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Philosophy of EPD 160,
Introduction to Engineering
The overriding goal of this course is to provide an experience for freshman students that will introduce them to engineering by doing some engineering. The objectives of the class are to develop students who are able to work in teams, able to think in terms of the design process, and have confidence that they can be successful in engineering.
The specific goals of the course are to:
- allow students to learn how to form and work in teams (team dynamics)
- provide the opportunity for a sequence of successful experiences for the student
- have students acquire a feeling (hands-on) of what engineering entails and might encompass
- develop design process skills on a "real" design project with "real" customers
- develop skills for hardware and software usage in the projects in an as-needed basis
- develop confidence in engineering as a career, particularly for students with little prior knowledge or experience in engineering-type activities.
To accomplish these goals, there are specific concepts that we wish to see developed. These are divided into "process" and "product" categories.
Process: (focus)
Design methodology - students learn to work through the design process, including identifying customer needs, translating those needs into engineering specifications, developing multiple alternative solutions, evaluating proposed solutions against existing products, and creating workable and cost-effective designs. Realistic constraints are developed by students and customers.
Because...the design process seems to be one process common to all disciplines of engineering; the design process encompasses most of the important elements we wanted in the class; the design process is real engineering, regardless of technical level.
Team interaction - students learn to work in teams with peers, to plan tasks, to organize activity to accomplish tasks on time, and to interact constructively and effectively with team members.
Because...team interaction presents students with the opportunity to meet and know other engineers and appreciate the wide range of students interested in engineering; it offers opportunities for peer teaching and learning; it represents a realistic view of what most industrial engineering activity is like.
Communication - students learn to communicate effectively with peers, with instructors, and with customers.
Because...clear communication of ideas and understanding of other's ideas is critical in the design process, particularly in teams; many engineers need to begin developing communication skills at an early stage of their careers.
Confidence building - students develop confidence in their value as members of a team and their potential for success in engineering.
Because...we want to develop a level of confidence in first-year students that they belong in the engineering field and can be successful engineers, should they chose to do so; for some ethnic and gender groups currently underrepresented in engineering, this lack of confidence in belonging may be a significant deterrent to remaining in an engineering career.
Product:(enabling)
Engineering science principles - students learn some basic concepts in engineering science relevant to the specific project; for example, basic electrical circuit relations or relations for strength of structural members.
Because...students need these fundamentals to attack their design problems; knowledge of some engineering science principles builds a context for subsequent math, physics, and chemistry classes; understanding and successfully using these ideas in a design can contribute to a students confidence.
Engineering tools - students learn basic calculation and communication skills, including email, spreadsheets, word processors, and graphics programs.
Because...the tools make much of the class work and communications easier (spreadsheets, email); they present a realistic picture of some common engineering tools; they are likely to be of use in many following classes.
Teaching/Learning methods
To accomplish the goals of the course, we tried to embed several characteristics in the way we organize and teach the course. We tried to:
- emphasize collaborative or team activity because...
- employ hands-on testing experiences whenever possible because...
- develop an experience base, particularly for those with limited prior hands-on experience
- encourage multiple perspectives on problems because...
- reinforce creative thinking skills
- develop students' ability think about multiple facets of problems and brainstorm multiple solution approaches
- deliver "just-in-time" engineering science (e.s.) because ...
- promote (demand?) feedback from students on course and activities within the course because ...
- we want to be able to make rapid modifications, if needed
- we need information flow from students for j-i-t information supply
- for example, students wanted inclusion of information on engineering departments
- establish and let students know evaluation criteria, including how teams and team members will be evaluated because ...
- if we don't test or measure it, it may not happen
- lab notebooks and homework (40%), participation and peer evaluation (20%), product (40%)
- ensure student teams have an opportunity to build all or a portion of their design because ...
- test and evaluation are important parts of design process
- reinforces or corrects "paper" ideas
- gives us something to show the customer (proof of concept)
- it's fun
- -try to use effective team skills as faculty and SA team because ...
- we need the practice
- students notice
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