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Project Based Learning Incorporating Design And Teaming

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Emerging Trends in Engineering Education Poster Session

Page Count

12

Page Numbers

10.1033.1 - 10.1033.12

Permanent URL

https://peer.asee.org/15272

Download Count

22

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Paper Authors

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Zbigniew Hladysz

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Robert Corey

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JASON ASH

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Glen Stone

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Dale Skillman

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Charles Kliche

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Larry Stetler

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David Dixon

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Larry Simonson

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Stuart Kellogg

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Project-Based Learning Incorporating Design and Teaming

Larry D. Stetler, Stuart D. Kellogg, David J. Dixon, Glen A. Stone, Larry A. Simonson, Zbigniew J. Hladysz, Charles Kliche, Robert Corey, Dale Skillman, Jason T. Ash

South Dakota School of Mines & Technology, Rapid City, SD 57701

Abstract:

Projects that provide inquisitive design and analysis are utilized in a 1st-year engineering and science curriculum at the South Dakota School of Mines and Technology to introduce students to experimentation, data collection, analysis, technical report writing, and presentation. Projects allow for construction of numerical models, development of predictions, and corroboration through experimentation. Currently, four student projects are rotated on a yearly basis and include design of a bungee cord , trebuchet, catapult, and SEESat. Design parameters include opportunities for student teams to model, test, and modify the system for optimum performance. In addition, an experimental project involving the measurement of vibration of a cantilever beam is performed each semester. Instrumentation for data collection is utilized during all projects providing true integration between experimentation and analysis. Assessment results indicate students appreciate challenge where there are clearly outlined outcomes and experimentation is performed with informed supervision. Introduction to both design methodology and empowered self-directed teams is provided through these projects adding value to student learning in the first year.

Trends in First Year Engineering Programs:

With calls for greater accountability in Higher Education and changes in accreditation standards, the engineering education community has proven to be a highly innovative source for curricular reform and improvement. Nowhere has this been more apparent than in innovations in first year engineering programs. Many engineering programs have found substantial gains can be made by reorganizing and integrating curricular components in math, science, and engineering [1-5]. Although the Coalitions programs provided rich resource of materials for integrating curricula, such a dramatic reorganization requires a substantial development effort. Other programs found that many of these same gains can be obtained through incorporating freshman design projects and laboratory exercises [6-11]. For programs which incorporate vertically integrated teams, newer developments include the use of a service learning component within the design experience [12-13]. Most recently, programs are expanding the first year engineering experience to incorporate experiential learning through the co-curriculum. Such programs might collaborate with Student Affairs [14], through freshman grouping in the dormitories, or through formal development of learning communities [15-16].

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering Education

Hladysz, Z., & Corey, R., & ASH, J., & Stone, G., & Skillman, D., & Kliche, C., & Stetler, L., & Dixon, D., & Simonson, L., & Kellogg, S. (2005, June), Project Based Learning Incorporating Design And Teaming Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/15272

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