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A Design and Assessment-Based Introductory Engineering Course 435
objective is to teach students the fundamental . To introduce students to engineering design and
nature of engineering in the form of the engineer- analysis methods.
ing method and design/problem-solving approach. . To make clear to the students that an engineer
The course was built on the philosophy that first- must possess a variety of skills beyond technical
year students can learn enough about these topics competence, including 1) professional responsi-
to be able to function as an engineer even without bility, 2) excellent written and oral commun-
the tools and expertise of a practicing engineer [3, ication skills, 3) the ability to work both
7, 10, 11]. The traditional method of educating independently and as part of a team and 4)
engineers is to teach many separate but essential creativity.
skills then to have the students assimilate these . To build bridges between the mathematics,
skills as they proceed through their education. Our science, and social science/humanities courses.
approach works the opposite way, by first teaching . To help undecided students select the engineer-
the students how engineers function then filling in ing subfield that best matches their individual
their education with the missing pieces. The mate- talents, desires and goals.
rial taught in the course serves as a foundation and
Most engineers would agree that the course goals
springboard for subsequent engineering courses by
listed above are essential to the engineering
enlightening the students as to why they need the
student. Not all first-year students would agree.
skills they will learn in subsequent courses. While
The problem is compounded by the fact that the
design problem-solving skills are commonly taught
concepts they are learning in their math and
in first-year engineering courses (3, 5, 6, 12, 13), it
science courses seem abstract, disconnected, and
is the holistic, integrated, and focused philosophy
irrelevant. This situation occurs because most
and execution of course mechanics and the inclu-
students are unable to recognize the value of
sion of the engineering method which takes this
these topics within their (incomplete) model of
approach to a new level.
engineering. It was imperative that ES 101 address
An important goal for the course was that it
this dilemma. Simply emphasizing to students the
would be discipline neutral and all topics would be
utility of each topic is ineffective. How can topics
relevant to all engineering disciplines. At the same
which are perceived to be disjointed be shown to be
time it was desired that the course provide expo-
essential pieces of the engineering method?
sure to all disciplines so the students could make
Lafayette's answer was to provide a true engineer-
an informed decision as to the type of engineering
ing experience in the form of design projects which
they would like to study. The Engineering Division
are directly supported by laboratory experiences
at Lafayette College offers a common first year,
and lecture topics in an attempt to build bridges
and ES 101 is required of all engineering students
between the natural sciences, mathematics, engin-
regardless of discipline. The students make a `more
eering sciences, and social sciences/humanities
informed' decision as to their specific engineering
courses [7, 10]. The design projects require the
major near the end of the second semester.
immediate application of the laboratory and
The objective of this paper is to present the
lecture topics from ES 101 and concurrent math/
philosophy, goals, and structure of the Introduc-
science/writing courses in order to make the mate-
tion to Engineering (ES 101) course developed and
rial relevant to the students. This strategy closes
taught at Lafayette College. Included in this paper
the loop in the engineering education process.
are the relevance and motivation for the course,
and how it fits into the Lafayette Engineering
program, specifically the common first year. The Assessment activities
design/problem-solving approach is first defined, The very nature of introductory engineering
then the methods used to teach it to first-year courses makes their goals, structure, curricular fit
engineering students are detailed. The presentation and function, etc., difficult to define. These diffi-
of the course structure includes descriptions of culties were further exacerbated by attempting to
course topics, laboratory exercises, semester design just one course to suit all engineering
design projects, and how these elements fit majors. Therefore, from the initial conception of
together with each other, and the overriding the course, assessment activities were considered to
course philosophy and goals. Course assessment be an essential component of planning, improving
activities are described in terms of goals, methods, and evolving the course, satisfying the major
and ABET outcomes. The role of assessment in the departments, best serving the students, and ensur-
development, evolution, and evaluation of the ing that all those affected by the course had an
course is presented. opportunity to comment officially. The assessment
activities obviously also fulfill ABET 2000 require-
Course goals ments.
