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Culminating Team Design Project Reinforces Multiple Problem Solving Principles And Skill Sets Of An Introduction To Engineering Technology Course

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

8

Page Numbers

10.378.1 - 10.378.8

Permanent URL

https://peer.asee.org/14618

Download Count

60

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Paper Authors

author page

Lennard Lema

author page

Peter Baumann

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1793

Culminating Team Design Project Reinforces Multiple Problem-solving Principles and Skill Sets of an Introduction to Engineering Technology Course

Peter F. Baumann, Lennard F. Lema Central Connecticut State University

Abstract

Central Connecticut State University offers an “Introduction to Engineering Technology” course aimed at providing an overview of the engineering profession, reviewing basic engineering fundamentals, and developing problem-solving skills and practices so that these techniques may be applied to general engineering subject matter. Open to the entire university and void of any prerequisites, the introductory course has been very popular and often serves as a valuable vehicle for recruitment of students with an interest in science and technology into our program. Classroom lectures and activities focus on various topics: the engineering profession; the design process; engineering solutions and problem-solving format; dimensional unit conversions; statistics; mechanics; electrical theory; mass balance; and energy concepts.

To reinforce all the baseline topics listed through experiential learning, a team design project is introduced towards the end of the semester. In order to promote positive team interaction, an instructional workshop on the Myers-Briggs Type Indicator (MBTI) is given to assist with the make-up of the team mix. Following team formation, design projects are completed using the previously learned steps of the engineering design process. The project requires conceptual understanding and the use of mechanical, mass balance, and energy formulae. Given project information is provided in both customary and SI units necessitating numerous dimensional unit conversions. The communication stage of the design process is completed through oral presentations and written reports.

Projects are evaluated by the team’s use of all design process steps and the application of basic engineering concepts and formulas to the design analysis. Students rank the team design projects and evaluate the contributions of self and others within their team. Most of the course learning outcomes are substantiated by this culminating team design project with conclusions based upon a review of results from class surveys and project assessment.

I. Introduction

The “Introduction to Engineering Technology” course (ET 150) at Central Connecticut State University (CCSU) seeks to provide students with an overview of the engineering profession and to develop problem-solving skills for application of those techniques to general engineering subject matter through set practices. This is a popular introductory course without prerequisites

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Lema, L., & Baumann, P. (2005, June), Culminating Team Design Project Reinforces Multiple Problem Solving Principles And Skill Sets Of An Introduction To Engineering Technology Course Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14618

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