EED 497 - Senior
Design I
CATALOG DATA
The first of two capstone design courses
for Entertainment Engineering students. Students will begin a major design
experience that uses knowledge and skills from prior courses and incorporates appropriate
engineering standards and multiple realistic constraints. Students will begin
the design process including research, conceptualization, feasibility
assessment, and establishing design requirements.
PREREQUISITES
AND/OR COREQUISITES
Corequisites: EED
400.
Prerequisites: EED
300 with a grade of C or better and consent of faculty advisor.
RELEVANT TEXTBOOK(s)
None
COURSE COORDINATOR
Michael Genova
COURSE INSTRUCTORS
Michael Genova, Si Jung
Kim
COURSE TOPICS
·
Definition
of the problem
·
Problem
statement-what this design is intended to accomplish
·
Requirements
and design specifications
·
Clearly
outline the overall function that needs to be accomplished
·
Recognition
of the needs for the project.
·
Gathering
of information
·
Design
conceptualizations
·
Project
timeline
STUDENT
LEARNING OUTCOMES [University Undergraduate Learning Outcomes]
Upon completion of the course, students
should be able to:
1.
The
EED 497 students will apply the engineering design
process to define a problem related to the entertainment industry. (1, 2, 5, 9)[2]
2.
The
students will research the problem and similar engineered solutions to identify
potential solutions or improvements. (1, 6, 9)[1, 2]
3.
The
students with summarize and evaluate their findings to invent an engineered
solution. (2)[2]
4.
The
students will create the necessary documentation that details the time and materials
required for their project in preparation of EED 498.
(2)[3]
COMPUTER USAGE/TOOLS
None
GRADING
Project Proposal (10%), Design Sketch/ Conceptual Prototyping/ 3D Modeling(20%),
Midterm Presentation (20%), Survey, Feasibility Testing, and Analysis (20%),
Poster and Media Production (10%), Final Presentation (20%)
STUDENT LEARNING OUTCOMES
1. an ability to identify, formulate, and solve
complex engineering problems by applying principles of engineering, science,
and mathematics
2. an ability to apply engineering design to
produce solutions that meet specified needs with consideration of public
health, safety, and welfare, as well as global, cultural, social,
environmental, and economic factors
3. an ability to communicate effectively with a
range of audiences
4. an ability to recognize ethical and
professional responsibilities in engineering situations and make informed
judgments, which must consider the impact of engineering solutions in global,
economic, environmental, and societal contexts
5. an ability to function effectively on a team
whose members together provide leadership, create a collaborative and inclusive
environment, establish goals, plan tasks, and meet objectives
6. an ability to develop and conduct appropriate
experimentation, analyze and interpret data, and use
engineering judgment to draw conclusions
7. an ability to acquire and apply new knowledge
as needed, using appropriate learning strategies.
8. an understanding of aesthetics in relation to
engineering design
9. knowledge of the processes and methods used
for the creation of the arts
University Undergraduate Learning Outcomes
1. Intellectual Breadth and
Lifelong Learning
2. Inquiry and Critical Thinking
3. Communication
4. Global/Multicultural Knowledge
and Awareness
5. Citizenship and Ethics
COURSE PREPARER AND DATE OF
PREPARATION
Michael Genova,
Wednesday, February 14, 2018