classification scheme for first year engineering...

Classification Scheme for Introduction to Engineering Courses

Dr. Kenneth Reid, David Reeping, Liz SpingolaVirginia Tech

Contents

Introduction and Use of the Classification Scheme……………………………………………… 2

Organizational Representation ………………………………………………………………...… 3

Cover Sheet ……………………………………………………………………………………… 4

Check sheets (used to classify a course) ………………………………………………………… 5-8

Detailed Descriptions of Topics …………………………………………………………………. 9-28

Graphical Representation ………………………………..……………………………..………...29

Appendix…………..………………………………...………………………………………...….30-31

Last RevisedJanuary 7, 2017

Support provided by a grant from the National Science Foundation; Transforming Undergraduate Education in Science, Technology, Engineering and Mathematics (Award No. 1042030).

Introduction

This classification scheme is intended to classify and compare courses with the title “Introduction to Engineering” or similar. The intent is to use the classification scheme to compare different “Introduction” courses to accurately determine credit awarded for transfers and/or to develop introductory engineering coursework.

Use of the Classification Scheme

To classify a course, see the check sheet (pages 5-8) and check any topic that is covered in the Introduction course. The scheme is meant to generate a “big picture” view of a course, so whether specific topics are checked is left to the course developer or instructor.

The eight primary aspects of a first year engineering course are assigned with a four letter code. Following this code, main topics are denoted with a Roman numeral. Sub-topics are assigned a letter, and smaller, more specific topics are given a number. All of these figures are separated by periods.

Main Topic Topic Sub-Topic Specific TopicLettered Code Roman Numeral Letter Number

Figure 1: Specifying an Outcome Using the Scheme

For a piece in Communication such as Lab, notice its placement in the scheme: Topic II, Sub-Topic A, Specific Topic 1. In terms of this classification method, this piece’s ID would be COMM II.A.1.

In certain instances, it is not necessary to define Sub-Topic or Specific Topics. Therefore, in place of the absent topics, a zero takes each missing topic’s place.

For topics that satisfy more than one topic, the ID will be denoted with a superscript. Refer to the More Information section and locate the conditions for marking other topics. For example, Presentations in Communication can satisfy two other topics, so it is written as COMM III.A.04.

Please note that this scheme is intended for use to only classify one course. Refer to the corresponding Q&A in the Appendix for any additional questions on pages 31-32.

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Communication Written Report Lab

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I. CommunityA. Relationships and

Friendships II. Personal Management

A. Time ManagementB. Stress Management

III. E-Portfolio Design (COMM II.C.0)

IV. Academic Integrity (PROF II.0.0)

V. AdvisingA. Plan of StudyB. Study AbroadC. Co-op or Internship

1. InterviewsD. Intro to CampusE. Intro to Departments F. Undergraduate

ResearchVI. Lifelong Learning

VII. Commitment to Discipline / Choice of Major (ENPR VIII.0.0)

I. Engineering DesignA. Fundamentals of Design(DESN I.F.3)

1. Mathematical Modeling2. Physical Modeling3. Formal Design Process4. Brainstorming5. Concept Selection6. Testing Hypothesis7. Design Review8. Refine

B. Reverse EngineeringC. Research (PROF IV.0.0)

1. User testingD. Creativity and Curiosity E. Empirical DesignF. Authentic Design

1. Engineering Feats and Failures

2. Design Projects(PROF III.0.0)

3. Realistic Design (DESN I.A.0)II. Engineering Analysis

A. Data Collection and Statistical AnalysisIII. Problem Solving (PROF I.A.0)

A. Problem FormulationIV. Criteria and Constraints

A. Design Trade-offsV. Project Management

A. Documentation and Management (PROF VI.0.0 / COM II.A.2)

B. Scheduling (ACAD II.A.0)C. VerificationD. Quality ControlE. Data Management

I. ProfessionalA. Client Interactions

II. WrittenA. Reports

1. Lab2. Documentation3. Engineering

B. Email WritingC. Résumé

III. Oral and VisualA. Presentations(COMM IV.A.0

/ ESTT II.D.3)IV. Visual

A. Posters

I. Relevance of the ProfessionII. Images of Engineering in Today’s

SocietyA. Roles and Responsibility

III. Professional SocietiesA. Student Organizations

(PROF VI.0.0)IV. Types of EngineeringV. Engineering History

VI. Definition and VocabularyA. Nature of EngineeringB. Nature of Technology

VII. Disciplines of Engineering A. Intro to Professions

VIII. Commitment to Discipline / Choice of Major (ACAD VII.0.0)

I. Engineering SkillsA. Electromagnetic SystemsB. CircuitsC. StaticsD. MechanicsE. 3-D VisualizationF. Material BalanceG. ThermodynamicsH. Sketching

