Enhancing Engineering Learning Experience at UTB by Freshmen iHOP

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2520 An Autonomous Robot—The Ideal Design Project? Paul Giolma, Farzan Aminian and Djaffer Ibaroudene Trinity University/St. Mary's University Abstract This paper describes a senior design project at Trinity University from the 1997-98 academic year. Senior design at Trinity is the culmination of four years of design courses and of integration of design into undergraduate laboratories and into engineering science courses. The autonomous robot designed by four seniors (advised by two faculty) is a four wheel vehicle, powered and steered by two DC motors, controlled by an MIT "Handy Board," with optical en- coders and IR sensors as inputs. Starting from a fixed position, the robot finds its way to a given destination coordi- nate while avoiding randomly placed obstacles along the path. The project is an excellent teaching and learning ex- perience due to the multiple disciplines involved: logic, electronics, control, programming and mechanics. In addi- tion, the project provides the students with a relatively realistic professional experience involving financial and time budgeting, management, meeting of deadlines, making presentations and writing reports. Introduction Probably due to the interdisciplinary nature of the program, design has been an integral part of the undergraduate curriculum in Trinity's Engineering Science program since its inception in the 1960s. From those early beginnings, courses in engineering design have been in the engineering science core—courses with group-oriented projects be- ginning with the first semester and culminating in the senior year with a full year project that builds upon the entire curriculum. The nature of the design element in the engineering science curriculum has evolved considerably in the thirty years since its inception. In the early 1990s, the Department reviewed the design components of the curriculum and redi- rected the emphasis on design to the entire engineering core [1] [2]. Rather than treating design as a separate com- ponent of engineering, the approach adopted by the Department tries to incorporate and integrate engineering sci- ence and design wherever possible in all courses and laboratories. Along with philosophical changes, the availability of new tools to support design (e.g. personal computers, micro- processors and simulation tools such as Spice, MATLAB® and LabView®) have changed the curriculum and the students' ability to engage in and complete more difficult and realistic projects. The 1980s saw the first integration of computers into senior design projects and the advent of projects based on robotics and microprocessors. Besides the obvious benefits of these tools in enhancing the capabilities of students to successfully attack "real-world" problems, these technological advances also promote interdisciplinary projects. Background The design curriculum (in terms of specific courses) begins in the first year, which contains two three-hour courses that include topics in graphical analysis and communication, an introduction to the processes of engineering design, analysis techniques and two competitive design projects (i.e. groups in each semester pursue designs that meet a common set of specifications). First year projects are typically truss or bridge designs (in the first semester) and a "water balloon launcher" in the second. The second year contains two one-hour courses that address design of ex- periments, engineering economics, optimization and a competitive mechanics-oriented project in the second semes- ter. The third year follow in the same (as the second year) format, addressing management of design activities, reli- ability, two competitive projects (electrical in the first semester and thermo/fluids [3] in the second) and initial preparation for the senior project.

Project-Based Learning as the Vehicle for Social Responsibility and Social Justice Project-Based Learning (PBL) is a pedagogy that centers learning around projects that involve students in design, problem solving, decision making, and other investigative activities. Students engaged in PBL typically work autonomously over extended periods of time to create realistic products or presentations [1]. PBL allows students to serve specific groups of people in our society, while enriching students’ learning, retention and commitment by enhancing their interest, motivation and ability to see the relevance of classroom activities to solving real world problems [2-5]. PBL is also an excellent vehicle to make visible the intertwined social and technical dimensions of engineering. This allows for deep, authentic learning of important themes such as social justice (SJ) and social responsibility (SR), which otherwise currently exist primarily on the fringes of mainstream engineering curriculum. Thus, four faculty members in both the Petroleum Engineering (PE) Department and the Division of Engineering, Design, and Society (EDS) at the same engineering university used PBL to teach students to recognize, value, and begin applying SJ and SR in courses that focus on extractive industries, sustainable community development, and assistive technologies. This work-in-progress paper will provide a brief overview of PBL – the main principles, opportunities, hurdles, requirements, and a framework of best practices. Then, it will make an argument for using PBL as a vehicle for teaching SR and SJ, as compared to other methods of teaching. Next, concrete examples of how four faculty members have used PBL to deepen students’ understanding of SJ and SR will be presented. As these courses are being completed throughout the 2017/2018 academic year, only limited analysis as to their efficacy in teaching SJ and SR will be completed, and experiences teaching these courses compared. Finally, the paper will provide suggestions and a set of preliminary best practices for faculty who would like to bring SJ- and SR-themed PBL into their own courses. [1] Thomas, J. (2000). A Review of Research on Project Based Learning. San Rafael, CA. [2] Bielefeldt, A., Paterson, K., and Swan, C. Report from the February 2009 NSF Summit on Measuring the Impacts of Project Based Service Learning on Engineering Education. February 19-20, 2009. Washington, D.C. [3] Astin, A., Vogelgesang, L., Ikeda, E., and Yee, J. (2000). How Service Learning Affects Students. Retrieved on December 6, 2009 from the Higher Education Research Institute. <www.gseis.ucla.edu/heri/PDFs/HSLAS/HSLAS.PDF> [4] Ames, C. (1992). Classrooms: goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261 – 271. [5] Duffy, J., Barry, C., Barrington, L., and Heredia, M. (2009). Service-learning in engineering science courses: Does it work? Proceedings of the 2009 American Society for Engineering Education Annual Conference and Exposition.

