Related Papers
Proceedings of 1994 IEEE Frontiers in Education Conference - FIE '94
Experiences in the integration of design across the mechanical engineering curriculum
Ashok Midha
Providing a Uniform Design Experience in an Undergraduate Mechanical Engineering Program
Filippo Salustri
The design experience of 3rd year undergraduates in Mechanical Engineering at Ryerson University, and the assessment of student design work, was found to be disjointed and highly variable across the program. To attempt to address this, the authors are constructing courseware to help instructors of non-design engineering courses embed rich and consistent design projects into their courses. A "lightweight" Fast-Design process was developed. Course-specific design project examples of the process are being developed for five 3 rd year courses using this design process. Current versions of all courseware are freely available. This paper details the nature of the courseware and how it was designed, developed , and deployed for the project. To date, one case has been deployed, two developed, and two more are under development. While results are so far only anecdotal, there is reason to believe that our approach can noticeably improve the design experience of students in non-design engineering courses.
Engineering Design Curricula Review
2007 •
Debabrata Pal
2015 ASEE Annual Conference and Exposition Proceedings
Implementation of a Design Spine for a Mechanical Engineering Curriculum
Deborah Munro
A NEW VISION FOR ENGINEERING DESIGN INSTRUCTION: ON THE INNOVATIVE SIX COURSE DESIGN SEQUENCE OF JAMES MADISON UNIVERSITY
jacquelyn nagel
The rapid pace of technological progress and future challenges for globalization, sustainability, complexity, and adaptability of engineering professionals call for a paradigm shift in engineering design education. The School of Engineering at James Madison University, which is graduating its inaugural engineering class in May 2012, has been developed from the ground up to not be an engineering discipline-specific program, but to provide students training with an emphasis on engineering design, systems thinking, and sustainability. Our vision is to produce cross- disciplinary engineer versatilists. One important place in the curriculum where this is achieved is the six course (10-credit) design sequence which is the spine of the curriculum. Starting with the sophom*ore design courses (Engineering Design I and II), the focus is on teaching students the process of design including the phases of planning, concept development, system-level design, detail design, as well as testing and re...
DESIGN AND RESEARCH ACROSS THE CURRICULUM
Kauser Jahan
International Journal of …
Integrated Design: What Knowledge is of Most Worth In Engineering Design Education?
2004 •
Sven Bilén
A Multidisciplinary Model for Teaching Undergraduate Engineering Design
Barbara Olds
This project was designed to develop a curricular and pedagogical model for teaching multidisciplinary engineering design to senior-level undergraduate students at the Colorado School of Mines. The two-semester course sequence involved students from seven engineering disciplines working in multidisciplinary teams under the direction of engineering, science, and liberal arts faculty to complete design projects for clients from industry and government. The course was designed to help student creatively solve open-ended "real" problems; learn to use a multidisciplinary approach that simulates actual industrial experience; work with others in small design teams; appreciate and consider nontechnical constraints; develop client relations; learn to conduct independent research; and enhance oral and written communication skills. Two pilot projects were successfully completed, with students, faculty, and clients all rating the program favorably. Included are project descriptions, e...
Design Education for Second Year Mechanical Engineering Students
2007 •
Sangarapillai Kanapathipillai
The primary aim of teaching design for mechanical engineering students is to enable the students to achieve a fundamental level of competence in design. This involves creating appropriate learning environment for the students to develop concepts, creativity and critical thinking skills. It is also necessary for the students to develop both individual and team based skills. This paper looks at the student responses based on individual and team based tasks in a second year design course. The student surveys indicate very strong support for team based projects, with a high proportion of students agreeing that they gained many learning benefits as a result: importance of simple design, practical experience of design, and importance of organisation, skills in problem solving and how to work in a team. Overall, the student feedback indicates that they have to work individually to understand the concepts and collectively on a project to achieve a high level outcome.
New directions in freshman Engineering Design at the University of Maryland
2008 •
Kevin Calabro