II. SoftwareA. Programming

1. Basic Programming2. Java3. MATLAB4. C++5. Labview

B. Programming and Design1. Robotics

C. Computer Aided Design1. Solid Works2. MathCAD3. AutoCAD4. Catia5. Arena

D. Microsoft Office1. Word2. Excel3. PowerPoint4. Flowchart

III. HardwareA. Shop Experience

1. Training 2. Lathe, Milling3. 3-D Printing4. CNC5. Manufacturing

B. Topic Specific Tools1. Bread boarding2. Arduino Based Project3. Basic Surveying4. Laboratory5. Nanosensors

I. Critical ThinkingA. Problem Solving (DESN III.0.0)

II. Ethics A. Codes and Standards

III. TeamworkA. Team Management

1. Work Distribution2. Strength / Weakness ID

B. Team DynamicsIV. Research

A. Library ResourcesB. QuantitativeC. Qualitative

V. Patent SearchVI. Leadership

VII. Entrepreneurship

I. Trig ReviewII. Calculus

III. Significant FiguresIV. Units and DimensionsV. Dimensional Analysis

VI. Linear RegressionVII. Matrices

VIII. AbstractionIX. Calculations

A. Statistics 1. Empirical

FunctionsB. GraphingC. Estimation

I. Grand Challenges (DESN I.F.0)II. Concern for Society

A. Assistive Technologies B. Social EntrepreneurshipC. Design Safety D. Sustainability

III. BiomechanicsIV. Bioinformatics V. Virtual Reality

VI. Geotechnical Engineering

Academic SuccessACAD

Engineering ProfessionENPRCommunication

COMM

DesignDESN

Engineering Specific Tech/ToolsESTT

v

Math Skills and ApplicationsMATH

Global InterestGLIN

Latent Curriculum/ Professional SkillsPROF

An topic in bold designates that it and one or more topic can be marked off if certain requirements are met. Please refer to pages 5-8 for more information on each

topic or pages 10-29 for descriptions of each topic.

Introduction to Engineering Course Classification

This classification was completed by: ________________________________

Institution: _____________________________________________________

Course:

Credits:

Course Duration (check one): Semester Quarter Module

Academic Year:

Was a syllabus used in this classification? (check one): Yes No

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Topic Checklist

Directions:

If you feel your course adequately addresses the topic described, then mark off that topic on the checklist in accordance with Figure 2. If a covered topic is tied to one or more other outcomes, as noted by the superscripts, consider marking them as well. This scheme is intended to only classify one course at a time. If you have your syllabus, specify topics that are explicitly listed in the syllabus when you classify your course with an asterisk or checkmark next to the number.

Figure 2: Scale for Emphasis of Coverage

Covered ID Topic Covered ID Topic ACAD I.0.0 Community COMM I.0.0 Professional

ACAD I.A.0 Relationships & Friendships

COMM I.A.0 Client Interactions

ACAD II.0.0 Personal Management COMM II.0.0 WrittenACAD II.A.0 Time Management COMM II.A.0 ReportsACAD II.B.0 Stress Management COMM II.A.1 LabACAD III.0.01 E-Portfolio Design1 COMM II.A.2 DocumentationACAD IV.0.02 Academic Integrity2 COMM II.A.3 Engineering

ACAD V.0.0 Advising COMM II.B.0 Email WritingACAD V.A.0 Plan of Study COMM II.C.0 Résumé ACAD V.B.0 Study Abroad COMM III.0.0 Oral / VisualACAD V.C.0 Co-op / Internship COMM III.A.04 Presentations4

ACAD V.C.1 Interviews COMM IV.0.0 VisualACAD V.D.0 Intro to Campus COMM IV.A.0 PostersACAD V.E.0 Intro to Departments

4. These presentations (COMM III.A.0) can include visual aids such as COMM IV.A.0 (Posters) or ESTT II.D.3 (PowerPoint slides). Mark these outcomes as well if these elements are incorporated.

ACAD V.F.0 Undergraduate ResearchACAD VI.0.0 Lifelong Learning

ACAD VII.0.03 Choice of Major3

Additional Information

1. ACAD III.0.0 (E-Portfolio Design) is tied with COMM II.C.0 (Resume).

2. ACAD IV.0.0 (Academic Integrity) is tied with PROF II.0.0 (Ethics) if the ethics behind dishonesty in the workplace is addressed as well.

3. ACAD VII.0.0 (Choice of Major) is tied with ENPR VIII.0.0 (Commitment to Discipline) if students are encouraged to specify a major based on career plans.

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Essential to the course, a main focus.

Covered. Not a main focus, but certainly important.

Mentioned, not covered extensively. Latent topic.

Not covered or mentioned.

