Engr205 Introduction to Design syllabus: Difference between revisions

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 50% document, 25% project, and 25% communication.
• 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.

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.

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.

• ASCE Code of Ethics
• National Society for Professional Engineers Ethics Homepage

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.

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.

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

Learning Center

The HSU Learning Center has a wide range of academic support services. HSU Learning Center

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 HSU Writing Studio.

Improving Study Skills

Find a variety of resources to improve your study skills. HSU RAMP Academic Resources.

Tutoring Services

The Learning Center provides tutorial assistance to students having difficulties in specific Courses. The Tutoring Services web site can be accessed at HSU Tutorial Services.

Advising

The Academic and Career Advising Center supports students' pursuit of educational goals. HSU Academic & Career Advising Center.

Mentoring

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

Registration

The Office of the Registrar can guide you through all your registration information. HSU Office of the Registrar.

Counseling

The Counseling & Psychological Services Center supports the well-being of HSU students. HSU Counseling & Psychological Services.

Emergency Procedures

• Review the evacuation plan and emergency procedures for the classroom
• During an emergency, information can be found on campus conditions at 707-826-INFO or the HSU Emergency website.

Previous Design Projects

See E215 Introduction to Design projects for a photo gallery view of past projects. Template:E215 Introduction to Design projects

Previous semesters

• Spring 1995 - ERE Home pages (Instructor Beth Eschenbach)
• Fall 1995 - Schatz Energy Research Center Home pages and the Arcata Marsh and Wildlife Sanctuary Home pages (Instructor Beth Eschenbach)
• Spring 1996 - Solar Oven Design for K-12 School Teachers (Instructor Beth Eschenbach)
• Fall 1996 - Re-Design of the Arcata Educational Farm Irrigation System (Instructor Beth Eschenbach)
• Spring 1997 - Design of a system or plan for Coast Sea Foods that will reduce Bat Ray predation. (Instructor Beth Eschenbach)
• Fall 1997 - Design of Stencil Program for Humboldt County Surfrider Foundation (Instructor Beth Eschenbach)
• Spring 1998 - Solar Oven Design for the ASEE National Design Graphics Competition (Instructor Beth Eschenbach)
• Fall 1998 - Design of Simple Machines for Discovery Museum (Instructor: Susan Firor)
• Spring 1999 - Instructional demonstration to be used by either an elementary or high school teacher to teach Slow Sand Filtration (Instructor: Susan Firor)
• Fall 1999 - Water Treatment From Your Kitchen (Instructor Beth Eschenbach)
• Spring 2000 - Solar Oven Design for K-12 School Teachers (Instructor Beth Eschenbach)
• Fall 2001 - Mobile Environmental Laboratory. (Instructor Eileen Cashman)
• Spring 2001 - Physical Model of Groundwater flow and remediation for local K-12 educators (Instructors Eileen Cashman and Beth Eschenbach)
• Fall 2002 - Sleeping Structure for Arcata Youth Hostel (Instructor Derek Baker)
• Spring 2003 - Water Sample Storage Device for Developing Countries (Instructor Mike Anderson)
• Fall 2003 - Physical model for teaching K-12^th grade students about energy conservation in the home or about renewable energy systems.
• Spring 2004 - Energy Reduction Plan for House 18 – Environmental Resources Engineering Department Office (Instructor Beth Eschenbach)
• Fall 2004 - Energy Reduction Plan for House 71 – Learning and Testing Center (Instructor Eileen Cashman)
• Spring 2005 - Flume Inserts for Redwood Discovery Museum (Instructor Eileen Cashman)
• Fall 2005 - Interactive Energy Efficiency Displays (pdf) for Redwood Coast Energy Authority (Instructor Lonny Grafman)