Engineering by design : a methodology for designing creative engineering activities PDF
Preview Engineering by design : a methodology for designing creative engineering activities
ENGINEERINGBYDESIGN: AMETHODOLOGYFORDESIGNING CREATIVEENGINEERINGACTIVITIES By MATTHEWWILLIAMOHLAND ADISSERTATIONPRESENTEDTOTHEGRADUATESCHOOL OFTHEUNIVERSITYOFFLORIDAINPARTIALFULFILLMENT OFTHEREQUIREMENTS FORTHEDEGREEOF DOCTOROFPHILOSOPHY UNIVERSITYOFFLORIDA 1996 UNIVERSITYOFFLORIDAUBRARES Copyright 1996 by MatthewWilliamOhland Thisdissertation, allthatIhave, andall that Iam arededicatedtomywife, Emily. ACKNOWLEDGMENTS I amforeverindebttoDr. Hoitforstickinghisneck out forme; thisdissertationisfarfromconventional. ThisCivilEngineeringdepartmentandits chair, Dr. Paul Thompson, arealsorecognizedforbeingreceptivetothe inroads ofeducational reform. Myresearchwasalsohelped significantlybytheSUCCEEDcoalitionandtheNational ScienceFoundationandtheireffortstochangetheculture ofengineeringeducation. Of thoseinSUCCEED, Dr. Rich FelderofNCSUandDr. TimAndersonhavehadaspecial role formeasmentors, asdidDr. JonathanEarleof the UniversityofFlorida, Dr. DonSteinerofRensselaer Polytechnic Institute, andDr. FredOrthliebofSwarthmore College. Themembersofmycommitteethemselveswereselected becausetheyhaveincommonmyadmirationfortheir expertiseaseducators. Eachofmycommitteemembers deservespecialmentionfortheirmostprominent contributionstothiswork; Dr. Hoit forlearningright alongwithmehowtoconducteducational research, Dr. Kantowskiforofferingassistanceinthatjourney, but lettinguslearnforourselves, Dr. Ellifrittforhis collaborationindesigningthetributaryarealaboratory, Dr. Glagolafortreatingmeasapeerandservingasa soundingboard, andDr. Hays formakingsure I cametothe UniversityofFloridainthefirstplace. Indevelopingandconductingthe TrussBridge Laboratory, Ihavehadagreatdealofassistancefrommany sources. Dr. Hoitsharedinitsdesign. Iamgrateful to ReneeAlter, LincolnSmithandBennettRuedas fortheir assistanceinpreparingtrusskits; KenSimondeserves specialmentionforhisregularassistanceinrecovering undamagedpopsiclesticks. Dr. Hoit, Renee, Line, andTodd Sessionshaveallplayedapart inconductingthe laboratory, butpreparationofthelaboratoryspaceitself hasbeentrustedtoDannyRichardson, HubertMartin, and Bill Studstill. Ofthose, Dannyassistseverytimethe Introduction toEngineeringclassisheld, andearns special recognitionasproofthatdoerscanalsobeteachers. TheSECMEinstituteaffordedanumberofbenefits to thisresearch, andtheSECMEadminstrationandmaster . teachersaredulyrecognized. Muchofmyfieldworkhas beenconductedwithSECMEteachers. GoldstarsgotoDot Turnerforhelpingmedevelopmyabilitytoteachelementary studentsandforherverycaringapproachinall shedoes. Dr. Hoitgraciouslyassumedresponsibilityforourpartof theinstitute, tohelpmeinmyresearch. Fortunately, NnekaJackman, attheUniversityforsummer1995, helpedme holdupmyendofthebargain. TheHOISTsummerinstitutementionedhereinwasalso heldsummer1995. Manyofthearrangementsweremadeby Nneka, whojumpedinwithbothfeet. Shewasjoinedby AngelaKahoeandBennettRuedasas counselorsandevent coordinators ElizabethSyfrettwasessential intheprocessingand analysisofdatatostudytheIntroduction toEngineering courseandthetwosummerinstitutes. Sheaccomplisheda greatdealofworktomeettoughdeadlines. ClydeHolmanhasalwaysdonehisbesttomeetmyneeds eachtime Iexceededtheabilitiesofthecomputeronmy desk. Hisconcernformysuccesswillalwaysbe appreciated. ThetimethatDr. CynthiaHollandofNewberryHigh School, Newberry, Florida, tookoutofherbusyscheduleto