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This paper describes the design, construction, and evaluation of an instructional module for 9th- 12th grade science and engineering students on the use of a Programmable Logic Controller and Ladder Logic Programming to save energy in a "Smart Room." This module was created as a result of the author's attending a Summer Research Experiences for Teachers program. The instructional module includes lecture and activity components. The lecture component covers the history of PLCs, how they work, and how to use Ladder Logic Programming to control input and output components in a "Smart Room". The lecture also provides a brief introduction to Boolean Logic as it is used for Ladder Logic programming. The activity component includes hands-on examples of how to design and build energy saving devices into a room lighting system, including use of a PLC to manage the room's lighting. Three evaluations are built into the lesson: pre-assessment, post-assessment and student evaluation of the lesson as a whole. The module was piloted in four high school engineering classes. Students worked in teams to build and successfully test AOI Logic and then build and test input/output controls for a "Smart Room" lighting system controlled by a PLC. Test results from the pre- and post-tests indicated that a high level of learning was achieved. In addition, the students all enjoyed the hands on experience. [ABSTRACT FROM AUTHOR]

We report results of a multi-year project aimed at offering socially relevant capstone design projects (with a rehabilitation engineering focus) to mechanical engineering student teams in their final undergraduate semester. Students meet regularly with one or more experts in rehabilitation over the course of the semester to develop and refine design concepts consistent with a clinical needs assessment. On average, two teams of 3-4 students participate in this project each semester. An overview of several recent design projects is provided, highlighting aspects that particularly leveraged the collaboration and expert involvement integrated into the project team. We also present a novel project element piloted recently, in which an engineering capstone team is paired with a capstone team in advertising at the College of Journalism and Mass Communications (CoJMC). Our anecdotal experience suggests that this approach encourages clear identification of functional requirements and connections to market needs early in the design process, and provides a broader, less siloed capstone experience for engineering students. [ABSTRACT FROM AUTHOR]