scholarly journals Design of a Zero Energy Home as a First-year Design Project

2020 ◽  
Author(s):  
Andrew Lau ◽  
Tara Sulewski
Keyword(s):  
First Year ◽  
Zero Energy ◽  
Design Project

scholarly journals PROMOTING INTERCULTURAL EXCHANGE THROUGH A CORNERSTONE ENGINEERING DESIGN PROJECT

2018 ◽  
Author(s):  
Brian Dick ◽  
Thai Son Nguyen
Keyword(s):  
Engineering Students ◽  
Design Stage ◽  
First Year ◽  
Academic Experience ◽  
Design Project ◽  
Intercultural Competencies ◽  
Student Teams ◽  
Intercultural Exchange ◽  
Stakeholder Input ◽  
Design Proposal

Abstract – First-year engineering students at Vancouver Island University in Canada and second-year engineering students at Tra Vinh University in Vietnam have been brought together to work on a cooperative cornerstone design project as a means to introduce intercultural competencies early in the students' academic experience.  Student teams at each institution were partnered, whereby a design proposal developed by a team at one institution was constructed by their partner team at the other institution. Each team provided stakeholder input early in the design stage, and team pairs established a change management structure to respond to challenges occurring during the construction phase of the project. We explore the challenges and successes of the students experience as they navigated the linguistic, cultural, technical, and geographic barriers towards successfully completing this major design project.  

scholarly journals A Low-Cost Robot Positioning System for a First-Year Engineering Cornerstone Design Project

2016 ◽  
Author(s):  
David Frank ◽  
Kevin Witt ◽  
Chris Hartle ◽  
Jacob Enders ◽  
Veronica Beiring ◽  
...  
Keyword(s):  
Low Cost ◽  
First Year ◽  
Positioning System ◽  
Design Project ◽  
Robot Positioning

Designing a Service-Learning Design Project for a First-Year Engineering Course

2009 ◽  
Author(s):  
Christopher B. Williams ◽  
Janis P. Terpenny ◽  
Richard M. Goff
Keyword(s):  
Service Learning ◽  
Resource Constraints ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Design Project ◽  
For Profit ◽  
Structured Design ◽  
Detail Design ◽  
Conceptual Design Phase

The creation of an appropriate, meaningful design experience for a first-year engineering design course is challenging as the instructor must balance resource constraints with broad learning objectives and a diverse, and often very large, enrollment. In this paper, the authors present the task of developing a design project for a first-year engineering course as a problem of design. Following a structured design process, the authors articulate the requirements for a successful first-year design project including: learning objectives that are appropriate for a multi-disciplinary group of first-year students and common budgetary and time constraints. Several project alternatives are generated and evaluated in a conceptual design phase. In their description of the embodiment and detail design phases, the authors present the implementation of the selected project concept: ROXIE (“Real Outreach eXperiences In Engineering”). The ROXIE project, a service-learning themed project, tasks first-year students with serving as design consultants to not-for-profit community partners. Through this partnership, students are able to practice principles and tools of design methodology and project management. Preliminary survey data and excerpts of student reflection essays are provided as a means of supporting the instructors’ project selection.

scholarly journals INFLUENCE OF LEARNING PREFERENCE ON SELF-EFFICACY AND PERFORMANCE IN MIXED-MODALITY FIRST-YEAR ENGINEERING DESIGN

2013 ◽  
Author(s):  
Jon-Michael J. Booth ◽  
Thomas E. Doyle ◽  
David M. Musson
Keyword(s):  
Engineering Design ◽  
Student Performance ◽  
Self Efficacy ◽  
Learning Preferences ◽  
First Year ◽  
Final Examination ◽  
Design Project ◽  
Learning Preference ◽  
Simulation Based ◽  
And Performance

All students have preferences for the way they receive and distribute information when the objective is learning. These preferences can be shown to have an effect on self-efficacy and on performance. The relationships between learning preference, self-efficacy and performance were studied using survey and grade data obtained from a first-year Engineering Design and Graphics course. The students were placed in one of three groups according to the modality (type) of design project they were given; a Simulation-Based project (SIM) using a software simulation tool, a Prototyping project (PRT) using a 3D printer, or a Simulation and Prototyping project (SAP) where they had to complete a design using both tools. Participants were given a custom survey that assessed self-efficacy and the VARK learning styles inventory which assesses learners on Visual, Aural, Read / Write and Kinesthetic learning preferences. 97 students were surveyed representing a response rate of 22.6%. Student performance was assessed by examining scores on a subset of questions related to design visualization on the final examination for the course. Data analysis involved examining the correlation between learning style and self-efficacy, and scores on final examination for each of the three course modality groups. Findings from this study include higher performance for Kinesthetic learners assigned a simulation-based project and low performance for Read/Write learners with a prototyping project. This study supports the hypothesis that student performance may depend on learning preferences coupled with design project modality.

