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RESEARCH POSTER PRESENTATION DESIGN © 2015
www.PosterPresentations.com
• Develop and assign a product-based design project to groups of students.
• Develop both in-class and out of class activities to complement the actual design process and skillsets through entrepreneurially minded learning (EML).
• Develop rubrics to provide guidance and evaluation scales.
Objective Teaming Sample Student work
Course: Mechanical Engineering Design I (ME 439)
Yimesker Yihun
Infusing Entrepreneurial Mindset into the Problem identification and Need assessment
Procedure in the Product-based Design Projects
The objective of this project module is to integrate the spirit or
state of acting in an entrepreneurial manner into the traditional
customer-based need assessment and product development cycles.
By the end of the module, students will be able to:
• Identify the phases and interactions of the product design
process.
• Integrate information from many sources to gain insight into
the existing community and global challenges.
• Formulate and communicate design requirements in terms of
societal benefits and economic constraints.
Implementation Method
Problem Statement (i.e., the “Hook”)
Mr. Carson wants to establish a new startup company
called “Save-Benz”; Save-Benz will focus on
developing an Innovative Modular Mechanized
Windshield Cover which can be used for both summer
and winter season.
Mr. Carson is looking for a team of engineers with
different expertise to accomplish the need assessment and
feasibility study within one month.
Project Title: Innovative Modular Mechanized Windshield Cover
Activities and Timeline
Objective Activity Date/dura
tion
Practice to acknowledge
Pain that leads to an
opportunity
MadLibs Assignment 01/23/2018 &
due
02/15/2018
To introduce key design
concepts associated
with entrepreneurially
minded learning (EML).
In-class design challenge to
build a “house of
cards” to customer
specifications
01/30/2018
25 min
To direct students to the
basics of engineering
design analysis leading
to decision makings
according to the
available standards,
materials, and
manufacturing feasibility
to solve engineering
problems.
A semester long product-
based project with three
modules
1. Problem Identification
and Need assessment
2. Innovative solutions
through brain storming,
think-write-share, and
biassociation
3. Design analysis,
prototyping and testing
02/01/2018
Module I-Due
03/01/2018
Module II-
Due
04/03/2018
Module III-
Due
05/01/2018
Teamwork and
individual responsibility Jigsaw technique 02/08/2018
For 30 min
Design Project
• Spring 2018, Mechanical Engineering Design I (ME 439) has an
enrollment of 54
• A brief description were given about the project /modules
• Students were tasked to form a group of 5 or 6 members and a
specific stakeholder role was assigned for each members.
Rubric is provided for each module
Module I: Write a coherent and compiled report on your findings and integrate the information and make a recommendation to Mr. Carson on his Save-Benz startup plan.
Results
The House of Card a Customer Focused
Design Challenge
Expert group
in the Jigsaw Activity
What are the most important features for
your stakeholder group?
Sample identified Stakeholder Constraints
Module I- Report II
Mr. Carson
Save-Benz
Houston, Texas
Dear Mr. Carson,
From our team of experts, we have discussed the Save-Benz project and have found a large
need for this product and have come up with some evidence and ideas to solve the problem.
There are many attempts to make similar medications, as windshield heating and cooling has
been an important safety aspect for a long time. Stakeholders have their own sayings towards
the technology, for instance environmentalists would like to have a zero emission system with
the car engine turned o the entire time. And customers need the product to be cost effective
and functional. With this, the consumer would like the device to be easy to use and not affect
the current driving state very greatly. A survey revealed that many people want it to be cost
effective up to around $500, an option from the dealer, almost 50/50 on aesthetics and
functionality, it needs to be cleaned in an automatic car wash, a long lasting product of good
quality, Fuel efficiency can go down marginally for a convenient product, and lastly a 50/50
split on a removable or permanent install. From these statistics, a product will be created to
please the people, manufacturer, environmentalists, and investors. To start, the team will need
to join forces and work together to make a product that will please everyone involved.
Moving forward, the team will work on an excellent solution to the Save-Benz
problem and work to the best of our abilities.
Sincerely,
Group 5.
Module I- Report I
At the end of the semester, an anonymous survey was
conducted to obtain students perception and experience
about the PBL/EML activity and student outcomes based on
behaviors of the entrepreneurial mindset identified by the
Kern Entrepreneurial Engineering Network (KEEN). Students
were asked to answer questions on to what
extent did they used/involve the desired behaviors. The
response based on 43 respondents are shown below (Here,
only questions related to Module I are presented), where 1-
None at all, 2- slightly, 3-on some occasions, 4-many times,
and 5- throughout most of the project.
