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The process of opportunity recognition is pivotal to engineering design, fostering technological innovation and entrepreneurship. Although there are multiple studies conducted in the area of opportunity recognition studying the behaviors of entrepreneurs, examining engineering students' approaches have been underexplored. There is a lack of research in regards to opportunity recognition processes among engineering students, particularly in the context of design education. The presented study addresses this gap by qualitatively examining approaches to opportunity recognition among mechanical engineering students enrolled in an engineering design course. Using a sample of 23 mechanical engineering students, the approaches to opportunity recognition were analyzed using students' responses to open-ended survey questions and student group discussions. From the analysis of the qualitative data, four key themes emerged regarding the improvement of the device and process, user consideration, environmental sustainability, and information and resources accessed by students. The findings provide a deeper understanding that can be used to inform educational practices and further research in the area of opportunity recognition in engineering education settings. [ABSTRACT FROM AUTHOR]

With biped and quadruped robots becoming more prevalent in society, there is a strong push for universities to update their robotics curriculum to teach students how to design, build, and program legged robotic systems. One of the challenges associated with developing legged robotics curriculum is finding opportunities for students to engage in hands-on legged robotic activities that complement theory and enhance the overall learning process. This challenge is particularly evident at smaller universities or universities with limited research budgets where the cost of purchasing a quadruped platform can be prohibitive. With the recent release of several open-source quadruped robot designs, there is now an opportunity to incorporate quadruped platforms into more university classrooms. This paper outlines our approach to modifying one of these open-source designs to support our department's education, outreach, and research goals. The development of our modified, opensource quadruped platform (OpenMutt) was conducted under the auspices of a capstone mechanical engineering design project to demonstrate how the platform builds on existing curriculum and to identify areas where additional robotic instruction may be warranted. Our results indicate that it is possible to use capstone engineering design projects to identify and address potential gaps in existing curriculum. [ABSTRACT FROM AUTHOR]

Hands-on engineering design is a critical element of quality engineering education commonly featured in the first and last year of undergraduate programs. Technical science and engineering coursework dominate the sophomore and junior year, often with fewer hands-on design experiences. We sought to mitigate this by integrating a hands-on engineering design project into a second-year thermodynamics-focused course for mechanical engineering students. We iterated on a heat-to-work device design project developed by Shepard and Hoxie to make it more open-ended, and to introduce a ‘who’ and a ‘why’ into the project by having students design devices to help hypothetical users accomplish tasks. We analyzed student reflections about the project using an inductive thematic approach. Our results indicate that the project was challenging; students consistently described experiencing failures. Most students were eventually able to succeed in the project using a combination of design iteration, risk-taking, and adaptation. They articulated growth in engineering design capabilities (including the valuation of simplicity in designs, brainstorming, applied learning, and time management), and increases in confidence (including takeaways about the importance of self-trust and intuition). In this paper, we present the revised project design and findings from its implementation using student and instructor reflections, and suggestions about how it could be implemented in thermodynamics courses for other mechanical engineering programs. [ABSTRACT FROM AUTHOR]