Title of the Paper
How to Bring Reality into the Classroom Through Project Innovation
Saeed D. Foroudastan[1]
1 Abstract
Freshmen students pose a special challenge to engineering and engineering technology educators. After enrollment in the introductory courses, one must stimulate their interest and increase the likelihood that they continue in the program. To address retention of freshmen in engineering technology programs, educators must provide a method for applying knowledge in practice and education. One way to accomplish this is a class project that coordinates the technologies being introduced and demonstrates a real-life use of the information.
Introduction
Entering freshmen offer special challenges to engineering and engineering technology educators. Some students select engineering or engineering technology as a major and envision careers satisfied by one of the many disciplines offered, such as mechanical, electro-mechanical, computer, electrical, or manufacturing. Others have not decided on a major, search for direction, are unsure what courses to take, and want someone or something to lead them to an interesting and profitable career choice. At most universities, freshmen students face many choices and require active recruitment towards pursuit of a specific major. Then the problem of retention occurs. So challenges arise: how to attract students to the programs, and, after enrollment, how to retain them in the programs1.
The objective of educators is to create interest for freshmen students about engineering and engineering technology programs, and in doing so, help retention issues2. Today’s freshmen are different and require a different approach. Their interest must be stimulated. Educators, both engineering and engineering technology, must provide knowledge in the classroom, but students desire practical application of that knowledge. For example, they seek hands-on applications or problem solving challenges in an environment that fosters learning and provides them extra incentive, added involvement.
Other freshmen enrollees pose additional challenges to engineering and engineering technology educators. Some enter universities from high schools that have excellent technology based levels of education and need to be challenged. Other new enrollees come from high schools with more traditional, less technical educations and are in need of basic technology backgrounds. Another group of freshmen includes those working in industry and taking first steps towards getting a formal education in their field. The latter group in particular necessitates a stimulating class atmosphere. They are familiar with newer technologies in use in the workplace and expect supporting knowledge.
So how does the educator meet the needs of all student backgrounds? By developing creative options within the curriculum that encourage, challenge, and stimulate interest with a combination of instruction and application. A means to accomplish this goal is using a class project that coordinates the technologies being introduced in class and demonstrates a real-life use of the information. As an added value, an application or use for the final product of the project is important and should be considered in the selection. For instance, the projects selected at Middle Tennessee State University (MTSU) for each class can be concluded through participation in a national race. This type of class project will stimulate interest in freshmen students and will improve retention.
Establishing Project Criteria
In selecting a suitable project, all areas of engineering technology were considered. Having an on-going project in an introductory course offers opportunities to introduce statics, dynamics, electricity, strength of materials, energy, computer aided drafting, and project development to freshmen. In addition, there is opportunity for educational growth that encourages interaction with peers, promotes positive learning experiences, provides a more comprehensive education, and stimulates interest in engineering and engineering technology3. It is a means to encourage freshmen to continue in the engineering technology field4.
The complexity of a single project encourages teamwork that satisfies and supports the varied interests of the students. Team assignments are made on a rotating basis so that students are exposed to more than one technology during the introductory courses. The selected project offers challenge and collaboration opportunities – both academically through problem solving and application of the basics - and practical and useful with development opportunities. While teaching basic introductory courses that supply the math and thinking skills required, introductory hands-on projects boost the learning curve. Our class project uses knowledge and encourages personal involvement that enhances the learning experience, particularly for freshmen students.
Covering crucial topics through introduction of projects relative to a course supports this theme. Trivial projects lacking depth and involvement of the basics serve no purpose. Up-to-date, contemporary projects satisfy the challenge sought by the freshmen students, introduce them to professional areas of interest, and offer a level of stimulation to maintain enrollment. By integrating a hands-on, problem solving project into the normal method of teaching, experience and learning centered on the students is promoted. With multiple goals established, selection of the project took place: a solar bike.
