinska, Villanova University; Noelle K. Comolli, Villanova University

Tagged Divisions

Design in Engineering Education

engineering content communicated in theircourses.1 Indeed, bringing more design into the classroom will require adjustments to existingcourses. However, it also provides an opportunity for colleges of engineering to engage incurriculum work to fill a noticeable gap in the learning sequence. The effort directed nowtowards addressing this gap and improving design education should produce long-term benefitsin the form of more effective engineering programs and more capable professional engineers.This paper begins by identifying the curricular gap found in many engineering programs andexplaining why it is problematic for the learning process of engineering students. Then, theauthors offer a possible solution for curriculum incoherence by advocating the

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiffany Tseng, Stanford University; Maria Yang, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

imagine how an object would appear when viewed from aparticular perspective.For this study, the Purdue Spatial Visualization Test: Visualization of Views (PSVT:V) wasutilized because it has been used to assess spatial-visual skills in a previous study on spatialability of engineers11. This test involves perspective-taking, which requires test-takers to imagehow an object would appear when seen from a perspective other than their own. An example ofa test question on the PSVT:V is shown in Figure 1. Test-takers imagine how the three-dimensional object, located in the center of the cube, would appear from the perspectiveindicated by the black dot on the edge of the cube. In the example shown, the black dot is in thetop left corner, and the answer is

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Muskingum University; Sandra Soto-Caban, Muskingum University; Richard S. Taylor, Muskingum University; William R Wilson, Muskingum University

Tagged Divisions

Design in Engineering Education

of three or four to build a bridge andwrite a report. The report included a literature review section where they examined basic trusstypes, a list of ideas they generated as potential methods and solutions for the design, a sketch oftheir bridge, and the discussion of how they decided on their design. Finally, their bridges weretested till they fail with an exciting competition where they saw significantly differentconstruction techniques and patterns of their friends’ designs. A few examples of the spaghettibridges are shown in Figure 1. Page 22.1292.3 Figure 1: Examples of spaghetti bridge designs.Sophomore

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Howard Medoff, Pennsylvania State University, Ogontz; Robert L. Avanzato, Pennsylvania State University, Abington

Tagged Divisions

Design in Engineering Education

-autonomous operation and vehicle response tosensors (such as an ultrasonic distance sensor) under computer control. This flexibilityallows this electric car platform to support a wide range of future experimentation anddesign projects. Educational resources (lab exercises, team projects) developed tosupport this activity will be presented.1. Introduction Penn State University was awarded an NSF grant ‘Toys and MathematicalOptions for Retention in Engineering (Toys ‘N More) in 2008. This is a five year grantextending to 2013. This project is being conducted at the University Park campus, as wellas fourteen other Penn State campuses throughout Pennsylvania. The overall goal of thegrant is to improve the numbers of students enrolled in retention

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrea Goncher P.E., Virginia Polytechnic Institute and State University; Aditya Johri, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

with transcriptions of the video data with timestamps ofthe activity. In addition the video transcriptions were coded for occurrences or discussion of bothexplicit constraints; i.e. instances that students identified as constraints, and underlyingconstraints that students encountered but did not explicitly identify. Each coder watched the teamdesign sessions and coded for the types of constraints that were present in the data. Both codersthen compared the types of constraints they found in the data and created a compiled andcategorized list of constraint codes. In the second phase of the coding process one coder used thefinalized coding scheme to recode the video observation data. Table 1 illustrates the completecoding matrix used to evaluate

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

program. Thisexperience demonstrates that not all course changes need be incremental, but that revolutionarychanges can be effective agents of change within engineering programs. This paper discusses theprevious and current program structure, the perceived issues that led to the need for substantivechanges to the program, how changes were implemented, and how the process of changeimpacted the program, the students and the institution. The future directions of the program andcurrent issues and concerns are also discussed.1. IntroductionThe Colorado School of Mines Division of Engineering is an ABET accredited engineeringprogram with specialty offerings in Civil, Electrical, Environmental and MechanicalEngineering. As such, we take particular

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ming-Chien Hsu, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

FrameworkIntroductionCross-disciplinary practice, “a process of answering a question, solving a problem, or addressinga topic that is too broad or complex to deal with adequately by a single discipline or profession”1,is required in many engineering problems in order to bring together diverse perspectives andexpertise. ABET has listed functioning on multidisciplinary teams as a student outcome 2.Cross-disciplinarity is a complex concept. For many decades, scholars have been making effortsto find constructs that characterize the topology of cross-disciplinary practice. For example, ithas been characterized by the degree of conceptual integration: multidisciplinary andinterdisciplinary 3. Lattuca characterized it regarding the questions that motivated thescholarship

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Mary A. Moriarty, Smith College; Apurva Errabelli

Tagged Divisions

Design in Engineering Education

version ofthe activities with capstone alumnae to identify what alumni actually transfer in to theiremployment after graduation, and investigating whether and how to use these activities as anassessment tool for capstone courses and overall programs.1. IntroductionUndergraduate engineering programs commonly culminate in a capstone design course. Theseone- or two-semester courses meet the ABET requirement of a major design experience1 and areintended as an opportunity for students to synthesize their previous learning and apply theirknowledge/skills to a complex design problem. Typically these capstone projects involve teamsof three to six students who work collaboratively, thus emulating the current engineeringworkplace environment.2 A majority

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bill Crockford P.E., Sam Houston State University; Bruce Hamby, The Hamby Law Firm

