Re-Engineering Design Education: Design Process and Learning Activities

1994 ◽  
Author(s):  
Carl D. Sorensen ◽  
Robert H. Todd ◽  
Spencer P. Magleby ◽  
Alan R. Parkinson
Keyword(s):  
Design Process ◽  
Teaching Methods ◽  
Process Design ◽  
Design Education ◽  
Engineering Students ◽  
Role Playing ◽  
Concept Generation ◽  
Functional Specification ◽  
Project Deliverables ◽  
Product And Process

Abstract To achieve superior product and process designs with “typical” engineering students requires careful attention to the design process that is taught and the teaching methods to be followed. The Integrated Product and Process Design (or Capstone) program at BYU has applied both. The Capstone program has been in operation for four years, with over 300 students having been through the program, and over 60 projects sponsored by industry. The design process taught in Capstone starts with a rapid cycle through to preliminary concept selection. The process is then repeated, starting with the development of a functional specification, which is followed by formalized concept generation and selection methods, layout and detailed part design using solid modelers, experimental and analytical methods for answering design questions, simultaneous part and manufacturing process design, prototype, and production sample. This design process includes a high degree of concurrent involvement from each of the disciplines on the project team. Non-traditional teaching methods that have proven useful in the class include the use of an industrial paradigm for the educational experience, the use of faculty coaches to mentor the student teams, the use of projects sponsored by industry with regular feedback from the industrial customer, just-in-time education so that students can see immediate application of what is taught, the use of skits and role-playing to teach interpersonal skills, and specific activities that help in the production of project deliverables. The use of this design process and these teaching methods has led to successful design education. Students, faculty, and industrial customers have all been pleased with the success of the Capstone program in producing superior design engineers.

Are you feeling me? An exploration of empathy development in engineering design education

2020 ◽  
pp. 1-57
Author(s):  
Mohammad Alsager Alzayed ◽  
Christopher McComb ◽  
Jessica Menold ◽  
Jackie Huff ◽  
Scarlett R. Miller
Keyword(s):  
Design Process ◽  
Self Efficacy ◽  
Design Education ◽  
Engineering Students ◽  
Future Research ◽  
Concept Generation ◽  
Empathy Development ◽  
Trait Empathy ◽  
The Impact

Abstract Having empathy in the design process can help engineers relate to the end user by identifying what and why certain experiences are meaningful. While there have been efforts to identify the factors that impact empathic tendencies in engineering, there has been limited evidence on how a students' trait empathy or empathic self-efficacy develops over a design project or what factors impact this development. The current study was developed to explore the development of students' trait empathy and empathic self-efficacy development and identify the underlying impact of the design project's context and course instructor through a study with 103 engineering students. Students' trait empathy and empathic self-efficacy were measured across each of the four design stages (problem formulation, concept generation, concept selection, and final conceptual design) during an 8-week project. The results highlight that students' trait empathy and empathic self-efficacy did not increase across design stages and the context of the design problem did not impact students' empathy development. Meanwhile, the course instructor negatively impacted students' empathic self-efficacy in one of the three course sections studied, and two of the three interviewed course instructors reduced the role of empathy in the concept generation and selection stages of the design process. These insights call for future research that could empirically assess the impact of trait empathy and empathic self-efficacy in driving design outcomes in the later design stages, which could increase engineering educators' awareness of the role of empathy in the engineering classroom.

scholarly journals Can Pahl and Beitz’ systematic approach be a predictive model of designing?

2017 ◽  
Vol 3 ◽  
Author(s):  
Udo Kannengiesser ◽  
John S. Gero
Keyword(s):  
Predictive Model ◽  
Design Education ◽  
Engineering Students ◽  
Systematic Approach ◽  
First Year ◽  
Concept Generation ◽  
Predictive Capacity ◽  
Design Issue ◽  
Prescriptive Model ◽  
Design Behaviour

Pahl and Beitz’ ‘Systematic Approach’ is generally seen as a prescriptive model of designing based on observations of professional design practice. In this paper, we examine whether this model can be used as a predictive model. This is done by testing its predictive capacity for the design behaviour of students that are formally taught design and design methods. The behavioural observations used in this study are based on protocols of 15 design sessions involving mechanical engineering students after their first year of design education and 31 design sessions of the students using various concept generation methods. The design protocols and the Systematic Approach are coded uniformly using the Function–Behaviour–Structure (FBS) design issue schema. Cumulative occurrence analysis is used to derive qualitative and quantitative measures as a basis for comparison between the Systematic Approach’s prediction and the students’ design behaviour. The results indicate that the Systematic Approach can predict some but not all of students’ design issue behaviour.

