Zimmerman, N., & Gulzow, T. D., & Bass, R. B. (2015, June), The Development of Engineering Project Curricula that Emphasize Design Cycles  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24853

\bibitem{asee_peer_24853}
  Zimmerman, N., \& Gulzow, T. D., \& Bass, R. B. (2015, June), \emph{The Development of Engineering Project Curricula that Emphasize Design Cycles}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24853

Nicole Zimmerman, Timothy D. Gulzow, and Robert B Bass.  "The Development of Engineering Project Curricula that Emphasize Design Cycles".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24853 Internet.  15 Dec, 2024

\bibitem{asee_peer_24853}
  Nicole Zimmerman, Timothy D. Gulzow, and Robert B Bass.
  "The Development of Engineering Project Curricula that Emphasize Design Cycles".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24853 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_24853
author = "Nicole Zimmerman, Timothy D. Gulzow, and Robert B Bass"
title = "The Development of Engineering Project Curricula that Emphasize Design Cycles"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24853}
number = {10.18260/p.24853}
}

TY  - CPAPER
AB  -  The Development of Engineering Project Curricula that Emphasize Design CyclesIn order to adequately prepare students for careers in engineering, their skill sets need to be developed well beyondthe traditional methods typically presented in engineering courses. As recognized by ABET EC2000, design is afundamental learning outcome all engineering students should be familiar with. The engineering design cycle is aprocess whereby engineers use a sequence of design reviews in order to iterate towards a feasible engineeringsolution. Mastery of this technique is achieved through repeated practical application. This paper will describe thedevelopment and execution of engineering design cycle curricula for undergraduate engineering courses.This paper will desicribe the motivation, design and implementation of several 300-level project assignments thatfeature design cycles. A term-long project for an undergraduate power systems rotating machinery course has beenimplemented. This assignment requires students to design, build, troubleshoot and demonstrate a three-phase motorsoft-start control system. This design project requires students apply and physically demonstrate the concepts beingpresented in the course lecture. More importantly though, the project runs students through a design cycle process.Student design groups are guided through the design process by a series of milestones, and their work is red-lined(reviewed) on a regular basis. Beginning with a set of specifications, students advance through a process ofaddressing milestones, or revisit an old ones, in order to eventually design, build and demonstrate the projectaccording to those specifications. These steps include iterations through ladder logic designs, application of codesand standards, bills of materials development, and electrical panel and plan view CAD layouts. Feedback is providedregularly such that student groups may correct errors and improve their designs within a timely manner. Studentsdemonstrate their completed projects, including a verbal explanation of the project design, to the course instructor inorder to assess their mastery of the learning outcomes established for the assignment.Term-long design cycle projects are also being designed for a three-phase power systems project and for a feedback& controls theory course, all of which involve PLC-based control systems. Each of these laboratory assignmentsprovides the students with hands-on learning experiences where, through an iterative process, they explore theengineering design cycle. Ultimately, there will be three engineering design cycle projects that the students willcomplete during their junior year. These experiences will give students opportunities to become familiar with theengineering design cycle and to develop some meaningful design skills before they graduate, thereby reinforcing thecourse outcomes pertaining to engineering design, modern engineering tools and modern engineering techniques.                                                           1
AU  - Nicole Zimmerman
AU  - Timothy D. Gulzow
AU  - Robert B Bass
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - The Development of Engineering Project Curricula that Emphasize Design Cycles
UR  - https://peer.asee.org/24853
DO  - 10.18260/p.24853
ER  -