Using design, build, and test projects to teach engineering

Elger, Donald; Beyerlein, Steven; Budwig, R.S.

doi:10.1109/fie.2000.896572

Cited by 22 publications

(23 citation statements)

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“…(1) To demonstrate that the DBT approach will better equip students with an ability to apply knowledge of mathematics, science, and engineering to thermal/fluid systems design; (2) To demonstrate that the students will have a platform available for them to practice teamwork, professional and ethical responsibility, and 3To demonstrate that the reformed curriculum will increase ME students interests in the thermal/fluid subjects, which will potentially increase ME student enrolment.…”

Section: Discussionmentioning

confidence: 99%

“…The objectives of this reform are three-fold: (1) to increase student achievement in the traditional lecture course in thermal sciences and to gain better comprehension of the course content, and (2) to increase engineering design experience in the overall curriculum, and 3to develop critical thinking skills, and promote more synectic thinking, i.e. the ability to relate seemingly disconnected topics and use them together to solve open-ended problems.…”

Section: Introductionmentioning

confidence: 99%

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Using Design, Build And Test Projects For Improving The Design Of Fluid Thermal Systems And Hvac Design

Tao¹,

Wang²,

Moreno³

et al.

2005 Annual Conference Proceedings

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The goals of the newly-awarded project by NSF are to adapt and implement proven concepts from previous NSF projects in order to integrate hands-on experiments in traditional thermal science lecture courses and to reorient traditional teaching laboratory courses with design, build, and test (DBT) activities. In particular, the following principles and methods are adapted: a hands-on experience integrated to abstract concepts discussed in lectures, a clear linkage to industrial applications, and Design Build and Test (DBT) projects. Specifically, two DBT course modules are developed: the heat exchanger and scaled building airconditioning system. The project reforms the current thermal science stem curriculum with changes to three required lecture courses in such a way that the contents of the stand-alone ME lab course is integrated with the lectures through the execution of DBT activities. This adaptation enhances students' learning of thermal science subjects by providing students an enhanced, open-ended design problem experience in the mid-stage of the curriculum rather than near the end when the senior design project is required. It supports improved comprehension of the thermal-fluid contents through practical application and immediate, relevant implementation, rather than a fragmented learning process. DBT activities enhance students' critical thinking skills with the decision-making and close-loop accomplishment experience. Through a planed evaluation process, the project leads to three outcomes to demonstrate that the DBT approach better equips students with an ability to apply mathematics, science, and engineering to thermal-fluid systems design, that the students can have a platform to practice teamwork, professional and ethical responsibility, and that the reformed curriculum contributes to an increase in student's interests in thermal/fluid subjects, better retention rate, and more attraction to prospective students. Finally, the developed process ensures a favorable cooperative learning environment with a strong sense of accomplishment for the underrepresented student population. This presentation focuses on the progress of the project in the following areas: (1) Planned activities, (2) student design team's efforts, and (3) pre-project evaluation serving as a benchmark for project implementation evaluation.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using Design, Build And Test Projects For Improving The Design Of Fluid Thermal Systems And Hvac Design

Tao¹,

Wang²,

Moreno³

et al.

2005 Annual Conference Proceedings

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show abstract

“…7 Recently, a Design-Build-Test (DBT) approach has been used in undergraduate engineering laboratories. 2,8,9 In most DBT projects, students are required to design an article, typically small and inexpensive, using design guidelines that include mathematical calculations. Allen et al, developed a curriculum in electronic materials that "abandon the cookbook" approach in favor of a multi-course sequence of open-ended laboratory experiences.…”

Section: Introductionmentioning

confidence: 99%

A Gas Absorber Design Experiment For The Chemical Engineering Laboratory

jan¹,

Dixon²,

Puli³

et al.

2003 Annual Conference Proceedings

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An open-en ded, gas-abso rber design experiment has been developed for the undergr aduat e chemical engineering laborato ry. The experiment utilizes the Design-Build-Test (DBT) approach. Student teams are asked to design a column to perform a specific task , par tially build or configure the physical equipment for their design and operat e the gas absorber to test their design. Each laborato ry team conducting the experiment is assigned a unique objective involving the absor ption o f carbon dioxide, ammonia or ethanol from an air stream flowing at a specified rate. The experiment provides several choices of column diameter and packing types and size from which students can choose to complete their design. The goal of the present experiment is for students to design, build and test a gas Page 8.51.1

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“…Accordingly, a significant body of literature related to hands-on, design-build-test (DBT) projects has grown to address the gaps in student engagement and between classroom theory and practical implementation. [2][3][4][5][6] The relative merits and demerits of DBT-type projects over pre-designed laboratory experiments are discussed elsewhere; 2,3 nevertheless, in parsing the design ambiguities associated with open-ended DBT projects, students certainly employ some non-technical competencies such as imagination and resourcefulness. These skills are desirable in engineering graduates, but are typically not exercised in pre-designed laboratory experiments despite similar intention for reinforcing classroom theory.…”

Section: Introductionmentioning

confidence: 99%