Session 6D7
DESIGN AND RESEARCH ACROSS THE CURRICULUM
Kauser Jahan1 , P.E., Robert P. Hesketh2 , Anthony Marchese3 and John Schmalzel, P.E. 4
Abstract The College of Engineering at Rowan
University was initiated as a result of a $100 million
donation in 1992 from the Rowan Foundation. The
engineering faculty use innovative methods of teaching and
learning to better prepare students for entry into a rapidly
changing and highly competitive marketplace. To best meet
these objectives, the four engineering programs of Chemical,
Civil and Environmental, Electrical and Computer, and
Mechanical Engineering have common engineering clinic
classes throughout their programs of study, in which
undergraduates work in teams on hands-on open-ended
projects. The primary goal of Rowan University's
engineering clinic classes is to immerse students in
multidisciplinary design/research projects that teach
engineering principles in both laboratory and real-world
settings. While most traditional engineering schools provide
students a taste of independent research well into their
senior year in some form of capstone design, the Rowan
engineering program experience allows students to be
exposed to the intricacies of realistic open-ended
engineering research and design as early as their freshman
years. This paper focuses on the innovative engineering
curriculum developed at Rowan University.
Index Terms Research, Design, Engineering, Clinics
INTRODUCTION
Founded in 1923 as Glassboro State Teachers College,
Rowan University has evolved into a comprehensive
regional state university with six colleges. The College of
Engineering was initiated as a result of a major donation in
1992 from the Rowan Foundation [1]. The Rowan
Engineering program strongly supports curriculum-wide
emphasis on quality undergraduate education integrated with
innovative design and multidisciplinary research. The
College of Engineering has a novel curriculum in which all
students enroll in ‘engineering clinic” classes every semester
[2]-[4]. These classes are designed to stimulate students’
interests in multidisciplinary open-ended challenging
engineering projects, which are mainly research or industry
oriented. Beginning in the freshman year, all students enroll
in Clinics and work with students and faculty from all
engineering disciplines on laboratory experiments, realworld design projects, and research projects of increasing
complexity. Key clinic features include: (a) creating inter-
and multi-disciplinary experiences through collaborative
laboratories and coursework; (b) stressing total quality
management (TQM) as the necessary framework for solving
complex problems; (c) incorporation of state-of-the-art
technologies (d) and creating continuous opportunities for
technical writing and communication. In addition to the
clinic, specialized courses are taught to deliver a wellblended combination of theoretical and practical skills.
The Rowan University College of Engineering has a
brand new engineering building, including state-of-the-art
equipment and computer resources, and a dedicated and
extremely competent faculty. Rowan Foundation’s generous
gift has enabled the university to establish perhaps the most
innovative and forward-thinking engineering program in the
country.
This paper focuses on the innovative design and
research experiences that the four engineering disciplines
provide at Rowan University through the engineering clinic
classes and other discipline specific courses.
ENGINEERING CLINICS
The 4-year, 24-credit Engineering Clinic sequence offers
students at Rowan University the opportunity to
incrementally learn the science and art of design by
continuously applying the technical skills they have obtained
in traditional coursework. We have seamlessly infused
design into all levels of the curriculum by developing an 8semester course sequence called the Engineering Clinic. In
the Engineering Clinic, students learn the art and science of
design in a multidisciplinary team environment.
The
Engineering
Clinic
allows
students
to
practice
communications and teamwork skills in a multidisciplinary
environment while honing their design skills throughout
their four-year career.
The overall objectives of the engineering clinics are to:
(i)
Demonstrate expanded knowledge of the
general practices and the profession of
engineering through immersion in an
engineering project environment of moderate
complexity.
(ii)
Demonstrate an ability to work effectively in a
multidisciplinary team.
1
Kauser Jahan, Civil & Environmental Engineering, Rowan University, Glassboro, NJ 08028, jahan@rowan.edu
Robert Hesketh, Chemical Engineering, Rowan University, Glassboro, NJ 08028, hesketh@rowan.edu
3
Anthony Marchese, Mechanical Engineering, Rowan University, Glassboro, NJ 08028, marchese@rowan.edu
4
John Schmalzel, Electrical & Computer Engineering, Rowan University, Glassboro, NJ 08028, schmalzel@rowan.edu
2
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Session 6D7
(iii)
Demonstrate acquisition of new technology
skills through use or development of
appropriate computer hardware, software,
and/or instrumentation.
