Internet Design Studio

2004 ◽  
Author(s):  
Zahed Siddique
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Engineering Students ◽  
Virtual Space ◽  
Design Studio ◽  
The Internet ◽  
Design Tools ◽  
Virtual Design ◽  
Internet In Education ◽  
Internet Design

In most instances engineering design courses are offered during the senior year of the undergraduate curriculum. These senior level design courses allow the students to apply different engineering concepts to design a product, with the expectation of preparing engineering students for a distributed and global workplace. Another possible alternative is to provide a simulated education environment where students can design products in a distributed and collaborative environment. The use of Internet in education has opened the possibility to explore and adopt new approaches to teach distributed collaborative engineering design and analysis. The Internet Design Studio, presented in this paper, tries to fulfill this need. In the Internet Design Studio each student is provided with a virtual design studio space for each project. The design studio spaces can be imagined as a virtual space containing design tools, applications, software and theoretical materials that facilitates students to design and perform analysis. Conceptually, a student enters the studio space and grabs appropriate tools to perform different design tasks. The design tools in the Internet Design Studio are web-based and support collaborations by allowing multiple users to view, discuss, create and utilize same models of the product to perform analysis. In this paper the framework of the Internet Design Studio is presented. The applicability of the framework is demonstrated through the use of several multi-designer collaborative design tools.

Analysis of Engineering Design Journal Sketches and Notations

2007 ◽  
Author(s):  
Ashley L. Grenier ◽  
Linda C. Schmidt
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Undergraduate Research ◽  
Cognitive Activity ◽  
Individual Characteristics ◽  
Design Tools ◽  
University Of Maryland ◽  
Time Commitment ◽  
Coding Schemes ◽  
Journal Entries

Identifying and transferring secrets of engineering design drive innovation within a successful company. In design courses, engineering students rarely use a lab book, a research notebook, or design journal to document anything! During the summer of 2006, a University of Maryland RISE undergraduate research team piloted a study of 12 students’ design journal entries during a Mechanical Engineering senior Capstone design course. Existing note coding schemes from the engineering education researchers were adapted and tested with the goal of inferring cognitive activity. Journal entries revealed individual characteristics about students as learners including: uneven time commitment to design stages, preference for sketching, documentation clarity and individual buy-in to design tools presented in class. Design journal research is a promising path to understanding how students are learning and practicing design.

A Virtual Hemodialyzer Design Project for First-Year Engineers: An Epistemic Game Approach

2010 ◽  
Author(s):  
Naomi C. Chesler ◽  
Elizabeth Bagley ◽  
Eric Breckenfeld ◽  
Devin West ◽  
David Williamson Shaffer
Keyword(s):  
Engineering Design ◽  
Virtual Environment ◽  
Design Problem ◽  
Engineering Students ◽  
First Year ◽  
Engineering Profession ◽  
Virtual Design ◽  
Design Problems ◽  
Enrollment Rates ◽  
Epistemic Frame

Engineering institutions nationwide are pursuing first-year engineering design courses to attract and retain nontraditional students. However, these courses often have high enrollment rates and can be resource intensive. Virtual design projects offer a potential solution to the physical resources requirements but often result in an overly constrained design space, creating uninteresting or non-challenging design problems. We are developing a design problem within a novel virtual environment (i.e., a game) that provides first-year engineering undergraduates with a more authentic engineering design experience and a more complete and accurate understanding of the engineering profession. The design problem presented challenges students to incorporate carbon nanotubes and chemical surfactants into a hemodialysis ultrafiltration unit. Our approach seeks to provide students with experience in the skills, knowledge, values, identity, and epistemology of the engineering profession, which is the epistemic frame of the profession. The virtual environment also provides a uniquely comprehensive platform for assessing the students’ epistemic frame development over time. We anticipate that this approach will be highly engaging to first-year undergraduate engineering students and will help engineering instructors understand how engineers-in-training learn to become engineers.

