• Course description
• General information
• Textbooks
• Schedule
• Assignments
• Slack
• Academic Honesty/Professionalism
• University-Sanctioned Activities
• Counseling and Wellness Center
• Center for Student Success
• Religious Accommodation Statement
• Access and Accommodations
• Sexual Misconduct/Sexual Harrassment Reporting
• Correlation of course & program outcomes

Course description

This seminar course gives an introduction to Mechanical Engineering and to engineering design principles. ME faculty and guest speakers expose students to work that mechanical engineers do in a variety of fields. Strategies for success in engineering school and in engineering careers are discussed. Engineering problem-solving and design principles are introduced and practiced by students via simple design activities. This course should be taken during the first fall semester in residence at Saint Martin’s University as an ME student. Graded on a pass/fail basis. (Adopted from the course catalog.)

General information

Instructor

Cameron Devine Ph.D.

Email

[email protected]

Classroom location

Harned Hall 110 or zoom (password on moodle)

Times

W 12:00-12:50 pm

Textbooks

• Brian Bunnell and Samer Najia. Mechanical Engineering for Makers: A Hands-on Guide to Designing and Making Physical Things. Make: Community LLC, 2020. (Required)

Schedule

The following schedule is tentative (and currently incomplete). The class dates listed in bold will be in person. Links in the following schedule are to videos which should be watched before the lecture. This allows us to use class time for discussion.

Assignments

The final project for this course is a report describing the design of a simple mechanical tool of your choice. This tool should solve a problem for which no solution currently exists, or is a substantial improvement over existing tools. The project is split into multiple assignments spaced over the duration of the course. Each assignment must be turned in by midnight on Friday after the date shown on the schedule.

For this project please use the report template provided. I have also started writing a report (available here) as an example of writing style and overall expectation for the project.

Assignment 1

1. Decide on a problem that you think you can design a new tool to solve.
2. Write the Introduction section of your report describing:
   • what problem you are solving, and
   • why this problem is important.
3. Submit your report document on moodle.

Assignment 2

1. Research any existing solutions to your problem, or similar problems.
2. Write the Existing Solutions section of your report describing:
   • the solutions which already exist, and
   • why your solution is better.
3. Submit your report document on moodle.

Assignment 3

1. Design a novel tool which solves your problem.
2. Write the Proposed Design section of your report containing:
   • a description of the construction of your tool,
   • drawings or sketches of your tool, and
   • instructions on how your tool is used.
3. Submit your report document on moodle.

Assignment 4

1. Read the report written by one of your fellow students that you were assigned.
2. Write the Design Review section of the report you were assigned. This section should include:
   • any issues or potential issues you see with the design, and
   • any ideas you have to make the design better.
3. Submit the report document on moodle.

Assignment 5

1. Read the Design Review written by one of your fellow students.
2. Revise your design taking into account the design review.
3. Write the Revised Design section of your report containing:
   • the changes you made to your design,
   • drawings or sketches of your revised design, and
   • the reasons why you disregarded any review comments.
4. Submit your report document on moodle.

Assignment 6

1. Create a presentation including an overview of:
   • the problem you are attempting to solve,
   • why the problem is important,
   • existing solutions to the problem,
   • why your solution is better,
   • the proposed design, and
   • the revised design.
2. Submit your presentation on moodle.

Assignment 7

1. Write a short reflection on,
   • what you learned in this class, and
   • what area of mechanical engineering (or another field) you are interested in pursuing.
2. Submit your reflection on moodle.

Slack

Everyone is required to join the Slack workspace Prof. Cameron Devine. We’ll use it to communicate with each other during the semester. Join by clicking here. Be sure to join the channel #me100.

Academic Honesty/Professionalism

What is Academic Integrity?

Saint Martin’s University is a community of faculty, students and staff engaged in the exchange of ideas in the ongoing pursuit of academic excellence. Essential to our mission is a focused commitment to scholarly values and intellectual integrity, and a respect for the ideas, beliefs and work of others. This commitment extends to all aspects of academic performance. All members are expected to abide by ethical standards both in their conduct and their exercise of responsibility to themselves and toward other members of the community. As an expression of our shared belief in the Benedictine tradition, we support the intellectual, social, emotional, physical and spiritual nurturing of students.

What is Academic Dishonesty?

Saint Martin’s University defines academic dishonesty as violating the academic integrity of an assignment, test and/or evaluation of any coursework. This dishonest practice occurs when you seek to gain for yourself or another an academic advantage by deception or other dishonest means. You have a responsibility to understand the requirements that apply to particular assessments and to be aware of acceptable academic practice regarding the use of material prepared by others. Therefore, it is your responsibility to be familiar with the policies surrounding academic dishonesty as these may differ from other institutions.