Project Selection and Realization
Prior to choosing the solar bike for the project, other options were considered. A solar car built on campus for race competition had been retired, and the car was available. However, the complicated nature of the car did not suit the introductory function of the project, plus the expense was an issue. Several robotic projects were considered, but did not include the range of technologies sought for the introductory course. The solar bike had competed in a national race and, due to design improvements in that project, became available for the class to use. The solar bike, a solar/battery powered, pedal-less bike similar to a go-kart, made the most sense. It has a chassis, motor, motor controller, solar panels, hydraulic brakes, a steering system, and numerous components that offer interesting learning opportunities.
The solar bike provides the class a problem solving approach to learning that implies involvement in discovering solutions relevant to the needs of the learners. There is an orderly progression of book and project skills. As the course continues, situations arise that force students to utilize what they are learning, whether they realize it or not. It teaches them to think, to reason their way through practical problems, and to develop a life skill that will help them throughout their careers.
As a freshmen project for the pre-engineering and engineering technology programs at Middle Tennessee State University, the solar bike is an excellent choice. The solar powered vehicle introduces freshmen students to future applications of engineering technology courses, such as statics, dynamics, strength of materials, CAD, electronic circuits, and energy. Using course knowledge to develop the solar project creates a level of interest that has encouraged enrollment retention in freshmen majors.
Our solar bike is a sophisticated three-wheel design, without pedals, and powered by solar panels and lead acid batteries. With a steel, space frame chassis, major project components include wheels and tires, steering, brakes, drive shaft, solar arrays, motor, motor controller, bodywork, and safety devices. All are directly related to the courses supporting the technologies. As the freshmen get involved with the project, they realize the practical use of what they are learning.
Overall, technical elements involved in the design and construction processes stimulate interest and provide an avenue for physical and mental involvement throughout the course. Project structure, management5, electrical and mechanical engineering principles, communication, teamwork and even budgets contribute to a project package. Design of the frame involves drafting principles and strength of materials, for example, determining the size of the tube frame required, type of materials used, placement of major components, and the metal elements of the trusses. Statics is relative to the design, for instance, involving load analysis and cantilevered wheels. Students apply static knowledge when doing truss analysis and force calculations.
Dynamics is used to determine torque ratios, gearing ratios, and to calculate power based on wheel diameter. Thermodynamics involves the efficiency of the motor and decisions on maintaining efficiency. Working with the solar cells and batteries introduces energy calculations relative to rolling resistance and aerodynamics of drag. A model of the solar bike was created on a scale of 1:12 and was tested in a wind tunnel to measure aerodynamics.
The electrical systems concern solar technologies, alternative energy applications, use of e-meters, digital circuits, and, for additional challenge, a microprocessor is available and can be utilized, depending on the scope of the assignments. The mechanical considerations include steering, brakes, drive, hydraulics, and more. Parts have been machined under supervision. The project increases knowledge of control and power systems, instrumentation systems, and modern modeling and testing protocols. Even though they have not taken the courses, the students are introduced to the concepts and observe the practical applications. Since most project assignments are introduced at later class levels, the project serves to encourage interest early in the curriculum through the technology-oriented participation.
Basic engineering principles in our introductory courses also include understanding project goals, defining objectives, creating and implementing a plan, assessing as systems are tested, and project understanding. The project design, construction, and development comprise many avenues for interest stimulation. Continuous improvement in the best ways to cover crucial topics is a priority in sustaining the interest of today’s freshmen students.
Decision making, teamwork, project development, all phases of a project can be utilized as a teaching tool. The choice of a solar bike offers something interesting, relevant to what might interest the age group, not too complicated, and is a concept for future classes to develop on. Starting with a plan, given a budget, students compare prices and quality and develop reasoning for selecting one part over another, making decisions based on judgments concerning the project as a whole. Measurement and verification opportunities are presented, testing and research, additional instrumentation, many directions can be incorporated into the course to stimulate interest.
Some groups of students worked with the motor, motor controller, brakes, steering and other components associated with mechanicals. Another group worked with batteries, solar panels, wiring, and electrical considerations. Others students worked on issues of optimizing the subsystems of the vehicle, minimizing weight and achieving maximum efficiency. The students applied fundamentals from the course, researched their ideas, and developed the capability to design, analyze, develop models, and construct their project. They learned to work independently and work effectively as teams. They learned the value of working together with a sense of responsibility to each other using a hands-on project.