3 2 1 0

Covered ID Topic Covered ID Topic

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ENPR I.0.0 Relevance of the Profession ESTT I.0.0 Engineering SkillsENPR II.0.0 Images of Engineering in

Today’s SocietyESTT I.A.0 Electromagnetic Systems

ENPR II.A.0 Roles and Responsibilities ESTT I.B.0 CircuitsENPR III.0.0 Professional Societies ESTT I.C.0 Statics

ENPR III.A.011 Student Organizations11 ESTT I.D.0 MechanicsENPR IV.0.0 Types of Engineering ESTT I.E.0 3-D VisualizationENPR V.0.0 Engineering History ESTT I.F.0 Material BalanceENPR VI.0.0 Definition and Vocabulary ESTT I.G.0 ThermodynamicsENPR VI.A.0 Nature of Engineering ESTT I.H.0 SketchingENPR VI.B.0 Nature of Technology ESTT II.0.0 SoftwareENPR VII.0.0 Disciplines of Engineering ESTT II.A.0 ProgrammingENPR VII.A.0 Intro to Professions ESTT II.A.1 Basic Programming

ENPR VIII.0.012 Commitment to Discipline12 ESTT II.A.2 Java

Additional Information

11. ENPR III.A.0 (Professional Societies) is tied with PROF VI.0.0 (Leadership) if students are encouraged to hold leadership positions.

12. ENPR VIII.0.0 (Commitment to Discipline) is tied with ACAD VII.0.0 (Choice of Major) if students are encouraged to choose a major for academic intrigue as well.

ESTT II.A.3 MATLABESTT II.A.4 C++ESTT II.A.5 Labview

ESTT II.B.0 Programming and DesignESTT II.B.1 Robotics

ESTT II.C.0 DesignESTT II.C.1 Solid WorksESTT II.C.2 MathCADESTT II.C.3 AutoCADESTT II.C.4 CatiaESTT II.C.5 Arena

ESTT II.D.0 OfficeESTT II.D.1 WordESTT II.D.2 ExcelESTT II.D.3 PowerPointESTT II.D.4 Flowchart

ESTT III.0.0 HardwareESTT III.A.0 Shop ExperienceESTT III.A.1 TrainingESTT III.A.2 Lathe, MillESTT III.A.3 3-D PrintingESTT III.A.4 CNCESTT III.A.5 Manufacturing

ESTT III.B.0 Topic Specific ToolsESTT III.B.1 Bread boardingESTT III.B.2 Arduino Based ProjectESTT III.B.3 Basic SurveyingESTT III.B.4 LaboratoryESTT III.B.5 Nanosensors

Covered ID Topic Covered ID TopicGLIN I.0.013 Grand Challenges13 MATH I.0.0 Trig Review

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GLIN II.0.0 Concern for Society MATH II.0.0 CalculusGLIN II.A.0 Assistive Technologies MATH III.0.0 Significant FiguresGLIN II.B.0 Social Entrepreneurship MATH IV.0.0 Units and DimensionsGLIN II.C.0 Design Safety MATH V.0.0 Dimensional AnalysisGLIN II.D.0 Sustainability MATH VI.0.0 Linear RegressionGLIN III.0.0 Biomechanics MATH VII.0.0 MatricesGLIN IV.0.0 Bioinformatics MATH VIII.0.0 AbstractionGLIN V.0.0 Virtual Reality MATH IX.0.0 CalculationsGLIN VI.0.0 Geotechnical Engineering MATH IX.A.0 Statistics

MATH IX.A.1 Empirical FunctionsMATH IX.B.0 GraphingMATH IX.C.0 Estimation

Covered ID TopicAdditional Information

13. GLIN I.0.0 (Grand Challenges) can be tied to DESN I.F.0 (Authentic Design) through a realistic design project.

14. PROF I.A.0 (Problem Solving) is tied with DESN III.0.0 (Problem Solving).

PROF I.0.0 Critical ThinkingPROF I.A.014 Problem Solving14

PROF II.0.0 EthicsPROF II.A.0 Codes and Standards

PROF III.0.0 TeamworkPROF III.A.0 Team ManagementPROF III.A.1 Work DistributionPROF III.A.2 Strength / Weakness I/DPROF III.B.0 Team Dynamics PROF IV.0.0 ResearchPROF IV.A.0 Library ResourcesPROF IV.B.0 Quantitative PROF IV.C.0 QualitativePROF V.0.0 Patent SearchPROF VI.0.0 LeadershipPROF VII.0.0 Entrepreneurship

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Academic Success ACAD

For students to be successful, first year engineers are given the resources to excel and progress in their academic career.