The following specific course goals were devel- The course has many constituents to satisfy
oped within the context of the primary objective including the students, the course faculty, the rest
and central issues discussed above: of the engineering faculty, the major departments,
and the Engineering Division. Each department
. To introduce students to the engineering discip- was required to sacrifice one required course to fit
line. ES 101 into their curriculum, so the cost of the
436 S. Nesbit et al.
course was high. Constant input and formal feed- creative activities, has an interest in technical
back from all constituents was considered neces- matters, has solved problems, and has attempted
sary, not only for the good of the course, but in design. What incoming students lack is the disci-
order that the course can fill the needs of each plined and structured approach of the engineer.
major department, and have the rigor and rele- Thus, students are taught the engineering methods
vance demanded by the general engineering and a well-structured problem-solving/design
faculty. approach that breaks the process into orderly
The input, feedback, assessment, and data steps with an emphasis on logical progression
collection activities related to this course are through the steps. When selecting the design
broad and varied, and reach a variety of constitu- method to teach from the many available, an
ents. Furthermore, the assessment activities cover important criteria was that the method should be
specific ABET outcomes as well as course issues easy to learn and simple enough to avoid inhibiting
and goals. The annual course assessment is the design process.
conducted in three parts (see Appendix A, B, and The approach chosen follows the outline
C): an interview with a representative group of ES suggested by Wales [14]. This approach breaks
101 students near the end of the fall semester, a the design process into the following steps: 1)
written survey completed by all of the students define the problem, 2) establish a quantitative
enrolled in the course, and a written survey goal(s) with constraints, 3) generate possible solu-
completed by visiting professional engineers who tions, 4) evaluate solutions and select the best, and
evaluated the final design presentations made by 5) take action through constructing, evaluating
the student design teams. The results are shared and modifying models, prototypes, etc. Similar
with the current instructors, the future instructors, approaches have been used at other institutions
and the members of the Engineering Council. In [2, 3, 13].
addition, the course is reviewed periodically by a The design/problem-solving method of Wales is
group of engineering faculty who take a much relatively straightforward to teach, but the actual
broader view of the course goals, structure, process is less precise and must be learned and
resource management, curricular benefit, etc. developed through actual design experience. Along
with this algorithmic approach, design instruction
ABET outcomes must also emphasize that problem-solving and
The ES 101 course covers a wide area in terms of design are neither pure artistic creativity nor the
engineering topics and concepts. The case could be rote application of equations and algorithms, but
made that most of the pre-specified Program instead it is the development of solutions, applying
Outcomes are addressed to some degree in the what can be thought of as skilled art, built on the
course, as happens with most design-oriented foundation of technical knowledge, engineering
courses. The following outcomes were selected science, and experience. Thus, students learn that
not only for their relevance to the course content, engineers must possess both creativity and strong
but because the Engineering Division is interested analytical tools to be successful. Unfortunately,
in tracking the students' development in these this type of thinking is generally new to the
areas as they progress through their engineering students, since problems presented in high schools
education: are often carefully structured to produce a single
correct solution. A realistic design experience
CÐAn ability to design a system, component, or causes confusion and frustration as students find
process to meet desired needs that their well-developed and narrow problem-
DÐAn ability to function on multi-disciplinary solving approaches do not work. The problem is
teams too big, it involves unfamiliar disciplines, there are
GÐAn ability to communicate effectively many variables, and there is no unique solution
These outcomes are self-assessed absolutely [9, 15, 16].
