Browsing by Author "Cooney, Elaine M."

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    Circuit Troubleshooting Based on Applying Lean Six Sigma Techniques: American Society for Engineering Education
    (ASEE, 2017) Cooney, Elaine M.; Yearling, Paul Robert Antony; Huehne, Karl Jackson; Engineering Technology, School of Engineering and Technology
    This paper presents Lean Six Sigma techniques and methods that Electrical Engineering Technology (EET) students have found useful in their in-class circuit troubleshooting activities.When students are first learning circuit analysis and fabrication, they often lack the skills totroubleshoot failed circuits based on a specification. In addition to presenting the tools used in the instruction of the test student group this paper also describes how the Lean Six Sigma method were used to arrive at the optimal course content. For this paper, two student groups, in an EET laboratory experience, are compared based on the primary metric number of failed attempts to meet circuit board test specifications. The student test body was divided into two groups. A control course section group, where no troubleshooting instruction was given and designated the “As Is” state. The second section group, “Improved State” was given an extensive troubleshooting methodology as part of their initial training. The primary metric, number of failed attempts to meet specification, was chosen as it is easy to measure by student Teaching Assistants (TA) and was also used to assess the Sigma process capability for each group. The Sigma capability of each group provided a further measure of the overall success of the intervention. The authors quickly realized that students in the control group were making two classic types of errors. Many students were making a rule or knowledge-based error, where students were not following the instructions for the specific circuit fabrication and test. This type of error was addressed by improving instructional material and adding root-cause analysis checklists to the course content. The second type of observed error, where a student is incorrectly applying a base skill to the construction protocol, is classified as event-based and is more difficult to resolve. Theoretically, there can be many possible solutions to an event based error. Perhaps there may even be no optimal solution to the error, or “right answer,” just a work around that students must find. To address this type of error students were instructed how to apply Lean Six Sigma tools such as root-cause analysis and Failure Modes and Effects (FMEA) matrices in their problem-solving sessions. Also, Sneak Analysis was included to address typical design flaws.
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    Development of a Multi-Family Water Conservation Project Tool
    (2018-04) Glembocki, Patricia; Ray, Veto Matthew; Goodman Ph.D, David; Cooney, Elaine M.
    In order for building operations to be successful long-term, the building must perform well and meet the needs of the occupants in a safe, cost effective manner. Utility costs, especially water costs, impact the performance of the building. Effective water conservation programs can significantly reduce operational costs. Designing and implementing an effective water conservation program for use in multi-family residences throughout a large portfolio poses a number of challenges that impact the success of the water conservation effort. Establishing a targeted program designed to deliver substantial savings requires a strong methodology. Without such methods, the program could be ineffective or fall short and therefore not be sustainable. To encourage conservation, many federal and state agencies as well as local utilities are providing guidance and incentives for water conservation. The agencies push for conservation to reduce demand for potable water and the need for infrastructure expansions. For the end user, the need for conservation is driven by the cost impacts associated with usage and rates. Water conservation reduces these impacts. The purpose of this project is to construct a program and tool to be utilized by the multi-family facility manager providing the framework and methodology for creating a sustainable water conservation program specific to her portfolio. The key deliverables are: a written guide explaining the components of a robust water conservation program, an Excel tool for use in estimating the project’s return on investment (ROI) and a demonstration of the tool using data from a typical multi-family structure. This tool will be based on real world experience with implementing water conservation efforts across a national footprint of buildings and will be geared toward the typical industry demands of simple installations and measurable water reductions with a high rate of return in a short time-frame.
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    Gathering ABET student outcome evidence using technology: What happens when results don't match grant goals and research takes an unexpected turn?
    (ASEE, 2018-06) Freije, Elizabeth; Christie, Barbara; Cooney, Elaine M.; Engineering Technology, School of Engineering and Technology
    Small research grants can offer faculty members the opportunity to explore potential solutions to automate the collection of student outcome evidence as needed to support ABET assessment plans. This paper explores the results of two such grants that sought to utilize a student electronic portfolio to archive evidence and seamlessly aggregate the evidence for assessment purposes. In addition, the integration of an electronic portfolio, the ePDP, could promote both ABET assessment data collection as well as reflective activities to assist students in viewing the curriculum as a developmental process, aggregating evidence over the enrollment years. However, the research activities exposed several flaws. TaskStream DRF template did not facilitate seamless integration between the instructor’s ABET rubrics in TaskStream and the student assignment. Nor did TaskStream aggregate the student work in such a way that the student or the instructor could efficiently analyze its correlation to an ABET student outcome. Specifically, redundant input was required from both the students and the instructors. Despite the disappointing limitations exposed with the grant funds, and hopeful attempts to resolve the identified flaws, the researchers found an unexpected and satisfying solution outside of the electronic portfolio. The learning management system, Canvas, features the tool: Outcomes. The tool allows mastery statements to be created and shared across courses in a program. The mastery statements can be imported into a specific course, then linked to assignment rubrics, previously created to assess student submissions. Rich information on student outcome attainment is available when the Outcome tool is used consistently by faculty.
