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== Welcome ==
== Welcome ==
Welcome to ENGR 215 Introduction to Design. This is a 3-credit course aimed at introducing the student to the engineering design process, including critical analysis of problems, teamwork, design thinking and technical communication. The course meets weekly for 2 hours of lecture and 3 hours of lab. However, these "lecture" periods and "lab" periods will be used for multiple learning formats as this course will integrate lecture, discussion, student projects, computer labs and outdoor field activities. It will require active learning on your part.  
Welcome to ENGR 215 Introduction to Design taught by Lonny Grafman. This is a 3-credit course aimed at introducing the student to the engineering design process, including critical analysis of problems, teamwork, design thinking and technical communication. The course meets weekly for 2 hours of lecture and 3 hours of lab. However, these "lecture" periods and "lab" periods will be used for multiple learning formats as this course will integrate lecture, discussion, student projects, computer labs and outdoor field activities. It will require active learning on your part.
 
Much of the following language is adapted from HSU provided content to represent this course.


== Course Objectives ==
== Course Objectives ==
Line 19: Line 21:
===ERE Outcomes===
===ERE Outcomes===
This course addresses the following Environmental Resources Engineering student outcomes:
This course addresses the following Environmental Resources Engineering student outcomes:
*'''a''') an ability to apply knowledge of mathematics, science, and engineering
# an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
*'''c''') an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
# an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
*'''d''') an ability to function on multidisciplinary teams
# an ability to communicate effectively with a range of audiences
*'''f''') an understanding of professional and ethical responsibility
# an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
*'''g''') an ability to communicate effectively
# an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
*'''k''') an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
# an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
 
# an ability to acquire and apply new knowledge as needed, using appropriate learning strategies
===Humboldt State University Student Learning Outcomes===
HSU graduates will have demonstrated:


*Effective communication through written and oral modes.
===Humboldt State University Institutional Learning Outcomes===
*Critical and creative thinking skills in acquiring a broad base of knowledge and applying it to complex issues
In the course of achieving competence in a major area of study, HSU students will acquire intellectual skills and knowledge of cultures, history, and the physical and natural world that will prepare them for fulfilling careers, for thoughtful and civic participation in democratic society, and to work for sustainable, just societies.  
*Competence in a major area of study.
*Appreciation for and understanding of an expanded world perspective by engaging respectfully with a diverse range of individuals, communities and viewpoints.


HSU graduates will be prepared to:
Specifically, the HSU curriculum ensures that all graduating students will achieve competence in the seven areas of concentration and assessment described below:  


*Succeed in their chosen careers.
#'''Equity and Social Justice''': HSU graduates will be able to identify and evaluate systems of power and privilege and identify methods for creating diverse, inclusive, and racially just and equitable communities.
*Take responsibility for identifying personal goals and practicing lifelong learning.
#'''Sustainability and Environmental Awareness''': HSU graduates will be able to explain how the functions of the natural world, society, and the economy depend on the resilience, sustainability, and conservation of ecological systems.
*Pursue social justice, promote environmental responsibility, and improve economic conditions in their workplaces and communities.
#'''Information Literacy''': HSU graduates will be able to locate, evaluate, and employ information effectively and ethically for a wide range of purposes.
#'''Critical Thinking''': HSU graduates will be able to critically evaluate issues, ideas, artifacts, and evidence to guide their thinking.
#'''Written Communication''': HSU graduates will be able to develop and express ideas effectively in writing.
#'''Oral Communication''': HSU graduates will be able to effectively communicate orally for informational, persuasive, and expressive purposes.
#'''Quantitative Reasoning''': HSU graduates will be able to apply math concepts and skills to the interpretation and analysis of quantitative information in context.


== Grading ==
== Grading ==
You are expected to attend and participate in all class sessions. You are expected to complete the assigned reading prior to the date indicated on the class schedule, to do all homework assignments, and to participate fully in the team projects. Your fellow students '''will''' evaluate your performance on the team projects. Attendance at all group/teamwork sessions is mandatory. ''If you have more than 3 unexcused absences, you will receive an F in the course.''
You are expected to attend and participate in all class sessions. You are expected to complete the assigned reading prior to the date indicated on the class schedule, to do most homework assignments, and to participate fully in the team projects. Your fellow students '''will''' evaluate your performance on the team projects. Attendance at all group/teamwork sessions is mandatory. ''If you have more than 3 unexcused absences, you will receive an F in the course.''