I. CommunityA. Relationships and Friendships

II. Personal ManagementA. Time ManagementB. Stress Management

III. E-Portfolio Design IV. Academic Integrity V. Advising

A. Plan of StudyB. Study AbroadC. Co-op or Internship

1. InterviewsD. Intro to CampusE. Intro to Departments F. Undergraduate Research

VI. Lifelong LearningVII. Commitment to Discipline / Choice of Major

ACAD I.0.0 Community

ACAD I.A.0 Relationships and FriendshipsDevelopment of working relationships is fostered in the classroom environment and in project groups to develop long lasting friendships.

ACAD II.0.0 Personal Management

ACAD II.A.0 Time ManagementPersonal responsibility is stressed and students are given advice on how to manage their workload and balance school with their personal life.

ACAD II.B.0 Stress ManagementStudents are introduced to methods of relieving stress and/or oriented to the campus health center.

ACAD III.0.0 E-Portfolio DesignStudents are introduced to methods of developing an online professional presence. Students are then tasked to create their own profile. This outcome is tied with COMM II.C.0 (Resume).

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ACAD IV.0.0 Academic Integrity It is made clear to the students that cheating is not tolerated. This outcome is tied with PROF II.0.0 (Ethics) if the ethics behind dishonesty in the workplace is addressed as well.

ACAD V.0.0 Advising

ACAD V.A.0 Plan of Study Students develop their own plan of study and pick which path is the best fit for their interests.

ACAD V.B.0 Study AbroadStudents are oriented to the ability to travel abroad and study for credit in foreign countries.

ACAD V.C.0 Co-op or InternshipStudents are introduced to the option to co-op or be an intern during the summer or school year.

ACAD V.C.1 InterviewsThe ability for students to practice through mock interviews is offered.

ACAD V.D.0 Intro to CampusStudents are given an introduction to the campus (may or may not involve a tour).

ACAD V.E.0 Intro to DepartmentsEach department in the College of Engineering is represented to the students and each major is given a proper introduction.

ACAD V.F.0 Undergraduate ResearchStudents participate in undergraduate research.

ACAD VI.0.0 Lifelong Learning The mindset of learning throughout one’s life (even when one is no longer in school) is fostered.

ACAD VII.0.0 Choice of MajorAnalysis of the student’s commitment to their specific major is conducted by the student’s advisor. This outcome is tied with ENPR VIII.0.0 (Commitment to Discipline) if students are encouraged to specify a major based on career plans.

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Communication COMM

To be a working professional, students are given the proper instruction for communicating effectively through all channels.

I. ProfessionalA. Client Interactions

II. WrittenA. Reports

1. Lab2. Documentation3. Engineering

B. Email WritingC. Résumé

III. Oral and VisualA. Presentations

IV. VisualA. Posters

COMM I.0.0 Professional

COMM I.A.0 Client InteractionsStudents have professional meetings with donors or senior project sponsors. These students are prepped for professional situations.

COMM II.0.0 Written

COMM II.A.0 Reports

COMM II.A.1 Lab (Report)Students are required to write a report summarizing their results and/or discoveries during a lab session.

COMM II.A.2 DocumentationStudents keep a lab notebook or collection of papers from lab work or design projects. Each group or individual must write agendas for meetings and keep an organized portfolio for larger projects.

COMM II.A.3 Engineering (Report)Students write about a design project, summarizing their design process and methods. These reports will cover topics such as: construction of a device, criteria and constraints, design alternatives, and prototypes.

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COMM II.B.0 Email WritingStudents learn the basics of writing a professional email.

COMM II.C.0 RésuméStudents develop a working resume to be used when applying for internships, co-ops, or job opportunities.

COMM III.0.0 Oral and Visual

COMM III.A.0 PresentationsStudents are tasked individually or in groups with an oral presentation over a designated topic. These presentations can include visual aids such as Posters (COMM IV.A.0) or PowerPoint slides (ESTT II.D.3).

COMM IV.0.0 Visual

COMM IV.A.0 PostersStudents work individually or in groups to create a research poster.

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Design DESN

To understand the engineer’s process, students are instructed in the fundamentals of design and methods to reach a desired goal for a project.

I. Engineering Design ProcessA. Fundamentals of Design

1. Mathematical Modeling2. Physical Modeling3. Formal Design Process 4. Brainstorming5. Concept Selection6. Testing Hypothesis7. Brainstorming8. Refine

B. Reverse EngineeringC. Research

1. User testingD. Creativity and Curiosity E. Empirical DesignF. Authentic Design

1. Engineering Feats and Failures2. Design Projects3. Realistic Design

II. Engineering AnalysisA. Data Collection and Statistical Analysis

III. Problem Solving A. Problem Formulation

IV. Criteria and ConstraintsA. Design Trade-offs

V. Project ManagementA. Documentation and Management B. SchedulingC. VerificationD. Quality ControlE. Data Management

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DESN I.0.0 Engineering Design Process

DESN I.A.0 Fundamentals of DesignStudents are groomed to follow the design process and proper procedure. This outcome is tied with DESN I.F.3 (Realistic Design) if this process is applied by students on a realistic design project.

