Freshman Engineering Design Research Articles

A design attribute framework for course planning and learning assessment

A new method for course planning and learning assessment in engineering design courses is presented. The method is based upon components of design activity that are organized into a design attribute framework. The learning objectives of design courses can be expressed within this framework by selecting from among these components. The framework can also be used to guide the development of survey instruments for use in assessment. These two uses of the design attribute framework are illustrated in the context of a freshman engineering design course.

Selecting a Model for Freshman Engineering Design

AbstractThis 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.

From the Students' Point of View: Experiences in a Freshman Engineering Design Course

AbstractWe evaluated the pilot semester of a freshman introduction to engineering course in order to provide an understanding of the students' experience in the course and identify aspects of this experience that could lead to improved student retention in engineering. The course concentrates on having students work in teams to identify customer needs, find solutions, and design and build a final product. We used qualitative research methods for data collection and analysis that included interviewing students using a set of open‐ended questions, thus allowing them to introduce issues and describe their experiences. Our analysis indicated that students experienced engineering in a supportive, team‐oriented environment that provided a context for making informed career decisions. The students' experiences indicate that courses such as this one can help students face the challenges they encounter in beginning their engineering education.

A Freshman Engineering Design Course

AbstractAt the University of Maryland at College Park, a new freshman engineering design course introduces design through a project approach. This approach has three phases: design, manufacturing and assembly. First, students learn basic engineering concepts by designing a simple product. Next, they manufacture and/or procure the product's components. Finally, they assemble the components and test the finished product. Since drawings for this product are part of the project, students must also learn entry‐level computer graphics. Reaction to teaching design so early in the engineering curriculum has been extremely favorable. Students are highly motivated by the design approach and, as a result, learn engineering fundamentals, develop critical thinking skills, learn to cooperate as team members and gain practical hands‐on experience.