Course Description

In the academic scene of Saint Louis University (SLU), SE1700 Engineering Fundamentals stands out. It's a required course for future engineers and an optional adventure for students in other fields. This course lays the groundwork for engineering students, offering essential knowledge and skills for their academic and professional journey. For those outside the engineering realm, SE1700 is a chance to dive into engineering principles, fostering collaboration across disciplines. This reflects SLU's commitment to providing a well-rounded education for its diverse student body. Through the "Mission to Mars" project, SE1700 not only boosts the academic growth of engineering students but also enriches the minds of students across various disciplines at SLU.

Moreover, it's worth noting that SE1700 is being offered in 7-10 sections in the Fall semesters, with approximately 10 sections planned for Fall 2024. Each section met once a week for 100 minutes. In the previous fall, 6 instructors managed 8 sections, with five of them being the creators and developers of the modules. They played a crucial role in crafting activities, adjusting parameters, and evaluating posters at the semester's end. This dynamic structure ensures a robust and engaging learning experience for all students involved. In Spring 2024, two sections of SE1700 Engineering Fundamentals were opened, each accommodating 24 students. This reflects the flexibility of the course to adapt to varying class sizes while maintaining a conducive learning environment for all participants.

Project General Information:

In the SE1700 Engineering Fundamentals course, the "Mission to Mars" project unfolds across six modules, each thoughtfully structured for optimal student engagement and learning. These modules facilitate collaborative work, using Canvas as the Learning Management System (LMS) for smooth communication, resource sharing, and project tracking. Here's a breakdown of how the modules work:

1. Module Structure: The project spans six weeks, with specific activities each week. This flexibility allows for ongoing work or reflection on prior tasks, addressing key aspects of Mars exploration and habitation. It guides students through a progressive and immersive learning experience.
2. Canvas Integration: Canvas is the central hub for course management, providing a unified platform for students and faculty. All module guides, preparatory materials, activity kits, and resources are accessible through Canvas, streamlining the learning process for both instructors and students.
3. Student Allocation: The project is designed for classes of 24 students, split into six teams of four. Each module’s team has a captain that will keep track of the work and completion of the weekly objectives and activities.
4. Resource Repository Access: The curated repository of manuals, resources, articles, and multimedia content is easily accessible through Canvas. This centralized access point enriches students' understanding of Mars exploration and engineering challenges, fostering self-directed learning.

Project Description

Embarking on the "Mission to Mars" project in the SE1700 Engineering Fundamentals course necessitates a well-structured support system from faculty. The successful implementation of the project is achieved through various essential components:

• Preparatory Assignments: Prior to implementing project modules in the course, assign preparatory tasks. This includes the Module Selection phase, enabling students to suggest or choose their preferred module. The Library Research assignment directs students through a pre-project research activity linked to their chosen module, encouraging background research. Additionally, Mars Background information, covering atmospheric conditions, ground conditions, geophysical details, known conditions, and potential living sites, is provided by a space expert, one of the instructors in our case.
  These preparatory activities can be delivered asynchronously through recorded lessons, quizzes, or discussion boards, serving as graded assignments. Google Forms are utilized to record students' module selections, ensuring a streamlined and efficient process. These assignments are vital for preparing students, promoting active participation, and laying a robust foundation for their in-depth exploration during the course.
• Clear Timeline Framework: We suggest a timeline for the 6-week project that details milestones, module durations, and final presentation deadlines. This timeline serves as a roadmap, helping both faculty and students stay on track, manage expectations, and allocate time effectively. The project on each module comprises three major parts: a) construction of the base prototype or simulation, getting to know the didactic materials, b) change of specifications, where each module partially disassembles their model or prototype or simulation to fit new design specifications, and c) presentation of their design and design process through an elevator pitch and a poster. This structured approach ensures a comprehensive understanding of the engineering design process and enhances the overall learning experience.
• Weekly or Bi-weekly Module Guides: Provide comprehensive guides for each module, outlining objectives, activities, suggested resources and a timeline for each guide. These guides serve as the backbone for instructors, ensuring clarity on the goals of each segment and offering detailed instructions for smooth execution.
• Activity Kits: Compile kits with necessary materials for hands-on tasks, such as MOLA structure sets, LEGO sets, and programmable electronic boards. These kits facilitate practical, experiential learning, providing students with the tools they need to bring theoretical concepts into the realm of tangible projects. (See Material and Description sections for detailed information)
• Engineering Design Process Framework: Faculty guides the students on integrating the Engineering Design Process into the project stages for effective learning outcomes. This framework ensures that students follow a structured approach to problem-solving, enhancing their ability to tackle real-world engineering challenges. The guidance includes the comprehensive engineering project design process, emphasizing key steps such as defining the problem, conducting research, ideating, prototyping, testing and evaluating, refining, and ultimately, communicating the final design through a poster and elevator pitch.
• Connect with Real-world Examples: Enhance student engagement by spotlighting case studies and examples that bridge theoretical concepts with real solutions. Despite the uncertainties surrounding Mars colonization, these examples establish parallels with successfully addressed challenges and practical solutions implemented on Earth, the International Space Station, Arctic regions, deserts, or remote access locations. By fostering these connections, students acquire a profound understanding of the significance and impact of their work, adding a tangible dimension to their library activities. Share these case studies or examples of real-world applications related to Mars exploration and habitation.
• Library Access: Ensure access to relevant literature and resources for students' research on Mars conditions and engineering solutions. This ensures that students have access to credible and up-to-date information, promoting thorough research and informed decision-making.
• Technology Support: Offer technical support for using programmable electronic boards and other technology tools integrated into the project. This support ensures that both faculty and students can navigate and leverage technology effectively, minimizing potential obstacles.
• Assessment Tools: Supply the Engineering Student Entrepreneurial Mindset Assessment (ESEMA) survey for holistic student evaluation. This tool offers a structured approach to assess students' entrepreneurial mindset, providing valuable insights into their development and growth throughout the course. The survey is given before the beginning of the project and at the end.
• Team Member Evaluation Survey: Offer strategies to nurture collaboration among students, highlighting teamwork and the utilization of diverse skills. These guidelines foster a collaborative learning environment, encouraging the sharing of ideas and skills among students with varied backgrounds and expertise.

