Wettergreen, M., & Hinds, T. J. (2016, June), Rapidly Deployable Prototyping Activities to Teach Engineering Design  Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26036

\bibitem{asee_peer_26036}
  Wettergreen, M., \& Hinds, T. J. (2016, June), \emph{Rapidly Deployable Prototyping Activities to Teach Engineering Design}
  Paper presented at 2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana.
  10.18260/p.26036

Matthew Wettergreen and Timothy J. Hinds.  "Rapidly Deployable Prototyping Activities to Teach Engineering Design".  2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana, 2016, June.  ASEE Conferences, 2016.  https://peer.asee.org/26036 Internet.  20 Apr, 2024

\bibitem{asee_peer_26036}
  Matthew Wettergreen and Timothy J. Hinds.
  "Rapidly Deployable Prototyping Activities to Teach Engineering Design".
  \emph{2016 ASEE Annual Conference \& Exposition, New Orleans, Louisiana, 2016, June}.
  ASEE Conferences, 2016.
  https://peer.asee.org/26036 Internet.  20 Apr, 2024

@INPROCEEDINGS{asee_peer_26036
author = "Matthew Wettergreen and Timothy J. Hinds"
title = "Rapidly Deployable Prototyping Activities to Teach Engineering Design"
booktitle = "2016 ASEE Annual Conference \& Exposition"
year = "2016"
month = "June"
address = "New Orleans, Louisiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/26036}
number = {10.18260/p.26036}
}

TY  - CPAPER
AB  - This paper describes kits that were deployed in a freshman engineering design course and used to enhance understanding of the engineering design process. In a first-year engineering design course student teams were given instructions and a kit of physical materials to work with. The instructions present a design challenge that can be solved through the creative assembly of the materials. The instructions outline rules, timing and scoring of the challenge. Each activity can be completed in as little as one hour. Brevity of the assignment forces student teams to think quickly and rapidly functionalize ideas. Student teams use the time to complete the challenge and then compete against each other with their finished product. An example of one of these challenges is tasking the teams to develop a launcher capable of transporting a ping pong ball the furthest using a collection of low fidelity materials. Scoring is based on a strength to weight ratio. 
The activities are designed such that student teams are most successful when they allocate time in the challenge and methodically proceed through the design process. The steps that each of these kits focus on are planning, defining the design criteria or success criteria, brainstorming, prototyping, testing, and iterating. Before and after the activity students take a survey that assesses their understanding of the engineering design process and queries how they would allocate time in a similar challenge based on the steps of the design process. 
We detail the student and faculty experiences and provide preliminary data from our pilot deployment of these kits. We will provide sample kits for other faculty to take home and solicit suggestions for adoption in other programs.

AU  - Matthew Wettergreen
AU  - Timothy J. Hinds
CY  - New Orleans, Louisiana
DA  - 2016/06/26
PB  - ASEE Conferences
TI  - Rapidly Deployable Prototyping Activities to Teach Engineering Design
UR  - https://peer.asee.org/26036
DO  - 10.18260/p.26036
ER  -