Hicks, N. M. (2023, July), Opening the First-Year Design Project  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee. 10.18260/1-2--44846

\bibitem{asee_peer_44846}
  Hicks, N. M. (2023, July), \emph{Opening the First-Year Design Project}
  Paper presented at 14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee.
  10.18260/1-2--44846

Nathan M. Hicks.  "Opening the First-Year Design Project".  14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July.  ASEE Conferences, 2023.  https://peer.asee.org/44846 Internet.  28 May, 2024

\bibitem{asee_peer_44846}
  Nathan M. Hicks.
  "Opening the First-Year Design Project".
  \emph{14th Annual First-Year Engineering Experience (FYEE) Conference, University of Tennessee in Knoxville, Tennessee, 2023, July}.
  ASEE Conferences, 2023.
  https://peer.asee.org/44846 Internet.  28 May, 2024

@INPROCEEDINGS{asee_peer_44846
author = "Nathan M. Hicks"
title = "Opening the First-Year Design Project"
booktitle = "14th Annual First-Year Engineering Experience (FYEE) Conference"
year = "2023"
month = "July"
address = "University of Tennessee in Knoxville, Tennessee"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/44846}
number = {10.18260/1-2--44846}
}

TY  - CPAPER
AB  - Open-ended design projects deliver several advantages over closed-ended projects, such as improving student motivation through greater autonomy and providing more meaningful and lasting learning experiences through a more authentic representation of real-life engineering work. Still, despite the notable benefits, open-ended design projects can pose significant logistical challenges, particularly when situated in content-focused (i.e., not design-specific) courses. This paper describes the context of a physics for engineers course that has been shifting from more closed-ended projects (e.g., designing mousetrap cars to meet a set of specific requirements) to more open-ended projects (e.g., designing a mechanically powered device to automate some aspect of a specific, real-life human’s life). In particular, the paper presents the first-hand challenges and benefits, from the instructor's perspective, associated with creating and implementing content-rich, open-ended design projects for first-year engineering students to catalyze a conversation about best practices for providing budding engineers with what often serves as their first design experience.
AU  - Nathan M. Hicks
CY  - University of Tennessee in Knoxville, Tennessee
DA  - 2023/07/30
PB  - ASEE Conferences
TI  - Opening the First-Year Design Project
UR  - https://peer.asee.org/44846
DO  - 10.18260/1-2--44846
ER  -