Engineering
Communications &
Societal Integration
ENGR 301
Candice Bauer, Ph.D.
University of Nevada, Reno
Design of a Compact, Passive Thermal Energy
Storage Device
Computational Design and Analysis of a
Microtab Based Aerodynamic Loads
Control System for Lifting Surfaces
l = 20 mm
h = 6 mm
w = 1.2 mm
extender
tab assembly
slider
base



Precise, batch production
Unique “dovetail” structure for
self-constrained slider
“On-Off” motion
Tab Assembly
extender
slider
base
Acoustic Pyrometry for Harsh, Chemically
Reacting Environments
Teaching Team & Resources [pg. 1]
› Candice: cbauer@unr.edu
– Please use ENGR 301 in subject line
› Teaching Assistants and Student Workers:
engr301@gmail.com
› http://wolfweb.unr.edu/~cbauer/engr301/
– Refresh if using UNR computer
– No textbook needed
› Office hours: available on course website
› Office location: SEM 131
Syllabus
› Student Learning Objectives
› Course Deliverables
› Attendance and Late Policies
› Course Schedule
› Grading Criteria
› Grading Scale
› Statements
Attendance & Late Policy [pg. 3]
› More than two absences or late arrivals may result in
course failure or grade reductions.
Course Schedule [pg. 4]
May 16
Forms
May 18
Technical briefing
May 25
Rough draft of proposal written report
May 26
Proposal presentation and handout
May 26 (4:00 p.m. to SEM 131)
Final draft of proposal written report
June 1
White Paper
June 2
Project
June 7
ENGR Idol presentation
June 8
Rough draft of final review written report
June 9
Final review presentation and handout
June 9 (4:00 p.m. to SEM 131)
June 13
Final draft of final review written report
Core Capstone Defense written rough
draft
June 14
Core Capstone Defense (written and oral)
June 15
Professional development
June 16
Final Exam
Class Policies [pg. 5]
› Behind all crazy professors are students
that made them that way.
› And justice for all.
Student Learning Objectives (SLOs) [pg. 6]
SLOs
1. Students will be able to apply knowledge of mathematics, science,
and engineering. [integrates CO2; CO3]
a. Students will explain how science relates to a problem of societal
concern.
2. Students will be able to design and conduct experiments as well as
to interpret data. [integrates CO2; CO3]
a. Students will distinguish between sound and unsound
interpretations of scientific information.
3. Students will have a knowledge of contemporary issues. [integrates
CO11]
a. Students will identify the societal impacts of contemporary
issues (such as sustainability, energy problems, water quality,
and information science).
SLOs
4. Students will have the broad education necessary to understand the
impact of engineering solutions in a global, economic, environmental,
and societal context. [integrates CO11]
a. Students will employ cogent reasoning methods in their own examinations of
problems and issues.
b. Students will describe how scientific and technological developments affect
society and the environment.
c. Students will integrate, synthesize, and apply knowledge of the relationship
between science and technology and societal issues in both focused and
broad interdisciplinary contexts.
5. Students will be able to function in a multi-disciplinary team.
[integrates CO1]
SLOs
6. Students will have an understanding of professional and ethical responsibility.
[integrates CO12]
a. Students will identify and analyze the scientific debates and ethical concerns.
b. Students will identify the multiple ethical interests at stake in a real-world situation
or practice.
c. Students will articulate what makes a particular course of action ethically
defensible.
d. Students will assess their own ethical values and the social context of problems.
e. Students will identify ethical concerns in research including academic integrity, use
and citation of sources, the objective presentation of data, and the treatment of
human subjects.
f. Students will demonstrate knowledge of ethical values in non-classroom activities:
service learning.
g. Students will integrate, synthesize, and apply knowledge of ethical dilemmas and
resolutions in academic settings, including focused and interdisciplinary research.
SLOs
7. Students will be able to communicate effectively. [integrates
CO1]
8. Students will have a recognition of the need for, and an ability
to engage in life-long learning.
Unwritten Laws of Engineering [pg. 15]
› Why should I? Who makes up
these rules?
– Social contract
› The Law of Humility: One must
accept something in order to
change it.
› Benefits & Consequences
› W.J. King, 1944
– Professional
– Respectful
– Ethical
› Cold, hard truth
› High standards
› Applied equally
Class Structure
Lab Section Number Meeting Time
Location
1
10:10-12:10
SEM 261
2
1:00-3:00
SEM 261
Folders & FERPA Statement [pg. 17]
› Please place section and team number on everything
› Folders rules
› Cabinet in SEM 131
› FERPA Statement
– Select only one option
Grade Expectations: F [pg. 18]
› Does not meet minimum requirements; engages in
unprofessional, disrespectful, or unethical behavior; does
not improve or progress; does not demonstrate learning or
achievement of course objectives; does not engage in
critical thinking; approaches assignments with
lackadaisical effort; if entering a room anywhere in the
world, student will perform well below average and show
poor proficiency as a speaker and writer.
Grade Expectations: D
› Completes the assignment by
only fulfilling minimum
requirements; has poor quality
assignments; neglects to adhere
to instructions; rarely engages in
critical thinking; shows
lackadaisical efforts; if entering a
room anywhere in the world,
student will perform below
average or show poor
proficiency as a speaker or
writer.