(iv)
Demonstrate understanding of business and
entrepreneurial skills by developing a business
plan, market plan, venture plan, or other
approved instrument.
(v)
Demonstrate effective use of project and
personnel management techniques.
(vi)
Meet customer needs.
(vii)
Integrate engineering professionalism and
ethics in their work and as it relates to the
context of engineering in society.
(viii)
Demonstrate improved communication skills
including written, oral, and multimedia.
Conduct a patent search and write a patent
disclosure for novel work.
(ix)
Utilize information obtained from sources that
cross geopolitical and language barriers.
In the first semester of the freshman year, students learn
basic engineering skills (problem solving, teamwork
fundamentals, engineering measurements) and are
introduced to the variety of activities in each of the four
disciplines at Rowan (Chemical, Civil and Environmental,
Electrical and Computer, and Mechanical Engineering) [5].
This is followed in the second semester by intense study of
engineering
design
through
reverse
engineering
(“dissection”) and competitive assessment (instrumentation,
testing and side-by-side comparison of technical
performance) of a consumer product [6]-[7]. In this manner,
students are introduced to design by studying the designs
(good or otherwise) of practicing engineering designers.
Past products examined include hair dryers, water filters,
electric toothbrushes, beer brewing processes and remotecontrol cars, to name a few. Other topics included in this
semester are engineering ethics and intellectual property,
both of which complement well the course themes of reverse
engineering/competitive assessment.
To support the
Freshman Clinic, we have received funding from the
National Science Foundation in 1998 to build five
“competitive assessment stations”– customized workstations
with a PC, data acquisition, temperature, pressure and flow
transducers, function generators, and oscilloscope. The
sophomore clinic focuses on design taught from the
viewpoint of the four disciplines: chemical, civil, electrical
& computer, and mechanical [8]-[9]. In the sophomore
year, the Clinic’s emphases shift to technical
communications skills and the application of design. The
students are organized into “corporations” that design and
build products using advanced engineering tools while
developing their speaking and writing skills through the
embedded assignments [10]-[11]. The junior and senior
clinics emphasize multidisciplinary design on projects of
progressive complexity. The majority of these projects are
funded by local industry, faculty research grants or
departmental budgets. Clearly, projects such as these are
central to developing the design, problem solving and
project management skills that are lacking in the traditional
engineering coursework. Students work on projects
suggested by industry, government, non-profit, and
community groups, and entrepreneur/faculty interests. By
the junior/senior years, students are well equipped to embark
on completely original, entrepreneurial enterprises or design
of experiments or products as relevant to their specific
interests.
Typical Junior/Senior Engineering Clinic Project Life
The typical life of an engineering clinic project starts well
before the first day of the semester. Professors meet with
industry/local government to develop and scope the
difficulty level of a project to upper level engineering
students. The professor must also engineer the project to
have outcomes that can be achieved within one and two
semesters that will satisfy the students and the sponsor.
Finally a budget is prepared for the project and negotiations
are undertaken with the company to finalize the agreement.
In many cases this includes a confidentiality agreement with
the company and the university. The above steps take at
least a year to obtain a clinic project agreement. Traditional
funded research projects are also offered through the upper
level clinics. Funding has been obtained from the National
Science Foundation, the USEPA, US Army and Navy and
state agencies (NJDOT, NJWRRI, NJDEP).
DISCIPLINE SPECIFIC ACTIVITIES
Civil and Environmental Engineering
Apart from the engineering clinics, the Civil and
Environmental Engineering program at Rowan University
has also adopted an innovative curriculum project entitled
Garden City [12]. This project is similar to Sooner City, a
design project at the University of Oklahoma [13]-[14].
Sooner City has already been recognized as an educational
reform worthy of widespread adoption. NSF has showcased
the project for two consecutive years in the NSF Project
Showcase at the ASEE national conferences. Both Garden
and Sooner city projects are in response to the call for more
design in the curriculum, a call being made by the
engineering accrediting agency, by practitioners who are
dissatisfied with the design skills of graduates, and by
faculty who want to promote higher-level thinking skills and
improve retention. For the project, incoming students are
given a plat of undeveloped land that, by the time they
graduate, will be turned into a blueprint for certain segments
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Session 6D7
of the city (time constraints prevent the design of an entire
city). Design tasks include all facets of the traditional civil
engineering program, such as site planning and layout, sewer
and water infrastructure, water supply, wastewater treatment,
buildings, transportation systems, channel design, floodplain
analysis, and geotechnical work. A common, four-year
design project unifies the curriculum and allows material
learned in early courses to carry forward, unlike the
“traditional” paradigm wherein courses frequently stand as
independent entities with no apparent connection. Also, the
project allows students to develop a professional design
portfolio that can be presented to perspective employers, be
used as a valuable reference for future design tasks [13].
