2024 ASEE Annual Conference & Exposition

Design of Experiment (DOE) provides a structured approach for testing and optimizing processes, products, and systems. It allows us to efficiently identify and address problems or challenges in various domains, from manufacturing to scientific research. DOE can be a challenging concept to master, often applied within a multifaceted, interdisciplinary context. It demands not only a strong grasp of its principles but also the exercise of critical thinking and decision-making skills. The significance of DOE extends beyond its theoretical framework. It underscores the importance of equipping individuals with the capacity to navigate the intricate terrain of experimentation and to make choices that drive progress and innovation.
In this paper, we present a progressive methodology for teaching the DoE in the Mechanical Engineering curriculum. Our methodology centers around three essential principles: (1) Embracing a Multidisciplinary Approach, (2) Empowering Students as Leaders, and (3) Focusing on Real-Life Engineering Challenges. We structure the course into two phases: Project 1 and Project 2. In Project 1, students form teams, each comprising four to five students, and are tasked with selecting a real-life problem or proposing a new product development. This approach encourages students to take personal ownership and responsibility for their learning. Project 1 unfolds in three key phases: first establishing the need for studying such a project, where students assume a scenario, assume a company name, build interest, highlight significance, and find statistics that back up the need. Secondly, students explore potential factors, levels, and outcomes while justifying their choices. The third phase entitles drafting the experimental plan, data collection strategy, data analysis, repeatability, randomization, and experimental work. Students formally meet weekly with the instructor to present their progress and discuss any challenges they face. Project 1 serves as the foundational learning experience and focuses on a manageable two-factor, two-level scope. Project 2 takes the successes of Project 1 and elevates them. It expands the scope to a three-factor, three-level experiment, challenging students to apply advanced analysis tools such as factorial design, Taguchi design of experiments, ANOVA, main effect analysis, Pareto diagrams, interaction plots, regression, and model prediction to extract valuable insights from their results.
Students have demonstrated remarkable engagement and critical thinking in engineering, producing tangible results that extend beyond the classroom. These projects have included creating filaments using recycled PET bottles, optimizing sound deadening material in a machine shop, improving air quality through easily accessible material, enhancing concrete performance using recycled polymer materials, creating luggage handles using 3D printing, removing dyes from wastewater using membrane technologies, optimizing electric vehicle battery charging routines in harsh climates, uses of chemical itching of 3D printed parts for biomedical prosthetic molds, and reducing cooling loads using highly reflective paints.
The course's evaluation is structured around four key components: presentation performance, laboratory proficiency, report writing, and personal reflective essays. Assessments show positive engagement, increased awareness of modern world problems, and enhanced critical thinking in engineering, which reflect the enhanced ABET outcome scores compared to traditional teaching styles. In practice, this methodology has empowered students to take control of their projects, develop a profound understanding of engineering principles, and apply their knowledge to tackle real-world issues. It encourages excellence in engineering education, endorsing student-led projects and project-based learning.