The bonus to the project was the opportunity to participate in a national race to prove the capabilities of all decisions made regarding their design and construction choices. Thus another element to the project was introduced – the operation of a race-worthy vehicle using solar technology. Students can be graded via tests, reports, and presentations that demonstrate the success of the hands-on project as well as academic achievements. The project grade constitutes one third of the course grade. The faculty provides information and direction as a coach or mentor on the project, rather than an instructor, thus, fostering a positive learning experience with a project that encourages, stimulates, and motivates freshmen students.
During the first semester using the project plan, students enrolled in the introductory course were polled as to why they had chosen the field of engineering or engineering technology. Approximately 60% responded to not being sure why or to how they expected the technologies involved to be useful to them regarding employment. As a result of introducing the solar bike into the course, most of the students had a better understanding of the purpose of the technologies and how the knowledge could be applied. Sixty percent of the students who were undecided about a major chose engineering or engineering technology following the class. From limited data, retention comparisons are approximately 45% improved.
Conclusion
The project as discussed stimulates interest and improves retention in freshmen students. Benefits include introducing the students to a wide range of engineering and engineering technology disciplines, promoting inquiry by stimulating interest, encouraging self-assessment while working with peers, and encouraging and stimulating learners with a hands-on, problem solving, ‘let me see’ approach to learning. The direct involvement provides better understanding of concepts, better problem solving skills, and better communication skills. Incorporating the solar bike project into the introductory courses using active participation has improved attendance, improved academic performance, improved retention, and enhanced the status of engineering and engineering technology education for freshmen students.
Using the project increases knowledge of control and power systems, makes use of computer drafting and instrumentation systems, and covers an alternative energy application along with basic engineering applications. The solar project develops communication and teamwork skills, as well as modern modeling simulation and testing protocols. Students conduct internet research to help decide best performance and best cost issues. Even though the solar bike as a project may appear simple, it offers so much opportunity for learning.
To address the growing need of retention of freshmen in our programs, educators must provide a method of applying the knowledge in practice and education. The solar bike project has worked to do that. Future plans include the use of more than one project, possibly the solar bike for the first half of the semester and, since several students have expressed an interest, a project involving robotics for the last half.
References
1. Foroudastan, S., “Retention and Recruitment Plan for Engineering Technology and Industrial Studies at Middle Tennessee State University” 2001 Proceeding of the ASEE Annual Conference and Exposition, Albuquerque, NM, June 24-27.
2. Akins, L., “Partners in Recruitment and Retention”, 2001 Proceeding of the ASEE Annual Conference and Exposition, Albuquerque, NM, June 24-27.
3. Hirsch, P., “Enriching Freshman Design Through Collaboration with Professional Designers”, 2002 Proceeding of the ASEE Annual Conference and Exposition, Montreal, Quebec, Canada, June 16-19.
4. Foroudastan, S., “ Partnering with Industry – A Winning Collaboration”, 2003 CIEC Annual Conference, Tucson, Arizona, January 28-31.
5. Vavreck, A. N., “Project Management Applied to Student Design Projects”, 2002 ASEE Annual Conference and Exposition, Montreal, Quebec, Canada, June 16-19.
1 Dr. Saeed D. Foroudastan
Saeed Foroudastan is an Associate Professor in the Engineering Technology and Industrial Studies Department. He received his B.S. in Civil Engineering (1980), his M.S. in Civil Engineering (1982), and his Ph.D. in Mechanical Engineering (1987) from Tennessee Technological University. Professor Foroudastan’s employment vitae includes: Instructor of Mechanical Engineering for Tennessee Technological University, Assistance Professor of Mechanical Engineering for Tennessee Technological University, Senior Engineer, Advanced Development Department, Textron Aerostructures, and Middle Tennessee State University. Professor Foroudastan is involved with several professional organizations and honor societies, and has many publications to his name. He also holds U.S. and European patents.
