Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael E. Prudich, Ohio University; Daina Briedis, Michigan State University; Robert Y. Ofoli, Michigan State University; Robert B. Barat, New Jersey Institute of Technology; Norman W. Loney, New Jersey Institute of Technology; Ali Pilehvari, P.E., Texas A&M University, Kingsville; Michael J. Elsass, University of Dayton; Robert J. Wilkens, University of Dayton; Danilo Pozzo, University of Washington; Jim Pfaendtner, University of Washington; William B. Baratuci, University of Washington; Jim Henry, University of Tennessee, Chattanooga; Bridget R. Rogers, Vanderbilt University; John F. Sandell, Michigan Technological University; Adrienne R. Minerick, Michigan Technological University; Jason M. Keith, Michigan Technological University; Horacio Adrian Duarte, Texas A&M University, Kingsville; David W. Caspary, Michigan Technological University; Charles Nuttelman, University of Colorado, Boulder; Pablo LaValle, University of Michigan; Naoko Ellis, University of British Columbia; Sergio Mendez, California State University, Long Beach; Arne Biermans, University of Washington

Tagged Divisions

Chemical Engineering

lose it” prevailed.The faculty responded to this situation by re-designing our undergraduate unit operations courseto include both statistics content and its direct application in the planning of laboratoryexperiments and analysis of data.The original junior-level three-credit course was comprised of two hours of lab (two 2 ½-hoursessions per week) and one hour of lecture. The course included a good blend of traditional andmodern experiments and lecture topics on lab safety, writing skills, professionalism and ethics,and a token discussion of statistics and experimental design. When a one-credit junior seminarcourse, “Chemical Engineering as a Profession,” was introduced in our curriculum, studentslearned about many of the professional topics

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

the course are discussed. One of those approaches involves using the entire book, andwe did so in a semester long industrial technology course as part of a design program curriculum.Additional resources3, 4, 5, 6, 7, 8, 9 can be used to enhance this work. In particular, leanmanufacturing topics3, 4 were addressed in the first half of the course, and engineering topicswere scattered throughout the course. The bold, italicized topics from the kernel shown in Fig. 1are the targets of the enhancement as shown in Fig. 2. A basic timeline is shown in Fig. 3(randomly broken into three parts only to fit manuscript format limitations).Planned obsolescence is sometimes considered a necessary business tactic for profitmaximization or even survival. In

Conference Session

Methods, Techniques, and New Programs in Graduate Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Graduate Studies

Post-doctoral Researcher Catherine Female 41 18 First year Ph.D. student Page 22.1431.4We also found it useful to represent the pathways of each of the participants. Figure 1 representstheir current status and key academic and professional events prior to returning. Educational and Career Pathway for Andrew Undergraduate Masters’ Masters’ and Work Experience: Future Plans: (Mathematics/ Degree Doctorate (Physics

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mikhail Gershfeld, S.E., California State Polytechnic University, Pomona; Judith Ellen Sheine, California State Polytechnic University, Pomona; Gary LeMarr McGavin, California State Polytechnic University, Pomona, Department of Architecture

Tagged Divisions

Civil Engineering

limited to steel, concrete,wood and masonry. Usually, only three out of four materials are covered in most civil engineer-ing curriculums.The programs are intensive in their teaching of math and science and a great amount of trainingis devoted to objective, critical and analytical thinking, supported by rigorous mathematicalanalysis, commonly computer-aided. Very little training in engineering education is devoted toaesthetics, space planning, and visual methods.Structural engineers are valued for their understanding of structural systems behavior, and theirability to quantitatively predict, evaluate and design it to prevent failures. This significant re-sponsibility requires a great deal of training, often forcing structural engineering

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

of the students who chose to attend the EWBmeeting were 36%, 22%, 16%, and 4% in 2006, 2008, 2009, and 2010, respectively. The trendof declining interest in EWB over time was somewhat surprising. About half of the studentswho attended the EWB meeting stated that they would be interested in joining the CU studentchapter of EWB.The bulk of the homework 7 essay assignment required that the students consider various aspectsof civil engineering and ultimately state if they planned to pursue a career in civil engineering.The students were asked to define civil engineering, talk about what they learned about the civilengineering profession from the guest speakers, describe aspects of being a civil engineer thatwere personally appealing and