(student interview) and comparatively (written The semester-long design project was configured
survey), and are externally assessed by visiting in such a way as to give the students a realistic and
professional engineers. This three-part coverage comprehensive engineering experience from prob-
provides various points of view and redundancy lem definition through construction and evalua-
for these difficult to measure and quantify tion, which provides a client, real or hypothetical,
outcomes. The data is largely used for year-to- with a useful product or solution to a problem.
year comparisons and trend monitoring. This client-oriented project is similar to the project
assignment given in the freshman engineering
design course taught at Harvey Mudd College
THE DESIGN/PROBLEM-SOLVING [17]. However, the ES 101 project includes a
APPROACH significant amount of modeling and analysis, all
carefully structured and monitored throughout the
Students enter Lafayette's engineering program semester.
with widely varying abilities, experiences, and For the semester design project, each student
attitudes. However, there is much common works as a member of a team responsible for
ground, in that each student has engaged in designing, constructing, evaluating, documenting,
A Design and Assessment-Based Introductory Engineering Course 437
and presenting their solution to a common techni- (19). Using this model and operating within the
cal problem. The project is structured so the teaching block format (described later), design
following traits of the engineering profession are problems are devised with the following objectives
introduced and put into practice immediately in and constraints:
each student's academic career:
1. There must be a design sub-component from
. Engineers generally work in groups. each of the four engineering programs offered
. Engineering problems are open-ended and mul- at Lafayette (chemical, civil and environmental,
tidisciplinary. electrical and computer, mechanical).
. There is a well-defined approach to solving 2. Because the students do the blocks in different
engineering problems. orders, the sub-designs must be physically and
. Engineering is a creative discipline constrained functionally independent of each other.
by the laws of nature. 3. The overall design project must be assembled
. The borders between engineering disciplines are from the individual sub-design/sub-systems.
not rigid. 4. Each sub-design must be completed in the time
. Engineers learn from failure. allotted for each block (approximately three
. Effective communication skills are essential for weeks).
engineers.
Devising design projects to meet the above goals is
The project teams are established by the faculty difficult but not impossible. Table 1 lists a few of
during the first week of the semester and consist of the more successful semester design projects and
four or five students [12]. Using the results of a outlines the block sub-design components of each
student survey, an effort is made to diversify each project. The common design project has greatly
group in terms of gender, engineering sub- reduced the demands on the shop personnel, thus
discipline, level of computer experience, and making the course more manageable. The students
mathematical skill. The team approach offers the no longer select their semester design project,
opportunity for students to experience group which diminished the experience for some.
dynamics and to develop cooperative working However, the majority of the students are highly
skills [2, 3, 6, 7]. These educational components satisfied with their design experience.
usually occur later, if at all, in traditional engin- As an example, the Mechanical Engineering
eering curricula. portion of the Weather Station semester design
In the past, each student team was responsible project will be described. The overall function of
for selecting its own technical problem within the this project was to measure and record wind speed
context of a common theme. The theme, which and air temperature over extended periods of time.
changed yearly, provided a focus yet was broad The four sub-designs for the weather station can be
enough to allow the projects to reflect the parti- seen in Table 1. Each of the sub-designs can be
cular interests of the group members. Past themes accomplished independently of the others. The
have included the International Space Station, the project included structural, electrical circuitry,
transportation industry, and devices to aid material selection, and data acquisition design
disabled clients. This format resulted in very inter- activities which coordinated with the lab and
esting and ambitious student projects. However, as lectures provided during the associated block.
the burden on the shop personnel was over- The final design was assembled from all the sub-
whelming, this approach was determined to be designs plus various other components (see Fig. 1).
unsustainable and was subsequently abandoned. The Mechanical Engineering block portion of
The current format of the semester design project the project required the students to design and
is to assign one common semester design project in construct the truss support structure. The support
the model of the Design and Manufacturing course structure connected the predesigned base plate
offered in the Mechanical Engineering Department with the electronics housing. The height of the
Weather Station Aluminum Truss Temp and Wind Speed Component Material Data Acquisition
Support Structure Data Acquisition Selection for wind Application
Circuits, amplifier vanes and base
design structure
Desalination Pump CNC manufacturing, Pressure Reverse osmosis system Pressure vessel design,
linkage design instrumentation, data design structural design
acquisition
Temporary/Emergency Power generation, Lighting system Material coating, Tent inter-structure
