: Undergraduate Reverse Engineering of Consumer Products3.1 Design Team Background The UT Austin Department of Mechanical Engineering undergraduate curriculumincludes a senior design methods course followed by a semester of capstone design. Students inthe design methods course apply design methodologies in a semester-long project involving thereverse engineering and re-design of a consumer product. The text used for the course12conceptually presents the design process in three phases: (1) task clarification (understanding there-design need), (2) concept generation, and (3) concept implementation (detailed design andprototyping). In the first phase students use a number of tools to understand the re-design needsuch as: a mission statement, a
courses in Sustainability, Humanitiesand Social Sciences, Ethics, as well as soft skills such as writing, communication and teamwork.7,8,9 Strategies for pedagogical reforms included cornerstone and capstone courses, projectand problem-based learning, active participatory learning opportunities, instructionallaboratories, learning a second language, and foreign country internships.10,11,12,13Nevertheless, most engineering education programs continue to emphasize the technical aspects,while the social and environmental aspects remain externalized.14 Barbara Olds15 notes that “theeducation of science and engineering students has for too long been merely “technical”, oftenneglecting human complexity in order to achieve quantifiable correctness
Education Program at Pennsylvania State University and is a graduate research assistant on two NSF-funded engineering education projects. His research interests include STEM education, interdisciplinary teaching and research, organizational issues in higher education, and leadership and administration in higher education. Email: dbk144@psu.eduCarla M. Cortes, Northwestern University Carla Cortes serves as an instructor and research associate in the Higher Education Administration & Policy program at Northwestern University. She also conducts analysis and manages projects for DePaul University’s Division of Enrollment Management and Marketing
optical imaging and spectroscopy approaches for endoscopy applications, and metabolic imaging of the tumor microenvironment.Prof. Jeff Wolchok, University of Arkansas BS/MS in Mech Eng from UC Davis PhD in Biomed Eng from University of Utah Worked in the medical device industry - 8 years Capstone Design instructor - medical device design There are other authors for this abstractDr. Mostafa Elsaadany, University of Arkansas Dr. Mostafa Elsaadany is a Teaching Assistant Professor in the Department of Biomedical Engineering at the University of Arkansas. Dr. Elsaadany teaches Introduction to Biomedical Engineering, Biome- chanical Engineering, Biomolecular Engineering, Senior Design, and Entrepreneurial Bioengineering
State University. The class centers aroundproblem solving and programming in MATLAB and C/C++. In Autumn 2022, there were 8sections of the course taught by 6 instructors, for which the content and format were the samefor all sections. The topics supported by learning theories and resulting course modifications,implemented in Autumn 2022, are discussed below along with their pedagogical rational.Methods - Workshop Content and Classroom InnovationsThe workshop took place over five days and was led by department experts in the topics beingcovered. Morning sessions consisted of learning theory review and instruction. In the afternoon,programmatic areas (e.g., first-year, capstone) broke out to discuss how the theories of the daywere already
opportunity to record their lectures in the new delivery paradigm.Although educators may have responded differently, some of the streaming meeting platformsallowed lectures to proceed while being recorded. Along a similar vein, some educators havereported difficulties with providing certain types of courses online. Courses which may bedifficult to deliver online include studios, capstone projects, and laboratory exercises to name afew [4].Beyond changes due to the pandemic, there were many locations to find pre-recorded lectures.Textbook publishers may provide supplemental video content to complement hard-copy orelectronic textbooks [5]. Some streaming platforms like YouTube provide opportunities foreducational videos [6] and [7]. These platforms
Paper ID #36427Development of a Low-Cost Constructed WetlandsExperimentCara Poor Dr. Poor teaches many of the integral undergraduate civil engineering courses at University of Portland, including fluids, environmental engineering, and capstone design. Dr. Poor is a licensed professional engineer with ongoing research in green infrastructure design, water quality, watershed management, and engineering education. She is currently developing new curricula for hydraulics, fluids, and environmental engineering labs, and conducting research on methods to improve conceptual understanding and critical thinking
, we are expanding our industrial case studies and creating ones focused on bothtopics.But linking materials selection and simulation, which we have discussed is highlyinterdisciplinary, is not taught uniformly across curricula. Figure 3 showcases a possible resourcedevelopment workflow for utilizing both materials selection and simulation to solve anengineering problem. Each yellow parallelogram highlights one topic area. This workflow couldbe taught in one course that focuses on design and is generally utilizes problem-based learning(PBL). Or each topic in this workflow could be embedded into courses across the entirecurriculum, building in complexity towards a final capstone course at the end of the program thatcombines all six. Regardless