Things that we plan to add in the next implementations of this project:

• Discussion Prompts:Create discussion prompts for each module across sections to facilitate reflective thinking and deeper engagement. These prompts stimulate critical thinking, encouraging students to analyze, question, and discuss key concepts with their peers. These can be added on Canvas or on social media approved for class management and communications by the University.
• Guest Speakers: Invite guest speakers from relevant fields to enhance students' exposure to diverse engineering majors. Guest speakers bring real-world perspectives, industry insights, and valuable experiences that enrich students' understanding of the subject matter. These can be brief 15 mins remote calls or visits during project days allowing students to interact with experts in different fields.
• Community Engagement Ideas: Explore ways to connect the project with the broader community, fostering a sense of societal impact in engineering endeavors. Community engagement enhances the students' understanding of the broader implications of their work and encourages a sense of responsibility.

Materials to support the implementation of the modules within the "Mission to Mars" project include:

1. Airplane LEGO Set: Required for the "(Aerial) Transportation" module to design efficient aerial transportation for inter-outpost travel on Mars.
2. Spark LEGO Sets: Required for the "Life Support" module to craft a biomechanics arm, providing a potential lifeline for Mars astronauts.
3. Jeep LEGO Sets: Required for the "Exploration" module to create a land-based transportation unit for exploration on the Martian surface.

1. Mola Structure Sets: Required for the "Living on Mars" module, allowing students to design innovative buildings that can withstand the Martian environment.
2. Communication Boards: Required for the "Communication" module, enabling students to set up a sophisticated communication panel, a crucial link to Earth. These boards were designed and built by Dr. Kyle Mitchell
3. Electric Power Boards: Required for the "Electrical Power" module, facilitating exploration of electrical power intricacies on Mars. These boards were designed and built by Dr. Kyle Mitchell

These materials are integral to the hands-on, project-based learning approach of the "Mission to Mars" project, ensuring students engage with practical tasks related to Mars exploration and habitation.

Overview of the "Living on Mars" Project:

Our first-year engineering class delves into an immersive "Living on Mars" project unfolding over six weeks and spanning six modules—Living on Mars, Exploration, Aerial Transportation, Life Support, Communications, and Electrical Power. This transformative journey integrates with hands-on activities, fostering a comprehensive learning experience.

Commencing with preparatory assignments like Module Selection, Library Research, and Mars Background, students embark on tailored activities for each module. From utilizing MOLA structure sets to construct innovative buildings in the Living on Mars module to designing efficient aerial transportation with the Airplane LEGO set in the Aerial Transportation module, each task presents a unique exploration opportunity.

In the Exploration module, students engineer a land-based transportation unit using Jeep LEGO, while the Communications module focuses on establishing a sophisticated communication panel using programmable electronic boards. The Life Support module challenges students to modify grabbers for the biomechanics arm using Lego sparks kit, and the Electrical Power module involves delving into intricacies using programmable electronic boards.

The project unfolds through distinct phases, encompassing prototype development, adaptation, and testing, culminating in a final poster presentation. The Engineering Student Entrepreneurial Mindset Assessment (ESEMA) survey ensures a comprehensive evaluation of learning outcomes and project experience, preparing students for success in their engineering journey.

The "Mission to Mars" project within each module is designed with a structured timeframe, consisting of three major parts:

a) Construction of the Base Prototype or Simulation (1.5 sessions): During this phase, students dedicate approximately 1.5 sessions to constructing the initial prototype or simulation. This hands-on activity involves the use of materials such as MOLA structure sets, LEGO sets, programmable electronic boards, and other necessary components.

b) Change of Specifications (3 sessions): The subsequent phase involves a more in-depth exploration of the engineering design process. Over approximately 2.5 sessions, students partially disassemble their models or prototypes to accommodate new design specifications. This iterative process encourages students to adapt and enhance their designs based on evolving project requirements. During this time, all modules are required to perform certain tests or calculations to the new built or simulation.

c) Presentation of Design and Design Process (1.5 sessions): The final part of each module focuses on effective communication and presentation skills. In approximately 1.5 sessions, students showcase their designs and design processes through an elevator pitch and a poster. This presentation component allows them to articulate their engineering solutions, providing a platform for reflection and peer interaction.