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    Multi-Disciplinary Capstone Project on Self-Replicating 3-D Printer
    (American Society for Engineering Education, 2016-06) Cooney, Elaine M.; Yearling, Paul Robert; Smith, Jacob Allen; Department of Engineering Technology, School of Engineering and Technology
    This paper explores the dynamics of a multi-semester multi-disciplinary team approach applied within a traditional senior capstone project that involves strong design and manufacturing components. In addition, the logistics of running a successful senior project will be discussed along with the associated problems of organization within a multi-program environment. The key drivers and motivators behind this paper are, most importantly, that multi-disciplinary teams are very common in industry and that our industrial advisory boards for Electrical Engineering Technology (EET) and Mechanical Engineering Technology (MET) suggested that we do more multi-disciplinary projects. Furthermore, this multi-disciplinary team approach will satisfy the proposed ABET/ETAC outcomes for 2016. The Proposed Revisions to the Program Criteria for Mechanical Engineering Technology and Similarly Named Programs ABET/ETAC outcomes say “The capstone experience, ideally multidisciplinary in nature, must be project based and include formal design, implementation and test processes.” (emphasis added) Faculty searched for a technology that would allow both EET and MET students to contribute equally to the success of the project, and decided upon additive manufacturing. Students have been exposed extensively through formal course material covering 3D printing technology and would be familiar with the operation of 3D printers in general. Therefore, it was reasoned a familiarity with the project goal of designing and constructing a self-replicating 3D printer would give students more confidence in tackling the difficult task of managing an extended project over both the design and manufacture phases, and mastering effective communicate across disciplines. The student team organization mirrors current industry standard operating procedures. First, the team is multidisciplinary, including EET students with programing and circuits skills and MET students with CAD, design, mechanical analysis skills. All students must demonstrate project process skills, utilizing current design for six-sigma procedures. The students learn a standard set of tools to manage the project, as well as synthesize those tools with their discipline specific knowledge. Because of the program curriculum plans, the EET students are involved in the project for two semesters. The MET students have a one semester project course; this enables one group of MET students to design the mechanical system, document their work, and pass it on to a second team for implementation. This was considered a positive based on what is typical in industry, where engineering groups are constantly interfacing. Results include observations of group member dynamics, quality of work, timeliness, budget management, and communication across disciplines. Rubrics to document student achievement of outcomes are used.
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    Using ePortfolios to Facilitate Transfer Student Success
    (ASEE, 2020-06) Cooney, Elaine M.; Freije, Elizabeth; Zhao, Mengyuan (Alice); Engineering Technology, School of Engineering and Technology
    Using ePortfolios to Facilitate Transfer Student Success Abstract This paper describes the use of an ePortolio to facilitate success as students transfer from a community college system to baccalaureate engineering technology programs as juniors. The ePortfolio is created as part of a transfer seminar course that meets just before and during their first semester at university. The course has three purposes: 1. Orient to the university 2. Synthesize learning from Associate of Science (AS) 3. Identify and complete any prerequisite knowledge for junior level courses. Some material may be included in the university freshman and sophomore course, but not included in associate of science courses at community college. The creation of an ePortfolio during the transfer seminar assists with the synthesis of previous learning and filling in any gaps in knowledge needed for rest of the BS plan of study. To guide the artifact selection for the ePortfolio, university faculty reviewed the state-wide core competencies and compared them to the pre-requisite knowledge required for junior level courses. The most important competencies were targeted for use in the ePortfolio. During the seminar class, students identify artifacts from their AS classes that demonstrate the competency, upload an electronic representation of the work, and write a reflection about how the artifact demonstrates their competence. The reflections are assessed by the faculty using rubrics published in the course management system. The ePortfolio tool is part of the CourseNetworking (CN) platform. CN has many advantages as an ePortfolio for this application, but the most important is that CN lets individual users own their ePortfolio for their lifetime; the site is not owned by the college or the university. Even after graduation or transferring to a new school, users may continue to access and maintain their CN ePortfolio, free of charge. This enables community college students to begin their artifact collection while taking their associate degree classes, and then complete their reflections after they transfer to the university. The use of ePortfolios and reflection on learning is an effective way to give students confidence as they begin a new program and to bridge any gaps in prerequisite knowledge.
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    Using historical data and CMMS to track and manage preventative maintenance and emerging costs for fleet vehicles on a university campus
    (2018-04-18) Rux, Brandon; Goodman, David; Ray, Veto M.; Cooney, Elaine M.
    Maintenance of vehicle fleets can be costly and cumbersome if done inefficiently or incorrectly. This project will look at how computerized maintenance management systems (CMMS) can be used to more efficiently manage the preventative maintenance program for a large fleet of vehicles at a university campus. Preventative maintenance programs can be difficult to implement, even more so when CMMS is being used to track and monitor the programs. It takes collaboration and buy-in between several groups to have this process go smoothly. This project will need to document all vehicular assets within the current vehicle pool and their required preventative maintenance. This data will then be used to create a maintenance program through a CMMS that is expected to decrease corrective maintenance, effectively increasing more efficient and sustainable predicative maintenance. Historical maintenance data will be used to identify failure trends in each of the vehicles that is used during snow removal at the University of Chicago. These trends will then be used to project emerging costs.