* 50% Design Project Report (Design Team)
* 50% Design Project Report (Design Team)
** split into document, project, and communication. See rubrics on Canvas.
* 15% Peer Evaluation (Design Team)
* 15% Peer Evaluation (Design Team)
** split into 1 midterm and 1 final peer evaluation.
*  8% Rube Goldberg Design Project (Design Group)
*  8% Rube Goldberg Design Project (Design Group)
* 22% Lab and Class assignments (Individual and Group Work)
* 22% Lab and Class assignments (Individual and Group Work)
Line 50: Line 54:


===Online assignments===
===Online assignments===
Some assignments will be posted online and publicly accessible. Please feel free to use an alias for any reason (e.g. privacy, future employment ramifications, etc.). The assignments we post online are so that you can learn wiki-formatting and so that future students and community members can learn from and build upon our work. The final online assignment is a portfolio of your work, if you are seeking increased anonymity, I strongly encourage you to post your portfolio on your HSU user account instead of Appropedia.
Some assignments will be posted online and publicly accessible. Please feel free to use an alias for any reason (e.g. privacy, future employment ramifications, etc.). The assignments we post online are so that you can learn wiki-formatting and/or html and so that future students and community members can learn from and build upon our work.  


===Late Assignments===
===Late Assignments===
Assignments that are submitted after the due date without prior instructor approval will be severely penalized or not accepted.
Assignments that are submitted after the due date without prior instructor approval will be severely penalized or not accepted.


Make-up assignments will only be accepted in extraordinary situations that are verifiable and well documented. The reason for missing work must be substantial and quite beyond the student’s control.
Make-up assignments will only be accepted in extraordinary situations or by prior approval (much easier approach). Without prior approval, the reason for missing work must be substantial and quite beyond the student’s control.


===Final Exam===
===Final Exam===
The final exam schedule is [http://pine.humboldt.edu/registrar/pdf/CurrentFinalExam.pdf here]. Please also see the schedule of assignments and calendar on Moodle.
The final exam schedule is listed on the calendar on Canvas. We will use this time for a final pitch presentations usually in the form of a press conference.
 
==Required Software==
You will need to use the office suite (available from the bookstore), google drive (available as a student), AutoCAD (available in the engineering computer labs, vlab, and free to students), and SolidProfessor (required for engineering majors and used in multiple courses). We will also use other free software for various other aspects of the course.
 
== Inclusivity ==
Students in this class are encouraged, and required to, speak up and participate in-class and online. Each of us must show respect for each other because our class represents a diversity of beliefs, backgrounds, and experiences. I believe that this is what will not only enrich all of our experiences together, but also get us the best final product and prepare us for future working environments and teams. I recognize that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences.  If you feel your differences may in some way isolate you from our classroom community or if you have a specific need, please speak with me early in the semester so that we can work together to help you become an active and engaged member of our class and community. If you have any thoughts to share with me, please do not hesitate to come by my office, catch me after class, or email.
 
== Professional Etiquette ==
You can expect that I will facilitate a learning environment that is worth your time. HSU Campus Policies and Procedures defines disruptive behavior as “persistent questioning, incoherent comments, verbal attacks, unrecognized speaking out, incessant arguing, intimidating shouting, and inappropriate gestures;” this includes dominating or not participating in conversation, interrupting peers/professor, and/or being rude and impatient towards others. Such disruptive behaviors will not be tolerated. Additionally, the use of personal electronic devices or computers are not allowed unless they are part of a classroom activity (specified by instructor). If you feel that the class atmosphere is diminished by another student’s behavior please let me know.


== Academic Honesty ==
== Academic Honesty ==
Line 66: Line 79:


You should read:
You should read:
The official [http://www2.humboldt.edu/studentrights/home Student Code of Conduct] and [https://www2.humboldt.edu/studentrights/academic-honesty HSU’s Policy of Academic Honesty].
The official [https://studentrights.humboldt.edu/sites/default/files/student-rights/code_of_conduct_0.pdf Student Code of Conduct] and [https://studentrights.humboldt.edu/academic-honesty HSU’s Policy of Academic Honesty].
<center>'''I expect all students to abide by the HSU Code of Conduct.'''</center>
<center>'''I expect all students to abide by the HSU Code of Conduct.'''</center>


