Enhancement and assessment of a non-traditional engineering design course

John Tester, Carol Haden, Jerry Hatfield

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

At Northern Arizona University, an interdisciplinary sophomore design course - EGR 286 - has undergone a fundamental shift in its innovative and award-winning course structure. This shift is part of a Hewlett Foundation-supported development effort to encourage recruitment and retention of engineering students, with an emphasis on under-represented student populations. The course revitalization is centered upon enabling more direct student participation in design projects. It begins with two-person design teams that design, build and test weekly projects involving LEGO® parts, sensors, and the Robotic Command eXplorer (RCX). Control of the automated systems requires programming in both RoboLab (a Lab View™ derivative) and in the "Not Quite C" (NQC) environments. The course develops in the semester to finally encompass larger design teams of fourteen students, with each team designing a complex, autonomous, robotic-styled system. An important part of this course development is the integration of assessment procedures that record the students" perception of learning and enthusiasm. We present an overview of the course enhancements and objectives. Assessment categories include the students" self-efficacy in their ability to design/build/test electro-mechanical devices, as well as their level of enthusiasm and motivation towards engineering as a chosen career. The assessments are accomplished before and after the course revisions for comparison.

Original languageEnglish (US)
Title of host publicationASEE Annual Conference and Exposition, Conference Proceedings
Pages5615-5626
Number of pages12
StatePublished - 2005
Event2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World - Portland, OR, United States
Duration: Jun 12 2005Jun 15 2005

Other

Other2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World
CountryUnited States
CityPortland, OR
Period6/12/056/15/05

Fingerprint

Students
Robotics
Electromechanical devices
Computer systems programming
Derivatives
Sensors

Keywords

  • Design education
  • Engineering education
  • Legos
  • Mindstorms
  • Student retention

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Tester, J., Haden, C., & Hatfield, J. (2005). Enhancement and assessment of a non-traditional engineering design course. In ASEE Annual Conference and Exposition, Conference Proceedings (pp. 5615-5626)

Enhancement and assessment of a non-traditional engineering design course. / Tester, John; Haden, Carol; Hatfield, Jerry.

ASEE Annual Conference and Exposition, Conference Proceedings. 2005. p. 5615-5626.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Tester, J, Haden, C & Hatfield, J 2005, Enhancement and assessment of a non-traditional engineering design course. in ASEE Annual Conference and Exposition, Conference Proceedings. pp. 5615-5626, 2005 ASEE Annual Conference and Exposition: The Changing Landscape of Engineering and Technology Education in a Global World, Portland, OR, United States, 6/12/05.
Tester J, Haden C, Hatfield J. Enhancement and assessment of a non-traditional engineering design course. In ASEE Annual Conference and Exposition, Conference Proceedings. 2005. p. 5615-5626
Tester, John ; Haden, Carol ; Hatfield, Jerry. / Enhancement and assessment of a non-traditional engineering design course. ASEE Annual Conference and Exposition, Conference Proceedings. 2005. pp. 5615-5626
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