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Developing Authentic Projects for a Senior Level Design Class

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Conference

2013 ASEE Annual Conference & Exposition

Location

Atlanta, Georgia

Publication Date

June 23, 2013

Start Date

June 23, 2013

End Date

June 26, 2013

ISSN

2153-5965

Conference Session

Using graphics in the rest of the engineering courses

Tagged Division

Engineering Design Graphics

Page Count

24

Page Numbers

23.394.1 - 23.394.24

Permanent URL

https://peer.asee.org/19408

Download Count

97

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Paper Authors

biography

MEHMET EMRE BAHADIR MURRAY STATE UNIVERSITY

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MEHMET EMRE BAHADIR is an Assistant Professor of Industrial Technology at Murray State University. His teaching and research interests are in the field of product design and sustainable manufacturing.

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Abstract

Developing Authentic Projects for a Senior Level Design ClassAt XXX University, Product and Tooling Design class is offered as a core course in theEngineering Graphics and Design program. The objective of the course is to enable students tointegrate their design knowledge and skills to solve engineering design problems. Since the classis a senior level course, all of the students are expected to have acquired a set of skills andknowledge in manufacturing processes, industrial materials, engineering drawings, tolerancestack-up, solid modeling, motion analysis, and static analysis prior to this class. The course isbuilt on four design problems with different goals and emphases on each problem. The firstdesign problem is concentrated on engineering design process. Students practice how to start andfinish a design project by following a proper methodology. The second project is a threedimensional statics problem for practicing finite element analysis. The third project requiresintegration of motion analysis and simulation tools to address a specific engineering problem.The focus of the last assignment is tool design and machining principles. For all fourassignments, computer generated three dimensional models of parts and assemblies, engineeringdrawings and a report are common required deliverables. In addition, second and thirdassignments require the results of analyses and simulations. This paper explains how to set up anauthentic problem setting for each assignment to create “Authentic Learning Tasks.” Anitemized scoring rubric is presented with the rationale behind each item. Students’ commonmistakes are shared with examples, as well. At the end, students’ evaluation of the course isprovided. It is believed that authenticity, meaningfulness and completeness of the assignmentsincrease students’ involvement and motivation for success.

BAHADIR, M. E. (2013, June), Developing Authentic Projects for a Senior Level Design Class Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19408

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