Line 87: Line 100:


== Building Access ==
== Building Access ==
We are incredibly lucky to have a building and resources open to students at all hours, but you MUST get a keycard to enter the building after hours.  To do so, register [https://gallatin.humboldt.edu/~ere/keycard.php here]. As a very fair consideration, you should NEVER prop open the door to the building.  If you abuse your privileges, you risk losing after hours building access.
We are incredibly lucky to have a building and resources open to students at all hours, but you MUST get a key-card to enter the building after hours.  To do so, register [https://docs.google.com/a/humboldt.edu/forms/d/e/1FAIpQLSc7KmRUKKJE30wXivLEf-zsxiqYUalUbgEEC_GadtFSRI_yMw/viewform here]. As a very fair consideration, you should NEVER prop open the door to the building.  If you abuse your privileges, you risk losing after hours building access.


== Students with Disabilities ==
== Students with Disabilities ==
If you have any type of disability that may hamper your full participation in course activities, it is your responsibility to inform me of your need for accommodations as soon as possibleI expect to hear from you within the first two weeks of the semester so that appropriate accommodations can be arranged. Complete information on the services available at HSU can be found at the Student Disability Resource Center (SDRC) in House 71, 826-4678 (voice) or 826-5392 (TDD) or on their website http://www.humboldt.edu/disability/. Some accommodations may take up to several weeks to arrange.
Persons who wish to request disability-related accommodations should contact me immediately so I can assist you in a timely mannerIf you have not yet done so, please request services with the Student Disability Resource Center in the Learning Commons, Lower Library, 826-4678 (voice) or 826-5392 (TDD). Some accommodations may take up to several weeks to arrange. [http://www.humboldt.edu/disability/ Student Disability Resource Center]
 
== More information ==
For more information regarding: Academic Honesty Policies, Attendance and Disruptive Behavior Policy, Complaints against Faculty Staff or Administrators, Student Code of Conduct, Animals in Classrooms or Laboratories, Dropping or Adding a Class, Campus Emergency Procedures, Counseling and Psychological Services, the Students Disabilities Resource Center, Financial Aid Office, and Academic and Career Advising Center please see http://www2.humboldt.edu/academicprograms/syllabus-addendum-campus-resources-policies.


=== Emergency Procedures ===
HSU Policy and Procedures for Accommodating Individuals with Disabilities Statement
Please familiarize with the campus emergency procedures at http://www2.humboldt.edu/businessservices/sites/default/files/images/Emergency-Procedures_1.pdf and with the posted procedures for our classroom(s).
Executive Memorandum EM P02-01 states:
:''It is the policy of Humboldt State University to provide equal access and reasonable accommodation for individuals with disabilities to participate in any program, service, or opportunity by the campus, including access to the content and services of the World Wide Web pages authored by the University. Request for accommodation in pursuit of student's academic programs should be made to the Student Disability Resource Center.''


== Previous Design Projects ==
Our campus learning management system is Canvas. Here is a link to the [https://community.canvaslms.com/docs/DOC-2061 Accessibility within Canvas statement].
See [[E215 Introduction to Design projects]] for a photo gallery view of past projects.  
<gallery>
File:Final Design Triangle of Life.JPG|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2015: Zane Middle School|Spring 2015: Zane Middle School]]'''</center></big><br>Design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location


File:IMG 6385.JPG|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2014: Redwood Coast Montessori|Fall 2014: Redwood Coast Montessori]]'''</center></big><br>Design and build sustainable, educational, low embedded energy, infrastructure that supports K-8 education and the dune ecosystem at their Manila Community Center location.
This course was built with accessibility in mind. However, if you discover something in the course that is not as accessible as it could be, please alert your instructor as soon as possible.


File:Final_garden_pic.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2014: Zane Middle School|Spring 2014: Zane Middle School]]'''</center></big><br>Design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location
==Student Support Services==
===Resources and Options for the HSU Student Community===
Find a full list of services for HSU students here: http://www2.humboldt.edu/studentaffairs/student-resources


File:ENGR215WaterMeterAwesomeDrawing.png|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2013: WetLand|Fall 2013: WetLand]]'''</center></big><br> Design and build sustainable technologies to educate and support artists living sustainably on a barge in Philadelphia
===Learning Center===
The HSU Learning Center has a wide range of academic support services. [http://www.humboldt.edu/learning/ HSU Learning Center]


File:TrailerParkBoys.jpeg|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2013: SCRAP Humboldt|Spring 2013: SCRAP Humboldt]]'''</center></big><br> Design and build projects that upcycle and elevate waste through sound design in Humboldt County
===Writing Studio===
The Writing Center offers free peer assistance with writing assignments and standardized writing examination preparation. The Writing Studio's web site can be accessed at [http://www2.humboldt.edu/learning/writing-studio HSU Writing Studio].


