DeValve, C., & Goff, R. M. (2011, June), Integrating Emerging Technologies with Engineering Design Courses  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18223

\bibitem{asee_peer_18223}
  DeValve, C., \& Goff, R. M. (2011, June), \emph{Integrating Emerging Technologies with Engineering Design Courses}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18223

Caleb DeValve and Richard M. Goff.  "Integrating Emerging Technologies with Engineering Design Courses".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18223 Internet.  13 Oct, 2024

\bibitem{asee_peer_18223}
  Caleb DeValve and Richard M. Goff.
  "Integrating Emerging Technologies with Engineering Design Courses".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18223 Internet.  13 Oct, 2024

@INPROCEEDINGS{asee_peer_18223
author = "Caleb DeValve and Richard M. Goff"
title = "Integrating Emerging Technologies with Engineering Design Courses"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18223}
number = {10.18260/1-2--18223}
}

TY  - CPAPER
AB  -      Integrating Emerging Technologies with Engineering Design CoursesAn engineering design course is proposed which combines the teaching of design theory withemerging technologies across engineering disciplines and application to a design project. Theterm "emerging technologies" is presented to imply a broad application of the ideas presented inthis paper, giving flexibility to the design course implementation. Based on a typical AmericanUniversity semester format, instruction is divided into two equal segments; the first half focuseson details regarding the emerging technology and design theory, while the second half utilizesteams of 3-5 students working as a unit to apply the skills gained from the first half of thesemester and propose solutions to a design problem. A discussion-based classroom setting isused to create a "constructivist" environment, through which student-centered learning isfostered. It is proposed that the outlined design course has the potential to increase student'sengagement in the design process because of the wide scope and opportunities for progressionthat emerging technologies inherently possess. Additionally, this design course presents anopportunity for students to explore the possibilities of design problems through the application oftechnologies which are not well developed, naturally propelling the growth of knowledge in aparticular emerging field.The design course outlined here is aimed at junior-level engineering students and isinterdisciplinary in nature. An aspect of consideration is the apparent value of an engineeringdesign class offered prior to the capstone design project currently found in most engineeringcurriculums in the U.S. and typically encountered during the senior year of study. It is arguedthat the course presented in this paper would help to fill this gap prevalent in many engineeringcurriculums between the freshman and senior years of instruction and better prepare students forrigorous engineering design encountered in industry and other post-graduation settings. In orderto best exemplify particular aspects of the design course, the present work will focus on aspecific emerging engineering technology, namely performance composite materials. It is notedthat as progression in various fields and technologies is made, the scope of the design class isstructured to be adapted accordingly.
AU  - Caleb DeValve
AU  - Richard M. Goff
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Integrating Emerging Technologies with Engineering Design Courses
UR  - https://peer.asee.org/18223
DO  - 10.18260/1-2--18223
ER  -