How to Bring Reality into the Classroom Through Project Innovation
Saeed D. Foroudastan
Middle Tennessee State University
Extended Abstract
Freshman students pose a special challenge to engineering and engineering technology educators. After enrollment in the introductory courses, how do you stimulate their interest and increase the likelihood they continue in the program?
To address the growing need of retention of students in engineering and engineering technology programs, educators must provide a method for applying knowledge in practice and education. A way to accomplish this is by development of a class project that encompasses the coordinating technologies being introduced, a project that demonstrates a real-life use of the information.
At Middle Tennessee State University in the Engineering Technology Department, that project is a solar vehicle, a solar/battery powered, pedal-less bike. The bike offers design development and mechanical and electrical applications. It increases knowledge of control and power systems, makes use of computer drafting and instrumentation systems, and covers an alternative energy application along with basic engineering principles. The solar project develops communication and teamwork skills. The project offers modern modeling simulation and testing protocols.
Since most project assignments are introduced at later class levels, the use of this hands-on opportunity encourages interest early in the curriculum and explores the career potential for degrees earned in engineering technology. This project permits freshman students to participate in a technology-oriented activity that allows them to put to the test the basic skills and knowledge introduced in the classroom. The students get excited about the multiple career directions engineering technology can offer them.
ASEE COPYRIGHT TRANSFER
(Note: Complete Title of paper, Authors and Part A or Part B)
|TITLE OF PAPER: |How to Bring Reality into the Classroom Through Project Innovation |
|AUTHORS: |Saeed D. Foroudastan |
|PUBLICATION: |ASEE Southeastern Section Meeting Proceedings |
Part A
The undersigned, desiring to publish the above paper in a publication of the ASEE or co-sponsored by the ASEE, hereby transfer their copyrights in the above paper to the American Society for Engineering Education, known as ASEE.
In return for these rights, the ASEE hereby grants the above authors, and the employers for whom the work was performed, permission to:
1. Reuse portions of the above paper in other works
2. Reproduce the above paper for personal or internal use, provided that a) the source and ASEE copyright are indicated, b) the copies are not used in a way that implies ASEE endorsement of a product or service of an employer, and c) that the copies are not offered for sale
In exercising its rights under copyright, the ASEE will make all reasonable efforts to act in the interests of the authors and employers as well as in its own interest. In particular, the ASEE requires that:
1. The consent of the first-named author be sought as a condition in granting republication permission to others.
2. The consent of the authors or their employers be obtained as a condition in granting permission to others to reuse a portion or all of the paper for promotion or marketing purposes.
In the event that the above paper is not accepted and published by ASEE, or is withdrawn by the author before acceptance by the ASEE, this agreement becomes null and void.
|Signature | |Title if not author |
| Saeed Foroudastan | | |
|Employer for whom work was performed | |Date |
| | | |
Part B (For U.S. Government Employees Only)
This will certify that all authors of the above paper are employees of the U.S. Government and performed this work as part of their employment.
|Signature | |Title if not author |
| | | |
|Name of Government Organization | |date |
| | | |
ASEE Southeast Section Annual Conference
Audio-Visual Request Form and Author Information Sheet
Paper Title: How to Bring Reality into the Classroom Through Project Innovation
Presenting Author: Dr. Saeed Foroudastan
Needed Audio-Visual Equipment: Overhead projector or power point
Suggested Comments for Introduction:
-----------------------
[1] Middle Tennessee State University, Murfreesboro, Tennessee.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- armagh city banbridge and craigavon borough council
- so you want to drive a moped hawaii department of
- the 100 most important art works of the twentieth century
- the strategies and actions described in this chapter are
- safety operating procedures ride on mower
- armagh city banbridge craigavon borough council armagh
- title of the paper
- 100 00 introduction
- safe tuning guide for buell s using ecm spy
- the official web site of new hampshire state
Related searches
- title ix of the education amendments act of 1972
- title ix of the education amendments
- title of book in essay
- title ix of the education amendments act
- title of a movie grammar
- title 26 of the united states code
- title ix of the education amendments 1972
- title for research paper generator
- the role of the title co
- title of paper examples
- title for research paper examples
- the paper shop classified ads