File:Newell oven 3.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2012: Laurel Tree Charter School|Fall 2012: Laurel Tree Charter School]]'''</center></big><br> Design and build educational displays, technologies and infrastructure for Laurel Tree Charter School
===Improving Study Skills===
Find a variety of resources to improve your study skills. [http://www2.humboldt.edu/ramp/academic-resources HSU RAMP Academic Resources].


File:AerialView.JPG|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2012: Friends of the Dunes|Spring 2012: Friends of the Dunes]]'''</center></big><br> Design and build educational displays, technologies and infrastructure for the Humboldt Coastal Nature Center
===Tutoring Services===
The Learning Center provides tutorial assistance to students having difficulties in specific Courses. The Tutoring Services web site can be accessed at [https://www2.humboldt.edu/learning/tutorial-services HSU Tutorial Services].


File:Geared-up_Final_Design_Labeled.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2011: Flock House|Fall 2011: Flock House]]'''</center></big><br> Design and build sustainable technologies for mobile art pods interacting throughout NYC
===Advising===
The Academic and Career Advising Center supports students' pursuit of educational goals. [http://www2.humboldt.edu/advise/ HSU Academic & Career Advising Center].


File:Kids2.JPG|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2011: Locally Delicious|Spring 2011: Locally Delicious]]'''</center></big><br> Design and build appropriate technology projects for children that promote healthy, local eating
===Mentoring===
Peer academic support through Retention Through [http://www2.humboldt.edu/ramp/home Academic Mentoring Program (RAMP)].


File:PB164054 JPG.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2010: HBCSL Somoa Hostel|Fall 2010: HBCSL Somoa Hostel]]'''</center></big><br> Design and build eco-projects to support a hostel being designed at the Samoa Cookhouse
===Registration===
The Office of the Registrar can guide you through all your registration information. [http://pine.humboldt.edu/registrar/ HSU Office of the Registrar].


File:Dock1.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2010: RCEA|Spring 2010: RCEA]]'''</center></big><br>  Design and build energy education boxes, housed at [[Redwood Coast Energy Authority]] to build, for classrooms in Humboldt County
===Counseling===
The Counseling & Psychological Services Center supports the well-being of HSU students. [http://www2.humboldt.edu/counseling/ HSU Counseling & Psychological Services].


File:Flame test pic.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2010: World Shelters|Spring 2010: World Shelters]]'''</center></big><br> Design, prototype and improve structures by leveraging the resources of Haiti and World Shelters
== Emergency Procedures ==
 
* Review the evacuation plan and emergency procedures for the classroom
File:Bubbleboxfront.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2009: CCAT and Network for a Healthy California|Fall 2009: CCAT and Network for a Healthy California]]'''</center></big><br> Design and build appropriate technology projects for [[CCAT]] and Network for a Healthy CA
* During an emergency, information can be found on campus conditions at 707-826-INFO or the [http://www.humboldt.edu/humboldt/emergency HSU Emergency website].
 
File:M2b2 boiling2.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2009: WaterPod|Spring 2009: WaterPod]]'''</center></big> <br> Design and build sustainable technologies to educate and support artists living sustainably on a barge in NYC
 
File:HDPE2504.jpg|<big><center>'''[[E215_Introduction_to_Design_projects#Fall 2008: Full Belly Project|Fall 2008: Full Belly Project]]'''</center></big> <br> Design and prototype adaptions to the Universal Nut Sheller
 
File:Spring08.JPG|<big><center>'''[[E215_Introduction_to_Design_projects#Spring 2008: Discovery Museum|Spring 2008: Discovery Museum]]'''</center></big> <br> Design and build educational flume inserts for the Redwood Discovery Museum
 
