scholarly journals Iterative value models generation in the engineering design process

2019 ◽  
Vol 5 ◽  
Author(s):  
Marco Bertoni ◽  
Alessandro Bertoni
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Lessons Learned ◽  
Design Decision ◽  
System Perspective ◽  
Engineering Design Process ◽  
New Information ◽  
Design Activities ◽  
Definition Of ◽  
Value Model

Value models are increasingly discussed today as a means to frontload conceptual design activities in engineering design, with the final goal of reducing cost and rework associated with sub-optimal decisions made from a system perspective. However, there is no shared agreement in the research community about what a value model exactly is, how many types of value models are there, their input–output relationships and their usage along the engineering design process timeline. Emerging from five case studies conducted in the aerospace and in the construction equipment industry, this paper describes how to tailor the development of value models in the engineering design process. The initial descriptive study findings are summarized in the form of seven lessons learned that shall be taken into account when designing value models for design decision support. From these lessons, the paper proposes a six-step framework that considers the need to update the nature and definition of value models as far as new information becomes available, moving from initial estimations based on expert judgment to detailed quantitative analysis.

scholarly journals Effects of Multidisciplinary Participatory Design Method on Students’ Engineering Design Process

Eng ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 112-121
Author(s):  
Yu-Hung Chien ◽  
Chun-Kai Yao ◽  
Yu-Han Chao
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Participatory Design ◽  
Sequential Analysis ◽  
Design Method ◽  
Control Group ◽  
Teaching Model ◽  
Engineering Design Process ◽  
Design Activities ◽  
Experimental Group

This study took the ergonomics design course as an example to propose a design teaching model of multidisciplinary participatory design (MPD), and investigated the effects of this teaching model on the engineering design behavior of college students. We used lag behavior sequential analysis to compare the design behaviors of three student groups: a participatory design (PD) experimental group, an MPD experimental group, and a control group. The results of the study show that (1) students in the PD experimental group had 13 significant sequential engineering design behaviors, students in the MPD experimental group had 10, and students in the control group had only seven. The engineering design behaviors of the experimental groups were more diversified than those of the control group. (2) The three groups of students had a small number of significant design behavior transfers in the engineering design process, indicating that the students’ sequential design behaviors between two different design activities were insufficient. We concluded by detailing the pros and cons of using the MPD teaching model based on the results of this study, and hopefully by providing a reference for teaching engineering design.

scholarly journals The cognitive experience of engineering design: an examination of first-year student stress across principal activities of the engineering design process

2021 ◽  
Vol 7 ◽  
Author(s):  
Hannah Nolte ◽  
Christopher McComb
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Physical Modelling ◽  
Design Activity ◽  
Concept Generation ◽  
Concept Selection ◽  
Student Stress ◽  
Engineering Design Process ◽  
Design Activities ◽  
Cognitive Experience

Abstract The engineering design process can produce stress that endures even after it has been completed. This may be particularly true for students who engage with the process as novices. However, it is not known how individual components of the design process induce stress in designers. This study explored the cognitive experience of introductory engineering design students during concept generation, concept selection and physical modelling to identify stress signatures for these three design activities. Data were collected for the design activities using pre- and post-task surveys. Each design activity produced distinct markers of cognitive experience and a unique stress signature that was stable across design activity themes. Rankings of perceived sources of stress also differed for each design activity. Students, however, did not perceive any physiological changes due to the stress of design for any of the design activities. Findings indicate that physical modelling was the most stressful for students, followed by concept generation and then concept selection. Additionally, recommendations for instructors of introductory engineering design courses were provided to help them apply the results of this study. Better understanding of the cognitive experience of students during design can support instructors as they learn to better teach design.

scholarly journals AN ADAPTED ENGINEERING DESIGN PROCESS: GUIDING TOUCHSTONES

2021 ◽  
Author(s):  
Chelsea Dubiel ◽  
Jillian Seniuk Cicek ◽  
Roxanne Greene ◽  
Shawn Bailey ◽  
Farhoud Delijani
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Ways Of Knowing ◽  
Lessons Learned ◽  
First Nation ◽  
Community Members ◽  
Education Practice ◽  
Engineering Design Process ◽  
The Social ◽  
Indigenous Ways Of Knowing

