Donald F. Elger

Using design, build, and test projects to teach engineering

The design, build and test (DBT) project was created with the idea that the best way to learn engineering is by doing engineering. The primary goal of a DBT project is to provide students with an experience that is fun, motivating and educational. In addition, a DBT project is designed to be easy to implement. The preeminent feature of a DBT project is the extensive use of science, math, and calculations to guide design efforts prior to construction. Key factors in designing an effective DBT project are: selecting an appealing topic that is amenable to simple prototype construction; using metrics to define the project goal; instituting a mentoring culture; involving substantial mathematical modeling; guiding students using iteration cycles; motivating students by using competition and public presentation; and continuously improving a project by collecting project resources.

Key Issues Surrounding Faculty Development of Expertise In Instructional Design

Despite many successes in engineering education today, a need exists for transformational change that embraces current best-practices, meets expectations of industry, the NAE, NSF, and ABET, and produces faculty buy-in. This paper explores the following question: What are key elements faculty consider as they begin to develop expertise and implement the process of systematic instructional design? A qualitative case study of nine faculty participants in a five part workshop series was conducted. A holistic pattern analysis was performed on 217 pieces of data triangulated among a pre-workshop survey, focus group discussions, and document examination to reveal main themes. During the workshop series, a transformational shift towards a focus on outcome behaviors and skills rather than how to deliver content occurred in how faculty viewed their role in the delivery of instruction. Perceived benefits of utilizing systematic instructional design included the relevance of an outcomes based approach, elevated quality of instruction, and the utility of instructional design at multiple levels. These perceptions significantly outweighed perceived costs of time investment, frustration as learners, and risks due to the use of techniques outside of cultural norms

Modeling and simulation of a high-head pumped hydro system

Increasing penetration of intermittent renewable generation, such as solar or wind, will lead to the deviation of the power grid frequency from normal due to the randomness of the output renewable energy sources. Pumped storage can be used to balance the renewable output in a manner to regulate the frequency of the grid. This paper presents a feasibility study of a proposed pumped storage system used to regulate the frequency of power grid to meet the NERC CPS2 standard in response to variable renewable energy output. Studies are performed using dynamic electrical and hydraulic models of the pumped hydro system.

Cranging educational practices-uncovering the real issues

In several past endeavors, we have found that effectively changing educational practices is difficult. Thus, this work seeks to identify the root-cause problems that should be solved in order to effectively change practices of engineering education. To develop insights, we gathered qualitative data from a team of professors during the course of a semester as these professors applied a teaching process that is aligned with modern understandings of human learning. We identified three central issues: (a) most professors believe that the present system is nearly optimal-- thus they have little motivation for change, (b) professors need to see potential benefits to balance risk and time commitments, and (c) learning effective teaching practices requires effective facilitation plus significant time and commitment.

Assessment- when is enough, enough?

This session is rea lly a faculty development session; it is designed to allow FIE participants to have an open and free discussion on the impact of assessment at their institution. There are numerous faculty struggling with both the requirements and the concept of assessment . Their institutions are teaching them how to collect data, but not explaining why we are doing this, the value of the process, or making sure the process fits the constraints of their university. It appears that the process of collecting data is maturing, but as we develop the measurement tools, what is being neglected? Are we forgetting to explain to the rest of the faculty within the department why this is being done? Are we asking for their input? Are we making sure the assessment tool fits the university and does the university have the personnel to complete the process? Thus, at many schools, faculty are starting to fight against assessment because they see it as another duty the administration is forcing upon them without reward for their efforts. The goal of this session is to allow everyone to express their feelings and hopefully, through the discussion, a balance between Work Expended Doing Assessment and the Benefits of Assessment will be created.