Engaging Ece Students In The Practice Of Engineering

Abstract

The design sequence at Rose-Hulman Institute of Technology has a long tradition of educating students in the practice of engineering. A new course has been created to introduce students to the ECE design sequence. Engineering Practice, a 2-credit junior offering, has goals centered on learning and practicing team skills and applying the design process to a goal-based design project. The course is designed around two basic concepts: a fun Legos robotic project and inclass teamwork on the majority of assignments. The teams are given a scenario and Product Design Specification (PDS), or Requirements Specification, along with a project timeline. The project solution is presented in a competition at the end of the term, the results of which count for pride, but not for grade. Assessment of course objectives (and thus course grades) are through demonstrations of team communication skills and written assignments such as meeting minutes and agendas, project presentations in the form of a design review and test plan, and a team final report. The students are seen applying course-supplied techniques in their team process and design and test of their robotic solutions. The course is structured to allow for peerreviewed writing assignments, professional development, and team skills coaching. The course also provides a convenient opportunity to discuss relevant professional issues such as professionalism, ethics, registration, and engineering societies. Student feedback on the course has been positive, and students carry enthusiasm into subsequent design sequence courses.