Introducing the Industrial Product Realization Process Into Mechanical Engineering Design Education

1995 ◽  
Author(s):  
Vance D. Browne
Keyword(s):  
Product Development ◽  
Engineering Design ◽  
Design Education ◽  
Process Development ◽  
Project Planning ◽  
Concept Generation ◽  
Engineering Project ◽  
Engineering Design Education ◽  
Realization Process ◽  
Product Realization

Abstract The process by which new products are brought to market — the product realization process, or PRP — can be introduced in engineering design education. In industry, the PRP has been evolving to concurrent engineering and product teams. The PRP includes components such as concept generation, analysis, manufacturing process development and customer interaction. Also, it involves the sequencing of the components and their connections which includes teamwork, project planning, meetings, reports and presentations. A capstone senior engineering project, along with classroom lectures and presentations can be structured to provide knowledge and experience to the students in many of the PRP components and the connections. This paper will give an overview of the PRP and a project/lecture structure at the author’s university. The instructor recently joined the academic ranks after years in industry with responsibility for directing product development and R&D and for leading product development teams.

Security in Cyber-Enabled Design and Manufacturing: A Survey

2018 ◽  
Vol 18 (4) ◽  
Author(s):  
Siva Chaitanya Chaduvula ◽  
Adam Dachowicz ◽  
Mikhail J. Atallah ◽  
Jitesh H. Panchal
Keyword(s):  
Product Development ◽  
Sensitive Information ◽  
Concept Generation ◽  
Domain Experts ◽  
Development Cycle ◽  
Security Practices ◽  
Adversarial Models ◽  
National Boundaries ◽  
Realization Process ◽  
Product Realization

Developments in digital technology and manufacturing processes have expanded the horizon of designer innovation in creating products. In addition to this, real-time collaborative platforms help designers shorten the product development cycle by enabling collaborations with domain experts from concept generation to product realization and after-market. These collaborations are extending beyond enterprise and national boundaries, contributing to a growing concern among designers regarding the security of their sensitive information such as intellectual property (IP) and trade secrets. The source of such sensitive information leaks could be external (e.g., hacker) or internal (e.g., disgruntled employee) to the collaboration. From a designer's perspective, this fear can inhibit participation in a collaboration even though it might result in better products or services. In this paper, we aim to contextualize this evolving security space by discussing various security practices in digital domains, such as encryption and secret sharing, as well as manufacturing domains, such as physically unclonable function (PUF) and physical part watermarking for anticounterfeiting and tamper evidence purposes. Further, we classify these practices with respect to their performance against different adversarial models for different stages in product development. Such a classification can help designers to make informed decisions regarding security practices during the product realization process.

A Product Realization Approach to Creativity in Engineering Education

2011 ◽  
Author(s):  
Mohamed E. M. El-Sayed ◽  
Jacqueline A. J. El-Sayed
Keyword(s):  
Problem Solving ◽  
Product Development ◽  
Engineering Education ◽  
Design Education ◽  
Development Process ◽  
Course Design ◽  
Physical Reality ◽  
Product Development Process ◽  
Realization Process ◽  
Product Realization

Product realization, which is the goal of any product development process from concept to production, usually means bringing a product to physical reality. Problem solving and design are two of the engineering activities for achieving the product development process goal. For this reason engineering education efforts are usually focused on problem solving as a building block for any educational course or program activities. In addition, some courses and curriculum threads are usually dedicated to design education and practices. The common restriction of realization to mean physical reality, however, limits the full understanding and potential of better problem solving and design education in engineering. In this paper, the realization process is expanded to include the virtual and perceptual realities as valid domains of the product realization process. These domains of realization and their interactions with the physical reality are studied. Also, the relationships between research, problem solving, and design are examined in the context of engineering product realization. Focus, in this study, is directed to the understanding of research, engineering problem solving, and design activities as a result of the expanded realization concept. This understanding aims at improving engineering education by focusing on the key issue of creativity in program and course design, delivery, and assessment. To illustrate the concepts, presented in the paper, several examples are included.

Incorporating Social Product Development in Distributed Collaborative Design Education

2013 ◽  
Author(s):  
Dazhong Wu ◽  
Merlin Morlock ◽  
Prateek Pande ◽  
David W. Rosen ◽  
Dirk Schaefer
Keyword(s):  
Product Development ◽  
Engineering Design ◽  
Social Networking Sites ◽  
Collaborative Design ◽  
Design Education ◽  
Design Problems ◽  
Mass Collaboration ◽  
Engineering Design Problems ◽  
Social Product ◽  
Product Realization

Over the past few years, Social Product Development (SPD) has emerged as a new trend to improve traditional engineering design and product realization processes. SPD involves the concepts of crowdsourcing, mass collaboration, customer co-creation, and most recently cloud-based design and manufacturing. One of the key characteristics of SPD is to apply social computing techniques (e.g., social networking sites and online communities) to support different phases of product realization processes. In line with this trend, our objective is to help our students become familiar with this paradigm shift and learn how to solve engineering design problems in a distributed and collaborative setting. Consequently, we have experimented with introducing some aspects of SPD into one of our graduate level engineering design courses. In this paper, we (1) introduce a SPD process that is implemented in the course, (2) present a case study from one of the design teams, and (3) share our experience and lessons with respect to the implementation of the SPD process.

