Martin William Weiser

Using Open Ended Undergraduate Robotics Projects to Teach Innovation to Today’s Engineering Students

Engineering and Engineering Technology students need to learn to innovate and embrace new technologies as they develop and progress through their careers. The undergraduate degree program needs to provide this first opportunity at innovation allowing the student to gain experience and confidence at solving technological problems. This paper describes the learning experiences in innovation using an undergraduate course in robotics and automation. The course is composed of Mechanical Engineering and Mechanical Engineering Technology students. The paper relates the successful attempt the students had in developing and using innovation through the creation opened-ended industrial robot system projects. The undergraduate student project teams in the course are self-directed and have to use innovation to develop a robotic project of their own design. This breaks the cycle of students just doing the same preset experiments that others have done before them. Although doing preset experiments can reinforce theory given in classroom, it does little to develop skills in innovation, which will be the key to success in the global economy. The course provides an excellent framework for the student teams to demonstrate their ability to innovate using new technology to solve a complex problem while having the mentorship from instructors as they take their first steps in actually doing innovation. The confidence and process used to solve these problems will provide a basis upon which they can formulate new strategies to incorporate new technologies throughout their career.Copyright

Optimizing the Curriculum in Thermodynamics and Heat Transfer With Better Labs, In-Class Demonstrations and Interesting Realistic Problems to Enhance Learning

The primary objective of a thermodynamic/heat transfer course is to provide the fundamental knowledge necessary to understand the behavior of thermal systems. A thermodynamic/heat transfer course provides a detailed calculus-based analysis of energy, entropy, exergy, conduction, convection, and radiation using these concepts to calculate the behavior and efficiencies of different processes and cycles. Proper conceptual and theoretical understanding of thermodynamics/heat transfer is very important to solve real life problems. In order to understand and properly use the concepts, it is necessary that there be effective labs and in-class demonstrations, as well as realistic problems to serve this purpose. Most thermodynamic/heat transfer courses have some labs and some courses use in-class demonstrations that attempt to apply what is being learned in the class room. How effective these labs and demonstrations are in helping the students understanding of the thermodynamic/heat transfer principles is questionable. To facilitate theoretical learning, instructors need to also solve a variety of interesting problems in thermodynamics/heat transfer, besides solving the conventional problems from the text book. Solving these realistic problems helps students to also enhance their conceptual understanding, and, motivate students to continue their learning. This paper describes an example of an interesting heat transfer problem that compares an analytical solution with that of an FEA solution to help engage the students in learning how to apply both approaches to a realistic problem. Furthermore, this paper discusses a series of labs that are currently used at Eastern Washington University (EWU) to help students apply what they are learning in a thermodynamic/heat transfer course. The labs at EWU are compared to a survey conducted at 25 universities to find other possible labs and in-class demonstrations. From this study, the best labs and in-class demonstrations will be discussed, explored, and implementation recommendations will be given.Copyright

Partnering With Industry on Mechanical Engineering Capstone Projects

The purpose of a Capstone course is to present the students with an engineering problem that needs to be solved. The students work in teams and are expected to document and research each step of the process. The idea is to mimic, as much possible, the situation encountered by engineers in the field. While industry sponsored projects are preferred, suggestions from students are also welcomed. The Mechanical Engineering (ME) and Mechanical Engineering Technology (MET) Department at Eastern Washington University has traditionally pursued industry sponsored projects by reaching out to the local businesses and through the department Industrial Advisory Committee. While the ME degree is a relatively new addition, the MET degree has been offered for many years. With the addition of the ME program, change came to the Capstone course. Emphasis is placed more on research and not on production. The goal now is to create one prototype instead of fifteen while focusing heavily on the research part. This change has an effect on the dynamics of the course and presents additional challenges, especially with industry sponsored projects. These changes are relevant to both the MET and ME Capstone courses. This paper highlights these challenges for four projects done in the spring of 2012 and proposes efficient ways of addressing them. One of these projects was very successful, two were moderately successful, and one was not particularly so. Recommendations for teachers and students on the best ways to approach such a project are also highlighted.Copyright