File:ENGR 215 Fall 2007 Hostel.jpg|<big><center>'''[[E215 Introduction to Design projects#Fall 2007: HBCSL|Fall 2007: HBCSL]]'''</center></big> <br> Designing and prototype model hostel cottages for the proposed Humboldt Bay Eco Hostel
 
File:Spring 07.PNG|<big><center>'''Spring 2007: RCEA '''</center></big> <br> Design and build energy efficiency displays for the [[Redwood Coast Energy Authority]] <small>(Co-taught with Professor Eileen Cashman)</small>
 
File:Fall2006.JPG|<big><center>'''Fall 2006: CCAT'''</center></big> <br> Design and prototype educational, appropriate technology, infrastructure models
 
Image:RCEA_Know_Your_Load.JPG |<big><center>'''[[E215_Introduction_to_Design_projects#Fall_2005_RCEA|Fall 2005: Interactive Energy Efficiency Displays]]'''</center></big> <br> Design and build educational energy displays for the [[Redwood Coast Energy Authority]]
</gallery>


== Previous Design Projects ==
Below are the clients for previous semesters, see the full photo gallery at [[E215 Introduction to Design projects]].
{{:E215_Introduction_to_Design_projects}}
;Previous semesters:
;Previous semesters:
* Spring 1995 - [http://sorrel.humboldt.edu/~ere_dept/ ERE Home pages] <small>(Instructor [http://www.humboldt.edu/~eae1 Beth Eschenbach])</small>
* Spring 1995 - [http://sorrel.humboldt.edu/~ere_dept/ ERE Home pages] <small>(Instructor [http://www.humboldt.edu/~eae1 Beth Eschenbach])</small>

Revision as of 23:43, 26 January 2020

Welcome

Welcome to ENGR 215 Introduction to Design taught by Lonny Grafman. This is a 3-credit course aimed at introducing the student to the engineering design process, including critical analysis of problems, teamwork, design thinking and technical communication. The course meets weekly for 2 hours of lecture and 3 hours of lab. However, these "lecture" periods and "lab" periods will be used for multiple learning formats as this course will integrate lecture, discussion, student projects, computer labs and outdoor field activities. It will require active learning on your part.

Much of the following language is adapted from HSU provided content to represent this course.

Course Objectives

  • Students will learn about and experience the engineering design process with a sustainability focus.
  • Students will further develop the many computing skills needed by practicing engineers and scientists. These skills include:
    • word processing
    • spreadsheet
    • CAD (Computer Aided Design)
    • Internet skills, including email, web searches and web/wiki pages
  • Students will further develop the many communication skills needed by practicing engineers and scientists. These skills include:
    • written communication
    • verbal and visual presentation skills
    • teamwork (including feedback)

ERE Outcomes

This course addresses the following Environmental Resources Engineering student outcomes:

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors
  3. an ability to communicate effectively with a range of audiences
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies

Humboldt State University Institutional Learning Outcomes

In the course of achieving competence in a major area of study, HSU students will acquire intellectual skills and knowledge of cultures, history, and the physical and natural world that will prepare them for fulfilling careers, for thoughtful and civic participation in democratic society, and to work for sustainable, just societies.

Specifically, the HSU curriculum ensures that all graduating students will achieve competence in the seven areas of concentration and assessment described below:

  1. Equity and Social Justice: HSU graduates will be able to identify and evaluate systems of power and privilege and identify methods for creating diverse, inclusive, and racially just and equitable communities.
  2. Sustainability and Environmental Awareness: HSU graduates will be able to explain how the functions of the natural world, society, and the economy depend on the resilience, sustainability, and conservation of ecological systems.
  3. Information Literacy: HSU graduates will be able to locate, evaluate, and employ information effectively and ethically for a wide range of purposes.
  4. Critical Thinking: HSU graduates will be able to critically evaluate issues, ideas, artifacts, and evidence to guide their thinking.
  5. Written Communication: HSU graduates will be able to develop and express ideas effectively in writing.
  6. Oral Communication: HSU graduates will be able to effectively communicate orally for informational, persuasive, and expressive purposes.
  7. Quantitative Reasoning: HSU graduates will be able to apply math concepts and skills to the interpretation and analysis of quantitative information in context.

Grading

You are expected to attend and participate in all class sessions. You are expected to complete the assigned reading prior to the date indicated on the class schedule, to do most homework assignments, and to participate fully in the team projects. Your fellow students will evaluate your performance on the team projects. Attendance at all group/teamwork sessions is mandatory. If you have more than 3 unexcused absences, you will receive an F in the course.