This structured breakdown ensures that students have dedicated time for hands-on construction, iterative design refinement, and impactful presentations, fostering a holistic and engaging learning experience throughout the six-week project.

EML implementation

In the context of the "Living on Mars" project, the integration of entrepreneurial mindset learning is intentional and woven throughout the course design. The three key components of Curiosity, Connections, and Creating Value are explicitly addressed in various aspects of the project, reflecting a comprehensive approach to student development.

Curiosity: The project is structured to stimulate students' curiosity by presenting challenges and scenarios related to Mars exploration that require creative problem-solving. Through the Engineering Design Process and hands-on activities, students are encouraged to ask questions, seek alternative solutions, and explore new ideas, fostering a sense of curiosity that goes beyond traditional engineering knowledge.

Connections: The interdisciplinary nature of the project naturally encourages students to make connections between different engineering disciplines and with real-world applications. For instance, when designing efficient aerial transportation for Mars exploration, students draw on principles of aeronautics, linking theoretical knowledge with practical design considerations. The incorporation of real-world examples and case studies further strengthens the connections students make between classroom learning and its application.

Creating Value: The entire project revolves around the concept of creating value for future Mars habitation. Students actively engage in designing solutions, whether it's sustainable construction methods, life support systems, or communication infrastructure. The iterative nature of the Engineering Design Process ensures that students refine their designs to maximize utility and address challenges effectively, reinforcing the concept of creating value in their engineering endeavors.

Implementation of the entrepreneurial mindset is transparent, with clear references to the 3Cs embedded in the project rubrics, assessment tools, and learning outcomes. The expansive Mindset section of the card elucidates how each of the 3Cs aligns with educational objectives, assignments, and assessments, providing a holistic view of how entrepreneurial thinking is nurtured and evaluated throughout the "Living on Mars" project.

Key Highlights of Each Module:

1. Aerial Transportation Module:
• Activity: Creating efficient aerial transportation for inter-outpost travel on Mars.
• Hands-On Task: Designing aircraft for Mars using the Airplane LEGO set.
• Focus: Investigation of principles of aeronautics and aircraft design for Mars' unique atmosphere, exploration of technologies for improving efficiency and autonomy.
• Attachments: Detailed guidelines and insights can be found in the attached "Aerial Transportation Module Worksheets."
2. Communication Module:
• Activity: Establishing reliable communication infrastructure for Mars missions.
• Hands-On Task: Setting up a communication panel using programmable electronic boards.
• Focus: Investigation of existing communication technologies, adaptability to long-distance space missions, and exploration of advanced communication protocols.
• Attachments: Find comprehensive details in the attached "Communication Module Worksheet" for step-by-step instructions and insights.
3. Electrical Power Module:
• Activity: Developing sustainable electrical power systems for Mars habitation.
• Hands-On Task: Exploring electrical power intricacies on Mars using programmable electronic boards.
• Focus: Exploration of existing electrical power systems on Earth, adaptability to Martian conditions, and consideration of challenges and opportunities.
• Attachments: Detailed guidelines and insights can be found in the attached "Electrical Power Module Worksheets."
4. Exploration Module:
• Activity: Developing efficient transportation solutions for Martian exploration.
• Hands-On Task: Creating a land-based transportation unit for exploration using Jeep LEGO.
• Focus: Investigation of Earth-based exploration vehicles, analysis of their suitability for Martian terrain, and exploration of advanced navigation systems.
• Attachments: Refer to the attached "Exploration Module Worksheets" for comprehensive instructions and insights.
5. Life Support Module:
• Activity: Advancing life support systems for Mars habitation.
• Hands-On Task: Crafting a biomechanics arm using Spark LEGO, a vital component for life support on Mars.
• Focus: Exploration of existing life support technologies on Earth, adaptability to Mars, and critical importance for prolonged human presence.
• Attachments: Please refer to the attached "Life Support Module Worksheets" for detailed instructions and guidance.
6. Living on Mars Module:
• Activity: Students embark on the exploration of sustainable construction methods and materials for long-term habitation on Mars.
• Hands-On Task: Using MOLA structure sets, students design and construct innovative buildings capable of withstanding the Martian environment.
• Focus: Reflection on sustainable construction methods on Earth, adaptability to Martian conditions, and maximizing resource utilization while minimizing environmental impact.
• Attachments: Detailed guidelines and insights can be found in the attached "Living on Mars Module Worksheets."

 

Throughout these activities, students actively engage in the Engineering Design Process, navigating through conceptual design, redesign, preliminary design, and culminating in a comprehensive poster presentation.