Making Informed Decisions: EXPLORE Engineering Design Program

Decisions must be made at the age of 16and 17 that can have long-lasting effects. High schoolstudents are asked to select a specific degree, auniversity, and sometimes even a specific discipline withvery little basis for making the decision. The EXPLOREprogram was piloted at Dalhousie University in theSummer of 2014 and 2015 to help girls in high schoolmake an informed decision about whether or not topursue an engineering degree.10 students signed up each summer to EXPLOREengineering design in a compressed 2-week schedulewhere they participated in 3 short design projects,culminating in a major project for a client from thecommunity. The girls developed documentation,presentation, leadership, and teamwork skills. Theylearned CAD software, practiced 3-D printing, and wereexposed to robotic programming. They built and tested adesign for a community partner and defended the designto a room of people. The students were introduced tovisualization techniques, the engineering design process,log books, and other essential components that theywould only otherwise encounter during their first year inan engineering program. This paper will document theelements of the course that help the girls make aninformed decision about whether or not to pursueengineering from two perspectives: the instructors' andthe student's.

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Making Informed Decisions: EXPLORE Engineering Design ProgramÌ}ƒ

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.6439 ◽

2017 ◽

Author(s):

Holly Algra ◽

Libby Osgood ◽

Amanda MacLean ◽

Clifton Johnston

Keyword(s):

High School ◽

High School Students ◽

Engineering Design ◽

Informed Decision ◽

First Year ◽

Community Partner ◽

School Students ◽

Essential Components ◽

Specific Discipline ◽

Visualization Techniques

Decisions must be made at the age of 16 and 17 that can have long-lasting effects. High school students are asked to select a specific degree, a university, and sometimes even a specific discipline with very little basis for making the decision. The EXPLORE program was piloted at Dalhousie University in the Summer of 2014 and 2015 to help girls in high school make an informed decision about whether or not to pursue an engineering degree. 10 students signed up each summer to EXPLORE engineering design in a compressed 2-week schedule where they participated in 3 short design projects, culminating in a major project for a client from the community. The girls developed documentation, presentation, leadership, and teamwork skills. They learned CAD software, practiced 3-D printing, and were exposed to robotic programming. They built and tested a design for a community partner and defended the design to a room of people. The students were introduced to visualization techniques, the engineering design process, log books, and other essential components that they would only otherwise encounter during their first year in an engineering program. This paper will document the elements of the course that help the girls make an informed decision about whether or not to pursue engineering from two perspectives: the instructors' and the student's.

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Integrating cooperative learning principles into the engineering design process: A mixed-methods study at first-year undergraduate engineering

10.1109/fie49875.2021.9637161 ◽

2021 ◽

Author(s):

Preethi Baligar ◽

Rohit Kandakatla ◽

Gopalkrishna Joshi ◽

Ashok Shettar

Keyword(s):

Mixed Methods ◽

Cooperative Learning ◽

Engineering Design ◽

Design Process ◽

Mixed Methods Study ◽

First Year ◽

Undergraduate Engineering ◽

Engineering Design Process ◽

Learning Principles

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Teaching first year engineering students engineering design process and problem solving through service learning projects

2016 IEEE Frontiers in Education Conference (FIE) ◽

10.1109/fie.2016.7757495 ◽

2016 ◽

Cited By ~ 1

Author(s):

Lin Zhao ◽

Karinna Vernaza

Keyword(s):

Problem Solving ◽

Service Learning ◽

Engineering Design ◽

Design Process ◽

Engineering Students ◽

First Year ◽

Engineering Design Process ◽

Service Learning Projects ◽

Learning Projects

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Studying Changes using Concept Maps in First-Year Students' Understanding of the Engineering Design Process

10.18260/1-2--33320 ◽

2020 ◽

Author(s):

Haolin Zhu ◽

Tirupalavanam Ganesh ◽

Connor Sonnier

Keyword(s):

Engineering Design ◽

Design Process ◽

Concept Maps ◽

First Year ◽

First Year Students ◽

Engineering Design Process

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A NEW FIRST YEAR DESIGN COURSE AT THE UNIVERSITY OF WESTERN ONTARIO

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.3933 ◽

2011 ◽

Author(s):

Ralph Buchal ◽

F. Michael Bartlett ◽

Sean Hinchberger ◽

Shahzad Barghi ◽

Amarjeet Bassi ◽

...

Keyword(s):

Design Process ◽

State Of The Art ◽

First Year ◽

Individual State ◽

Design Validation ◽

Engineering Design Process ◽

Design Projects ◽

Team Design ◽

The University ◽

Major Project

A new first year design course at the University of Western Ontario uses team design projects to develop skills in the engineering design process, teamwork, design communication, and reflection. Students begin with a short 6-week mini-project, which is followed by an 18-week major design project. Each student is required to prepare an individual “State-of-the-art” report at the beginning of the major project. Students work through the stages of the design process, starting with conceptual design to generate innovative concepts. This is followed by design validation using analysis, simulation and experiments, CAD modeling, and prototype construction and testing.

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