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

responsibility for trainingthe first group belonged to the universities and for the second group to the technical colleges.The Committee criticised day release and evening study because it gave too little attention to thefundamental sciences in the earlier stages. It not only thought that 1500 engineers per annumshould be trained to the highest level in the technical colleges but that the aggregate length of theacademic course should be the same as that of a university programme, and that it should beinterwoven with a planned course of works practice. The sandwich (cooperative) courses thatemerged were a refinement of this principle and occupied four years of interwoven academicstudy and work experience.1000 of the 1500 would be educated via the higher

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison

Tagged Divisions

Liberal Education/Engineering & Society

Council also listed these same skills as critical for the future ofengineering, noting attributes that a “global engineer” should possess.6 Similarly, theAmerican Society of Civil Engineers posited the Civil Engineering Body of Knowledge Page 22.875.2for the 21st Century 7 that echoed these sentiments and demands from undergraduateengineering programs.Other studies that focused on engineering skills highlight attributes that might not betypically considered in a description of general engineering work or in a plan foreducation. For example, Trevelyan observed a key attribute of effective engineers asbeing the ability to work with and influence “other

Conference Session

Aerospace First-Year Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Olsen, University of Michigan; Peter D. Washabaugh, University of Michigan

Tagged Divisions

Aerospace

academicstanding, they can declare into a variety of programs. Consequently, the students who areenrolled in any first-year course may have a strong to weak interest in any particular topic. Since Page 22.879.6the first offering of the blimp course, the instructors have held informal exit interviews with each student and student team. One of the questions has always focused on future academic plans, and there are at least two populations in the course: Those that have a passion for their vehicle, and those that have other interests. We discovered that even while we

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

applications of basic principles and thendevelop a general solution plan. Several researchers5, 12, 13, 14 have referred to this difference asnovices reasoning backwards from the solution goal to the problem specifications, while expertsreason forwards from the whole problem to generate a solution.Routine and adaptive expertiseOther research has demonstrated how experts can differ on their level of flexibility. Hatano andcolleagues15, 16, 17 studied expert abacus users who could mentally add ten multi-digit numberswith only 2 seconds between each. While these experts were highly proficient at the task, thebreadth of their expertise was narrow and they did not seek to apply their skills to new problemsor expand their domain. Hatano and colleagues

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Rebecca K. Toghiani, Mississippi State University; Christopher Dawson, Mississippi State University

Tagged Divisions

Minorities in Engineering

andacademic), and we now meet weekly to talk. We also sat down to plan his classes for the nextsemester; he listed his current classes and the grades he expected, which tallied to a GPA of 3.85.The lesson here is that if I had allowed that generalization, “African-American students justaren’t as well prepared,” to couple with his assertion that he wasn’t doing as well as he wanted inhis classes, I probably would have come to the conclusion that he was close to failing a class.Engineering tends to weed out weaker students, but being swayed by a generalization mightprevent someone from putting forth the effort to learn about a student’s actual background andtheir individual circumstances. A poor reaction on my part may have facilitated the nextMeredith

Conference Session

Tricks of the Trade in Teaching II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Foster, George Fox University; Justin R. Vander Werff P.E., Dordt College

Tagged Divisions

New Engineering Educators

attended a teaching workshop in summer 2009, but the workshops had distinctdifferences.Known to many in the ASEE, the National Effective Teaching Institute (NETI) has convenedThursday–Saturday prior to the ASEE Annual Conference since 1991. 1 The application of thematerial is biased toward engineering education, yet a few instructors from other areas (e.g.,physics, math) also attend. The content for the NETI focuses around four core areas: Page 22.1415.3understanding students (both their learning process and their hangups), course planning andassessment, developing teaching strategies, and other professional concerns. A recent paper by theworkshop

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Santosh Devasia, University of Washington; Jim L. Borgford-Parnell, University of Washington; Jae-Hyun Chung, University of Washington; Jiangyu Li, University of Washington; Amy Shen, University of Washington; Nathan Sniadecki, University of Washington; Junlan Wang, University of Washington