DESN I.A.1 Mathematical ModelingStudents learn to use models to express a full scale design.

DESN I.A.2 Physical Modeling Students learn to build scale models for a design.

DESN I.A.3 Formal Design Process Students are given a design and are tasked to evaluate its effectiveness and possible areas of improvement. Students are introduced to a proper design process such as the five step process: understand, observe, visualize, evaluate and refine.

DESN I.A.4 BrainstormingGiving students a session to throw out ideas for solutions to a problem without judgment.

DESN I.A.5 Concept SelectionStudents learn how pick the proper solution based on feasibility, criteria, constraints, etc.

DESN I.A.6 Testing HypothesisStudents formulize a hypothesis and then test it empirically.

DESN I.A.7 Design Review Students are given a design and are tasked to evaluate its effectiveness and identify possible areas of improvement.

DESN I.A.8 RefineBased on responses from the instructor or other groups, students refine their design.

DESN I.B.0 Reverse EngineeringStudents are taught the fundamentals and benefits behind the idea of reverse engineering.

DESN I.C.0 ResearchStudents are taught the fundamentals of conducting research for a design. This outcome is tied with the outcome set PROF IV.0.0 (Research) if methods of research are taught.

DESN I.C.1 User TestingStudents test their design using appropriate methods and procedures.

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DESN I.D.0 Creativity and CuriosityThe idea that student creativity fuels design is fostered in the classroom.

DESN I.E.0 Empirical DesignStudents are tasked to design based upon experience or observation alone, without using scientific method or theory.

DESN I.F.0 Authentic Design

DESN I.F.1 Engineering Feats and FailuresAn overview is given of past designs that have benefited from failure, and achievements today that were possible through engineering are discussed.

DESN I.F.2 Design ProjectsStudents are assigned projects to guide them through the design process. An example of a project would be a Rube Goldberg machine. This outcome is tied with PROF III.0.0 (Teamwork) if students work in teams on this project.

DESN I.F.3 Realistic DesignStudents are given a project which, if it was a job or contract, would be implemented in the real world, rather than isolated and trivial design projects. This project would be hands-on and long term. This outcome is tied with DESN I.A.0 (Fundamentals of Design).

DESN II.0.0 Engineering Analysis

DESN II.A.0 Data Collection and Statistical AnalysisStudents learn methods to obtain and store data. These sets of data are then analyzed using statistics.

DESN III.0.0 Problem SolvingStudent use various methods to solve challenging problems. This outcome is tied with PROF I.A.1 (Problem Solving).

DESN III.A.0 Problem FormulationStudents are taken through the steps of identifying and clarifying significant problems.

DESN IV.0.0 Criteria and Constraints

DESN IV.A.0 Design Trade-OffsStudents are taught that designs will have certain limitations, and that the design cannot be perfect.

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DESN V.0.0 Project Management

DESN V.A.0 Documentation and Management This outcome is tied with PROF VI.0.0 (Leadership) and COMM II.A.2 (Documentation) if this outcome is part of a design project.

DESN V.B.0 SchedulingStudents schedule their own meetings with team members. This outcome is tied with ACAD II.A.0 (Time Management).

DESN V.C.0 VerificationEnsuring all jobs are complete for the successful completion of the project.

DESN V.D.0 Quality ControlEnsuring that items and procedures remain within a certain tolerance.

DESN V.E.0 Data ManagementStudents perform the administrative process by which data is acquired, validated, stored, protected, and processed.

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Engineering Profession ENPR

Students must understand the professional aspect of being an engineer and are instructed on topics such as the engineering disciplines, their roles and responsibilities, and the profession’s history.

I. Relevance of the ProfessionII. Images of Engineering in Today’s Society

A. Roles and ResponsibilityIII. Professional Societies

A. Student OrganizationsIV. Types of EngineeringV. Engineering History

VI. Definition and VocabularyA. Nature of EngineeringB. Nature of Technology

VII. Disciplines of Engineering A. Intro to Professions

VIII. Commitment to Discipline / Choice of Major

ENPR I.0.0 Relevance of the ProfessionStudents are informed on how engineers benefit society and can provide a greater impact through future efforts.

ENPR II.0.0 Image of Engineering in Today’s SocietyStudents are made aware of misconceptions about engineering and reasons why these generalizations are prominent.

ENPR II.A.0 Roles and Responsibilities Students learn about the duties they will assume once they become engineers.

ENPR III.0.0 Professional SocietiesStudents are encouraged to join professional societies.

ENPR III.A.0 Student OrganizationsStudents are encouraged to participate in the student chapter of their chosen discipline. These students are also eligible to hold leadership positions; this outcome is tied with PROFVI.0.0 (Leadership) if this is encouraged.

