Incorporating AgrAbility Projects Into the University of Dayton First-Year, Service-Learning Engineering Design Course

2014 ◽  
Keyword(s):  
Service Learning ◽  
Engineering Design ◽  
First Year ◽  
The University ◽  
University Of Dayton

scholarly journals Teaching Design to First-Year Engineering Students

2015 ◽  
Author(s):  
Michael McGuire ◽  
Kin Fun Li ◽  
Fayez Gebali
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
First Year ◽  
Considerable Effort ◽  
Student Teams ◽  
Product Engineering ◽  
Teaching Design ◽  
Integrated Communication ◽  
The University

Design is associated with the invention,planning and building a product. Engineering design, inparticular, takes considerable effort, skills, andintegration of knowledge; hence, it is difficult to teachfreshmen this subject since they have not possessed ordeveloped the proper skill set yet. The Faculty ofEngineering at the University of Victoria has beenteaching engineering design (in two successive courses)to all first-year engineering students. In addition toattending plenary lectures, student teams are working oncompetitive projects in the laboratory, while participatingin highly integrated communication modules. In thiswork, we discuss the curricula of these design courses,model of delivery and share our experience for the pastthree years.

scholarly journals INCORPORATING A COMMUNITY-BASED RAPID MANUFACTURING FACILITY INTO A FIRST YEAR ENGINEERING DESIGN COURSE

2017 ◽  
Author(s):  
Mark Wlodyka ◽  
Bruno Tomberli
Keyword(s):  
Engineering Design ◽  
First Year ◽  
Design Tools ◽  
Community Based ◽  
Laboratory Equipment ◽  
Manufacturing Facility ◽  
Novel Approach ◽  
Design Students ◽  
Manufacturing Technologies ◽  
The University

University engineering departments are often challenged to maintain state of the art manufacturing facilities due to the rapid technological changes that are occurring in industry. Older or obsolete engineering laboratory equipment, manufacturing machines, and design tools are difficult to replace due to limited department budgets, space, and staff resources.At Capilano University, where a hands-on project-based one semester first year engineering design class is offered, the Engineering department has taken a novel approach to meet the above challenge.The Engineering Design students are required to design, build, and test original prototype electrical circuits, and mechanical structures as part of their design projects. Construction of these student-designed units requires a rapid turnaround manufacturing facility to meet the peak demands of the students, capabilities that smaller universities are often limited in their ability to provide.To meet this specific requirement, a community-based private rapid prototyping design and manufacturing facility, Zen Maker Labs, was approached, and a partnership agreement has been developed. The agreement consisted of cooperation between the university and the Zen Maker Lab to support up to 60 engineering design students. The students were provided with tools, safety training, and support for manufacturing. The facility has provided CAD design stations, several 3D printers, laser cutters, and numerically controlled milling machines to support manufacturing of student designs. Access to the manufacturing facility was initially provided on subscription basis, where students used the library to “sign-out” membership cards, and access the facility on a controlled,  supervised basis. The controlling of student numbers through the  university library provided a method for managing student access to themanufacturing facility over a period of 8-10 weeks. This arrangement for laboratory access has recently been expanded through a revised collaboration arrangement, and has provided engineering design students with handson experience with several manufacturing technologies and CAD engineering modelling and design tools.

scholarly journals Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

2018 ◽  
Vol 18 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Allison White
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
High Impact Practices ◽  
Completion Agenda ◽  
Cumulative Learning ◽  
The University

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

scholarly journals Leveraging Students’ Passion and Creativity: ETHOS at the University of Dayton

2014 ◽  
pp. 180-190 ◽  
Author(s):  
Margaret Pinnell ◽  
Malcolm Daniels ◽  
Kevin Hallinan ◽  
Gretchen Berkemeier
Keyword(s):  
Service Learning ◽  
Engineering Students ◽  
Faculty Research ◽  
Research Support ◽  
Undergraduate Engineering ◽  
Global Engagement ◽  
The University ◽  
University Of Dayton

The Engineers in Technical Humanitarian Opportunities of Service-learning (ETHOS) program was developed in the spring of 2001 by an interdisciplinary group (electrical, chemical, civil and mechanical) of undergraduate engineering students at the University of Dayton (UD). ETHOS was founded on the belief that engineers are more apt and capable to appropriately serve our world if they have an understanding of technology’s global linkage with values, culture, society, politics, and the economy. Since 2001, the ETHOS program at UD has grown and changed. From conceptualization, to implementation, to maturation and national recognition, the program has addressed challenges of academic acceptance, programmatic integration and research support as a project-based approach to global engagement. This paper discusses how the program developed from a student idea to a nationally known program. It provides some examples of how projects from this program were integrated into other courses and linked to faculty research. Finally, it will present some of the challenges that face a program such as ETHOS.

