Selecting a Model for Freshman Engineering Design

Abstract

This paper describes a process undertaken at the University of Alaska Fairbanks to select a model for teaching freshman engineering design. The project identified and characterized methods in use for teaching freshman design, and selected method(s) appropriate for UAF with general recommendations for implementation. Background research included a needs and information survey of freshmen and senior engineers, and research on methods currently used to teach design at ABET accredited colleges and universities. Eight methods for teaching design to freshman engineering students were identified. A Weighted Factor Scoring Model was used to determine which methods of teaching design were most applicable to UAF. A reverse engineering model was selected and proposed for the new freshman engineering design course. The methodology, results, and other considerations are discussed. B. Perspective of the StudentsA two page, thirty-eight question survey was developed in order to gain a better understanding about the UAF freshman and senior engineering students in the CE, EE, and ME programs, and specifically, information that might be useful in developing a new

Problem-solving discourse models: informing an introductory engineering course

“…Research in the area of problem solving suggests that students entering engineering programs are often expected to be proficient problem solvers (Burton & White, 1999). In these studies, students considered themselves good or excellent problem solvers while their lecturers typically considered their efforts to be inadequate (Kimmel, Kimmel, & Deek, 2003).…”

“…ECSA (2004) distinguishes between convergent and divergent problems; and lists Design as a separate and distinct Outcome required of students before they can graduate. Amongst all the different ways of understanding engineering problems and problem solving it is not surprising that there is a plethora of different ideas for helping students to solve problems (see for example (Burton & White, 1999)). …”

Teaching Design to First-Year Chemical Engineering Students

“…With the implementation of the design component, the role of the instructor changed from lecturer to mentor and coach as described by Burton and White [3]. This teaching approah is more demanding than the lecture courses for the instructor.…”

Best Practices Review of First-Year Engineering Design Education

“…Though this circumstantial evidence was extensive, direct evidence was infrequent. Only one extensive review of design in the first-year was found for American programs [1] and none was found for Canadian programs.…”