Tagged Topics

NSF Grantees

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

and engineeringconcepts and skills. We identified four areas of analysis for each of the three curricula.From the student materials, we analyzed the planning materials, activities andassessments. From the teacher training materials, we looked at what teachers werepresented with at the official summer training institutes (Table 1). Our content analysisfocused on examining the content of the materials. We recorded the number of NCTMmathematics standards specifically connected to the engineering curriculum for each unit(Prevost et al., 2009). Page 22.1318.4 3Table 1: Materials for Analysis

Conference Session

ECE Division Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin P. Pintong, Binghamton University; Douglas H. Summerville, Binghamton University

Tagged Divisions

Electrical and Computer

circuits will serve as framework for future lab-based online courses. In this paper, our summer 2010 course implementation is thoroughly described. Problemswith technology and pedagogy used in the summer 2010 implementation of online electricalcircuits are examined and possible solutions are presented. These findings, along with previousstudies in online education, were used to develop a pedagogical framework for an online lab-based course. Plans for the summer 2011 online course and proposed pedagogical frameworkwill be introduced. 2. Introduction The only online school of engineering courses currently available at BinghamtonUniversity are recorded by the school’s EngiNET program. This program provides lowresolution, low

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy C. Prevost, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy Kathleen Atwood, University of Wisconsin - Madison; L. Allen Phelps, University of Wisconsin-Madison

Tagged Divisions

K-12 & Pre-College Engineering

andstudied by students during the course of learning and instruction. Work on assessing theenacted curriculum was done to create a dependent variable for use in research onteachers‘ content decisions11. In contrast to the intended curriculum, which depicts theidealized classroom experience, as stated in the printed teacher and student textbooks, theenacted curriculum is empirically established. Observations show that the enactedcurriculum is dynamic – it often deviates from the intended plan and varies from teacherto teacher and classroom to classroom based not only on the teacher‘s actions, but also onthe student needs. Students generally learn what is presented in the classroom and maymiss elements that were intended to be incorporated by the

Conference Session

Student Learning and Assessment II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amir Karimi, University of Texas, San Antonio; Randall D. Manteufel, University of Texas, San Antonio

Tagged Divisions

Mechanical Engineering

agree that students should not have access to the problem solutions.Homework helps students prepare for engineering employment and practice where they areexpected to solve new problems on their own. As students spend time and struggle throughsolving new problems they develop a deeper understanding of the subject matter. Page 22.512.2Students have always been interested in gaining access to the solutions of their homeworkassignments. Copies of solutions to homework assignments and exam were collected andhanded out to students planning to take the same course in the future.A decade or more before, all solution manuals were in a hard copy format

Conference Session

ABET and Curriculum-Level Assessments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karyn L. Biasca, University of Wisconsin, Stevens Point; Steve Hill, University of Wisconsin, Stevens Point

Tagged Divisions

Chemical Engineering

to fill out a short evaluation form to provide information on student performanceduring their internships. Although supervisors were diligent about providing evaluations werequested, a sense of uneasiness remained about assessment of these internships.Our continuing concern about granting academic credit (and a grade) for internship work aboutwhich we had little knowledge led to development of a new plan to assess students duringinternships.A Different ApproachDuring faculty discussions on how to deal with this issue, we agreed that the internship is a veryimportant part of our students’ education. The question that arose was “Why?” What do theseinternships add to the required coursework that is so valuable? Put another way, what are

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gary Lee Downey, Virginia Tech; Masanori Wada, Tokyo Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

 intellectuals,  that  the  territory  of  the  Empire  must  expand  to  provide  resources  and  markets.   By  the  1920s,  a  clear  hierarchy  of  technical  schools  served  a  hierarchy  of  employment.  Formally  it  drew  ideas  and  plans  from  the  Prussians  who  were  building  a  hierarchy  of  technical  schools.  But  while  the  Prussians  were  expanding  the  population  of  those  who  could  emancipate  German  spirit  via  Techniks  (Downey  and  Lucena  2004),  the  Japanese  were  expanding  the  population  of  those  who  would  increase  strength  through  exports  and  military  hardware.   The  elites  completed  six  years  of  elementary  school,  four  years  of  middle  school,  three