Shelter CNC manufacturing, design, circuit design polymer design, water
mechanism design manufacturing, purification
fermentation processes
438 S. Nesbit et al.
related circumstances before moving on. Thirdly, approach, to introduce fundamental discipline-
students can have difficulty selecting and detailing specific design and analysis methods, and to
the best design/problem-solving strategy from their teach the basic engineering skills necessary to
list of preliminary ideas. It is at this point that their successful completion of their design project. The
lack of engineering tools and experience causes the lectures and laboratories are coordinated with the
most problems, as they are not yet equipped with sub-designs of the semester design project. The
the necessary means for thoroughly evaluating students are assigned individual pre-lab exercises
their proposed designs. and activities and submit a formal group report
one week after the completion of each engineering
lab.
COURSE STRUCTURE The design/problem-solving approach is
presented at the beginning of the semester and is
This section describes the nuts and bolts of the reinforced throughout the individual blocks. On
course, including the course format, text, lecture the other hand, the engineering method is more
topics, laboratory exercises, graphics labs, and assimilated than directly taught. It is experienced
human and computing resources. The course is in portions throughout the semester both in lecture
required of all first-year engineering students and lab. The definition of the engineering method
(including the Bachelors of Arts (A.B.) engineers) as taught in this course is the ability to create
and is offered in the fall semester. Class sizes are realistic and representative models of physical
34±40 students in each of four lecture sections, systems, then apply the appropriate engineering
with each section split to form two 17±20 person theory and equations to describe, analyze, and
lab sections. Each lab section is further subdivided predict the behavior of the system. Implied in the
into design teams of four to five students each. definition is an understanding of the system beha-
The text used in the course is Introduction to vior, the assumptions used to create the model, the
Engineering which is a Prentice-Hall Esource differences between the model and the actual
book. The text is custom configured from portions system, the limits of the engineering theory, and
of other texts and instructor notes. As is often the the reasonableness of the calculated results.
case for introductory engineering courses, no one Along with the overall design process, the
text adequately meets the needs of the course. The students are introduced to various specific design
Esource text format allowed the instructors to methods from trial-and-error evolution through
custom configure the course text to directly optimization algorithms. Emphasis is placed on
support all the course topics. The course is also the use, development, and evaluation of models
supported by a course website. Students can including analytical, computer, and scale models,
receive assignments, announcements, and grades all of which are applied in laboratory exercises.
from the website. The importance of using proven designs is
Presently the course is structured in a block discussed, as is the role of failure in the design
format. The four B.Sc. engineering disciplines process. In addition to the design project, the
offered at Lafayette College are presented in four structured design/problem-solving approach is
successive blocks each being three weeks in length. demonstrated through classroom examples, case
The A.B. Engineering discipline is presented, in studies, and homework.
two parts, during the first week and final week of Various engineering examples from all disci-
the semester. During each block the students are plines are regularly brought into class for demon-
introduced to a different area of engineering, stration purposes during the opening minutes of
where they learn about the discipline, are taught lectures. The class opening demonstrations are
fundamental engineering analysis and design designed to provide an active learning opportu-
methods, and are presented with design project nity, to relate a course concept to a real-world
specific information. The students then apply these engineering application or lab activity, and to serve
methods of analysis and design to the group design as a lead into the lecture topic for the day. For
project. Interspersed within these blocks are example, prior to introducing the concept of vari-
the engineering graphics lectures and labs. Each ability in design, the lecture begins with each
engineering block contains the following: student using a multimeter to measure the resis-
. tance of a 100 k
resistor. The benefits of this
6 discipline-specific engineering lectures
. simple example are many. Firstly, every student
2 discipline-specific engineering labs
. learns how to use a multimeter. Secondly, during
2 graphics lectures
. the demonstration the function of resistors in
1 graphics lab and quiz
. electronic components is discussed and printed
1 group design lab
. circuit boards containing resistors and other elec-
1 discipline-specific engineering block exam
trical components are passed around the class.
