Nagel, R. L., & Pierrakos, O., & Nagel, J. K., & Pappas, E. C. (2012, June), On a Client-Centered, Sophomore Design Course Sequence  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21747

\bibitem{asee_peer_21747}
  Nagel, R. L., \& Pierrakos, O., \& Nagel, J. K., \& Pappas, E. C. (2012, June), \emph{On a Client-Centered, Sophomore Design Course Sequence}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--21747

Robert L. Nagel, Olga Pierrakos, Jacquelyn Kay Nagel, and Eric C Pappas.  "On a Client-Centered, Sophomore Design Course Sequence".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/21747 Internet.  23 Apr, 2024

\bibitem{asee_peer_21747}
  Robert L. Nagel, Olga Pierrakos, Jacquelyn Kay Nagel, and Eric C Pappas.
  "On a Client-Centered, Sophomore Design Course Sequence".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/21747 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_21747
author = "Robert L. Nagel, Olga Pierrakos, Jacquelyn Kay Nagel, and Eric C Pappas"
title = "On a Client-Centered, Sophomore Design Course Sequence"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/21747}
number = {10.18260/1-2--21747}
}

TY  - CPAPER
AB  -             On  an  Innovative  Sophomore  Design  Course  Sequence                                                       Often engineering design instruction based on real-world, client-based projects is relegated to afinal year capstone course. Our innovative sophomore design course sequence, however, movesthis experience to the sophomore year to instill in students the importance of the engineeringdesign process. The sophomore design courses (Engineering Design I and II) represent thecornerstone of our six course design sequence. Throughout the project, students interact with areal client to design an actual product; the project for the past two years has been a custom,pedaled vehicle for a client with cerebral palsy. Having a client and working on a tangible, real-world problem helps to motivate the students—including those who tend to not be masterydriven—to learn the design process and complete the project with a working prototype. Otherspecific educational objectives of the sophomore design sequence include: learning to functionas a member of a design team; learning to communicate with team members, clients, and peers;learning engineering professionalism; learning project management stills; and understandinghow engineering science, engineering design, prototyping, and product testing come togetherwhen working to solve real world problems.The Engineering Design I and II course sequence is meant to enable mastery through bothdirected and non-directed learning and exploration of the design process and design tools. At thesophomore level, we aim to provide students with the foundational knowledge necessary totackle problem-based learning modules throughout our engineering program. To that end,students work in both small (4-5) and large (10-11) teams to complete a year-long design project.The course project is woven with instruction in design theory and methodology, sustainableengineering design concepts; individual cognitive processes, thinking, and communication skills;decision making; sustainable (environmental, social, economic, and technical) design practices;problem solving; engineering design software; and project management. Students’ overarchingtask during the first semester is to follow the design process to generate numerous conceptualdesigns viable to meet the specific user needs. During the second semester, students work toreiterate on the conceptual phase of the design process before prototyping, testing, and refining adesign for the client. The project culminates with the students demonstrating their final productto the client, the client’s family, the University, and the local community. Knowing that theywill have this demonstration day truly motivates the students to succeed.Our engineering program is currently in its fourth year, and the sophomore engineering designsequence has been completed twice. In this paper, we will reflect on the lessons learned as wehave taught these two courses. A mixed-methods approach which includes pre- and post-surveyswas used to collect data related to course learning outcomes, project learning outcomes, programlearning outcomes (which map to ABET a-k criteria), student performance evaluations, andproject evaluations. We will present the assessment data we have used to inform our coursesequence iterations but that also demonstrates our success at meeting the course sequenceobjectives.
AU  - Robert L. Nagel
AU  - Olga Pierrakos
AU  - Jacquelyn Kay Nagel
AU  - Eric C Pappas
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - On a Client-Centered, Sophomore Design Course Sequence
UR  - https://peer.asee.org/21747
DO  - 10.18260/1-2--21747
ER  -