Can Design Teams Be Empathically Creative? A Simulation-Based Investigation on the Role of Team Empathy on Concept Generation and Selection

2020 ◽  
Author(s):  
Mohammad Alsager Alzayed ◽  
Scarlett R. Miller ◽  
Jessica Menold ◽  
Jacquelyn Huff ◽  
Christopher McComb
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Students ◽  
Computational Simulation ◽  
Idea Generation ◽  
First Year ◽  
Concept Generation ◽  
Team Members ◽  
Design Activities ◽  
The Impact

Abstract Research on empathy has been surging in popularity in the engineering design community since empathy is known to help designers develop a deeper understanding of the users’ needs. Because of this, the design community has been invested in devising and assessing empathic design activities. However, research on empathy has been primarily limited to individuals, meaning we do not know how it impacts team performance, particularly in the concept generation and selection stages of the design process. Specifically, it is unknown how the empathic composition of teams, average (elevation) and standard deviation (diversity) of team members’ empathy, would impact design outcomes in the concept generation and selection stages of the design process. Therefore, the goal of the current study was to investigate the impact of team trait empathy on concept generation and selection in an engineering design student project. This was accomplished through a computational simulation of 13,482 teams of noninteracting brainstorming individuals generated by a statistical bootstrapping technique drawing upon a design repository of 806 ideas generated by first-year engineering students. The main findings from the study indicate that the elevation in team empathy positively impacted simulated teams’ unique idea generation and selection while the diversity in team empathy positively impacted teams’ generation of useful ideas. The results from this study can be used to guide team formation in engineering design.

Tangible interactions in a digital age: Medium and graphic visualization in design journals

2009 ◽  
Vol 23 (3) ◽  
pp. 237-249 ◽  
Author(s):  
Lora Oehlberg ◽  
Kimberly Lau ◽  
Alice Agogino
Keyword(s):  
New Product Development ◽  
Design Process ◽  
Design Theory ◽  
Engineering Students ◽  
Preliminary Investigation ◽  
Digital Design ◽  
Product Development Process ◽  
Concept Generation ◽  
Test Bed ◽  
Media Type

AbstractDesigners are interacting with an increasing number of digital tools in their design process; however, these are usually in addition to the traditional and ubiquitous paper-based design journals. This paper explores the medium of informal design information and its relationships with sketching behavior over three stages of the design process: preliminary investigation and user needs analyses, concept generation and development, and prototyping and testing. Our test bed consists of tangible, digital, and hybrid design journals collected from four semesters of UC Berkeley's graduate level, multidisciplinary course titled “Managing the New Product Development Process: Design Theory and Methods.” We developed protocols for two categories of analysis: one that codes for the media type of each journal and its content, and another one that characterizes the content within the journal. We found a trend toward hybrid digital–tangible journals for the engineering students over the 4-year period. These hybrid journals exhibited a higher degree of detail over advancing design stages, which has been shown to correlate with improved project performance. We also present several case studies of unusual design journals that illustrate the range of designers' interpretations of design journals as a medium. Based on this descriptive research, features for interactive hybrid tangible–digital design journals are recommended.

Perceptions of Prototypes: Pilot Study Comparing Students and Professionals

2017 ◽  
Author(s):  
Carlye Lauff ◽  
Daria Kotys-Schwartz ◽  
Mark E. Rentschler
Keyword(s):  
Pilot Study ◽  
Design Process ◽  
Design Education ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Communication Tool ◽  
Fundamental Part ◽  
Engineering Work ◽  
Recommendations For Practice ◽  
Physical Elements

Just as design is a fundamental part of engineering work, prototyping is an essential part of the design process. For many engineering design courses, students must develop a final prototype as part of the course requirements. And in industry, engineers build multiple prototypes when creating a product for market. Although prototyping is core to design education, there is a lack of research on understanding the perceptions and usage of prototypes from both students and professionals. Without understanding students’ perceptions of prototypes, we cannot adequately train them. Likewise, without knowing how professionals use prototypes, we cannot translate these practices back to design education. This paper reports on the pilot study comparing the perceptions of prototypes between mechanical engineering students and professional engineers. The findings indicate that the interpretation of the term “prototype” varies between students and professionals. Specifically, these mechanical engineering students have a more narrow perception and identify prototypes as only having a few key elements, namely for building and testing functionality and feasibility of physical elements in a product. Comparatively, professionals have a broad perception of prototypes. They identify a wider range of attributes, including prototypes as a communication tool, an aid in making decisions, and a way to learn about unknowns throughout the design process. Many instructors in design education are cognizant of the importance of prototyping. However, we believe that students require explicit instruction about key concepts. It is not enough to just tell students to “prototype.” As design educators, we must be aware of the various roles of prototypes, and teach these concepts to students. We provide some immediate recommendations for practice, including a list of ten principles of prototypes to create similar mental models between students.

