Development and Implementation of a Biometrics Device Design Project in an Introductory BME Course to Support Student Wellness

All Engineering Science students at the University of Toronto take the cornerstone Praxis Sequence of engineering design courses. In the first course in the sequence, Praxis I, students practice three types of engineering design across three distinct design projects. Previously the final design project had the students first frame and then develop conceptual design solutions for a self-identified challenge. While this project succeeded in providing an appropriate foundational design experience, it failed to fully prepare students for the more complex design experience in Praxis II. The project also failed to ingrain the need for clear and concise engineering communication, and the students’ lack of understanding of detail design inhibited their ability to make practical and realistic design decisions. A revised Product Design project in Praxis I was designed with the primary aims of: (a) pushing students beyond the conceptual design phase of the design process, and (b) simulating a real-world work environment by: (i) increasing the interdependence between student teams and (ii) increasing the students’ perceived value of engineering communication.

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CCSU Moonbuggy-3 Senior Capstone Design Project: Design, Competition and Project Assessment

50th AIAA Aerospace Sciences Meeting including the New Horizons Forum and Aerospace Exposition ◽

10.2514/6.2012-435 ◽

2012 ◽

Author(s):

Viatcheslav Naoumov ◽

Nidal Al-Masoud

Keyword(s):

Project Design ◽

Design Project ◽

Project Assessment ◽

Design Competition ◽

Capstone Design

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DESIGN-BUILD: AN EFFECTIVE APPROACH FOR ARCHITECTURE STUDIO EDUCATION

International Journal of Architectural Research Archnet-IJAR ◽

10.26687/archnet-ijar.v12i2.1570 ◽

2018 ◽

Vol 12 (2) ◽

pp. 146 ◽

Cited By ~ 2

Author(s):

Nabil Mohareb ◽

Sara Maassarani

Keyword(s):

Material Selection ◽

Environmental Constraints ◽

Design Project ◽

Construction Methods ◽

Physical Scale ◽

Design Build ◽

Simulation Results ◽

Education Process ◽

Real Target

Current architecture studios are missing an important phase in the education process, which is constructing the students’ conceptual ideas on a real physical scale. The design-build approach enables the students to test their ideas, theories, material selection, construction methods, environmental constraints, simulation results, level of space functionality and other important aspects when used by real target clients in an existing context. This paper aims to highlight the importance of using the design-build method through discussing a design project case study carried out by the Masters of Architecture design programme students at Beirut Arab University, who have built prototype units for refugees on a 1:1 scale.

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