ENPR IV.0.0 Types of EngineeringThe different areas of engineering are introduced and differentiated.

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ENPR V.0.0 Engineering HistoryA brief history of engineering is discussed. Topics may include famous engineers, engineering failures, pivotal designs, etc.

ENPR VI.0.0 Definition and VocabularyStudents learn basic concepts of engineering: criteria, constraints, design qualities, etc.

ENPR VI.A.0 Nature of EngineeringStudents are informed of the applications of engineering.

ENPR VI.B.0 Nature of TechnologyStudents are informed of the applications of technology.

ENPR VII.0.0 Disciplines of EngineeringStudents are introduced to the main disciplines of engineering: such as electrical, mechanical, and civil.

ENPR VII.A.0 Intro to Professions Students are given an overview of what careers would be available when they graduate.

ENPR VIII.0.0 Commitment to Discipline Analysis of the student’s commitment to his or her specific discipline as related to their major is conducted by the student’s advisor. This outcome is tied with ACAD VII.0.0 (Choice of Major) if students are guided to select a major to match academic interest.

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Engineering Specific Technology/Tools ESTT

Students must be technically proficient in order to be a well-rounded engineer; this includes skills like programming and computer aided drafting.

I. Engineering SkillsA. Electromagnetic SystemsB. CircuitsC. StaticsD. MechanicsE. 3-D VisualizationF. Material BalanceG. ThermodynamicsH. Sketching

II. SoftwareA. Programming

1. Basic Programming2. Java3. MATLAB4. C++5.Labview

B. Programming and Design1. Robotics

C. Computer Aided Design1. Solid Works2. MathCAD3.AutoCAD4. Catia5. Arena

D. Microsoft Office1. Word2. Excel3. PowerPoint4. Flowchart

III. HardwareA. Shop Experience

1. Training 2. Lathe, Milling3. 3-D Printing4. CNC5. Manufacturing

B. Topic Specific Tools1. Bread boarding2.Arduino Based Project3. Basic Surveying4. Laboratory

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5. Nanosensors

ESTT I.0.0 Engineering Skills

ESTT I.A.0 Electromagnetic SystemsStudents are given an introduction to electromagnetism and applications in a system.

ESTT I.B.0 CircuitsResistance, capacitance, basic circuits, etc.

ESTT I.C.0 StaticsFree body diagrams, forces, moments, structurally analyzing stationary objects.

ESTT I.D.0 MechanicsAnalyzing the physics of the motion of an object.

ESTT I.E.0 3-D Visualization Picturing 2-dimensional objects in 3 dimensions.

ESTT I.F.0 Material Balance Students account for material, calculate mass flow rates of different streams entering or leaving chemical or physical processes.

ESTT I.G.0 ThermodynamicsIntroduction to the laws of thermodynamics, specific heat, calorimetry, applications.

ESTT I.H.0 SketchingStudents learn the basics of drawing products by hand—basic drafting.

ESTT II.0.0 Software

ESTT II.A.0 Programming

ESTT II.A.1 Basic Programming Learn how to write programs for a computer in Basic.

ESTT II.A.2 JavaLearn how to write programs for a computer in Java. Implementing GUI.

ESTT II.A.3 MATLABStudents write programs on the computer to simulate calculations for engineering using MATLAB.

ESTT II.A.4 C++Learn how to write programs for the computer in C++.

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ESTT II.A.5 LabviewStudents become familiar with the advantages of using Labview.

ESTT II.B.0 Programming and Design

ESTT II.B.1 RoboticsBasic programming, sensor use, and implementation of robots in different applications.

ESTT II.C.0 Computer Aided Design

ESTT II.C.1 Solid WorksStudents become familiar with an online 3-dimensional computer-aided drafting tool.

ESTT II.C.2 MathCADStudents write programs on the computer to simulate calculations for engineering using MathCAD.

ESTT II.C.3 AutoCADStudents become familiar with an online 2 and 3 dimensional computer-aided drafting tool.

ESTT II.C.4 CatiaStudents become familiar with an online 3 dimensional computer-aided drafting tool.

ESTT II.C.5 ArenaStudents are introduced to discrete event simulation software.

ESTT II.D.0 Microsoft Office

ESTT II.D.1 WordStudents become proficient with word processing software.

ESTT II.D.2 ExcelStudents learn how to use Excel as a graphing tool and as a method for calculating repetitive and complicated computations.

ESTT II.D.3 PowerPointStudents make use of PowerPoint to prepare presentations and posters.

ESTT II.D.4 FlowchartStudents learn how to organize thoughts, mainly before writing a program.

