Designing a Capstone Design Course in Mechanical Engineering For Achieving Learning Outcomes

1. Designing a Capstone Design Course in Mechanical Engineering For Achieving Learning Outcomes Jung Soo Kim Hongik University WOSA 2018 September 2018

2. CONTENTS • Engineering Education in Korea (Background) • Learning Outcomes & Complex Engineering Problem (Design Requirement) • Student Profile (Design Context) • Design of Capstone Design Course (Design Outcomes) • Conclusion

3. I. Higher Education in Korea (Source: Korea Education Statistics Service, 2017) ⊕ Statistics on Higher Education in Korea ⊕ Number & Percentage of Engineering Programs

4. I. Engineering Education in Korea (Source: Korea Education Statistics Service, 2017) ⊕ Breakdown of Engineering Programs

5. II. ABEEK Learning Outcomes (Design Requirement) (1) An ability to apply knowledge of mathematics, basic sciences, engineering, and information technology to the solution of complexengineering problems (2) an ability to analyze data, and verify facts and hypotheses through experiments (3) an ability to define and formulate complex engineering problems (4) an ability to apply latest information, research-based knowledge and appropriate tools to the solution of complex engineering problems (5) an ability to design a system, component, or process to meet desired needs within realistic constraints (6) an ability to contribute to project team output in the solution of complex engineering problems (7) an ability to communicate effectively under diverse situations (8) an ability to understand the impact of engineering solutions in the context of health and safety, economics, environment and sustainability (9) an ability to understand professional ethics and social responsibilities (10) a recognition of the need for, and an ability to engage in life-long learning in the context of technological change

6. II. Complex Engineering Problem (Design Requirement) • Breadth of Knowledge faculty issue! • 1. Mathematics, basic sciences, computing and • engineering fundamentals that support the discipline • 2. Comprehensive knowledge applicable to the discipline • Depth of Knowledge • 1. A theory-based understanding of engineering • fundamentals and discipline-specific knowledge • 2. Analytical methodology based on relevant theories • and principles

7. II. Complex Engineering Problem (Design Requirement) • Depth of Analysis (Open-ended problem) student issue! • 1. Have no obvious solution which allows diverse perspectives • and approaches to bear multiple possible solutions • 2. Involve first principles based analytical thinking and • abstraction in model formulation • Authenticity (Realistic problem) • 1. Involve wide-rangingorconflicting technical and • engineering issues • 2. Involve diverse realistic constraints

8. II. Compliance with Washington Accord Exemplar • Wide-ranging or conflicting technical, engineering issues • No obvious solution and require abstract thinking, originality in analysis to formulate suitable models • Research-based knowledge and allows a fundamentals-based, first principles analytical approach • Involve infrequently encountered issues • Outside problems encompassed by standards and codes of practice • Diverse groups of stakeholders with widely varying needs • Significant consequences in a range of contexts • High level including many component parts or sub-problems

9. III. Student Profile at Entry to Program (1st Yr. Student) • Compete for College Admission • Rote learning (memorization) of facts, principles, theories • Solve complicated (not complex?) problem by following a prescribed procedure  make no mistake! • Spoon-fed neatly packaged knowledge and procedure • Attitudes • Comfortable with following a defined procedure • Independent thinking, reflection?  a “luxury” • Dependent on external help  “cram schools”, on-line lectures

10. III. Program Curriculum (Prior to Capstone Design) • Math, Basic Sciences, Computing • ~ 1 Year of math, basic sciences (laboratory) and computing • Engineering Major • Engineering science, design, laboratory/practice components • Engineering designsequence: Introductory  Intermediate  Capstone Design (pushed by ABEEK!!) • Exposure to complex engineering problem (new to the scene!!) • Liberal Arts (Complementary Studies) • ½ ~ 1 Year of liberal arts and complementary subjects

11. III. Student Profile at Entry to Capstone Design (4th Yr.) • Strengths • Recalling facts and performing complicated calculations • Familiar with ICT tools / commercial engineering software • Disciplined (docile?) • Weaknesses • Uncomfortable with plurality of answers & uncertainty  fragile? • Accepting of theories regardless of circumstances  non-critical, literal • Problem solving as mathematical exercise devoid of judgment • No substantive teamwork, communication experience • Cognitive dissonance: knowledge recall, skills, attitudes