The Acceptable Use of AI in Coursework

Any use of technology that misleads a reviewer in assessing the student’s mastery of a specific set of skills or knowledge is a type of intellectual dishonesty, that is, a type of cheating. Students who are unsure about the appropriateness of using an artificial intelligence tool (or “AI”) should check with the instructor before using it. This includes the use of tools that generate text, images, video, code, and other works. If you are permitted by your instructor to use one or more AI tools in producing your work, you should disclose the use of that tool. You should say which tool you used and how you used it. Then if you use specific AI generated content (text, images, videos, audio, code, and so on) you should cite it in the style (APA, MLA, and so on) specified by your instructor.

University-Sanctioned Activities

If you are absent from class due to university-sanctioned activities, such as sports, it is your responsibility to request that the absence be excused; otherwise, the absence will be recorded as unexcused. Absent students are responsible for catching up with the class, and if any assignments are due on the day of the absence, it is your responsibility to turn in the assignments on time.

Counseling and Wellness Center

There may be times, as a college student, when personal stressors interfere with your academic performance and your daily life. The Counseling and Wellness Center supports students by addressing mental and emotional well-being with FREE and confidential services. To schedule an appointment, call 360-412-6123 or email [email protected] or stop by the CWC (1 st floor St. Raphael Center).

If you would rather not go to the CWC or need support in the evenings and weekends, please consider using the TimelyCare app (timelycare.com/smusaints) to speak with a mental health provider, free, 24/7, from your phone or computer.

Center for Student Success

The Center for Student Success is an integrated learning assistance program that offers services for students at all levels of achievement in pursuit of intellectual growth and academic excellence. The Center offers peer tutoring, study support, first year/early major advising, and writing support. Please investigate ways in which to support your learning. The CSS is located in the lower level of O’Grady Library. You can sign up for tutoring appointments on the webpage: https://www.stmartin.edu/academics/academic-resources/center-student-success.

Religious Accommodation Statement

Saint Martin’s University, in honor of the sacredness of the individual, and being deeply rooted in the Catholic Benedictine tradition of higher education, values the many religious and spiritual practices of our campus community. Saint Martin’s University supports our students in their ongoing journey of becoming. In compliance with Washington State Law RCW 28B.137.010, Saint Martin’s University reasonably accommodates students for reasons of religious observances.

Access and Accommodations

Your experience in this class is important to me. If you have already established accommodations with Disability Support Services (DSS), please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course. If you have not yet established services through DSS, but have a temporary health condition or permanent disability that requires accommodations (conditions include but are not limited to mental health, attention- related, learning, vision, hearing, physical or health impacts), you are welcome to contact DSS at 360-438-4580 or [email protected] or [email protected]. DSS offers resources and coordinates reasonable accommodations for students with disabilities and/or temporary health conditions.  Reasonable accommodations are established through an interactive process between you, your instructor(s) and DSS.  It is the policy and practice of the Saint Martin’s University to create inclusive and accessible learning environments consistent with federal and state law.

Sexual Misconduct/Sexual Harrassment Reporting

Saint Martin’s University is committed to providing an environment free from sex discrimination, including sexual harassment and sexual violence. There are Title IX/sexual harassment posters around campus that include the contact information for confidential reporting and formal reporting. Confidential reporting is where you can talk about incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence. This confidential resource can help you without having to report your situation to the formal reporting process through the Dean of Students – Ms. Melanie Richardson, Associate VP of Human Resources – Ms. Cynthia Johnson, Public Safety – Ms. Sharon Schnebly, or the Office of the Provost – Dr. Tanya Smith-Brice, unless you request that they make a report. Please be aware that, in compliance with Title IX and under the Saint Martin’s University policies, educators must report incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence. If you disclose any of these situations in class, on papers, or to me personally, I am required to report it.

Correlation of course & program outcomes

In keeping with the standards of the Department of Mechanical Engineering, each course is evaluated in terms of its desired outcomes and how these support the desired program outcomes. The following sections document the evaluation of this course.

Desired course outcomes

Upon completion of the course, the following course outcomes are desired:

1. Students will demonstrate an ability to apply engineering design principles to complete basic engineering tasks.
2. Students will demonstrate an ability to effectively communicate design motivation and decisions.

Desired program outcomes

In accordance with ABET’s student outcomes, our desired program outcomes are that mechanical engineering graduates have:

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.

Correlation of outcomes

The following table correlates the desired course outcomes listed along the left hand side with the desired program outcomes listed along the top.