Tagged Divisions

Design in Engineering Education

entrepreneurship to hard core engineering. Some resourcesavailable to the faculty are heavy on the business side of the problem and somewhat lighter onthe technological and engineering side. To more effectively balance these topics, tweaking ofavailable resources must be done. In general, these types of courses involve a project thatproduces a 3D solid computer model of the product, or a physical prototype. An inevitableconsequence of this is that either existing products must be designed (actually copied) for theproject, or intellectual property must be considered. This paper discusses three areas ofrefinement to commonly available resources, two of which are technical in nature and one ofwhich is entrepreneurial. They are: (1) enhancement of engineering

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

’ perceptions of these notebooks.Types of engineering notebooksA brief review of the literature reveals that engineering notebooks can take many formsand be used for many purposes. For example, Tillema and Smith (2000)24 identified threedistinct types: 1. A dossier is a notebook or portfolio that is completed at the end of a project or course to “collect mandated documentation on performance. In this case, the portfolio construction is not necessarily based on a learning orientation” (p. 194)24. 2. A learning portfolio is a living document used to evaluate learning over the course of the project or semester. 3. A reflective portfolio is also a living document, in which the author records his or her

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junichi Kanai, Rensselaer Polytechnic Institute; Samuel Chiappone, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

Department in Support of Academic Programs, Looking Forward: Innovations in Manufacturing Engineering Education Conference, Cal Poly State University in San Luis Obispo, poster session and conference proceedings. 4/04 Blum, A, Paedelt V, Rusak, Paster, A, Chiappone, S. Rapid prototyping of wind-tunnel models. SME Technical Paper TP04PUB87. (Second Quarter 2004) 1/00 Chiappone, S. Educating future engineers on rapid prototyping & tooling capabilities. Rapid Proto- typing. SME. (First Quarter 2000 Vol 6, NO.1) 4/99 SME/Rapid Prototyping-99, Chicago, IL, proceedings and presentation on Rapid Prototyping in an Educational Laboratory; Educating Future Engineers on Rapid Prototyping. 10/99 SME Region 4

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sean P. Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

. Prior researchin design describes students‟ premature termination of solution finding to select a singleidea. Then all other design decisions are constrained by this initial decision [1]. In thispaper, we report how first-year engineering (FYE) students attempted to translate givendesign goals into sub-problems to be solved or questions to be researched. We found that,instead of decomposing the problem through further analysis and sense making, manyFYE students tended to "restate" the goal, identify one major function, and then usehands on building as the central creative process. Further, students claimed they used asystematic design process, but observations of their problem solving process and teamingskills indicated a different behavior

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Darling, Ph.D., Syracuse University

Tagged Divisions

Design in Engineering Education

generate obstacles to conventionalwestern medical programs. The course consisted of five weeks spent in Ghana. During theirstay, students visited numerous village clinics, several area hospitals, the School of Medicine inTamale, Ghana Health Services, and the Ghana Ministry of Health. A map of the travelthroughout Ghana can be seen in Figure 1 below. Students arrived in the capital of Accra, madea day visit to St. Francis Xavier Hospital in Assin Fosu, flew to Tamale, the largest city in themore rural north, and subsequently traveled to the village of Navrongo and city of Kumasi. Figure 1: The travel map for the abroad componentThroughout, the students were introduced to aspects of healthcare particularly relevant in Ghana

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

Teaching Problem Solving in Engineering using Analysis and SimulationIntroductionAt its core, engineering is essentially a problem solving discipline, and yet many studentsgraduating from engineering and engineering technology programs have poor problemsolving skills. Problem solving proficiency was one of the deficiencies identified in theMechanical Engineering Technology program at Montana State University during acomprehensive curriculum review and revision undertaken beginning in 2005-2006 [1].As part of the curriculum revision, several new courses were developed including acourse using computer aided engineering analysis and simulation tools in design. Whiledeveloping and delivering this course, a conscious effort

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

arts college in the Rocky Mountain region of the US.In this class, Process-Oriented Guided Inquiry Learning (POGIL) was used. In a POGIL class,the instructor does not lecture. Rather students work in teams, typically of four students, tocomplete worksheets. The worksheets contain three components: 1) Data or information asbackground material; 2) Critical thinking questions, which are designed to lead the students tounderstanding the fundamental concepts represented by the data, and 3) Application exercises,which provide the students with practice in solving problems using the concepts they havederived. The instructor’s role is to guide the students, walking around the room and probing themwith questions to check their understanding. The

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

. These think aloud sessions were video recorded and later transcribed foranalysis. The problem is presented below. Bridge problem: A truss bridge requires 40 members, each of which is 12 feet long and experiences its maximum load when in tension. The bridge is designed so that the maximum load experienced by each member is 60 MN. You are bidding on the contract to provide these 40 members. Provide a recommendation as to the design specifications and cost for the job. To provide a measure of the quality of each student‟s solution the following rubric wasused to evaluate the students‟ written solutions. The scores for each participant are reported laterin the paper. Scoring rubric 1

Conference Session

Assessing Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Byron G. Garry, South Dakota State University

Tagged Divisions

Educational Research and Methods

. Page 22.1234.2We collect data all through the curriculum, freshman through senior levels, usually for two tofour student learning outcomes per course. In those same courses, the university requires aformal student evaluation of teaching survey at the end of each course. Our university uses theIndividual Development and Educational Assessment (IDEA) system, out of Manhattan, Kansas,which includes asking the students to “describe the amount of progress you made on each[course] learning objective”, which is an indirect measure1 of student achievement. Since this isa required activity, our program wondered if we could use this data as a part of our ABETassessment process. We constructed a mapping table (Figure 1 below) between the IDEAlearning