The primary goal of the Garden City project is to produce
graduates who can consistently think at a higher level, and
who are thus capable of handling open-ended design projects
that require creativity, exploring alternative solutions, selfanalysis, and awareness of economic, social, and political
issues.
The Civil and Environmental Engineering program at
Rowan University also offers a two-semester industry
sponsored traditional senior capstone design project [15].
The project is a real traditional civil engineering project that
reinforces drawing, map reading, planning, cost estimation,
scheduling, project management, regulations, site
development and engineering design. Students work in
teams of four or five. Oral presentations and written reports
are also an integral part of this course. The presence of real
practitioners and a real project impacts students in numerous
ways. Industrial sponsors may have already completed the
projects themselves or they may be addressing them
simultaneously with the students. One or two faculty
members coordinate the course. The coordinator(s) are
responsible for selecting the project and administering the
course including the bulk of the evaluation effort. The
remaining faculty serve as consultants to the students and
coordinator. The student teams function as independent
consulting firms with one student serving as the team leader.
It is anticipated that within a team, individuals will split the
work along discipline specific lines. However, students are
expected to be familiar with all aspects of the work and will
likely have to carry part of the load in more than one subdiscipline. The industry sponsors initially present the project
to the student teams and attend and assist in evaluating mid
and end-of-semester oral presentations.
The industry
sponsors also provide pertinent site data and help the
coordinators scale the project to a level that can be managed
by senior engineering students.
Chemical Engineering
The design experience in chemical engineering is also
integrated throughout the chemical engineering courses. A
chemical production project is started in the sophomo re year
(2nd year) and students continue to work on this project in
their remaining 3 years. Each year, a new design project is
introduced. For example, this years project for the 2nd year
class (graduating in 2001) is cumene production from
benzene and propylene. In this year they conduct mass and
energy balances around the chemical production plant. They
also conduct preliminary cost analysis of raw materials and
operating costs. In subsequent courses of heat transfer,
equilibrium stage operations, reactor design, separations
they conduct a detailed design of specific units. For
example with the cumene production students will design
distillation towers to remove propane, excess benzene and
other byproducts from cumene. This analysis will include
add capital costs and operating costs of this equipment. The
design project is completed in their senior (4th year) by
integrating each component into the overall plant design.
Then steps are taken to optimize the plant. In each of these
courses aspects of green engineering are introduced. In this
manner chemical engineers will consider environmental
implications at the beginning and subsequent stages of the
design process.
Many of the engineering clinic projects are sponsored by
industry in chemical engineering. In these projects, industry
supplies a problem of interest and provides financial
resources and industrial personnel. These interactions create
an exciting, challenging and practical engineering
experience for our engineering undergraduates. The impact
of clinic projects on students has resulted in the following
outcomes:
1.
Understanding of the economics of high value added
chemicals
2.
Design, fabrication and operation of new and innovative
technologies
3.
Examination of scale-up from laboratory scale at Rowan
to pilot plant scale
4.
Experience with direct interaction of students with plant
operators, chemists, engineers and managers.
An example of a chemical engineering project at Rowan
University in which a student team works with industry is
provided below.
Campbell’s Soup Company sponsored a team of students
to research cutting edge technologies applied to the
processing of vegetables for soups and juices.
The
multidisciplinary team comprised two undergraduate
chemical engineering students, one civil engineering student,
and one biology student.
In addition, one chemical
engineering master’s student served as the project manager.
Through this project, students investigated advanced
membrane separation techniques as well as enzymatic,
thermal, and physical/mechanical treatment techniques
applied to vegetable processing. Their responsibilities
included HAZOP analysis, project planning, budget
formulation and management, literature and patent reviews,
experimental design, data analysis, and developing a
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proposal for a second phase of the project. In addition to the
engineering expertise the students acquired through this
work, they gained familiarity with FDA regulations on food
processing. Engineers from Campbell have demonstrated a
high level of commitment to the project and to student
learning by attending monthly progress meetings. This
industrial interaction helped maintain a high level of
motivation among the students, and helped maintain focus
and a fast pace of productivity. In addition to the progress
meetings, the student team also conducted a lunch-and-learn
seminar at Campbell’s to share their research with engineers,
scientists, and marketing representatives from the company.