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University; Anne Hay, Boise State University; Joshua Pfiester, Boise State University; Mark A. Emmet, Boise State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

. The anticipatedconstrained knowledge by teachers of scientific inquiry and engineering design and the likelybenefits to student learning from engagement in these processes provide the justification forassuring that teachers understand inquiry and design and are prepared to apply them effectivelyand appropriately as instructional approaches. The parallels and differences between scientific inquiry and engineering design asapplied to instructional methods are summarized in Table 1. The process flow of “Planning,”“Observation and Testing,” and “Reflection and Communication” build on the work by Bedwardand colleagues who explored the integration of design into elementary curriculum.15Table 1: Comparing Inquiry Based Science and Engineering

Conference Session

Pay It Forward: Critical Thinking, Reflection and Faculty Engagement Promote Success in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Annette Mallory Donawa, Independent Consultant

Tagged Divisions

Cooperative & Experiential Education

Conference Session

Integrating Technical Research into Professional Development and K-12 Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy Healy, Georgia Institute of Technology; Joyce Palmer Allen, National Nanotechnology Infrastructure Network

Tagged Divisions

K-12 & Pre-College Engineering

Assistant Educational Coordinator for the National Nanotechnology Infrastruc- ture Network (NNIN) and works at the Nanotechnology Research Center at Georgia Institute of Tech- nology. Her job includes planning, developing and implementing educational outreach programs in nan- otechnology and representing the NNIN Education and Outreach office at local and national conferences and meetings. She also helps to oversee programs such as the NNIN Research Experience for Teachers and Research Experience for Undergrads at Georgia Tech. Before joining NNIN and Georgia Tech, Joyce was a National Board Certified Teacher who taught science in grades 9-12 for thirty years. During her years of teaching she served on many local and

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ashley Ater Kranov, Washington State University; Mo Zhang, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay McCormack, University of Idaho; Patrick D. Pedrow, Washington State University; Edwin R. Schmeckpeper, Norwich University

Tagged Topics

NSF Grantees

theundergraduate engineering curriculum are: (1) an authentic performance task in the form of ascenario and prompts to elicit the ABET professional skills; (2) establishment of initial reliabilityand validity of the measurement instrument – the Engineering Professional Skills Rubric (EPSRubric) (Appendix A); and (3) a dedicated community of 40+ engineering faculty using directassessment to evaluate the efficacy of their own programs, and to plan and implementimprovement at both course and program levels.The EPSA method is a discussion-based performance task designed to elicit students’ knowledgeand application of the ABET professional skills. In a 45-minute session, small groups of studentsare presented with a complex, real-world scenario that includes

Collection

2011 Fall ASEE Middle Atlantic Section Conference

Authors

Richard Devon; Richard Schuhmann

strategies reflect this. However, statutes that manage theimpacts of PLCs, such as clean water and clean air acts, have grown exponentially since the1970s.34 As a result, corporations try to anticipate the trajectory of regulations on technologythrough such tools as scenario planning, eg, Shell,35 and through lobbying to get the regulationsthey want and, on occasion, write.Ulrich and Eppinger’s Product Design and Development, exemplifies the business model of aPLC in design education.36 It has been widely used in engineering design education since thefirst edition in 2000.4. Prestige PerspectiveThis is the category, very important in history, where a conventional PLC may not be envisioned.Rather, a product is created for permanent use, and such

Collection

2011 Pacific Southwest Section Meeting

Authors

Lily Gossage

their family. 4.67% of students reported that they were unconcernedabout their family’s reaction to either their success or their failure in an engineering career. Proceedings of the 2011 PSW American Society for Engineering Education Zone IV Conference  Copyright © 2011, American Society for Engineering Education  155  Figure 6. Latino/Hispanic Responses to Question 5.In examining how students balance engineering career interests against supporting their families,133 (88.7%) students reported that their career plans were aligned to plans for financiallysupporting their families. Only 4 students reported

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew D. Lammi, Utah State University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

defining the problem space is to gatherpertinent data, delineate the overall goal, and create an initial plan or “next steps.” The designerthen moves from the problem space to the solution space8. However, the process may move back Page 22.1520.3and forth between the problem and solution spaces iteratively as new insights or constraints aregained. Engineering design typically entails the resolution (trade-off) of the designer’s goal,natural and physical laws, and the criteria set forth by clients or other external parties15. Theexternal criteria are often constrained and associated with resources, such as capital or time9. Jonassen16 further