System Engineering (SE) is utilized in structuring a product development process into simple and collaborative activities, while at the same time, supporting engineers’ decision-making. In most undergraduate engineering design courses, SE was taught by assigning industrial-like projects in which teams of students developed products using certain design methods while following structured design process. It has been observed that some design methods were adopted naturally and used effectively by students while some are less preferred. This is due to various reasons, from strict project deadlines to the fact that some methods are difficult to understand. In this paper, we studied these design methods in the context of senior design projects. We have observed students’ applications of these methods and conducted surveys to assess whether they believe these methods helped their design activities. This study will help us understand how to help students gain knowledge in product development through project-based learning, as well as provide some insights on how inexperienced engineers may use various design methods.

Nanotechnology is an inherently interdisciplinary field that has generated significant scientific and engineering interest in recent years. In an effort to convey the excitement and opportunities surrounding this discipline to senior undergraduate students and junior graduate students, a nanotechnology engineering course has been developed in the Department of Materials Science and Engineering at Northwestern University over the past two years. This paper examines the unique challenges facing educators in this dynamic, emerging field and describes an approach for the design of a nanotechnology engineering course employing the non‐traditional pedagogical practices of collaborative group learning, interdisciplinary learning, problem‐based learning, and peer assessment. Utilizing the same nanotechnology course given the year before as a historical control, analysis of the difference between measures of student performance and student experience over the two years indicates that these practices are successful and provide an educationally informed template for other newly developed engineering courses.

This paper presents the teaching of an educational innovation and digital technology course using project-based learning in an online learning environment. The objective of this research was to examine the efficiency of teaching using project-based learning in an educational innovation and digital technology course. A total of 470 students in a graduate diploma program in teaching at the Faculty of Industrial Education, Rajamangala University of Technology, Phra Nakhon, Bangkok, Thailand, participated in this study. A mixed methods design was used to collect data from the students. Data from the students’ projects, questionnaires, and grades were analysed. The results indicate that project-based learning is an effective teaching method in an online learning environment.

A New Interdisciplinary Engineering Course on Nanoscale Transport Phenomena A new interdisciplinary engineering course, “Nanoscale Transport Phenomena forManufacturing Nanodevices”, was recently developed. This course focuses on the principles ofnanoscale transport phenomena needed for manufacturing nanodevices and aims to close a largegap between nanoscience and commercial production of nanotechnology products. The coursealso helps to integrate the interdisciplinary knowledge required for designing and manufacturingnanodevices into undergraduate curricula. To meet these unique needs and challenges, fiveinstructors from three engineering departments (Chemical Engineering, Mechanical Engineering,and Plastics Engineering) have created this interdisciplinary course. This course was offered forthe first time as an elective to seniors during the 2011 fall semester and was offered again in the2012 fall semester. The course was presented through lectures, hands-on laboratory exercises,demonstration experiments, and a final design project. In this paper, we discuss the lecture topicsand eight hands-on laboratory experiments that were developed into modules to complementlectures in fluid mechanics, heat transfer, mixing, reaction engineering, electroosmosis,electophoresis, and manufacturing methods for micro and nanoscale devices. We also show thefinal project designs for the nanodevices or nanosystems that were finished by student teams atthe end of the course. Finally, we show the assessment results from the pre-post student surveysas well as faculty interviews. This new interdisciplinary course will better prepare undergraduates for employment focusedon designing and manufacturing nano/microfluidic systems, lab-on-a-chip devices, electronicsdevices, medical devices, and other emerging technologies. The impact of this senior-levelcourse will significantly enhance the “Nanomaterials Engineering Option” in the ChemicalEngineering Department undergraduate curriculum as well as the medical device industry focusin the Plastics Engineering Department, and can be used in the accelerated BS-MS programwhich is popular in the College of Engineering. The course will be available to the chemical,mechanical, and plastics engineering seniors each year. Our lab modules can be exported tofreshman introductory engineering courses in the College of Engineering. In addition, themicroscale fluid mechanics and heat transfer experiments may be incorporated into theundergraduate chemical engineering Unit Operations Laboratory courses.

