Vijlee, S. Z. (2024, July), A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts. 10.18260/1-2--48583

\bibitem{asee_peer_48583}
  Vijlee, S. Z. (2024, July), \emph{A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)}
  Paper presented at 15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts.
  10.18260/1-2--48583

Shazib Z Vijlee.  "A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)".  15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July.  ASEE Conferences, 2024.  https://peer.asee.org/48583 Internet.  16 Dec, 2024

\bibitem{asee_peer_48583}
  Shazib Z Vijlee.
  "A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)".
  \emph{15th Annual First-Year Engineering Experience Conference (FYEE), Boston, Massachusetts, 2024, July}.
  ASEE Conferences, 2024.
  https://peer.asee.org/48583 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_48583
author = "Shazib Z Vijlee"
title = "A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)"
booktitle = "15th Annual First-Year Engineering Experience Conference (FYEE)"
year = "2024"
month = "July"
address = "Boston, Massachusetts"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/48583}
number = {10.18260/1-2--48583}
}

TY  - CPAPER
AB  - We present an example of a first-year introduction to engineering project that incorporates elements of design, systems integration, standard requirements, creativity, and impact.  The students design and build a table-top wind turbine via two levels of ‘challenges.’ In Level 1, we scaffold the students through learning, designing, and building four wind turbine subsystems (Mechanical, Electrical, Software, and Subsystems).  Each subsystem has specific standardized requirements, so after Level 1, the wind turbines are all relatively similar and complete the same functions.  Level 2 challenges the students to improve their turbine in any way, allowing them to diagnose problems and be creative with solutions.  During these challenges, the students also complete research assignments to help familiarize them with the energy problem in our developed and developing societies.
AU  - Shazib Z Vijlee
CY  - Boston, Massachusetts
DA  - 2024/07/28
PB  - ASEE Conferences
TI  - A Multi-Disciplinary First-Year Design Project with Systems Integration, Standard Requirements, Creativity, and Impact (GIFTS)
UR  - https://peer.asee.org/48583
DO  - 10.18260/1-2--48583
ER  -