12. IV. Design of Capstone Design Course (Design Outcomes) • Course Design Objectives • Bridge the gap: knowledge recall vs. skills and attitudes in applying the knowledge to open-ended problem • Allow students to practice engineering design, team work and communication (written & oral) • Allow students to apply comprehensive knowledge, theories and methodologies of mechanical engineering to a complex engineering problem • Course Design Constraints • Faculty lack first-hand experience (as students/as instructors) • Expertise in a narrow specialty  comprehensive coverage • How to impart skills, attitudes (values, demeanor) in classroom

13. IV. Design of Capstone Design Course (Design Outcomes) • Course Design Features • 12 classes: 4 groupings of 3 classes (for each group, faculty drawn from 3 areas of dynamics/control, solids/production, thermal/fluid) • Class size < 18 (2~5 students per team) • Oral outputs: Proposal, Mid-term and Final Presentation, Poster • Written outputs: Proposal, Final Design Report, Thesis Paper • Weekly team presentations, design progress reports • Rubrics for each output at different stage of design process • Forms and templates • Grading: 75 ~ 100% team, 0 ~ 25% individual (instructor reluctance) • Individual design activity reports (still optional)

14. IV. Initial Design (We were new to the game!!) • Lectures (sizable knowledge component!!) • Weekly lectures on design process, needs analysis, document search, patents, teamwork, proposal writing, report and journal paper writing, presentation, cost analysis • Lectures on design of experiments, design of scale models • Special lectures by vendors of engineering software + by faculty members on research topics • Even a written test on lecture materials • Product design process (design elements + constraints) • Design process: needs analysis and ideation  concept design,  modeling and analysis, synthesis  prototyping  verification • Include problem definition, realistic constraints, prototyping

15. IV. Capstone Design Poster – Product Design

16. IV. Capstone Design Poster – Product Design

17. IV. Capstone Design Poster – Product Design

18. IV. Evolution of Design (Strip down to what is essential!!) • Keep Lectures to a Minimum • Retain lectures on design of experiments, design of scale models, report writing; Tutorials on engineering software • References/sample documents available to students • Expand the Scope of Design Topic • To include, but not limited to product design • Integrative process of solving a complex engineering problem • Inter-disciplinary, large-team projects available as an option • Focus on Problem Solving Skills and Attitudes • Hone skills, attitudes/values in Learning Outcomes while tackling an open-ended problem

19. IV. Capstone Design Poster – Research Problem

20. Industrial Design-Engineering Collaboration Hybrid tricycles : Design and Prototyping ECO – FRIENDLY VEHICLE FSEV Tesla-Electric sports car Electric bus Renault-FluenceZE Toyota-Prius MMC-i MiEV GM-Volt Hyundai-I10 Extended usage Nissan-LEAF DRYMER-V Price PIAGGIO-M3 CT&T-Ezone LEV BYD-E6 NEV Segway YAMAHA-PAS (Power-assisted) Bicycle winglet Travel distance / performance • Safety  3wheel / Tilting technology • Efficiency Electric motor and lithium-ion battery • Posture comfort for elderly  Recumbent / Semi-recumbent • Applications  Optional modules such as baby-carriage • Marketability  Affordable price and distinguishable style (2.5 ~ 5mil KRW)

21. IV. Conclusion : Course Design Process • Requirement • Learning Outcomes, Complex Engineering Problem • Key Context • Student Strengths and Weaknesses • Capstone Design aligned with Program Curriculum • Key Constraints • Faculty Attributes, Student Attributes, Program Resources • Continuous Quality Improvement • Internal : Outcomes Monitoring, Implementation Issues • External : Changing Societal Needs (e.g., inter-disciplinary collaboration opportunities)

22. IV. Conclusion : Student Learning Experience Get to define a problem and try out various conceptual approaches to solve that problem Get to explore a multiplicity of (cascading) solutions  back of the envelop calculation, computer simulation, experimental validation, etc. Get to apply knowledge, skills gained in previous coursework in a novel context  “domain-transfer” of knowledge and skills Get to realize viscerally that the “real-world” is inherently noisy and theories are limiting

23. WOSA 2018, New Delhi September, 2018 Thank you for your time!