This paper summarizes a two-part curriculum reform that is well underway in the University of Michigan Engineering Department. The first part of the reform was developed by a college-wide task force, and addressed the overall structure of the thi r teen Bachelor's of Science in Engineering (BSE) programs across the College, and the courses that are common to all of the engineering curricula. The second part of the reform was developed inside the Engineering department, and addressed the portion of the curriculum unique to Aerospace, as well as how the department chose to implement the recommendations of the college-wide effort. The primary elements of the reform are: • The adoption of a four-credit per course/four course per semester/eight semesters to graduation (4 X 4 X 8) model. • One engineering course each semester of the freshman year — the first an introduction to engineering; the second an introduction to computers and computing. • Enhanced flexibility for students to tailor their senior years to address specific career goals. • The implementation of implicit curricula!' threads (i.e. coverage of topics via coordinated portions of courses throughout the four-year program, as opposed to coverage in a separate course). — wr i t t en , oral and visual technical communications; — engineering problem solving through computing; — engineering ethics; — teamwork and team leadership; — randomness and uncertainty; — environmental impacts and issues. • Increased use of teamwork in courses: five of the ten required courses inside the department are to be based on team projects and team grades. • A two-semester seminar sequence, covering current topics in aerospace and case studies in engineering. • A two-semester design sequence. Development of the outlines and supporting materials, including educational software modules, for new and modified courses is now underway. First-year s tudents entering in Fall 1997, the graduating class of 2001, will go through the new curriculum. ' A n onl ine version of this paper can be accessed on the Department home page [1] Aerospace Engineer ing Department ''Associate Dean for Undergraduate Programs ' ' V i s i t i n g Faculty Member, Supported by the Boeing Fellow-on-Campus Program 1 The College-Wide Curriculum 2000 Effort 1.

In Memoriam: Dr. Clive L. Dym (1942–2016)

Senior design projects can be a way to bring the university closer to societal needs. This paper describes how the senior capstone design courses in power engineering developed at the University of Puerto Rico-Mayagiiez (UPRM) strive to provide a service to society. These projects deal with societal needs, and are part of design courses that culminate the major design experience as specified by ABET. Teams of students identify a society-based problem, propose a design solution, perform measurements/simulations and present the final analysis and design to an industry or community partner. An important aspect of the projects is the inclusion of both technical and social constraints such as safety and environmental issues. These design experiences are an ideal way to understanding the new challenges in power systems planning, policy, analysis and design

International Conference on Design, Manufacturing and Materials Engineering (ICDMME 2021) 10-11 March, 2022International conference on Design, Manufacturing and Materials Engineering (ICDMME 2021) paved way to understand the latest technological and innovative advancements especially in the fields of manufacturing, design and materials engineering. The conference developed solutions to physical problems, questions how things work, make things work better, and create ideas for doing things in new and different ways in the manufacturing, design and materials engineering. The conference focused on the frontier themes of recent advances in manufacturing, design and materials engineering, as applied to multiple disciplines of engineering. The objective of the ICDMME 2021 is to have the orientation of research and practice of professionals towards attaining global supremacy in manufacturing, design and materials engineering. Also this conference aims in understanding the recent trends in manufacturing, design and materials engineering including optimization and innovation. This conference ICDMME 2021 also aims in improving Research culture in the minds of faculty in exploring the knowledge base, establishing better insights and maintaining dynamism in the teaching - learning process.ICDMME 2021 was organized by the department of Mechanical Engineering, Dr.N.G.P Institute of Technology, Coimbatore, India during 10-11 March 2022. Researchers, Academicians, Industrialist and Students presented their research findings and benefitted with the latest trends and developments in design, manufacturing and materials engineering. The conference is planned in hybrid mode and participants are invited offline/online mode depending on their convenience and online platform used for the conference is Google meet.List of International Advisory Board Committee, National Advisory Board Committee, Organizing Committee and Profile of the Guest Editor are available in this pdf.