The enthusiastic response of the audience at Campbell’s
reaffirmed the industrial relevance and impact of the team’s
research.
Electrical and Computer Engineering
The ECE program has been structured to provide sufficient
breadth and depth in a combination of Electrical Engineering
(EE) and Computer Engineering (CpE) topics so as to meet
ABET accreditation requirements in both. That is, only a
single ECE degree is offered. This dual objective combined
with the credit load of the Engineering Clinics, means that a
variety of approaches have been emp loyed to achieve
success. One of the most marked features of the Rowan ECE
program is the absence of traditional separate laboratory
courses. Standard EE and CpE programs normally include a
variety of laboratory courses such as Electronics, Digital
Systems , Communications, and others. At Rowan, the
Engineering Clinics constitute a substantial laboratory
component, but they are largely uncoupled from regular
courses. In order to obtain focused laboratory experiences, a
lab component has been designed into the majority of the
ECE courses. Examples of courses with lab components
include
• Networks I and II (Sophomore)- Basic circuit
theory courses include labs to acquaint students
with simulation (P-Spice) and electrical
measurements
using
standard
bench
instrumentation (Oscilloscope, DMM, function
generator, power supply).
•
Digital Systems I (Sophomore)- Introductory
digital systems course includes a companion
FPGA laboratory experience.
•
Digital Systems II (Junior)- The first course in
microprocessors heavily incorporates lab
experiences.
•
Electromagnetics I and II (Junior)- The
electromagnetics
courses
include
lab
experiences to amplify electrostatics and
transmission line concepts.
•
Electrical
Communications
(Junior)Communication theory concepts including
analog and digital communication techniques
are treated in a series of companion labs.
The spectrum of design within the ECE curriculum spans
small design exercises in conjunction with course topics,
through semester-long design projects within a course, to the
full-semester Engineering Clinic design projects. The use of
“project-based” instruction is a method that is being further
developed. For example, in the introductory electronics
course, we have developed an approach termed
Macroelectronics, which emphasizes system-level concepts
as opposed to the exclusively device-oriented view.
The Engineering Clinic exposes students to design in the
broadest possible context —i.e., solving multidisciplinary
design problems that are not directly connected to a specific
course content. However, building strong discipline-specific
design skills requires significant design experiences within
courses. To this end, a number of courses include a
significant project-based component [16]-[19]. For example,
in the Macroelectronics approach used in electronics, we
seek to accomplish the following:
1.
Introduce fundamental concepts of electronic systems
through the use of macroelectronics.
2.
Employ a project-based learning environment to
increase motivation.
3. Selectively cover microelectronics topics, partially
guided by project requirements.
The design project takes on an essential role in this
method. Projects help students see the relevance of
classroom material; in addition, the projects become a source
of topics that can be explored in the classroom. Example
Macroelectronic design projects have included a
semiconductor curve tracer, function generator, power
supply, audio amplifier, and digital multimeter. Because
each instrument design project constitutes a system in
addition to being a collection of electronic subsystems,
students gain a more complete grasp of the total technologies
involved.
Rowan has a very small full-time graduate enrollment (12
students). This has a marked impact on the ability of faculty
to conduct mo dest-scale research projects. However, the
Engineering Clinic has served as one means to support
certain types of research efforts for the ECE faculty. Prime
candidates for ECE Clinic projects are research projects
requiring the development of custom experimental
apparatus. Projects of significant scale may spawn design
elements in several environments. For example, recent work
involving small-particle studies included Clinic projects and
was also used as a project in an instrumentation course [16].
Our exp erience suggests that it is often easiest to link pairs
of disciplines together; for example, Mechanical
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Engineering (ME) and ECE. Projects carefully designed to
include at least two disciplines in full measure often-return
very good results. In a recent project sponsored by the New
Jersey Department of Transportation [20], the research goal
was to develop advanced methods of automobile crash
detection and reporting. This project sponsored a number of
Engineering Clinic projects that supported teams of ME and
ECE students. The net design goals were achieved using
substantial work performed though the Clinic. In return, a
significant number of students obtained a real-world design
experience that they leveraged into jobs and/or graduate
school.
