Integrating Adapted Physical Activity Projects into a Computer Engineering Capstone Class
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Electrical and Computer
- Page Count
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10
- Page Numbers
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22.898.1 - 22.898.10
- DOI
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10.18260/1-2--18210
- Permanent URL
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https://Peer.asee.org/18210
- Download Count
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447
Paper Authors
Lynne A. Slivovsky California Polytechnic State University, San Luis Obispo
Lynne A. Slivovsky, Associate Professor of Electrical and Computer Engineering (Ph.D., Purdue University, 2001), has led service-learning initiatives both within the College of Engineering and across the university at California Polytechnic State University, San Luis Obispo. In 2003, she received the Frontiers In Education New Faculty Fellow Award. Her work in service-learning led to her selection in 2007 as a California Campus Compact-Carnegie Foundation for the Advancement of Teaching Faculty Fellow for Service-Learning for Political Engagement. She currently oversees two multidisciplinary service-learning programs: the Access by Design project that has capstone students design devices for people with disabilities to participate in adapted physical activity and Organic Twittering that merges social media with sustainability.
James M. Widmann California Polytechnic State University, San Luis Obispo
Jim Widmann is a Professor of Mechanical Engineering at California Polytechnic State University, San Luis Obispo. He received his Ph.D. in 1994 from Stanford University. Currently he teaches mechanics and design courses. He conducts research in the areas of design optimization, machine design, fluid power control, and engineering education.
Brian P. Self California Polytechnic State University, San Luis Obispo
Brian Self is a Professor in the Mechanical Engineering Department at California Polytechnic State University in San Luis Obispo. Prior to joining the faculty at Cal Poly in 2006, he taught for seven years at the United States Air Force Academy and worked for four years in the Air Force Research Laboratories. Research interests include active learning and engineering education, spatial disorientation, rehabilitation engineering, sports biomechanics, and aerospace physiology. He worked on a team that developed the Dynamics Concept Inventory and is currently collaborating on a grant to develop and assess Model Eliciting Activities in engineering. Brian was the 2008 - 2010 ASEE Zone IV Chair and serves as Cal Poly’s ASEE Campus Representative.
J.Kevin Taylor California Polytechnic State University, San Luis Obispo
J. Kevin Taylor is a Professor of Kinesiology at California Polytechnic State
University, San Luis Obispo. He received a Ph.D. in Eduction from the University of South Carolina (1994), with specialization in Physical Education Teacher Education. Professor Taylor has been teaching Adapted Physical Activity for twelve years with a heavy emphasis on service-learning, he and his students run physical activity programs for the local community of people with disabilities. For the past eight years he has been collaborating with colleagues in engineering to design and build adaptations that facilitate inclusion of people with disabilities in physical activity.
Abstract
Integrating Adapted Physical Activity Projects into a Computer Engineering Capstone ClassAbstractThe capstone design class is the culmination and synthesis of a student’s undergraduateexperience. It plays a key role in many institutions’ accreditation processes and its importancecannot be understated. In the class, topics such as universal design, user-centered design, needsanalysis, requirements specification, validation, teamwork, and communication skills arecommon across disciplines and across universities. Projects may be devised by a collective groupof faculty, sponsored by industry, extend from research projects, or, in the case of service-learning, may serve the needs of non-profit community partners. Though the project genres vary,the intended learning outcomes drive the student experience. The computer Engineering programat _____ University has a two quarter capstone design class that guides students through thedesign process to address open-ended problems for real-world clients. A significant percentageof these projects are for the design of assistive devices for people with disabilities to participatein recreational activity. The end-users of these devices are given opportunities to exercise andexperience greater independence through the devices designed by students in the class. Thispaper presents the design of the capstone class and the intent behind the in-class activities andout-of-class assignments that guide students through the design process. It also presents acomparative analysis of student learning for two project genres (service-learning andindustry/research-based projects) through written reflections, surveys of attitudes toward peoplewith disabilities, and focus groups that show the positive impact service-learning projects haveon student learning in design.
Slivovsky, L. A., & Widmann, J. M., & Self, B. P., & Taylor, J. (2011, June), Integrating Adapted Physical Activity Projects into a Computer Engineering Capstone Class Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18210
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