An active-learning experience has been designed to introduce K-12 STEM students to product development. In a one-hour program, students are guided through the product development cycle as they construct a simple LED flashlight. This multidisciplinary project involves both electrical and mechanical elements plus a discussion of customer needs, which drive product development.
Electronic design of the device includes discussion of component selection including the energy source, light source, switch, and resistor, plus a development of the prototype through simulation. Design of the mechanical housing allows for discussion of requirements that arise from design for manufacturability (DFM), design for assembly (DFA), serviceability, usability, and industrial design. Throughout the discussion, students are guided though the assembly process which involves soldering electronic components to a prefabricated printed circuit board (PCB). Assembly also includes a snap-fit case that is created with a 3D printer during the project.
Surveys of students following the exercise indicate a high level of satisfaction with the concepts and product. Students walk away with a self-made product, and more importantly, a lasting impression of the accessibility of product development and engineering.
Mark Diller is a Professor in the Department of Engineering Technology at the University of Dayton (UD). His areas of interest include mechanical design methodologies, 3D printing, and product development. Prior to teaching, he spent 18 years in industry leading the mechanical design of new medical products for companies such as Midmark Corporation and Battelle Memorial Institute. He has received eight patents for devices ranging from insulin injectors to procedure chairs. Diller earned an MS degree in Mechanical Engineering from The Ohio State University and a BS degree in Mechanical Engineering from the University of Dayton. He is a registered Professional Engineer in the state of Ohio. He is a member of professional societies including the American Society of Engineering Educators (ASEE), the American Society of Mechanical Engineers (ASME), and the Society of Manufacturing Engineers (SME).
Scott Segalewitz, P.E. is a Professor in the Department of Engineering Technology at the University of Dayton (UD). His areas of interest include using technology to enhance the learning environment, developing global technical professionals, distance and asynchronous learning, and technical communication. He served for 2-1/2 years as Director of Industrial and Technical Relations for the University of Dayton China Institute in Suzhou, China where he established corporate partnerships and training programs for US companies in the Suzhou Industrial Park, and developed opportunities for UD students to gain international and technical experience in China. He served for twelve years as Chair of the UD Department of Engineering of Engineering Technology, where he was responsible for leadership of five baccalaureate engineering technology programs, and approximately 300 full and part-time students. Prior to this position, he spent fourteen years as Program Chair of Biomedical Engineering Technology at Penn State University. Segalewitz earned an MS degree in Biomedical Engineering, a BS degree in Electrical Engineering, and is a licensed Professional Engineer. He is active in professional societies including the American Society for Engineering Education, (ASEE), and the Institute for Electrical and Electronic Engineers (IEEE). He is has also served as a program evaluator for ABET since 1991, and spent four years on the TAC of ABET Commission. He is currently chair of the ETD membership committee, has served on the ASEE Engineering Technology Council (ETC) executive board, the ASEE Engineering Technology Leadership Institute (ETLI) executive board, and is past chair of the ASEE Electrical & Computer Engineering Technology Department Heads Association (ECETDHA).
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