assistwiththepreparationofahighschool statistics lessonisgreatlyappreciated. Workingwithherwasnot onlyeducational, butagreatdealoffun. I cannot fail torecognizemyfamilyandfriends, not onlyfortheirmoral supportthroughoutmyeducation, but alsofortheirspecialunderstandingof thelevelof commitmentnecessarytocompletethisdissertation. While out-of-statefriendsandrelativeshavescarcelyheardfrom meinthelast fewmonths, mywifeandmother-in-lawhave assumedthebulkofmyhouseholdresponsibilities (including caringformytwo-year-olddaughter, Charlotte) duringthat sameperiod. Thisdissertationwasprimarilycompletedona hand-me-downcomputerfrommygenerous friendCharles Powell. WhileIcouldscarcehaveaffordedthat computer, I likelywouldnothavefinishedinatimelyfashionwithout it. Mysister, KarenOhland, alsoreceives special recognitionforherassistanceinprocessingthedatafrom thetributaryarealaboratory. TABLEOFCONTENTS ACKNOWLEDGMENTS iv LISTOFTABLES xiv ABSTRACT xvi CHAPTERS 1 INTRODUCTION 1 TheReformofEngineeringEducation 1 PPrreovpioonuesntsRefoformtheMovCeumrernetnstReformMovement ... 21 ContextoftheCurrentReform 5 WTCehoeankcnederesnmsaenosdfsainofshthoierntdfusatslutldreynotfpeinpgeilnieneers....... 1459 SummaryofReformObjectives 18 DesignActivitiesasaMethodofMeetingReform Objectives 19 TraditionalLaboratoryExercises 19 CapstoneDesignCourses 20 DesignforFreshmenandSophomores 21 DesignintheK-12 Pipeline 22 Studentintervention 22 Facultyintervention 25 Integrationintostatecurricula 27 TypicalDesignProjectObjectives 27 DissertationStructure 29 CREATIVEPROBLEMSOLVING 31 Introduction 31 TheStagesofProblemSolving 32 ProblemDefinition 33 IdeaGeneration 38 TheBarrierstoCreativeThinking 39 Falseassumptions 40 TLhoeorkeingisatonlaypronoeblermighitnainssowleartion .... 4421 Followingtherules 42 Negativethinking 43 Fearoffailure 43 Discomfortwithambiguity 44 TheUseofGroups inIdeaGeneration 45 BarrieErvsaluSapteicoifnicapptoreGhreonuspionIdeaGeneration . . 4478 Social loafing 48 Productionblocking 49 OTevcehrncioqmuiensgtofheIBdaearriGeernserattoioCnreativeThinking . 550 Verbalbrainstorming 51 Brainwriting 54 Electronicbrainstorming 55 Force-fitting 56 Morphologicalanalysis 56 IdeaEvaluationandSelection 57 SolutionImplementation 59 SummaryofApproachChosenforMethodology 61 LEARNINGANDTEACHING 63 Development 65 CognitiveDevelopment 66 Thepreoperational stage 66 Theconcreteoperational 69 Theformaloperational stage 71 CommentsonPiaget'stheory 72 PersonalandSocialDevelopment 73 Trustvs. mistrust 75 AIuntiotnioamtyivevsv.s.dougbutilt 7756 Industryvs. inferiority 77 Identityvs. roleconfusion 78 MoralDevelopment 79 Preconventional level 82 Conventional level 83 OveralPlostEfcfoencvtentoifonDaelvelloepvmelentalStages .... 8845 Learning 85 BehavioralLearningTheory 86 Conditioning 87 Consequences 88 Extinction 92 Discrimination 92 Generalization 93 Modeling 93 Self-regulation 94 Otherapplicationsofbehavioral learning theory 94 CognitiveLearningTheory 95 Interference 96 Primacyandrecency 98 Mnemonics 98 Practice 99 Organization 100 Commonelementsofcognitiveprinciples 101 Pedagogy 102 EducationalAims 103 Goals 103 GIennsetrraulctieodnuaclatioobnjaelctipvreosgramobjectives . 110044 Anexampleusingallthreelevelsof educationalaims 105 Bloom'KsnowTlaexdogneomyofEducationalObjectives . 110067 Comprehension 108 Application 108 Analysis 109 Synthesis 109 Evaluation 110 TaxonomyofAffectiveObjectives Ill Effective Instruction 112 Aptitude 113 Between-ClassGrouping 114
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