Fostering Learning Principles of Engineering Design
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Design in Engineering Education
- Page Count
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26
- DOI
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10.18260/p.26948
- Permanent URL
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https://strategy.asee.org/26948
- Download Count
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624
Paper Authors
Jackson Lyall Autrey
University of Oklahoma
orcid.org/0000-0001-7051-7759
Jackson Autrey is a Master of Science student in Mechanical Engineering at the University of Oklahoma from Tulsa, Oklahoma. He holds a Bachelor of Science in Mechanical Engineering from the University of Oklahoma and currently is involved with research into design-based engineering education. After completion of his Master’s degree, Jackson plans to pursue a Ph.D. in Mechanical Engineering.
Farrokh Mistree University of Oklahoma
Farrokh’s passion is to have fun in providing an opportunity for highly motivated and talented people to learn how to define and achieve their dreams.
Farrokh Mistree holds the L. A. Comp Chair in the School of Aerospace and Mechanical Engineering at the University of Oklahoma in Norman, Oklahoma. Prior to this position, he was the Associate Chair of the Woodruff School of Mechanical Engineering at Georgia Tech – Savannah. He was also the Founding Director of the Systems Realization Laboratory at Georgia Tech.
Farrokh’s current research focus is model-based realization of complex systems by managing uncertainty and complexity. The key question he is investigating is what are the principles underlying rapid and robust concept exploration when the analysis models are incomplete and possibly inaccurate? His quest for answers to the key question are anchored in three projects, namely,
Integrated Realization of Robust, Resilient and Flexible Networks
Integrated Realization of Engineered Materials and Products
Managing Organized and Disorganized Complexity: Exploration of the Solution Space
His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers—those who have developed the competencies to create value through the realization of complex engineered systems.
Email
URL http://www.ou.edu/content/coe/ame/people/amefaculty/mistree.html
LinkedIN http://www.linkedin.com/pub/farrokh-mistree/9/838/8ba
Zahed Siddique University of Oklahoma
Zahed Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU's FSAE team.
Abstract
We contend that it is imperative that we recognize the internalization of the principles of engineering design as a career sustaining competency. Accordingly, we have piloted a pre-capstone course called Principles of Engineering Design. We aim to empower the students to internalize the principles of engineering design, learn through doing (reading, designing, building, testing, and post-project analysis), learn to frame, postulate, and implement a plan of action for their Spring 2016 Capstone projects, and transition from being a student to a junior engineer in a company. In this course through a scaffolded set of assignments and activities we provide an opportunity for junior engineers internalize the principles of engineering design. In Fall 2015 our junior engineers were introduced to a problem which involved designing, building, and testing a device capable of navigating a track filled with various sections of “difficult” terrain and pop a buried balloon. Periodic in-class and out-of-class activities enabled the instructors to assess learning and coach the budding engineers. In keeping with Kolb’s experiential learning [1] construct activities included requiring students in class to write “learning statements.” Learning statements are a structured statement that enables students to articulate learning in the context of an authentic, immersive experience. These statements are evaluated for content and the depth of insight expressed therein and then returned to the students with comments. In this paper, we cover the salient features of a course AME4163 – Principles of Engineering Design and the findings from an analysis of the learning statements. Findings from an analysis of student learning statements include the degree to which the principles of engineering design have been internalized by students as well as whether or not the assessment of the student learning statements can be used to predict student performance in courses that are patterned after Kolb’s experiential learning construct.
Autrey, J. L., & Mistree, F., & Siddique, Z. (2016, June), Fostering Learning Principles of Engineering Design Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26948
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