Engineering and Applied Science, in which the first-year engineeringprogram instructors are also the first-year advisors [3]. Like the Advising-as-Teaching model atNorthwestern University, we are leveraging the community that naturally develops in our first-year engineering design course by creating advising cohorts within sections of the course. Unlikethe Advising-as-Teaching model at Northwestern University, our 360 Coaches are drawn fromall engineering faculty, rather than only the instructors for our first-year design course. Inaddition to course instructors, our first-year design course is supported by additional faculty whoserve as technical mentors. Technical mentors advise a project team on technical aspects of theproposed design ideas and
engineering education, including a Statics workbook for undergraduate engineering students. She is the Director of Innovation Programs and Operations for the non-profit research collaborative, Ad- vancing Engineering Excellence in P-12 Engineering Education. Dr. Gurganus teaches several first and second year Mechanical Engineering classes along with the Mechanical Engineering Senior Capstone design course for UMBC. American c Society for Engineering Education, 2021Assessing Engineering State of Mind of First Year Undergraduate African American/BlackStudents in Scholar Programs (Work-in-Progress)Abstract Research shows there are various internal and external
questions Q1-4 and Q9 and is associated withsetting up goals, starting projects, and working/managing others. Factor F3 involved questions Q5,Q7, and Q8 and is associated with direct influence over a team or community. Factor 4 (Q17-19)focused the professionals’ self-efficacy towards affecting their community.3. Results3.1 EFA results Due to the low sample size of 25 usable professionals’ entries after the data imputation, EFAwas not ran on the professionals’ responses. Moreover, the Central Limit Theory for theassumption of normality is not applicable; hence non-parametric tests had to be conducted. Instead,the factor distribution from the student data was used, and further analyzed, when analyzing theprofessionals’ responses, see Table 3 of
in which over 50% of the grade is based on written works. Theelementary computer security course may become one of these courses since much of thework involves assessment and argument.The point of this course is to provide students with a broad and useful understanding ofinformation security. It is not intended to be comprehensive, and it will not by itselffulfill Instruction 4011 curriculum requirements. This course will provide a structure forlearning about information security and a series of exercises in which the students willpractice what they learn.The Analysis CourseThis course has two goals: 1) give students more in-depth experience with informationsecurity concepts through more sophisticated labs and projects, and 2) cover
male faculty member each year since its inception in 2011. He joined the institution in2011 after nearly fifteen years in the electronics industry.The course draws a lot of comparisons to our two-semester senior design sequence. However,there are significant differences between ECE490 and our capstone design classes. First, unlikesenior design, ECE490 has a single course objective: Students will be able to apply theengineering design process. Second, it is a truly multi-disciplinary class, and in ECE490engineers of all majors (bio, civil, computer, electrical, and mechanical) work on multi-disciplinary teams developing solutions to real world problems.One of the most significant differences between ECE490 and the senior design sequence is
applies to tasks individuals take pleasure in, enjoy, or find interesting. Costrefers to the negative consequences of engaging in a task.Research MethodsSample: Researchers from four distinctly different institutions implemented an initial assessmentof faculty, students, and practitioners to investigate how each group defined reflection and whatvalue they associated with reflective practices. Students and faculty surveyed included a widerange of engineering disciplines based on the distribution at each institution. Practitioners wereidentified from industrial advisory boards, capstone affiliations, alumni, and colleagues.Responses were obtained from 458 respondents - 295 students, 67 faculty, and 92 practitioners.An additional 288 partially
Measure?They actually do not measure students’ outcomes directly. What they measure for a particularoutcome is performance criteria related to that outcome. Degree of attainment based on students’level of performance on performance criteria.When Do They Measure?All or most courses should be mapped with the students’ outcomes. Also, most outcomes needto be measured at multiple points or at multiple embedded courses. Most of these points ofmeasurement should be at the upper level courses, when students would have enough time tomaster the outcome. If there are sequences of courses on a subfield, the embedded assessmentshould be done at the terminal course. For that reason many of the outcomes could be assessedat a capstone course.How Often Do They
