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Design In Engineering Education And Practice

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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

Innovative Graduate Programs & Methods

Page Count

10

Page Numbers

10.406.1 - 10.406.10

Permanent URL

https://peer.asee.org/14541

Download Count

21

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Paper Authors

author page

Richard Goff

author page

Janis Terpenny

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

Session 3255

Design in Engineering Education and Practice

Janis P. Terpenny and Richard M. Goff Department of Engineering Education Virginia Polytechnic Institute and State University Blacksburg, Virginia 24061

Abstract

This paper reports on a new core graduate course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members and practitioners to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non- engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.

1. Introduction

Design has been described as the epitome of the goal of engineering1, as it is core to facilitating the creation of new products, processes, software, systems, and organizations through which engineering contributes to society by satisfying its needs and aspirations. Though formal definitions of engineering design vary somewhat, it is commonly agreed that design is a process, a means to an end, that is scientifically based, creative, and most often noble in its purpose as contributions are sought which satisfy human and/or societal needs. Whether the outcome of the process is a system, product, or process, engineering design serves to translate need into concepts which are realizable. Implicitly and often understated, engineering design is also responsible; responsible for the impacts, positive and negative, on the world it serves. Engineering design is responsible for major contributions which have defined our modern world: transportation, medicine, utilities, communication, and agriculture, among many others. Yet, the inceptions of engineering design are also directly responsible for failures which are capable of causing death

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

Goff, R., & Terpenny, J. (2005, June), Design In Engineering Education And Practice Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14541

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