There is resurging interest in the engineering education community in entrepreneurial activities and the development of an entrepreneurial mindset (EM). According to the KERN Entrepreneurship Education Network, facets of an EM include curiosity, an emphasis on creating value, and the ability to make connections. While extracurricular activities are the primary mechanism by which this topic has been introduced to engineering students in the past, it is beginning to show up in more formal ways. The literature includes examples many of how to promote entrepreneurship and an EM in traditional project-based courses engineering students take (senior design, etc.); but there are fewer examples and best practices for cultivating an EM in a fundamental engineering course-namely engineering statistics. Project-based learning (PBL) is a pedagogical approach that involves active learning directed at investigating and solving complex, real-world problems- and it is an approach that is underutilized in math-intensive engineering courses. The purpose of this study is to demonstrate how PBL can be integrated into an undergraduate engineering statistics course to promote an entrepreneurial mindset and investigate its impact on student learning. Six teams of engineering students in a 200-level engineering statistics courses responded to the challenge of presenting “A World Without Statistics”. Teams were given liberty to choose any topic of interest and received funding to support their idea. The resulting projects creatively conveyed what the world would be like without statistics using a myriad of topics: sports, resilient infrastructure, online data, robotics, artificial intelligence, and manufacturing. Evidence suggest that curiosity, an emphasis on understanding the value of statistics, and the ability to make connections were critical to each team's success. This paper provides an overview of the assignment, and examples of students' work. Such insights have the potential to not only influence the way we cultivate an entrepreneurial mindset in fundamental engineering courses, but also shed light on innovative ways to integrate other multi-faceted topics in engineering education.

A discipline-specific first year introductory course has been the norm in engineering education. Most of these courses are often theme-based and use engineering design as a device to emphasize the relationship between the various components of a field like Electrical and Computer Engineering. Online learning has also been incorporated in such common courses to enhance student experiences. As an alternative to a first year discipline-specific engineering course, there have been recent efforts to develop common first year engineering courses that target all engineering disciplines. One rationale for such a common courses has been an early instillation of common engineering education elements like ethical and social dimension of engineering design. A problem-based curriculum is often used in such first year introductory engineering courses to also ensure that students find relevance in the Physics and Math course being taken in the first two years of engineering. Students are also challenged to work on a design project in a multi-disciplinary team. A college wide engineering course allows students to learn about various engineering disciplines and wisely choose an engineering discipline. In this paper, we introduce the "Introduction to Engineering" freshman course offered to all students enrolled in the College of Engineering. The course consists of lectures, labs, recitation sessions, and a competition. Students are introduced to the major responsibilities of engineers, presentation skills, documentation, teamwork, problem solving, design process, ethics, and the basic concepts in each of the six engineering disciplines offered in the College. We evaluate the course outcomes by collecting and analyzing the student's feedback over 2 years. The results are very encouraging and reflect a positive learning experience. We share some of the challenging multidisciplinary project ideas offered to the students. We also discuss the topics covered in the course and the relationship of each topic to the ABET criteria.

This paper presents overview of final year engineering project courses in Australia and Malaysia. The paper presents structure, pedagogy and experience of coordinating final year project of final year project courses at one Australian and one Malaysian university. Nature of the assessment tasks is discussed and how it links to the course learning outcomes. Integration and delivery of research methods into final year project is also discussed. Finally, the problems encountered in the running a final year project course are discussed along with solutions that were implemented.

Engineering schools across the country are developing ways of integrating design into their curriculum, and a question that often arises is how to best integrate design into the sophomore and junior level courses. Freshman design projects or mechanical dissection courses are designed to give the students hands‐on experience in conceptual design and construction, with little if any of the mathematical modeling normally used in engineering design. The capstone senior design project is a true engineering design experience, where students draw from their background to conceptualize, analyze, model, refine, and optimize a product to meet design, manufacturing, and life cycle cost requirements. The sophomore and junior level courses should assist students in making the transition from the “seat‐of‐the‐pants” freshman design approach to the engineering design approach required for the capstone experience and engineering practice. This paper summarizes a three year effort at integrating design into the Mechanics of Materials course, but the principal conclusions drawn would apply to most sophomore and junior engineering science courses.

ABSTRACTMaterials Science and Engineering straddles the fence between engineering and science. In order to produce more work-ready undergraduates, we offer a new interdisciplinary program to educate materials engineers with a particular emphasis on microelectronics-related manufacturing. The bachelor's level curriculum in Microelectronics Process Engineering (μProE)is interdisciplinary, drawing from materials, chemical, electrical and industrial engineering programs and tied together with courses, internships and projects which integrate thin film processing with manufacturing control methods. Our graduates are prepared for entry level engineering jobs that require knowledge and experience in microelectronics-type fabrication and statistics applications in manufacturing engineering. They also go on to graduate programs in materials science and engineering. The program objectives were defined using extensive input from industry and alumni. We market our program as part of workforce development for Silicon Valley and have won significant support from local industry as well as federal sources. We plan to offer a vertical slice of workforce development, from lower division engineering and community college activities to industry short courses. We also encourage all engineering majors to take electives in our program. All our course and program development efforts rely on clearly defined learning objectives.