decisionsabout scientific and technical training.The author has previously presented a design paradigm based on a morally deep worldview.3,4After teaching this methodology to several capstone design classes, it seemed important to addseveral additional elements to the design process. That which seemed missing occurred at theoutset and at the conclusion of the process including: (1) a beginning with an open mind freefrom pre-conceived notion, biases and prejudices; (2) an explicit challenge to the designer toconsider the plight of the Earth; and (3) an exploration of the values and purposes associatedboth with the design and the designer. The challenge at hand then is to bring these three newelements into the morally deep design paradigm already
Paper ID #23030Work in Progress: Dialogue Videos Foster Interaction Between HomeworkPartnersDr. Michael R. Caplan, Arizona State University Michael Caplan earned his undergraduate degrees from The University of Texas at Austin and his PhD from the Massachusetts Institute of Technology. Following post-doctoral research at Duke University Medical Center in Cell Biology, Michael joined the faculty of Arizona State University in 2003, and he is now an Associate Professor in Biomedical Engineering. Dr. Caplan’s research focuses on molecular cooperativity in drug targeting, bio-sensing, and cell sig- naling. Current projects
ProgramAbstractAssessing the level at which a Mechanical Engineering program achieves its stated outcomes isessential, not only to a successful ABET evaluation but also to the continued improvement andeffectiveness of the program. While survey data is valuable, it should only be one component ofa broader assessment plan. The Mechanical Engineering (ME) program at the United StatesMilitary Academy (USMA) has employed a method to feed graded event averages and standarddeviations from student assignments, examinations, and projects into a multi-level assessmenttool that provides a valuable measure of how well the students are achieving the programoutcomes.In the fall of 2005, the need arose to objectively evaluate how well the students in a designcourse were
Society for Engineering Education Annual Conference & Exposition Copyright @ 2008, American Society for Engineering Educationthe cooling load. Its effect has been investigated in many cases. For example Lam investigatesthe effect of surrounding buildings on producing shade [1].This paper is also used as a teaching vehicle in the senior capstone class, in which the studentsare working on a design project that includes heat gain/losses in a small greenhouse, the use ofPV modules to charge a battery and also drive a small, centrifugal pump.Thermal modelIt is important to use a model that has the ability to handle the heat storage properties of thebuilding. For instance, if the night is particularly cold, the building model
statedobjectives, and taking into account set constraints or specifications. Bounded definitionsgenerally acknowledge that engineering design is also contextually-driven, and the mostcommon contexts that engineering students are asked to consider to inform the design areeconomic, environmental, and social (public safety)2. With strong consensus on the need toinclude design content and experiences into the curriculum in meaningful ways, a well-acceptedrepertoire of teaching and learning methods emerged. Teaching methods tend to focus on open-ended projects, often industry-based, completed either individually or in groups or teams.Curricular models tend to focus on freshman-year experiences, capstone experiences, andvertically- and/or horizontally
MMM HHH MMM 15 points Plus a 6-credit Capstone Design sequence (easily could be an integrative project)The following short descriptions reflect the discussion of the design group regarding what thecontent should be within concentration courses. These descriptions are broad but provide somesense of the extent of coverage with each course. As can be seen, while the suggested coursesfollowed the design shown in Table 1, areas were combined, leading to only six courses.Body Design (Interior/Exterior) – 2 credits: Design of interior and exterior components ofautomotive bodies. Manufacture and assembly of body components. Ergonomics, seating,styling, customer preferences
AC 2009-1676: DEVELOPING STUDENTS' ABILITIES IN TECHNICALLEADERSHIP: THE ROSE-HULMAN LEADERSHIP ACADEMYJames Hanson, Rose-Hulman Institute of Technology James Hanson is an Associate Professor of Civil Engineering at Rose-Hulman where he has been teaching since 2002. Among the courses he teaches is the capstone design course where he mentors team leaders. He has received several teaching awards including the ASEE Illinois-Indiana Section Outstanding Teaching Award and the ASEE Outstanding New Mechanics Educator Award. He has four years experience as a US Army officer where he led combat ready units. Recently he helped initiate the Rose-Hulman Leadership Academy.Julia Williams, Rose-Hulman Institute
