This paper describes how two classes in the Engineering Technology Department at Western Washington University, Applied Engineering Statics and Strength of Materials, have been linked together through the use of an integrated cross-course design project. The primary purpose of the project is to help students learn to utilize course material to analyze open-ended problems. In addition, various aspects of the project provide students with instruction and experience in project management, teamwork, oral, written and visual communication, creative problem solving, and business skills. Along with the goals and integration process, this paper describes the projects that have been used and the changes that have occurred. Assessment data shows that the integration of the project has been successful at meeting its goals.

This paper describes two, two-course sequences that are vertically integrated through design projects. This integration allows students to learn more effectively, to more easily make connections between topics, and to learn other important skills . Vertical integration is a good solution when horizontal integration is not feasible. The results of these sequences have been very positive, so the plans for the near future are to expand them to include more courses.

This paper describes the use of rapid prototyping to teach students Design For Automated Assembly (DFAA) principles. Traditionally students have been unable to implement their DFAA solutions to real problems during the course of a standard term due to limitations of time and equipment. With rapid prototyping, however, students can not only complete a full design cycle, but they can test their solutions and complete iterations. This in turn leads to an increase in students' understanding of DFAA, was well as to their confidence that they can correctly apply the principles.