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ESTT III.0.0 Hardware

ESTT III.A.0 Shop ExperienceStudents are given time to work with tools in the shop and become familiar with the manufacturing process. Safety precautions are also stressed.

ESTT III.A.1 TrainingAn overview of how to operate the different available machines is given to the engineering student.

ESTT III.A.2 Lathe, MillStudents are trained on the lathe and mill.

ESTT III.A.3 3-D Printing Students gain experience with 3 dimensional printing.

ESTT III.A.4 CNCStudents learn how to develop a program for a CNC machine to follow.

ESTT III.A.5 Manufacturing Students learn about the production of goods in industry: topics may include machines, tools, processing, and formulation.

ESTT III.B.0 Topic Specific Tools

ESTT III.B.1 Bread BoardingBuilding electrical circuits on small programmable boards.

ESTT III.B.2 Arduino Based ProjectStudents are involved in a project using a single-board microcontroller in applications.

ESTT III.B.3 Basic SurveyingA general overview of surveying is given to students. Introduction to surveying techniques.

ESTT III.B.4 LaboratoryStudents are assigned to conduct experiments in labs.

ESTT III.B.5 NanosensorsBasic operations of nanosensors are introduced.

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Global Interest GLIN

In order to be ready for the future, students must be aware of the challenges proposed by the National Academy of Engineers to improve life as we know it.

I. Grand Challenges II. Concern for Society

A. Assistive Technologies B. Social EntrepreneurshipC. Design Safety D. Sustainability

III. BiomechanicsIV. Bioinformatics V. Virtual Reality

VI. Geotechnical Engineering

GLIN I.0.0 Grand ChallengesGeneral coverage of the NAE Grand Challenges is presented. This can be tied to a realistic design project DESN I.F.0 (Authentic Design).

GLIN II.0.0 Concern for Society

GLIN II.A.0 Assistive TechnologiesStudents explore the feasibility of aiding the disabled through the improvement of devices such as hearing aids, robotic wheel chairs, heart monitors, etc. (Ability One Challenge)

GLIN II.B.0 Social EntrepreneurshipBy instilling an entrepreneurial mindset, students understand their ability to impact society as an engineer.

GLIN II.C.0 Design SafetyStudents (learn how to apply / use) the design process to reduce the risk of injury to users. An example of safety engineering would be decreasing the likelihood of injury in an automobile accident.

GLIN II.D.0 SustainabilityStudents learn about the importance of designing to endure the test of time.

GLIN III.0.0 BiomechanicsStudents study the structure and function of biological systems by the methods of mechanics.

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GLIN IV.0.0 BioinformaticsStudents explore methods for storing, retrieving, organizing and analyzing biological data. Also, students learn to develop software tools to generate useful biological knowledge.

GLIN V.0.0 Virtual RealityBy increasing the interactivity and expansiveness of virtual reality, students value the applications of such technology beyond entertainment.

GLIN VI.0.0 Geotechnical EngineeringIntroduce students to geotechnical engineering, which is concerned with the engineering behavior of earth materials. Students gain an appreciation for its applications in the military, mining, petroleum, or any other engineering concerned with construction.

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Math Skills and Application MATH

Students must have a strong foundation in mathematics in order to be able to perform the necessary calculations later in their studies and as an engineer.

I. Trig ReviewII. Calculus

III. Significant FiguresIV. Units and DimensionsV. Dimensional Analysis

VI. Linear RegressionVII. Matrices

VIII. AbstractionIX. Calculations

A. Statistics 1. Empirical Functions

B. GraphingC. Estimation

MATH I.0.0 Trigonometry ReviewTrigonometric functions, trigonometric identities, right triangle trigonometry, law of sines, law of cosines.

MATH II.0.0 CalculusDifferentiation, integration, applications to engineering (i.e. acceleration, velocity), optimization.

MATH III.0.0 Significant FiguresStudents are instructed to know when digits are significant in calculations and lab results.

MATH IV.0.0 Units and DimensionsImportant units (mass, volume, energy, capacitance, resistance, forces, etc.), proper use of dimensions.

MATH V.0.0 Dimensional AnalysisTechniques of converting units.

MATH VI.0.0 Linear RegressionStudents are given an approach to modeling the relationship between a scalar dependent variable and one or more explanatory variables.

MATH VII.0.0 MatricesBasic operations of matrices are introduced.

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MATH VIII.0.0 AbstractionStudents are introduced to the concept of reducing the content of a concept or an observable phenomenon to retain only information which is relevant for a particular purpose.

MATH IX.0.0 Calculations

MATH IX.A.0 StatisticsStudents are given an introduction to statistics: probability, normal curve, standard deviation, tolerances, etc.

MATH IX.A.1 Empirical FunctionsThe empirical distribution function is introduced to students. The cumulative distribution function is associated with the empirical measure of a sample.