Grade Expectations: C
› Uses examples as
templates; does not
attempt to achieve
anything greater than
accomplishing the defined
task; develops bland or
fluffy content; neglects
details; learns the course
content sufficiently
enough to regurgitate;
sometimes engages in
critical thinking;
sometimes shows
lackadaisical efforts; if
entering a room anywhere
in the world, student will
perform as an average
speaker and writer
Grade Expectations: B
› Exceeds minimum requirements in some
areas but not all; effectively uses
creativity to create engaging content
while being concise; learns the course
content sufficiently enough to develop
examples; usually engages in critical
thinking; if entering a room anywhere in
the world, student will be either one of
the best speakers or writers and show
proficiency in the other form.
Grade Expectations: A
› Significantly exceeds minimum
requirements in all assignments;
demonstrates innovative, creative,
and effective content to engage and
inspire audiences while being concise
and adhering to all requirements;
displays advanced understanding of
all concepts; masters course content
and is able to instruct others on the
material; engages in critical thinking;
if entering a room anywhere in the
world, student will be one of the best
speakers and writers in the room.
Impromptu Improvements [pg. 19]
› Instruction
› Due Date
Professional Development [pg. 19]
Professional Development
› Life-long learning
› Maximum of ten points
› Record activity on worksheet
› Not extra credit; require class
component
› No extra credit in class
Grammar Basics [pg. 20]
› Please review by May 18
Formatting Requirements [pg. 26]
› Style notes
› References
– References in Reference
section must match to intext citations
› Figures
› Tables
› Equations
› Appendix
Technical Briefing [pg. 29]
› Due: Wednesday, May 18
› Topic: Anything engineering or
technical
› Time: Maximum of two minutes (no
questions)
› Requirements: visual aids,
professional attire, and handout copy
of slides
K-12 Project [pg. 32]
› Design a K-12 project
– Have fun
– Learn an engineering or scientific principle
– Become aware of engineering
› Visit Classroom
– Service learning agreement
› Assign / select teams next week [pg. 33]
› Content components [pg. 34]
Problem Statement
› Powerful and relatable sentence
› A brief description of the problem and the metric used to
describe the problem.
› Where the problem is occurring by process name and
location.
› The time frame over which the problem has been
occurring.
› The size or magnitude of the problem.
Design Concept
›
›
›
›
›
Detail lesson plan
What principle should students learn
Why should they learn it
How will they learn it
Who will teach the students and what are the
characteristics of the students
› When will the visit take place and consider in-class
agenda
› Where will the visit be and how will the classroom be
setup
› Use County Curriculum Standards to support lesson plan
Literature Search
› Research similar projects or lesson plans
› Compare to proposed project
› Illustrate innovative differences
› Show respect
– Avoid “better”; use “different”
Project Management
› Resources and Facilities › Gantt Chart
› Project in general
(overhead)
› Classroom visit
› Personnel
– Critical path
› Create “corporate
culture”
› Mantra
– Biographical sketch (only › Team charter
relevant material)
› Scheduling
Marketing
Marketing Text (several pages)
› Acceptability
– Functional performance, Acquisition cost, Ease-of-use
characteristics, Operating cost, Reliability, Serviceability, and
Compatibility
› Adaptability
› How change to fit into entire K-12 system
› SWOT Analysis discussion
Marketing Appendix (one page)
› SWOT Analysis diagram
Instruction Manual
Instruction Manual Text (a few paragraphs)
› Overview of general procedure for facilitators
– “Facilitators are instructed to gather materials.”
Instruction Manual Appendix (several pages)
› Audience is K-12 teacher / future facilitator
– “Gather all materials.”
› How facilitate in future
› Step-by-step instructions
Methods
Methods (one page)
› Overview of lesson plan
› Detailed step-by-step procedure used during classroom
visit.
Methods Appendix (several pages)
› Fully detailed lesson plan
› Completed template as posted on website
Analysis
Experimental Analysis (several pages)
› Detail criteria and observations
› Analyze results of survey
› Include error analysis
› Recommend changes if conducted in future
Experimental Analysis Appendix (one page)
› Blank copy of survey distributed to students
K-12 Project Evaluation Criteria [pg. 36]
› Proposal
– Presentation [pg. 36]
– Written report [pg. 39]
› Completes problem statement, design concept, literature
search, and project management
› Outlines marketing, instruction manual, methods, and
analysis
› Final Review
– Presentation [pg. 42]
– Written report [pg. 45]
› Edits proposal components
› Completes all components
White Paper [pg. 48]
› Identify a contemporary issue in your field.
› Due: June 1
› Memo format (grammar packet).
– Place title as “Subject.”
› Approximately two pages.
› Minimum of three references.
› Five paragraph style.
› Use section headings.
White Paper
› Introduction: Overview of the paper.
› Issue: What is the issue that you are addressing?
Who else believes it is an issue?
› Impact: Why is this issue significant?
› Recommendation: What are the potential
solutions? Why? Acknowledges the impact of that
engineering solutions in a global, economic,
environmental, and societal context; discusses the
ethical and legal implications of enacting that
solution.
› Conclusion: Summarize the paper.
Core Capstone Defense [pg. 49]
› Illustrate fulfillment of all SLOs
–
–
–
–
–
–
–
Previous coursework
Current coursework
Extracurricular activities
Work experience
Volunteer activities
Non-school related activities
ENGR 301
› Written report and
presentation
› Pass or fail
Networking
Who Dun It?
›
›
›
›
M = monster
N = non-monster
All shake hands.
Monsters tap either once or
twice.
– If non-monster is tapped once,
meets one more person before
returning to seat; if tapped twice,
meets two more.
– Monsters cannot eliminate other
monsters
› Goals
– Non-monsters guess who
monsters are before being
tapped
– Monsters eliminate all.