ConclusionsBased on the survey result, the design project allowed students to
gain various practice of entrepreneurial skills. Particularly, students
experience in examining customer’s needs in the process is
evidenced with an average value of 3.814.
RESEARCH POSTER PRESENTATION DESIGN © 2015
www.PosterPresentations.com
• Develop and assign a product-based design project to groups of students.
• Develop both in-class and out of class activities to complement the actual design process and skillsets through entrepreneurially minded learning (EML).
• Develop rubrics to provide guidance and evaluation scales.
Objective Teaming Support Mechanisms Sample Student work
Course: Mechanical Engineering Design I (ME 439)
Yimesker Yihun
Fostering Entrepreneurial Mindset through Simulation of Stakeholders Need in an
Innovation and Product Design Cycle
The objective of this project module is to integrate the spirit or
state of acting in an entrepreneurial manner into the findings of
innovative solutions in a customer-focused design projects.
By the end of the module, students will be able to:
• Understand the motivations and perspectives of others while
working in a team.
• Integrate information from many sources to gain insight into
the existing community and global challenges and to find
innovative solutions.
• Formulate and communicate design solutions in terms of
societal benefits and economic constraints.
• Apply systems thinking to complex problems
Implementation Method
Problem Statement (i.e., the “Hook”)
Mr. Carson is convinced that the startup company,
“Save-Benz” will be profitable and attractive for
customers; he is now looking for an innovative solution
for Windshield Cover that can work for both summer
and winter seasons.
Mr. Carson is looking for a team of engineers to come up
with different innovative solutions with their pros and
cons, based on the stakeholders need and design
considerations.
Project Title: Innovative Modular Mechanized Windshield Cover
,
Activities and Timeline
Objective Activity Date/dura
tion
To promote individual
thinking and innovation,
and communicate idea to
a team.
Think Pair Write Share
(Considering stakeholders
interest, what solution you
would think would be the
best?, why?)
It is an
outside of
the class
activity
To Introduce Ideation
techniques
Used Dr. Ken Bloemer’s
Youtube video
(https://www.youtube.com/
watch?v=SCgoI2cPK-E )
to Painstorming for
Opportunity Recognition &
Ideation Stimulus
In-class 20
min
To direct students to the
basics of engineering
design analysis leading to
decision makings
according to the available
standards, materials, and
manufacturing feasibility
to solve engineering
problems.
Innovative solutions
through think-write-share,
and Design analysis,
prototyping and testing
Module II-
Due
04/03/2018
Module III-
Due
05/01/2018
Design Project
• There were a couple of announced in-class exercises that
requires the group to seat together and work in group.
• Peer-Evaluations
• Q & A sessions in poster presentations: If a student do not
respond correctly for a question the group loses a point.
Rubric is provided for each module
Module II:
Design requirements :
• List the design requirements for the project.
• Compare existing solutions (from Module I, literature review and/or new ones) against the requirements in table format.
• Based on the table, put a paragraph or two to demonstrate that there is a hole in the existing technology that your project will fill.
Design Solutions:
• Generate possible solutions to satisfy the design requirements.
• Compare your solutions against the requirements. ( you can use the same table used above)
• Make a decision Matrix and select the best solution.
• Based on your solutions and the given requirements, draw a conclusion
• list the unique features of your solutions and advantages
• list the limitations of your solutions and add a recommendation to it
Results
Module I- Report II
Module II- Report I
At the end of the semester, an anonymous survey was
conducted to obtain students perception and experience
about the PBL/EML activity and student outcomes based on
behaviors of the entrepreneurial mindset identified by the
Kern Entrepreneurial Engineering Network (KEEN). Students
were asked to answer questions on to what
extent did they used/involve the desired behaviors. The
response based on 43 respondents are shown below (Here,
only questions related to Module I are presented), where 1-
None at all, 2- slightly, 3-on some occasions, 4-many times,
and 5- throughout most of the project.
Conclusions
Based on the survey result, the design project allowed students to
gain various practice of entrepreneurial skills
Final Poster Presentation
Students were asked to answer the following
questions using scales from 1 to 5, where 1-
strongly disagree, 2-disagree, 3-no opinion, 4-
agree, and 5- strongly agree
A. Making reasonable simplifying assumptions.
B. Analyzing the functions of various car cover designs in
the market
C. Identifying and determining major sources of loading and
perform system analysis, such as, heating, stress, etc.
D. Using decision matrix to compare and select best design
solutions.
E. Designing a real-world electro-mechanical system.
F. Reporting the solution to a customer.
G. To what extent did you work with your team: almost never
rarely sometimes often almost always
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