MATH IX.B.0 GraphingStudents are taught techniques of graphing using a table, algebra, and calculus.

MATH IX.C.0 EstimationStudents are introduced to the process of finding an approximation for some purpose even if input data may be incomplete, uncertain, or unstable.

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Professional Skills / Latent Curriculum PROF

Students will rarely be working alone; therefore, they must develop interpersonal and intrapersonal skills.

I. Critical ThinkingA. Problem Solving

II. EthicsA. Codes and Standards

III. TeamworkA. Team Management

1. Work Distribution2. Strength / Weakness Identification

B. Team DynamicsIV. Research

A. Library ResourcesB. QuantitativeC. Qualitative

V. Patent SearchVI. Leadership

VII. Entrepreneurship

PROF I.0.0 Critical ThinkingActivating the higher pathways of thinking to solve open ended problems.

PROF I.A.0 Problem SolvingEnhancing student abilities to analyze and solve complex problems. This outcome is tied with DESN III.0.0 (Problem Solving).

PROF II.0.0 EthicsStudents are introduced to the morals, unspoken, and spoken laws of the profession.

PROF II.A.0 Codes and StandardsStudents are made aware of the guidelines and rules that products and engineers are held to.

PROF III.0.0 Teamwork

PROF III.A.0 Team ManagementStudents are split in teams and are taught the stages of team formation and communication.

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PROF III.A.1 Work DistributionStudents learn how to divide the workload of a project evenly between members of a group.

PROF III.A.2 Strength / Weakness IdentificationIdentifying the assets and detriments of each member and emphasizing their positive attributes.

PROFIII.B.0 Team DynamicsStudents realize how to work together as a team to achieve a common goal.

PROF IV.0.0 ResearchStudents are taught proper procedure of gathering material for a project.

PROF IV.A.0 Library ResourcesStudents are instructed to make use of the campus library.

PROF IV.B.0 QualitativeConducting research of information that is not easily quantified.

PROF IV.C.0 QuantitativeConducting research that is quantifiable.

PROF V.0.0 Patent SearchStudents are given the basic knowledge on how to obtain a patent.

PROF VI.0.0 LeadershipStudents are encouraged to take on positions involving leadership to some degree.

PROF VII.0.0 EntrepreneurshipThe entrepreneurial mindset is encouraged in students.

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Appendix

The following questions were posed during a workshop to test the classification scheme. The workshop was held at the First-Year Engineering Experiences (FYEE) conference, Pittsburgh, PA, August 2013.

Use in “Introduction to Engineering” courses:

How do you use the classification if institution has a First Year Program (multiple semesters)? How do you use the classification if institution has two required engineering courses in the first

semester? Can you capture the whole year with the scheme?

The scheme may be used on each individual course, and results could be combined to examine an entire year. However, the intent of the scheme is to examine individual courses. For multiple semesters, use the classification scheme for each course (therefore, each semester for two-semester sequences) separately.

Does it matter if it is a 1 credit or 3 credit course?

No – the scheme can be used for any individual course.

How do you use the classification if there are multiple sections of the same course with variability among instructors?

Ideally, the scheme would be used to characterize common themes / outcomes expected from the course. If the variability is likely to be extreme (i.e.: if the course content is determined exclusively by each instructor) it should be used for each section separately.

Are you filling this out from the perspective of the instructor or based on the syllabus?

Ideally, the instructor or coordinator should fill out the scheme with the content of the course available. It may be useful to use the results to review the syllabus to ensure it accurately represents the course.

How should you classify modules? (e.g. Pick 3 out of 9) What happens if there’s no common module?

Use the classification scheme to classify each module. Completed schemes could be combined to show complete coverage for a student who selected any combination of modules.

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Use in discipline specific courses:

What do you do with introduction classes for specific disciplines? (e.g. Intro to Electrical Engineering)

How do you use the classification if students matriculate directly into department?

The scheme is used on any individual courses; therefore, if there is still a common “Intro to Engineering” course or a discipline specific “Introduction to Electrical Engineering” (for example), the title of the course will most likely distinguish it from a common “Intro” course.

Overall questions on use of the scheme:

What about the underlying skills for Reports, Presentation, Posters, etc.?

In some areas of the scheme, breaking down a topic extensively can cause too much unnecessary clutter. With topics broken down too far, it’s possible that the focus of the scheme will be diluted. Specific components of instruction within each topic are left to the instructor. In other words, this would be one level too far.

Should there be a link to ABET?

Including ABET within the scheme: No. While ABET may be mentioned and even defined / described in an Intro course, extensive coverage of ABET (for example, to the level of CAD, technical writing or teamwork) was not identified in the process.

Linking outcomes to ABET outcomes: This is certainly a good idea for further research, although outside of the scope of the current project.

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classification scheme for first year engineering...

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