A Freshman Engineering Curriculum Integrating Design and Experimentation

DeBartolo, Elizabeth; Robinson, Risa J.

doi:10.7227/ijmee.35.2.1

Cited by 14 publications

(12 citation statements)

References 6 publications

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“…A classical example of this approach is a two-course sequence that was offered to mechanical engineering students to design a Rube Goldberg machine (DeBartolo and Robinson 2007). Programme-specific courses are sometimes theme based and use engineering design as a device to emphasise the relationship between the various components of a field like electrical and computer engineering (Huettel et al 2007).…”

Section: Introductionmentioning

confidence: 99%

A case study of a college-wide first-year undergraduate engineering course

Aloul

Zualkernan

El-Hag

et al. 2014

European Journal of Engineering Education

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Introductory engineering courses are either programme specific or expose students to engineering as a broad discipline by including materials from various engineering programmes. A common introductory engineering course that spans different engineering programmes raises challenges, including the high cost of resources as well as the lack of background courses of first-year students. This paper presents the design, implementation and evaluation of a first-year common engineering course that uses low-cost materials to expose students to a structured engineering design process. The course is explicitly designed to satisfy the Accreditation Board for Engineering and Technology criteria for engineering programmes. Our experience with the course shows that not only students are able to follow a structured design process successfully but we also believe that most of the ABET criteria are being delivered through the course.

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Section: Introductionmentioning

confidence: 99%

A case study of a college-wide first-year undergraduate engineering course

Aloul

Zualkernan

El-Hag

et al. 2014

European Journal of Engineering Education

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“…The major strength of our approach is the novelty of our course structure. PBL has long been advocated for FYE courses [1,2] , and it has largely been presented in the literature for small class sections [3][4][5] . We found ourselves in a unique position, largely due to resource constraints, to adopt PBL in a large class section format.…”

Section: Discussionmentioning

confidence: 99%

“…Prior research indicates large lecture-style courses should be interdisciplinary and highly interactive, while simultaneously presenting enough technical and career-specific content within each engineering discipline to aid or reinforce students' choices of majors [1][2][3][4][5] . These course characteristics are most effectively supported by student-centered pedagogical approaches, such as Problem Based Learning (PBL) [7,8] , where experienced faculty instructors provide some course structure with periodic lectures and ample time for break-out sessions for hands-on and group activity in small classes.…”

Section: Introductionmentioning

confidence: 99%

An FYE Course Structure for Collaborative Learning in Large Lecture Courses

Buckley¹,

Trauth²,

Chajes³

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 science and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire trajectory of the profession. Her research focuses on teacher education, classroom assessment, and P-16 environmental and engineering education. Dr. Michael Chajes P.E., University of DelawareMichael Chajes is a Professor of Civil and Environmental Engineering. His research focuses on bridge testing, evaluation, and rehabilitation, as well as engineering education. During his 25 years at UD, Dr. Chajes has served as Dean of the College of Engineering and Chair of theCivil and Environmental Engineering Department. He is a registered Professional Engineer and was named Delaware Engineer of the Year in 2010. Paper ID #16743 successful academic and professional outcomes in an increasingly multi-cultural and diverse engineering environment. DrOn campus, Dean Vaughan is past-chair of the University-wide Risk Management Advisory Committee (RMAC), past-chair of the Campus Transfer Student Working Group, a member of the University Community Engagement Commission, the DuPont Scholars Selection Committee, the Assistant and Associate Dean Council and the University Career Services Center Advisory Committee.Off campus, he is or has been a member of various professional associations and currently sits on numerous boards and committees that focus on engineering education and issues that positively impact the lives of young people. Dean Vaughan served on the National Executive Committee of the GEM Consortium in Alexandria VA which funds graduate degrees in Engineering and Science. Dean Vaughan is a former President and former Treasurer of the Board of the GEM Corporation and past Chairman of the National GEM Investment Committee. Dean Vaughan was former Vice President of the board of directors and Operations Committee Chair of the National Junior Engineering Technical Society (JETS) based in Alexandria, Va. The JETS organization was a leading nonprofit educational enterprise dedicated to promoting engineering and technology careers to America's youth. Of the more than 40,000 students JETS served each year, 53 percent were from groups traditionally underrepresented in engineering and technology and 36 percent of participants were female. Dean Vaughan is a longstanding member of the President's Advisory Committee of the Girl Scouts of the Chesapeake Bay Council which encompasses girl scouting activities in all of the Delmarva Peninsula which includes Delaware, the Eastern Shore of Maryland, and the Eastern Shore of Virginia. In addition, he is a former Board President of Delaware Futures of Wilmington, DE an organization which provides educational, social, and motivational support to high school students with unrealized potential to become successful college applicants. Dean Vaughan is also the convener and member of the External Advisory...

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“…Several of these studies utilized Rube Goldberg projects in K-12 education and freshmen level engineering courses such as teaching engineering design to K-12 students enrolled in talent development program 5 , using web-based instructional materials to learn with Rube Goldberg projects in K-12 classrooms 6 , using Rube Goldberg projects as a design based learning tool for freshmen engineering students 7 , providing early experience in multidisciplinary teaming and an early exposure to ethics in an interdisciplinary freshmen course 8 , integrating design and experimentation to freshmen students with an electromechanical Rube Goldberg design project 9 , introducing design early in the curriculum to improve motivation and increase retention 10 , assessing engineering students' understanding of design after a short workshop given preceding the beginning of their first semester 11 .…”

Section: Introductionmentioning

confidence: 99%

Experiences in Teaching Writing Unit Design Courses to Engineering Students with Advanced Rube Goldberg Projects

Selvi¹,

Soto-Caban²

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Teaching design and communication skills to engineering students is always a challenging and evolving process. Many design courses compromise a project in order to provide students a hands-on experience to address different aspects of design. Project selection is very important to motivate and encourage creativity in the students. It also alters the teaching efficiency significantly.Principles of Design course has been taught as a part of Engineering Science curriculum at a private Liberal Arts University since 2010. It gives engineering science students the opportunity to work on several of the steps in the engineering design process: formulation of a problem, creative approaches to solving the problem, analysis, materials selection, and economics. This course is also a Writing Unit course, where formal writing is a substantial mode of learning. Authors of this paper were co-instructors of the course and assigned different projects to the students during the first four offerings, every year improving the projects according to the observations and student feedback to better address the course's learning objectives. In spring 2013, the assigned project was the design and implementation of a Rube Goldberg machine. Based on student outcomes and course evaluations, it was decided to repeat the same concept with some technical modifications to make the Rube Goldberg machine more advanced and challenging for junior level engineering students. This paper presents the assigned Rube Goldberg projects, writing unit requirement of the course, teaching method, and an analysis of the effectiveness of the different project assignments over different offerings. Course outcomes and assessment results of the different projects are also discussed.

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A Freshman Engineering Curriculum Integrating Design and Experimentation

Cited by 14 publications

References 6 publications

A case study of a college-wide first-year undergraduate engineering course

A case study of a college-wide first-year undergraduate engineering course

An FYE Course Structure for Collaborative Learning in Large Lecture Courses

Experiences in Teaching Writing Unit Design Courses to Engineering Students with Advanced Rube Goldberg Projects

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