Thirdly, the data collected serves as a basis for a
Lecture topics and laboratory exercises statistical analysis performed later in the lecture.
The lecture topics and engineering laboratory There are a variety of laboratory experiences
exercises are structured to help students learn the throughout the semester which are coordinated
engineering method and design/problem-solving with the block lectures and semester design project.
440 S. Nesbit et al.
The laboratory exercises change from year to year, must have analytical justification based upon
with new instructors and different semester design appropriate theory.
projects. The labs presented below are recent and
typical of the course. The links to the course Process Control: This subject area deals with
objectives, design/problem-solving approach, and digital logic control of systems and processes via
engineering method are highlighted. programmable logic controllers (PLC). Digital
logic process control is of an interdisciplinary
Design Lab I: In this first design lab, student teams nature, and is suitable for a general introductory
plan and construct the familiar balsa-wood bridge engineering course. The instructor introduces
within prescribed dimensional and structural everyday control systems, the concept of feedback
constraints. The objectives are: 1) to support the control, and various components including sensors
maximum loading, and 2) to achieve the highest and actuators. Digital logic or on/off feedback
strength-to-weight ratio. As a pre-lab exercise, the control is given in-depth coverage with logic
students design a truss using existing structures as control taught and programmed using ladder
guides, then employ a user-friendly 2D finite logic diagrams. The process control laboratory
element package to model and predict the perfor- exercise mimics an industrial melting process for
mance of their designs. During the lab, students polymer molding, whereby solids (ice) at low
compare the actual performance of their structure temperatures are introduced into molten fluid
to its predicted performance and are asked to (water) and then pumped into molds while the
discuss and resolve any differences. Based upon fluid temperature and level are maintained within
these observations and new insights, they redesign prescribed limits. The students design and program
and retest their structures. Many students have via programmable logic controllers the logic which
participated in this type of project before or are controls the process. Students are given a float,
at least aware of it. This familiarity is an advan- thermal sensors, a piston pump and various other
tage, as the use of computer models to create sensors and actuators to create the control system.
designs and predict performance dramatically As a supporting topic students are taught simple
illustrates the difference between the engineering DC circuit analysis, which they must employ to
method and the hobbyist method which they most wire the PLC, sensors, actuators, and power
likely employed previously. supplies together.
computer resources and, more importantly, per- solving engineering problems, the improvement
sonnel time and commitment. The course requires of critical thinking skills, the continued develop-
the use of several of the engineering laboratories, ment of both written and oral communication
including manufacturing, material testing, fluid skills, and the value of teamwork. The three
dynamics, and controls. Other lab and test equip- annual assessment tools have provided verification
ment is often needed to support the semester design that the introductory engineering course is effec-
projects. In addition, there is a need for dedicated tively meeting the course goals and ABET
space to serve as a working area for the students to outcomes for which it was designed.
construct and evaluate their design projects as well The structure of the course has undergone two
as secure space to store their projects. Also, a fully major revisions since its inception. First, the design
equipped and networked computer facility is project has been changed from a format where the
required for the graphics portion of the course and students select their own project within the context
the computer lab. These resources are drawn of a main theme, to a format where the design
from all the engineering departments, thus sig- project is the same for all student groups. Feed-
nificant coordination, cooperation, leadership, back from the course instructors, students, and
and commitment are needed from the Engineering engineering technicians resulted in this change.
Division. The change has resulted in focused and manage-
The staffing requirements include four faculty, able design projects, a reduced load on the engin-
one from each engineering department, one of eering shop, and a more uniform design experience
whom serves as course coordinator. Each faculty for the students.
member is responsible for one lecture section, two The course also changed to a block format
lab sections, and approximately eight design where the instructors cycle through the sections
teams. There is one additional instructor who is teaching only their discipline-specific material.
responsible for teaching the graphics labs to all Previously, each instructor was assigned one
eight lab sections. In addition, there are an equi- section and was responsible for all the course
valent of one and a half full-time engineering material. This change was motivated from instruc-
technicians who are involved in helping students tor feedback indicating that teaching material
construct their semester design projects, and who outside their major department was overly
assist the faculty with lab setups. demanding and uncomfortable. This change has
eased faculty burden and increased faculty satis-
faction considerably. Student response has
indicated no major negatives with the change.
