June 24, 2017
June 24, 2017
June 28, 2017
The ability to offer students an interdisciplinary experience under a team work setting is invaluable in preparation for a career in the built environment. A hands-on approach coupled with a real project presents unique opportunities in student learning due to the dynamics of team personalities, deadlines, approval procedures, and deliverables. One such hands-on based real project was to design, build, and install an 800 lb., 20 ft. long, and 10 ft. tall sculpture built of recycled material of a mustang (school’s mascot) in 10 weeks for the University’s library Spring 2016 exhibit. The project gave the students direct exposure to the phases required to take a highly constrained construction project from conception to completion (Impacted Project Delivery). Under the constraints of limited time, limited budget, unique materials, university regulatory requirements, and confined site location (second floor of library), the students learned how impacted constraints affect the design, engineering, and construction process.
The project was a holistic experience for the engineering student. In addition to the characteristic skill set of engineering, documentation, and construction services, the engineering student was integral in the conceptual design of sculpture as well as the promotion and advertising. This paper focuses on how the engineering students applied their skill set and experience in conceptual engineering design to artistic creativity of the original sculpture design. A step by step process is presented to help the engineering student investigate their artistic creativity. This step by step process was nurtured by starting with the sense of self and building up to consensus of the group.
Baltimore, C., & Estes, A. C. (2017, June), Holistic Interdisciplinary Design - Everyone Does Everything (Engineering Students as Sculptors) Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28439
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