The field of engineering needs to develop while healing our relations with the lands, waters, and living systems. Fostering ethical spaces where Indigenous ways of knowing and being and western worldviews can hold space together, and cease to separate the technical from the social, are key to progressing equitably as a society. In the field of engineering within Turtle Island, it is essential that we adapt the engineering design process to reflect this. Following the execution of an Engineering and Architecture transdisciplinary Design Build course at University of Manitoba, and in partnership with the Shoal Lake No. 40 First Nation, it was acknowledged by stakeholders that further analysis of this project could establish lessons learned. This paper speaks to engineering education practice. The objective of this research is to develop recommendations for how the engineering design process can make space for Indigenous ways of knowing and being. Shoal Lake No. 40 community members, one engineering contractor, and four university faculty members were asked their perspectives on the development and implementation of two projects conducted with the community members and on the First Nation lands. Through the co-analysis of these open-ended discussions, recommendations were developed for how the engineering design process can integrate four touchstones external to the design process. The touchstones enable an engineer to perceive the design process and establish core intentions for a project that creates space for Indigenous values and principles and western worldviews.

scholarly journals Lessons Learned in Teaching Science using an Integrative Approach that used the Engineering Design Process

2018 ◽  
Author(s):  
John Mativo ◽  
Roger Hill ◽  
Theodore Kopcha ◽  
Jennifer McGregor ◽  
Seungki Shin ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Lessons Learned ◽  
Teaching Science ◽  
Integrative Approach ◽  
Engineering Design Process

Streamlining ‘environment in design' decision-making – from concept to operations in major development projects

2018 ◽  
Vol 58 (2) ◽  
pp. 679
Author(s):  
Janine M. Barrow
Keyword(s):  
Decision Making ◽  
Engineering Design ◽  
Design Process ◽  
Practical Experience ◽  
Development Project ◽  
Hazard Identification ◽  
Design Decision ◽  
Engineering Design Process ◽  
Start Up ◽  
Major Development

As the engineering design process for a major development project advances from concept through to ready for start up, many key decisions are made and controls formulated that ultimately influence environmental, social (and safety) outcomes. These decisions are often made based on sound technical grounds with key decision logs, hazard identification or hazard and operability studies or similar used to record the process, but with limited recognition of environmental outcomes. Many of the onshore and offshore regulations in Australia (most notably, the Offshore Petroleum and Greenhouse Gas (Environment) Regulations 2009) require environmental risks and impacts to be reduced to a level that is as low as reasonably practicable (ALARP). Additionally, justifiable assessment of controls and decisions are presented in the environment plans (EP) that are typically prepared later on in the design process. Challenges can often arise when geographically disparate design contractors lack ALARP assessment processes to evaluate decisions and controls from an environmental perspective and record outcomes for future use in regulatory documentation. This can be particularly pronounced for operations EPs. Janine shares her practical experience in environmental integration in engineering design to showcase methods that tangibly demonstrate robust decision-making, inclusive of delivering environmental outcomes, to regulators.

scholarly journals Towards a Tailored Engineering Design Process for Individualized Micro-Mechatronic Systems with a Novel Case-Based Methodology

2021 ◽  
Vol 11 (17) ◽  
pp. 7909
Author(s):  
Faruk Civelek ◽  
Karl-Peter Fritz ◽  
André Zimmermann
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Qualitative Methodology ◽  
Qualitative Content Analysis ◽  
Use Cases ◽  
Mechatronic Systems ◽  
Engineering Design Process ◽  
Definition Of ◽  
Case Based

The development and manufacturing of high-precision micro-mechatronic systems (MMS) is a challenging task, and the high demand for individualized products complicates the engineering design process (EDP) in particular. The established EDP for MMS is not designed for individualized products. This article gives an overview of the challenges (critical factors) in product development and manufacturing of individualized MMS (iMMS), a novel definition of iMMS, and describes a new qualitative methodology in order to tailor an EDP based on use cases, so-called “Tailored EDP-Methodology” (TEDP-Methodology). This TEDP-Methodology allows creating use-case-based product groups through the abstraction of the use cases and evaluating the requirements, which is essential to tailor or develop a new EDP. For the development of this new approach, a literature review and qualitative content analysis are prefaced. The TEDP-Methodology is critically examined and validated with a real case study for the development and manufacturing of an iMMS. This study shows critical points within the EDP. It shows fields of action for innovative tools to support the development process of iMMS and requirements for different product groups within iMMS. This article has both theoretical and practical implications.

Exploring the Engineering Design Process Through Computer-Aided Design and 3-D Printing

Science Scope ◽  
2017 ◽  
Vol 041 (01) ◽  
Author(s):  
Nicholas Garafolo ◽  
Nidaa Makki ◽  
Katrina Halasa ◽  
Wondimu Ahmed ◽  
Kristin Koskey ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Computer Aided Design ◽  
Engineering Design Process ◽  
Computer Aided ◽  
Aided Design

scholarly journals Challenging the engineering design process for the development of facial masks in the constraint of the COVID-19 pandemic

Procedia CIRP ◽  
2021 ◽  
Vol 100 ◽  
pp. 660-665
Author(s):  
Giovanni Formentini ◽  
Núria Boix Rodríguez ◽  
Claudio Favi ◽  
Marco Marconi
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Design Process

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

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