  • 50% Design Project Report (Design Team)
    • split into document, project, and communication. See rubrics on Canvas.
  • 15% Peer Evaluation (Design Team)
    • split into 1 midterm and 1 final peer evaluation.
  • 8% Rube Goldberg Design Project (Design Group)
  • 22% Lab and Class assignments (Individual and Group Work)
  • 5% Class Portfolio (Individual Work)

Online assignments

Some assignments will be posted online and publicly accessible. Please feel free to use an alias for any reason (e.g. privacy, future employment ramifications, etc.). The assignments we post online are so that you can learn wiki-formatting and/or html and so that future students and community members can learn from and build upon our work.

Late Assignments

Assignments that are submitted after the due date without prior instructor approval will be severely penalized or not accepted.

Make-up assignments will only be accepted in extraordinary situations or by prior approval (much easier approach). Without prior approval, the reason for missing work must be substantial and quite beyond the student’s control.

Final Exam

The final exam schedule is listed on the calendar on Canvas. We will use this time for a final pitch presentations usually in the form of a press conference.

Required Software

You will need to use the office suite (available from the bookstore), google drive (available as a student), AutoCAD (available in the engineering computer labs, vlab, and free to students), and SolidProfessor (required for engineering majors and used in multiple courses). We will also use other free software for various other aspects of the course.

Inclusivity

Students in this class are encouraged, and required to, speak up and participate in-class and online. Each of us must show respect for each other because our class represents a diversity of beliefs, backgrounds, and experiences. I believe that this is what will not only enrich all of our experiences together, but also get us the best final product and prepare us for future working environments and teams. I recognize that our individual differences can deepen our understanding of one another and the world around us, rather than divide us. In this class, people of all ethnicities, genders and gender identities, religions, ages, sexual orientations, disabilities, socioeconomic backgrounds, regions, and nationalities are strongly encouraged to share their rich array of perspectives and experiences. If you feel your differences may in some way isolate you from our classroom community or if you have a specific need, please speak with me early in the semester so that we can work together to help you become an active and engaged member of our class and community. If you have any thoughts to share with me, please do not hesitate to come by my office, catch me after class, or email.

Professional Etiquette

You can expect that I will facilitate a learning environment that is worth your time. HSU Campus Policies and Procedures defines disruptive behavior as “persistent questioning, incoherent comments, verbal attacks, unrecognized speaking out, incessant arguing, intimidating shouting, and inappropriate gestures;” this includes dominating or not participating in conversation, interrupting peers/professor, and/or being rude and impatient towards others. Such disruptive behaviors will not be tolerated. Additionally, the use of personal electronic devices or computers are not allowed unless they are part of a classroom activity (specified by instructor). If you feel that the class atmosphere is diminished by another student’s behavior please let me know.

Academic Honesty

Throughout this course, the sharing of ideas will often be educationally useful. Part of my teaching philosophy is to encourage students to learn from one another and to help fellow students to learn. The team projects illustrate the collaborative approach.

Collaboration on coursework is authorized in this course provided that it is done in the spirit of mutual learning and sharing of ideas. When this occurs, you should indicate the names of all persons with whom you collaborated. The copying of someone else’s work or ideas and representing them as your own is unethical and prohibited. As in most, if not all issues involving ethical considerations, it may be hard to know where to draw the line. If you do not provide the names of your co-workers, I will presume the collaboration is copying, not mutual learning. If you do collaborate, it must be noted and you are still responsible for understanding all the material.

You should read: The official Student Code of Conduct and HSU’s Policy of Academic Honesty.

I expect all students to abide by the HSU Code of Conduct.

Professional Ethics

Below are some URLs that provide useful information of the ASCE code of ethics for Professional Engineers and ethics for engineering and science.

Course Materials

  • Presentation materials for final project poster and for final project document
  • A maximum of $100.00 in project materials ($25 – Rube Goldberg, $75 – Design Project). This course material cost is in lieu of an engineering book, which would probably (a) be more expensive, and (b) not teach you as much as hands on learning in this design course.

Attendance

Attendance at all class/lab sessions is mandatory. If you will miss a session, you must contact your instructor in advance to arrange a make up or alternate exercise. Failure to do so will result in a grade penalty. If you have more than 3 unexcused absences, you will receive an F in the course.