Mechanical Engineering
Most traditional mechanical engineering programs include a
Capstone Design course that is meant to meet the design
requirement, but this approach has some shortcomings. In a
one- or two-semester long course, the need to include such
varied skills as communications and teamwork necessarily
takes away from the focus on design skills development.
Furthermore, the traditional Capstone Design course is not
multidisciplinary, which is a valuable experience for
preparing students for the workplace. Finally, since the
Capstone Design project occurs at the end of a student's
undergraduate career, it does not allow students to
continuously apply what they have learned in the supporting
coursework.
The Mechanical Engineering program at
Rowan University uses the clinic classes to reinforce
engineering design and research. The Sophomore Clinic is
coordinated by a Mechanical Engineering faculty member
and is team-taught by faculty from all four disciplines plus
faculty from Public Speaking and College Composition.
Past projects have included nondestructive testing devices,
guitar effects pedals, design of a portable bridge and a
design of a baseball stadium. In support of the Sophomore
Clinic, we acquired funding from the National Science
Foundation in 1997 for a rapid prototyping facility featuring
a 3-D Systems SLA -250 stereolithography system, an Actua
3-D modeler and a Quick Circuit circuit prototyper. In 2000,
we received another NSF grant to build the Creative Audio
Technology Environment, a laboratory dedicated to rapid
development of audio based products.
The Mechanical Engineering mantra for the Junior/Senior
Clinic is “Design, Build, Test”. To date, the Junior/Senior
Clinic projects have been inspired by a mix of industrysponsored activities and professors’ interests, and typically
center on a technical problem, product or process. Funding
thus far has come mainly from industry and research-grant
sponsorship (government and private sources). Examples of
completed or ongoing projects from the ME Department are:
•
Automated Crash Notification (ACN) system
(Sponsored by the New Jersey Department of
Transportation),
•
Redesign of a Submarine Antenna Transfer Assembly
(Sponsored by the NAVY Surface Warfare Center),
•
Enhanced Emergency Location Transmitter (Sponsored
by the New Jersey Department of Transportation)
•
Coating Thickness Monitor (Sponsored by Tenneco
Packaging),
•
Development of a New Stair Lift Device (Sponsored by
Electric Mobility Corp.), and
•
Development of a Smart Rubber Material (Continental
Tire).
Clearly, projects such as these are central to developing
the design and problem solving skills that are lacking in the
typical engineering curriculum. What is often missing,
however, in the industry and faculty-created design projects,
is the spirit of invention, innovation and entrepreneurship.
One way to promote the entrepreneurial spirit is to provide
students with the opportunity to propose their own original
enterprises. Accordingly, The Mechanical Engineering
Program has created the Venture Capital Fund (VCF),
specifically ear-marked for the development of original
products by multi-disciplinary student teams within the
Junior and Senior Engineering Clinics [21]. The VCF has
been funded through a series of grants from the National
Collegiate Inventors and Innovators Alliance (NCIIA).
During the past 5 semesters, VCF proposals have been
accepted from 11 multidisciplinary student teams. This
figure represents approximately 7% of the roughly 150
Junior/Senior Clinic projects completed during this same
period. In total, 17 ECE students, 15 ME students, 3 ChE
students and 4 CEE students have participated in VCF
projects.
CONCLUSIONS
The Rowan Engineering curriculum is innovative and
effective in providing students meaningful design and
research experiences as early as their freshmen years.
Engineering Clinics represent a new paradigm for seamless
incorporation of design/research experiences throughout the
four-year curriculum. In addition to focusing on studentcentered, hands-on and minds-on learning, it is
multidisciplinary by design, allows for continuous practice
and development of communications, teamwork and design
skills, involves our constituencies, and easily incorporates
the “soft” topics such as societal considerations, ethics and
entrepreneurial skills. The Engineering Clinics have proven
to be a critical component in our ability to accomplish
multidisciplinary design. Similarly, the use of project-based
instruction has led to the development of a cadre of students
who are design ready. One planned improvement will be to
extend project-based instruction to a broader range of
courses. To help foster adaptability to other campuses, we
have actively disseminated the results of our curriculum
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development by presenting at ASEE, FIE, AAHE, NCIIA
and AIAA conferences and publishing in the International
Journal of Engineering Education. Internship surveys from
employers of our students for summer positions (which
polled the employers on the students’ technical,
communications and teamwork skills) have been exemplary.
And as of this date, 100% of the 2000 and 2001 graduating
class have received permanent job offers or are attending
graduate school.
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