scholarly journals INTRODUCTING A NEW ENGINEERING COURSE: A LEARNING EXPERIENCE FOR STUDENTS AND FACULTY

2011 ◽  
Author(s):  
Peter Dare ◽  
Brian Cooke
Keyword(s):  
Engineering Students ◽  
Task Force ◽  
Learning Experience ◽  
First Year ◽  
Design Element ◽  
Design Project ◽  
Different Types ◽  
Second Year ◽  
The University ◽  
First Time

A Task Force was created by the Faculty of Engineering at the University of New Brunswick in September 2004 charged with creating a new course for all first year engineering students to be delivered for the first time in September 2005. The course, to be taken by approximately 270 students, was to integrate material from other first year courses, introduce the students to working in teams, contain a substantial design element through a design project, and introduce communication skills. Nine professors from throughout engineering “volunteered” to help develop and deliver the course. In this paper we own up to what we did wrong during the first two years of delivery of this course, and (naturally!) counter this by celebrating our successes. Students are assessed based on a combination of individual and team submissions, with some submissions being oral and others written. This paper will outline the complex assessment scheme we initially used, and how we later simplified it. Rubrics were used to evaluate many of the course assignments. For most of the instructors, this was the first time they had used rubrics and so it was a learning experience to both develop and apply them. We show how we adapted their use in the second year of delivery after the experiences of the first year. We were pleased with the way that the assessments were mostly built around the design project – this helped the students grasp why clear communication is vital and enabled them to obtain continual feedback on the project. We were also delighted that an element of social responsibility was introduced into the course by making the project an international “Engineers Without Borders” project based in Africa. We believe this added an additional dimension to the course and especially the project. The professor-delivered skits were especially popular! Delivered by two wannabe actors, they introduced the students in a humorous manner to the different types of engineering that are taught at UNB. Engineering students at UNB have to commit to their specific engineering field from their first day at UNB, so these skits were included to ensure the students were exposed to all the UNB engineering disciplines. We conclude the paper with our plans for delivery of the course in September 2007 and beyond.

scholarly journals Developing and Improving a Multi-Element First-Year Engineering Cornerstone Autonomous Robotics Design Project

2018 ◽  
Author(s):  
David Frank ◽  
Kelly Kolotka ◽  
Andrew Phillips ◽  
Michael Schulz ◽  
Clare Rigney ◽  
...  
Keyword(s):  
First Year ◽  
Autonomous Robotics ◽  
Design Project ◽  
Robotics Design

scholarly journals Small Changes Yield Large Results at NIST's Net-Zero Energy Residential Test Facility

2017 ◽  
Vol 139 (6) ◽  
Author(s):  
A. Hunter Fanney ◽  
William Healy ◽  
Vance Payne ◽  
Joshua Kneifel ◽  
Lisa Ng ◽  
...  
Keyword(s):  
Energy Efficient ◽  
Hot Water ◽  
Test Facility ◽  
First Year ◽  
Zero Energy ◽  
Control Logic ◽  
Pump System ◽  
Net Zero Energy ◽  
Net Zero ◽  
Energy Surplus

The Net-Zero Energy Residential Test Facility (NZERTF) was designed to be approximately 60% more energy efficient than homes meeting the 2012 International Energy Conservation Code requirements. The thermal envelope minimizes heat loss/gain through the use of advanced framing and enhanced insulation. A continuous air/moisture barrier resulted in an air exchange rate of 0.6 air changes per hour at 50 Pa. The home incorporates a vast array of extensively monitored renewable and energy efficient technologies including an air-to-air heat pump system with a dedicated dehumidification cycle; a ducted heat-recovery ventilation (HRV) system; a whole house dehumidifier; a photovoltaic system; and a solar domestic hot water system. During its first year of operation, the NZERTF produced an energy surplus of 1023 kWh. Based on observations during the first year, changes were made to determine if further improvements in energy performance could be obtained. The changes consisted of installing a thermostat that incorporated control logic to minimize the use of auxiliary heat, using a whole house dehumidifier in lieu of the heat pump's dedicated dehumidification cycle, and reducing the ventilation rate to a value that met but did not exceed code requirements. During the second year of operation, the NZERTF produced an energy surplus of 2241 kWh. This paper describes the facility, compares the performance data for the 2 years, and quantifies the energy impact of the weather conditions and operational changes.

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