Conference Session

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Heath Tims, Louisiana Tech University; Krystal S Corbett, Louisiana Tech University; Galen E. Turner III, Louisiana Tech University; David E. Hall, Louisiana Tech University

Tagged Divisions

K-12 & Pre-College Engineering

that helps both students and teachers visualize difficult or abstract concepts.From the online curriculum, each day’s lesson plan, master notes, and supplemental materials areeasily accessed by the teachers.Professional DevelopmentEstablishing and building relationships with individual teachers and administrators in schoolsystems throughout our region is the most critical component to all of our K12 educational Page 22.1419.5outreach programs. During the summer of 2010, 26 teachers from 14 regional schools joineduniversity faculty for a two-week professional development workshop held at Louisiana

Conference Session

Ethical Perspectives on the Grand Challenges of Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society

engineering "Grand Challenges" lately developed by the National Academy ofEngineering enter a long historical tradition of such epically scaled to-do lists, dating back to theprofession's origins in the mid-nineteenth century. The mission statements, codes of ethics, and,later, lists of so-called grand challenges that have issued from engineering societies have servedthe dual function of directing engineers' work and supporting particular cultural roles for thesebodies of experts. Almost all such plans, regardless of period or sponsoring body, have alsoblended highly practical aims of industrial and infrastructural development with more inchoateprojects of societal uplift. The Grand Challenges of the NAE, currently playing a formative rolein many

Conference Session

Why Industry Says that our Engineering Students Cannot Write

Collection

2011 ASEE Annual Conference & Exposition

Authors

Scott Duncan, Valparaiso University; Mark M. Budnik, Valparaiso University; Jeffrey Will, Valparaiso University; Peter E. Johnson, Valparaiso University; Shahin S. Nudehi, Valparaiso University

Tagged Divisions

Liberal Education/Engineering & Society, Mechanical Engineering

criticalsubsystem.Oral Progress Reports: As individuals, students provide a five minute presentation that updatesthe course participants on the status of their team's project. A question and answer periodfollows the presentation.Semester 2Project Status Reports: As individuals, students write and review a one page technical report thatsummarizes the status of their project.Milestone Demonstration: As a team, students manufacture and present a prototype of a criticalsubsystem.Final Test Plan: As a team, students develop a test plan for their system that assures all systemdesign requirements have been met if the system passes all tests.Video: As a team, students develop a five minute video that summarizes their entire project.Poster: As a team, students create a

Conference Session

Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Joseph J. Rencis, University of Arkansas; Ashland O. Brown P.E., University of the Pacific; Christina Kay White, Columbia University

Tagged Divisions

Mechanical Engineering

involvesstudying and analyzing active learning tools and techniques, along with the assessment methodsfor determining their efficacy. When Felder investigated learning and teaching styles in engineering education duringthe late 1980s, there was quite a response from the community [10]. Felder sought to explaincommon pitfalls in engineering classrooms and propose a plan to improve engineering educationas a whole. Drawing on the research of Kolb, Myers, and Piaget [11], Felder looked toimplement educational psychology research for his own practical purposes and for direct use inthe classroom. He recognized divergences between the way most engineering students tend tolearn and the way most instructors tend to teach. As early as the 1990s, engineering

Conference Session

Capstone Courses and Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Trian M. Georgeou, Arizona State University; Scott Danielson, Arizona State University, Polytechnic campus; Chell A. Roberts, Arizona State University, Polytechnic campus

Tagged Divisions

Mechanical Engineering

fallsemester, the projects are staffed; teams develop a complete problem/project description, developa project schedule, and complete a formalized design process to select a solution to the problem.During the second semester, the students do detailed design of their chosen solution, create amanufacturing plan (make/buy decisions and component manufacturing), and complete aprofessional level prototype. Deliverables include an extensive design report, engineeringdrawings and the prototype.Staffing teams with students from a variety of engineering education programs with distinct skillsets yields significant benefits for both the students and project solution quality. In addition tothe mix of technical skills, the students have a mix of professional