Makes-ups will only be given in extraordinary situations that are verifiable and well documented. The reason for missing work must be substantial and quite beyond the student’s control. Not many excuses are accepted. The instructor will decide whether an excuse is acceptable. One criterion for acceptance of any excuse will be its timeliness. Therefore, whenever possible, inform me before the missed work is due.

Students are responsible for knowing policy regarding attendance and disruptive behavior: https://www2.humboldt.edu/studentrights/attendance-behavior

Building Access

We are incredibly lucky to have a building and resources open to students at all hours, but you MUST get a key-card to enter the building after hours. To do so, register here. As a very fair consideration, you should NEVER prop open the door to the building. If you abuse your privileges, you risk losing after hours building access.

Students with Disabilities

Persons who wish to request disability-related accommodations should contact me immediately so I can assist you in a timely manner. If you have not yet done so, please request services with the Student Disability Resource Center in the Learning Commons, Lower Library, 826-4678 (voice) or 826-5392 (TDD). Some accommodations may take up to several weeks to arrange. Student Disability Resource Center

HSU Policy and Procedures for Accommodating Individuals with Disabilities Statement Executive Memorandum EM P02-01 states:

It is the policy of Humboldt State University to provide equal access and reasonable accommodation for individuals with disabilities to participate in any program, service, or opportunity by the campus, including access to the content and services of the World Wide Web pages authored by the University. Request for accommodation in pursuit of student's academic programs should be made to the Student Disability Resource Center.

Our campus learning management system is Canvas. Here is a link to the Accessibility within Canvas statement.

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Peer academic support through Retention Through Academic Mentoring Program (RAMP).

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Previous Design Projects

Below are the clients for previous semesters, see the full photo gallery at E215 Introduction to Design projects.

Arcata sanctuary food kiosk.jpg

This gallery page lists some of the projects done by Engr205 Introduction to Design taught at Cal Poly Humboldt by Lonny Grafman.

Semesters

Fall 2022: Redwood Discovery Museum

The Fall 2022 semester of ENGR215 Introduction to Design worked with Redwood Discovery Museum to design and build learning exhibits without any screens for K-8th youth at their Eureka, CA location.

Spring 2022: Appropedia

The Spring 2022 semester of ENGR215 Introduction to Design worked with Appropedia to design developed innovative, open source, DIY, solar-powered products.

Spring 2021: Zane Middle School

The Spring 2021 semester of ENGR215 Introduction to Design worked with Zane Middle School to design helpful education tools and improve current areas at the middle school

Fall 2020: Six Rivers Charter and Arcata High Schools

The Fall 2020 semester of ENGR215 Introduction to Design worked with Six Rivers Charter and Arcata High Schools to design tools that will be helpful for a safe return to in person teaching due to COVID-19

Spring 2020: Zane Middle School

The Spring 2020 semester of ENGR215 Introduction to Design worked with Zane Middle School to design helpful education tools and improve current areas at the middle school

Fall 2019: Six Rivers Charter and Arcata High Schools

The Fall 2019 semester of ENGR215 Introduction to Design worked with Six Rivers Charter and Arcata High Schools to design and finish phase two of the outdoor educational spaces and build learning apparatuses for their High School in Arcata, CA.

Spring 2019: Zane Middle School

The Spring 2019 semester of ENGR215 Introduction to Design worked with Zane Middle School to design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location.

Fall 2018: Six Rivers Charter and Arcata High Schools

The Fall 2018 semester of ENGR215 Introduction to Design worked with Six Rivers Charter and Arcata High Schools to design and build outdoor educational spaces for their High School in Arcata, CA.

Spring 2018: Zane Middle School

The Spring 2018 semester of ENGR215 Introduction to Design worked with Zane Middle School to design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location.

Fall 2017: Redwood Discovery Museum

The Fall 2017 semester of ENGR215 Introduction to Design worked with Redwood Discovery Museum and the Humboldt Math Fest to and build learning exhibits without any screens for K-8th youth at their Eureka, CA location.

Spring 2017: Zane Middle School

The Spring 2017 semester of ENGR215 Introduction to Design worked with Zane Middle School to design and build sustainable and educational infrastructure and apparatuses that supports K-8 STEAM education at their Eureka, CA location.