COURSE EFFECTIVENESS AND However, some students expressed disappointment
ASSESSMENT with not being able to get to know any one faculty
member well. Also, the students who were sure of
The ES 101 course has been in place for ten their engineering major did not always appreciate
years now and continues to be required of all B.Sc. study of material outside of their major field. This
and A.B. engineering students. The course enjoys reaction is tempered somewhat by teaching
strong support from the engineering faculty and concepts such as design, data acquisition, materi-
the students have always rated the course and their als, etc., which are important to all engineering
instructors highly. Data show that over the period disciplines.
in which the course has been offered the retention While these two changes significantly affected
rate of engineers from the first semester to the the structure of the course, student satisfaction
second semester is 97.4%. Prior to implementing remained high and no effect was seen on retention.
ES 101, the retention rate for engineers entering In fact, student opinion of the course continues to
their junior year was approximately 68%. The improve as the course is refined. More minor
most recent data show that this rate has increased changes include making the graphics laboratory
to 79% when the introductory course is required. mostly self-paced, adding extra block and graphics
In addition, participation in discipline-related lectures, and including evening `Professionalism'
activities such as membership in student chapters and informational lectures.
of engineering societies, lunchtime professional Most course changes and refinements have
presentations and faculty-directed research resulted from information obtained during the
programs has noticeably increased. Interviews assessment processes. The student interview
with students selected at random at both the coupled with instructor feedback prove to be the
conclusion of the course and at the end of the most useful tools for obtaining this information.
first year have provided favorable feedback. The The student surveys are most useful in determining
students repeatedly stated that they had a much the effectiveness in meeting the ABET outcomes.
better understanding of the various engineering The relative measures presented by the data are
disciplines than prior to the beginning of the most useful for ranking relative growth in student
semester. abilities, thus targeting future efforts and modifi-
Other benefits of the course identified by the cations. The external assessment tool has so far
students include: an enhanced understanding of mostly validated our efforts. This tool may be
the importance of mathematics and science in modified or dropped in the future.
442 S. Nesbit et al.
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APPENDIX A
APPENDIX B
Start of Course
Today
Issue 2. Please compare your level of understanding of engineering design at the beginning of this semester
and today.
Issue 3. Please compare your level of understanding of the nature of the various engineering disciplines
represented at Lafayette (A. B. in Engineering and B. S. in Chemical, Civil, Electrical and
Computer, and Mechanical) at the beginning of this semester and today.
Issue 4. Please compare your level of understanding of the role and importance of math and science in
engineering at the beginning of this semester and today.
Issue 5. Please compare your level of comfort and experience with technical writing skills at the beginning
of this semester and today.
Issue 6. Please compare your level of comfort and experience with oral presentation skills at the beginning
of this semester and today.
Issue 7. What else should the faculty know about your experience this semester? Is there something else
that you have learned that you believe is important? Is there something that you think you should
have learned but didn't? How can we improve the student experience during this semester in the
future?
APPENDIX C
External Assessment
Issue 1. How would you rate the students' ability to make an oral presentation?
& Poor. . . & Below Average. . . & Average. . . &Above Average . . & Excellent
Issue 2. How would you rate the students' use of presentation aids (software, slides, overheads, Power-
Point, etc.)?
A Design and Assessment-Based Introductory Engineering Course 445
Issue 3. How would you rate the students' knowledge of basic engineering concepts?
Issue 4. How would you rate the students' ability to design a system, component, or process to meet
desired needs?
Issue 5. How would you rate the students' ability to function as a member of a design team?
Issue 6. Please use the reverse side of this form to provide a short written assessment of the semester-long
design project completed by the students.