Page 14.547.2among engineers and researchers there has not been an in depth study for the relationshipbetween realization and design. By using the word realization, in product realization, to meanbeing in physical reality through production the contribution of design and its relation torealization is usually lost. To understand this relationship in depth, however, it is important tounderstand what the term realization actually means. Webster's Dictionary describes some of theuse of the verb to realize as [1]: to make real; to convert from the imaginary or fictitious into theactual; to bring into concrete existence; to accomplish; as, to realize a scheme or project. Anothersource [2], reflecting the current use of word, defines realization as
“Fundamentals”, if there is one, and thenthe units are sorted in order of the number of core hours. This ordering should not beconsidered as any indication of the order the units would be covered pedagogically in animplemented curriculum.The model is a cube (see Figure 2) that provides a simple visual representation that afreshman can understand, yet the 3 dimensional structure facilitates the detailed analysisrequired for use in technology specific contexts, and is comprehensive enough toencompass a capstone learning experience. IAS. Information Assurance and Security (23 core hours) IAS1. Fundamental Aspects (3) IAS2. Security Mechanisms (countermeasures) (5) IAS3. Operational Issues (3) IAS4. Policy (3) IAS5. Attacks
State University. Dr. Lavelle’s teaching and research areas include: engineering management, project management, cost engineering, engineering economics, leadership, teamwork and personality, and engineering education. Dr. Lavelle is past chair of the ASEE Engineering Economy and Engineering Management Divisions.Susan Matney, North Carolina State University Susan Matney is Associate Director of Cooperative Education at North Carolina State University, with 18 years of experience in co-op. She has served as President of the North Carolina Cooperative Education Association, is current Secretary of the Cooperative Education Division (CED) of ASEE and a graduate of the BRIDGES Academic
students’experience of the given project within the informal environment, as well as, their understandingtheir learning through this non-curricular setting. Open-ended questions were developed toencourage students’ natural statements about their experiences.The interview protocol included open-ended questions. The open-ended questions provided themeans to explore students’ thinking about their learning. Sample questions included “How wouldyou describe your process?” The purpose for this question was to understand how studentsthought about the design of their product (ABET student outcome [c]), problem solving (ABETstudent outcome [e]), and experimentation processes (ABET student outcome [b]). We did notspecifically prompt them to consider these processes
Paper ID #25506Student Perceptions of Interpersonal Skills Intertwined in an EngineeringClassroomMiss Carmen Angelica Carrion, Georgia Institute of Technology Doctoral studies in Science Education. Specifically in informal settings and through the application of problem based and project based learning.Prof. Joseph M. LeDoux, Georgia Institute of Technology Joe Le Doux is the Associate Chair for Undergraduate Learning and Experience in the Department of Biomedical Engineering at Georgia Tech and Emory University. Dr. Le Doux’s research interests in engineering education focus on problem-solving, diagrammatic reasoning, and on
Paper ID #26377The Top Three Motivational Factors for Students Entering Pre-engineeringor Engineering Programs in Public Four-year Higher Education Institutionsin VirginiaDr. James Irvin Cooke Jr., Virginia State University Director of Assessment and Senior Capstone Experiences Program Coordinator of Information Logistics program Department of Technology Virginia State UniversityDr. Jinmyun Jo, Virginia State University Virginia State University, Associate Professor Virginia Tech, Ph.D. c American Society for Engineering Education, 2019 The top three motivational factors for students entering
location on the ambiguity spectrum.The National Science Foundation (NSF) has funded a three-year project to study this importantintellectual development of students in a typical STEM curriculum. Cross-sectional andlongitudinal studies of STEM students as well as non-STEM students at a Historically BlackCollege are being conducted to measure the influence of the current curriculum in context of theconstructs of tolerance of ambiguity, intellectual mental models, and STEM identity.This work-in-progress paper shares some preliminary results of the baseline data that has beencollected during the first year of the NSF-funded project.MethodThe participants of this within-subject and between-group quasi-experimental study are studentsof a Historically
capstone. Her degrees in counseling, English and psychology complement her varied research interests in teaching and learning which are currently focused on introversion and collaborative learning, blended learning, technology, and APA style. c American Society for Engineering Education, 2019 Perception versus Reality: Skill Perceptions in First-Year Engineering StudentsThis Research study is predicated on the fact that engineering students often enter the field notfully understanding the reality of the roles and responsibilities of an engineering professional.Not coincidentally, engineering is oft-cited as a major that students do not remain in. Koenig [1