How Engineering Design Students’ Creative Preferences and Cognitive Styles Impact Their Concept Generation and Screening

2018 ◽  
Author(s):  
Katie Heininger ◽  
Hong-En Chen ◽  
Kathryn Jablokow ◽  
Scarlett R. Miller
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Engineering Students ◽  
Idea Generation ◽  
Risk Tolerance ◽  
Concept Generation ◽  
Undergraduate Engineering ◽  
Engineering Design Process ◽  
Individual Traits ◽  
The Impact

The flow of creative ideas throughout the engineering design process is essential for innovation. However, few studies have examined how individual traits affect problem-solving behaviors in an engineering design setting. Understanding these behaviors will enable us to guide individuals during the idea generation and concept screening phases of the engineering design process and help support the flow of creative ideas through this process. As a first step towards understanding these behaviors, we conducted an exploratory study with 19 undergraduate engineering students to examine the impact of individual traits, using the Preferences for Creativity Scale (PCS) and Kirton’s Adaption-Innovation inventory (KAI), on the creativity of the ideas generated and selected for an engineering design task. The ideas were rated for their creativity, quality, and originality using Amabile’s consensual assessment technique. Our results show that the PCS was able to predict students’ propensity for creative concept screening, accounting for 74% of the variation in the model. Specifically, team centrality and influence and risk tolerance significantly contributed to the model. However, PCS was unable to predict idea generation abilities. On the other hand, cognitive style, as measured by KAI, predicted the generation of creative and original ideas, as well as one’s propensity for quality concept screening, although the effect sizes were small. Our results provide insights into individual factors impacting undergraduate engineering students’ idea generation and selection.

Design Methods Used During Early Stages of Product Development: Three Company Cases

2018 ◽  
Author(s):  
Carlye A. Lauff ◽  
Daria Kotys-Schwartz ◽  
Mark E. Rentschler
Keyword(s):  
Product Development ◽  
Engineering Design ◽  
New Product Development ◽  
Design Process ◽  
Design Education ◽  
Design Theory ◽  
Design Methods ◽  
Consumer Electronics ◽  
Concept Generation ◽  
Early Stages

Companies need to employ new design methods and tools to remain competitive in today’s global economy. Design methods are used to help teams move through the different stages of the design process, such as during project scoping, concept generation, and concept selection. Concept generation design methods are meant to help teams generate diverse, novel, and creative potential solutions. However, most design methods are developed and refined based on studies with student teams. This limits our understanding of how professionals engage with design methods in practice. This is a case study exploring the design methods used by three companies during the early stages of new product development. These companies are from the consumer electronics, footwear, and medical devices industries, and each design team within the companies was tasked with developing a new physical end product. We identified that all three teams heavily relied on internal and external benchmarking and reverse engineering design methods as part of concept generation. Ultimately, the products they developed were all considered evolutionary, meaning that the final product was a slightly improved version of similar products already on the market. This contrasts revolutionary products, which can change or disrupt the current field in one or more ways. This research contributes to design theory and methodology through empirically studying how companies engage in the design process, identifying the methods employed by professionals, and raising new questions about design methods, especially translation to industry. This research also contributes to design education by identifying methods that professionals use in practice, which can translate to direct recommendations for improving project-based engineering design courses.

scholarly journals Maintaining Industry Partnerships In Integrated Product And Process Design Education

2020 ◽  
Author(s):  
Loc Vu-quoc ◽  
David Mikolaitis ◽  
Norman Fitz-Coy ◽  
R. Keith Stanfill
Keyword(s):  
Process Design ◽  
Design Education ◽  
Industry Partnerships ◽  
Product And Process

scholarly journals ENGINEERING STUDENT ATTAINMENT AND ENGAGEMENT THROUGHOUT THE DESIGN PROCESS

2021 ◽  
Vol 1 ◽  
pp. 1373-1382
Author(s):  
Avril Thomson ◽  
Hilary Grierson
Keyword(s):  
Design Process ◽  
Engineering Students ◽  
Project Work ◽  
Design Engineering ◽  
Engineering Student ◽  
Online Questionnaire ◽  
Main Research ◽  
Research Questions ◽  
Design Students ◽  
Major Project

AbstractThe paper reports on a study that aims to gain an understanding of how senior engineering design students engage and attain throughout the various stages of the design process during a major design project. Following a literature review it sets out to answer 3 main research questionsQ1. Do students engage more with certain stages of the design process during major project work?;Q2. Do students attain better during certain phases of the design process during major project ?Q3. Is there a difference in this attainment between year groups of the same degree programme ?The methodology adopted employs an analysis of marks and an online questionnaire to collect data. Patterns and trends in how senior BEng and MEng Product Design Engineering students engage and attain within the design process are presented, identified and discussed and in turn used to inform reflection on the research questions set.

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