Creative Thinking in a First Year Mechanical Engineering Design Course at the Massachusetts Institute of Technology: A Community of Practice Model

2008 ◽  
Author(s):  
Monica Rush ◽  
David Wallace ◽  
Dava Newman
Keyword(s):  
Service Learning ◽  
Engineering Design ◽  
Community Of Practice ◽  
Creative Thinking ◽  
Mechanical Engineering ◽  
First Year ◽  
Massachusetts Institute ◽  
Massachusetts Institute Of Technology ◽  
Practice Model ◽  
Institute Of Technology

This paper investigates student acquisition of creative thinking skills in Solving Real Problems, a first year engineering design course in the Mechanical Engineering Department at the Massachusetts Institute of Technology. This class was developed around a service-learning model where teams of two to six students worked with community-based partners to design products for use in their communities. Each team also had at least one faculty member and one teaching assistant working alongside the students as additional team members. Teaching techniques used in the class included multiple in-class idea generation exercises, individual and group assignments, concept, visualization, and fabrication instruction. There were thirteen students total enrolled in the class, two of whom were upperclassmen, one of whom was cross-registered from another university. The participants of this study are the ten first-year MIT students that took Solving Real Problems (2.00B) in spring semester 2007, consisting of five females and five males. At the end of the semester, eleven students total, including each of these ten first-year MIT students, participated in focus groups and responded affirmatively to the question “Thinking about Solving Real Problems in particular, do you think that the class improved your ability to be creative?” Thirty minute follow-up interviews with each student explored this improvement in creativity and make up the core data analyzed in this paper. Common themes discussed by students in relation to creativity include the interactive lecture and lab environment, the involvement of the professors and confidence and hands-on practice, suggesting a community of practice model of learning creativity in the classroom.

scholarly journals Project-Based Service-Learning and Student Motivation

2011 ◽  
Author(s):  
Lauren A. Cooper ◽  
Daria Kotys-Schwartz ◽  
Derek T. Reamon
Keyword(s):  
Service Learning ◽  
Student Motivation ◽  
Project Based Learning ◽  
First Year ◽  
Motivation Theory ◽  
University Of Colorado ◽  
Service Project ◽  
Component Design ◽  
The University ◽  
Learning Interest

We know from motivation theory that enhanced motivation in students is positively correlated with engagement and active learning, interest, and value. We know less about the types of instructional strategies and curricular interventions that work to enhance student motivation in a typical engineering course. Grounded in motivation theory, the purpose of this research is to evaluate how the context of project-based service-learning affects aspects of student motivation in a required undergraduate Mechanical Engineering course. Our research aims to answer: 1) How does project-based service learning affect students’ motivation as compared to conventional (non-service) project-based learning? 2) How are women affected differentially by project-based service-learning? The research, which began in 2010, is being completed over a two-year period. The students and activities in Component Design, an existing junior-level course at the University of Colorado at Boulder, will serve as the research focus. Specifically, project-based service-learning curriculum will be implemented into a required design and build activity for Component Design students. Using a conventional design project as the control, how the context of project-based service learning affects aspects of student motivation will be studied. This paper will discuss the research design, theoretical framework, and the results from our first year of research. Our objective is to provide a more thorough understanding of the effects of service-learning on engineering education. Although service-learning may not be appropriate for every engineering course, we can strive to identify and implement specific elements of service-learning that are correlated with student motivation.

scholarly journals FROM STEM TO STEAM IN ENGINEERING DESIGN

2019 ◽  
Author(s):  
Chantal Rodier ◽  
Mohamed Galaleldin ◽  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Early Years ◽  
First Year ◽  
Arts And Humanities ◽  
Curricular Design ◽  
The Arts ◽  
Design Activities ◽  
The University ◽  
The Impact

Creativity, communication skills, interdisciplinary sensitivity, and cultural and civic responsibility are vital skills and perspectives to inculcate in contemporary engineering students. A number of studies have demonstrated the benefits of exposing engineering students to arts, as studying arts and humanities can open up their minds to creative ideas from great minds outside of science and engineering. In most cases, engineering students are exposed to the arts by taking a few non-technical courses as electives. Many students view these courses as less important and irrelevant to their field of studies. Integrating the arts into the technical engineering curriculum is challenging but critical to engineering design, particularly in early years, and represents a natural opportunity. This paper discusses the approach taken by the Faculty of Engineering at the University of Ottawa of exposing students to the arts through curricular and extra-curricular design activities. These include offering design challenges, a first-year engineering design course and summer internships. This paper also discusses the challenges that arise in delivering such curriculum and the impact of such exposure on the engineering students involved.

scholarly journals Implementing a Freshman Engineering Design Experience at the University of Washington

2017 ◽  
Author(s):  
Brian C Fabien ◽  
Keon L Vereen
Keyword(s):  
Engineering Design ◽  
Computer Aided Design ◽  
Professional Socialization ◽  
First Year ◽  
Team Efficacy ◽  
The Difference ◽  
College Of Engineering ◽  
Poster Presentations ◽  
Socialization Skills ◽  
The University

A project-oriented introductory engineering design course has been developed within the University of Washington’s College of Engineering to enhance the first-year student experience. The role of engineering was de-mystified, explaining the difference between trade specialists and engineers. The students learned that the “art of engineering” is in solving complex problems. Throughout the course, students learned about programming, computer-aided design, and 3D printer technology to assist in the development of team projects. As each new prototype was unveiled, teams learned important lessons about the transition from conception to implementation. One of the biggest outcomes of the course was learning to work effectively in teams. At the end of the course, each team was assessed not only on quality of design project but also team efficacy. The students developed their professional socialization skills while preparing technical reports and oral (PowerPoint and poster) presentations. On the closing day of the program, students presented their group projects in front of campus and industry partners.

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