scholarly journals The Analysis of three Case Studies as a guide to the Development of Pedagogy in Engineering Design Education

2011 ◽  
Author(s):  
Brian Burns
Keyword(s):  
Product Development ◽  
Engineering Design ◽  
Case Studies ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Product ◽  
Knowledge Based ◽  
Engineering Design Education ◽  
Dynamic Formulation

The Case Study has become a pedagogical vehicle ofchoice in helping engineering students to gain perspective on the multidisciplinary realities of design. What once were termed ‘war stories’ have evolved to a level where case studies are available and downloadable on all manner of topics. For the fundamental knowledge-based issues of engineering, example questions have commonly been created to help the student manoeuvre through all manner of possible combinations of application. The case study is not however fabricated, and relies on the reporting and documentation of a real design or engineering product development. In recent years many of these case studies have been related to ethics and communication, but very few have been related to ongoing product development and issues of Industrial Design. This is not surprising since the creation of such case studies is time consuming, and design is often a ‘messy’ process in which few companies would be keen to expose their failures along the way. Nevertheless case studies are a vital part of Engineering Design education and offer excellent potential for the development of the pedagogy vital to the dynamic formulation of Engineering Design Education. This paper references three design projects undertaken professionally by the author as an Industrial Designer working with predominantly engineering based companies. The aim is to identify critical aspects of these projects that could be used as lessons, perhaps, but not necessarily, as case studies, but to be incorporated into engineering design education.

Designettes: New Approaches to Multidisciplinary Engineering Design Education

2014 ◽  
Author(s):  
Cassandra Telenko ◽  
Bradley Camburn ◽  
Katja Hölttä-Otto ◽  
Kristin Wood ◽  
Kevin Otto
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Junior College ◽  
Learning Activity ◽  
Concept Generation ◽  
Design Learning ◽  
Engineering Design Education ◽  
Junior College Students ◽  
Integrate Design ◽  
Design Challenges

Teaching of design and other fundamental topics in engineering is often isolated to dedicated courses. Thus, an opportunity is missed to foster a culture of engineering design and multidisciplinary problem solving throughout the curriculum. Designettes, defined as brief, vignette-like design challenges, exploit opportunities to integrate design learning experiences in class, across courses, across terms, and across disciplines. When courses join together in a designette, a multidisciplinary learning activity occurs, demonstrating how different subjects are integrated and applied to open-ended problems and grand challenges. Designettes help foster a culture of design, and enables the introduction of multidisciplinary design challenges across all core courses in each semester. These challenges combine problem clarification, concept generation and prototyping with subject content from curricula such as biology, thermodynamics, differential equations, and software with controls. This paper investigates the use of single and multidisciplinary designettes at SUTD. From pre- and post-surveys of junior college students, designettes were found to increase students’ awareness of applications and learning of content. From 321 third-semester students across six cohorts, designettes were found to increase students’ self-perceptions of their ability to solve multidisciplinary problems.

scholarly journals Designettes: An Approach to Multidisciplinary Engineering Design Education

2015 ◽  
Vol 138 (2) ◽  
Author(s):  
Cassandra Telenko ◽  
Kristin Wood ◽  
Kevin Otto ◽  
Mohan Rajesh Elara ◽  
Shaohui Foong ◽  
...  
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Learning Activity ◽  
Learning Tools ◽  
Concept Generation ◽  
Single Class ◽  
Engineering Design Education ◽  
University Of Technology ◽  
Integrate Design ◽  
Design Challenges

Design and other fundamental topics in engineering are often isolated to dedicated courses. An opportunity exists to foster a culture of engineering design and multidisciplinary problem solving throughout the curriculum. Designettes, charettelike design challenges, are rapid and creative learning tools that enable educators to integrate design learning in a single class, across courses, across terms, and across disciplines. When two or more courses join together in a designette, a multidisciplinary learning activity occurs; multiple subjects are integrated and applied to open-ended problems and grand challenges. This practice helps foster a culture of design, and enables the introduction of multidisciplinary design challenges. Studies at the Singapore University of Technology and Design (SUTD) demonstrate learning of engineering subject matter in a bio-inspired robotics designette (MechAnimal), an interactive musical circuit designette, and an automated milk delivery (AutoMilk) designette. Each challenge combines problem clarification, concept generation, and prototyping with subject content such as circuits, biology, thermodynamics, differential equations, or software with controls. From pre- and postsurveys of students, designettes are found to increase students' understanding of engineering concepts. From 321 third-semester students, designettes were found to increase students' perceptions of their ability to solve multidisciplinary problems.

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.

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