Fall 2016: The Sanctuary Arcata

The Fall 2016 semester of ENGR215 Introduction to Design worked with The Sanctuary Arcata, a local non-profit with a mission to "inspire creative growth through the arts", to design and build sustainable infrastructure at their community space in Arcata, CA.

Spring 2016: Zane Middle School

The Spring 2016 semester of ENGR215 Introduction to Design worked with Zane Middle School to design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location.

Spring 2015: Zane Middle School

The Spring 2015 semester of ENGR215 Introduction to Design worked with Zane Middle School to design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location.

Fall 2014: Redwood Coast Montessori

The Fall 2014 semester of ENGR215 Introduction to Design worked with Redwood Coast Montessori to design and build sustainable, educational, low embedded energy, infrastructure that supports K-8 education and the dune ecosystem at their Manila Community Center location.

Spring 2014: Zane Middle School

The Spring 2014 semester of ENGR215 Introduction to Design worked with Zane Middle School to design and build sustainable educational infrastructure and apparatuses that supports K-8 education at their Eureka, CA location.

Fall 2013: WetLand

The Fall 2013 semester of ENGR215 Introduction to Design worked with WetLand to research, design, and build systems that foster the artists living sustainably onboard a barge in the waterways of Philadelphia.

Spring 2013: SCRAP Humboldt

The Spring 2013 semester of ENGR215 Introduction to Design worked with SCRAP Humboldt to design and build projects that upcycle and elevate waste through sound design in Humboldt County.

Fall 2012: Laurel Tree Charter School

The Fall 2012 semester of ENGR215 Introduction to Design worked with Laurel Tree Charter School to design and build green educational infrastructure and apparatuses that supports K-12 education at their Arcata, CA location.

Spring 2012: Friends of the Dunes

The Spring 2012 semester of Engineering 215 worked with Friends of the Dunes to design and build projects that support the Humboldt Coastal Nature Center at 220 Stamps Lane, Manila, CA.

Fall 2011: Flock House

The Fall 2011 semester of ENGR215 Introduction to Design worked with the Flock House to research, design, and build sustainable and inspiring systems for two living systems that will be traveling through and interacting with various New York neighborhoods.

Spring 2011: Locally Delicious

The Spring 2011 semester of Engineering 215 worked with Locally Delicious to design, build, test and disseminate projects that support healthy lifestyles among youths grades 4th through 6th and their families.

Fall 2010: HBCSL Somoa Hostel

The Fall 2010 semester of Engineering 215 worked with Humboldt Bay Center for Sustainable Living to design and build projects that support a proposed eco-hostel in Humboldt County.

Spring 2010: RCEA

Two labs of the Spring 2010 semester of Engineering 215 worked with the Redwood Coast Energy Authority to build energy education boxes for classrooms in Humboldt County. These boxes are designed for different K-12 grade ranges and cover one of three topics: energy conservation, renewable energy or climate change.

Spring 2010: World Shelters

One lab of the Spring 2010 semester of Engineering 215 worked worked with World Shelters to design and improve upon structures by leveraging the resources of Haiti and World Shelters

Fall 2009: CCAT and Network for a Healthy California

The Fall 2009 semester of Engineering 215 worked with the Cal Poly Humboldt's Campus Center for Appropriate Technology (CCAT) as well as The Network for a Healthy California to design and build sustainable and educational infrastructure.

Spring 2009: WaterPod

The Spring 2009 semester of ENGR215 Introduction to Design worked with the WaterPod to research, design, and build systems that foster the artists living sustainably onboard a barge in the waterways of New York City.

Fall 2008: Full Belly Project

The Fall 2008 semester of Engineering 215 worked with the Full Belly Project to adapt their Universal Nut Sheller in the following three manners:

Spring 2008: Discovery Museum

The Spring 2008 semester of Engineering 215 worked with the Discovery Museum to create interactive, educational inserts for an existing flume designed by another Cal Poly Humboldt course.

FA info icon.svg Angle down icon.svg Page data
Part of Engr205 Introduction to Design
Authors Lonny Grafman
License CC-BY-SA-3.0
Organizations Cal Poly Humboldt
Language English (en)
Related 2 subpages, 8 pages link here
Aliases Engr215 Introduction to Design syllabus
Impact 2,354 page views
Created January 2, 2008 by Lonny Grafman
Modified January 26, 2020 by Lonny Grafman
Previous semesters
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