The Evolution of Team-X: 25 Years of Concurrent Engineering Design Experience

2021 ◽  
Author(s):  
Kelley Case ◽  
Alfred Nash ◽  
Alex Austin ◽  
Jonathan Murphy
Keyword(s):  
Engineering Design ◽  
Concurrent Engineering ◽  
Design Experience

MODELING AN ABBREVIATED PRODUCT DESIGN CYCLE IN A FIRST-YEAR ENGINEERING DESIGN COURSE

2012 ◽  
Author(s):  
Patricia Kristine Sheridan ◽  
Jason A Foster ◽  
Geoffrey S Frost
Keyword(s):  
Product Design ◽  
Engineering Design ◽  
Conceptual Design ◽  
Design Project ◽  
University Of Toronto ◽  
Praxis Ii ◽  
Engineering Communication ◽  
Detail Design ◽  
Praxis I ◽  
Design Experience

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.

scholarly journals Assistive Technology for Freshmen Design and K-12 Outreach

2017 ◽  
Author(s):  
Devin R. Berg ◽  
Matthew Wigdahl ◽  
Charis D. Collins
Keyword(s):  
General Education ◽  
Assistive Technology ◽  
Engineering Design ◽  
Project Based Learning ◽  
Qualitative Assessment ◽  
Societal Implications ◽  
Design Project ◽  
K 12 ◽  
The University ◽  
Design Experience

This Work in Progress paper presents on the design of project-based learning approach focused on assistive technology as applied in a freshmen level engineering course which also integrates outreach with the local K12 system. The university course targets general education topics as well as an introductory engineering design experience and includes content on the engineering design process, societal implications of engineering design, and a participatory lab-based design project. A partnering class of 5th graders from a local elementary school made use of a daily block of time set aside for academic interventions and individual project-based work to collaborate with the university class. A qualitative assessment was conducted and has thus far has revealed that the university students found the assistive technology theme of the semester-long design project to be meaningful. For the K12 students, the survey results and anecdotal observations suggest that we were only moderately successful in constructing a meaningful and purposeful design experience, from their perspective.

AGENTS for cooperating expert systems in concurrent engineering design

1993 ◽  
Vol 7 (3) ◽  
pp. 145-158 ◽  
Author(s):  
Guo Q. Huang ◽  
John A. Brandon
Keyword(s):  
Expert Systems ◽  
Engineering Design ◽  
Concurrent Engineering ◽  
General Purpose ◽  
Main Theme ◽  
Computer Tools ◽  
System A ◽  
And Control ◽  
Domain Independent

A main theme of concurrent engineering is the effective communication between relevant disciplines. Any computer tools for concurrent engineering must provide sufficient constructs and strategies for this purpose. This paper describes the AGENTS system, a domain-independent general-purpose Object-Oriented Prolog language for cooperating expert systems in concurrent engineering design. Emphasis is placed on demonstrating the use of the AGENTS constructs for distributed knowledge representation and the cooperation strategies for communication, collaboration, conflict resolution, and control. A simple case study is presented to illustrate the balance between simplicity and flexibility.

Upper Level Engineering Design Instruction Using a Product Archaeology Paradigm

2011 ◽  
Author(s):  
Kemper Lewis ◽  
Deborah Moore-Russo
Keyword(s):  
Engineering Design ◽  
Design Theory ◽  
Student Perception ◽  
Global Perspective ◽  
Educational Strategies ◽  
Educational Innovations ◽  
Engineering Programs ◽  
Scalable Learning ◽  
Upper Level ◽  
Design Experience

Historically, the teaching of design theory in an engineering curriculum was relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can be used to develop educational strategies for a wide array of engineering science principles. More recently, educators have found that product archaeology provides an effective platform to develop scalable learning materials, strategies, and educational innovations across these design courses. In this paper, we focus on the upper level design experience and present a set of innovative strategies aimed at teaching design in a global perspective. Moreover, this approach facilitates meeting the challenging requirements of ABET’s Outcome h. The effectiveness of the strategies is assessed using a benchmark national survey on the Engineer of 2020. Results demonstrate a significant increase in student perception across a number of skill and knowledge areas, which are critical to the next generation of engineers.

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