MCCCD Program Description

Engineering Problem Solving and Design

Course: ECE103AB

First Term: 2018 Fall

Lecture 2.0 Credit(s) 2.0 Period(s) 2.0 Load
Subject Type: Academic
Load Formula: T - Lab Load

Description: Fundamentals of the design process: engineering modeling, communication and problem-solving skills in a team environment. Emphasis on process-based improvements to the design process. Introduction to engineering as a profession.

MCCCD Official Course Competencies
1. Describe the role of engineers and the role of the engineering profession in today`s society. (I) 2. Identify the different disciplines that comprise the engineering profession. (I) 3. Identify the personal management, study skills, and life-long learning skills that are necessary to be a successful engineering student and practicing engineer. (I) 4. Identify major engineering professional societies, and explain their role in professional development. (I) 5. Describe the Engineering Code of Ethics, and explain how it relates to the professional practice of engineering. (I) 6. Identify the basic steps necessary to define a problem. (II) 7. Define the major steps in the problem-solving and design processes. (II) 8. Use quality tools to generate solutions to a problem. (II) 9. Use decision analysis techniques to arrive at a proposed solution to a problem. (II) 10. Use computer modeling to implement a proposed solution to a problem. (II) 11. Evaluate the results of a proposed solution to a problem. (II) 12. Document the results of the problem-solving process. (II) 13. Use basic social skills to interact in a group setting. (III) 14. Use peer input to assess growth in positive group behaviors. (III) 15. Identify blocking behaviors that prevent communication in a team setting. (III) 16. Demonstrate critical, sympathetic, and creative listening skills. (III) 17. Give constructive feedback in a team setting. (III) 18. Demonstrate self-evaluation of progress through developmental assessment techniques such as student learning journals, checksheets, or portfolios. (III) 19. Describe elements of a code of cooperation necessary for a team to function. (IV) 20. Describe the guidelines for conducting an effective meeting. (IV) 21. Develop an agenda for a team meeting. (IV) 22. Contrast consensus and agreement. (IV) 23. Describe the composition of a team and the key roles of its members. (IV) 24. Identify the characteristics of a good team member. (IV) 25. Define the stages of team development. (IV) 26. Define team maintenance, and explain when and why it is necessary. (IV) 27. Identify the decision-making processes that teams can use, and analyze the effectiveness of each process. (IV) 28. Use quality tools (brainstorming, affinity process, deployment flow chart, process check, issue bin, nominal group technique, force field analysis) to facilitate team discussion, exploration of ideas, and decision-making. (IV) 29. Apply spatial visualization and freehand drawing skills to communicate ideas and design concepts visually. (II, III) 30. Develop an engineering design using graphical ideation techniques. (II, III) 31. Apply a computer-aided drawing tool to develop and describe an engineering design. (II, III) 32. Evaluate the results of a proposed solution to a problem. (IV) 33. Document the results of the problem solving process. (IV) 34. Apply spatial visualization and freehand drawing skills to communicate ideas and design concepts visually. (I,IV) 35. Apply various techniques including value, line, contour, expression, color, gesture, positive and negative space, and proportional and spatial sighting to produce realistic drawings. (I) 36. Practice right mode drawing techniques to improve ability to draw and visualize the three-dimensional world. (I) 37. Apply a computer-aided drawing tool such as AutoCAD, 3-D Studio, Silver Screen, GenericCAD, or FastCAD to describe an engineering design. (I,IV) 38. Apply a computer-aided drawing tool to develop a 3-D model to describe an engineering design. (I,IV) 39. Draw on paper a three-dimensional model from direct observation and build 3-D images using a computer-aided drawing tool. (I,IV) 40. Build an engineering design by combining basic geometric shapes with a computer-aided drawing tool. (I,IV) 41. Apply the engineering design process to a design project. (IV) 42. Use an equation solver to develop a computer model for a design project and make decisions about a design. (I, IV) 43. Use the strategies of teaming to function as a team member on a design project. (III, IV) 44. Apply communication skills to a design project. (II, IV) 45. Communicate in written, graphical, and oral forms a design developed as a design project. (II, IV)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Planning for a Career in Engineering A. The nature of profession B. Selection of a major C. Personal career planning D. Professional ethics II. Engineering Problem Solving and Design A. Problem definition 1. Procedures/steps B. Generating solutions 1. Brainstorming 2. Organization of ideas C. Courses of actions: Decision analysis D. Implementing solutions: Computer applications E. Evaluation 1. General guidelines 2. Ethical considerations F. Documentation III. Communication A. Listening skills 1. Critical 2. Sympathetic 3. Creative B. Group communication basics C. Organization of technical work 1. Reports 2. Presentations 3. Graphical representations IV. Teaming A. Social norms B. Effective meetings C. Team dynamics D. Discussion tools C. Courses of actions 1. Decision analysis D. Implementing solutions E. Evaluation 1. General guidelines 2. Ethical considerations F. Documentation G. Design Project

MCCCD Governing Board Approval Date: 11/22/2011

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.