Evaluating Idea Quantity and Variety When Using Digital Collaboration Tools to Support Brainstorming in Non-Collocated Teams

2019 ◽  
Author(s):  
Dorcas V. Kaweesa ◽  
Christopher McComb ◽  
Jessica Menold ◽  
Sarah Ritter ◽  
Nicholas A. Meisel
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Engineering Students ◽  
Peer Feedback ◽  
Idea Generation ◽  
Design Team ◽  
Significant Difference ◽  
Digital Collaboration ◽  
Collaboration Tools ◽  
Collocated Teams

Abstract The advent of modern digital communication technology has enabled engineers to effectively collaborate regardless of team members’ geographic locations. As such, introducing engineering students to virtual environments and collaborative tools is particularly important to prepare them for careers in increasingly digital environments. This study investigates how integrating online collaboration tools in students’ idea generation activities impacts the i) quantity and ii) variety of ideas generated after a peer-feedback session. Students from five sections of a first-year engineering design course were assigned to either a collocated design team or a non-collocated design team to participate in a collaborative design feedback activity. Students individually generated an idea set using an online brainstorming tool (Stormboard), received peer-feedback via one of two delivery conditions (in-person or virtual through video conferencing), and revised their idea set based on the received feedback. Each final idea set was analyzed and compared to identify any differences in the final idea quantity and variety due to the assigned feedback delivery condition. Results revealed a statistically significant difference, but with minimal realistic impact on the final quantity of ideas (equivalent to a difference of one idea between groups). No statistically significant difference was found in the final variety of ideas generated between collocated and non-collocated design teams after the peerfeedback session. This suggests that feedback provided through digital collaboration tools may be used to support idea generation in non-collocated teams without being detrimental to ideation solutions. The implications of these findings are significant for faculty or students who may be involved in online learning activities centered on engineering design.

Feeling the Heat! Exploring the Relationship Between Students’ Empathy, Attitudes Towards Sustainability, and Their Identification of Problem Requirements

2021 ◽  
Author(s):  
Rohan Prabhu ◽  
Mohammed Alsager Alzayed ◽  
Elizabeth Starkey
Keyword(s):  
Engineering Design ◽  
Environmental Sustainability ◽  
Engineering Students ◽  
Sustainable Design ◽  
Primary User ◽  
Design Tools ◽  
Trait Empathy ◽  
Research Gap ◽  
Tools And Techniques ◽  
The Relationship

Abstract As global resources deplete, there has emerged a need for designers to emphasize sustainability in engineering design. Towards this end, several researchers have presented design tools to support sustainable design; however, designers must be encouraged to adopt a sustainable design mindset and actively utilize these design tools and techniques in the design process. Prior research has identified the need for interpersonal skills such as empathy among individuals to encourage an active sustainable mindset among them. While several researchers have demonstrated the relationship between designers’ empathy and their identification of problem requirements in engineering design, little research has explored this relationship in the context of sustainable design. This direction of research is particularly important as environment-focused decisions in engineering design do not always benefit the primary user of a solution, but often affect secondary and tertiary stakeholders. Our aim in this paper is to explore this research gap through an experimental study with undergraduate engineering students. Specifically, we compared the relationship between participants’ trait empathy and their attitudes towards sustainability, in the context of environmental sustainability. We then investigated the relationship between their trait empathy, attitudes towards sustainability, and their identification of problem requirements in a design task. From the results, we see that students’ intentions towards sustainable actions positively correlated with their identification of environment-focused requirements. On the other hand, students’ perspective-taking — a component of their trait empathy — positively correlated with their identification of user-focused requirements. These findings provide an important first step towards understanding the relationship between designers’ individual differences and their adoption of sustainability in engineering design.

scholarly journals Exploring tutor-student interactions in a novel virtual design studio

2021 ◽  
Vol 75 ◽  
pp. 101019
Author(s):  
Oscar G. Nespoli ◽  
Ada Hurst ◽  
John S. Gero
Keyword(s):  
Design Studio ◽  
Virtual Design ◽  
Student Interactions

Training the Participatory Renaissance Man: Past Creative Experiences and Collaborative Design

2013 ◽  
Author(s):  
Jonathan Sauder ◽  
Yan Jin
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Design Education ◽  
Protocol Analysis ◽  
Creative Cognition ◽  
Collaborative Environment ◽  
Engineering Design Education ◽  
Renaissance Man ◽  
Current Engineering ◽  
And Training

Students are frequently trained in a variety of methodologies to promote their creativity in the collaborative environment. Some of the training and methods work well, while others present challenges. A collaborative stimulation approach is taken to extend creative cognition to collaborative creativity, providing new insights into design methodologies and training. An experiment using retrospective protocol analysis, originally conducted to identify the various types of collaborative stimulation, revealed how diversity of past creative experiences correlates with collaborative stimulation. This finding aligns with previous research. Unfortunately, many current engineering design education programs do not adequately provide opportunities for diverse creative experiences. As this study and other research has found, there is a need to create courses in engineering design programs which encourage participation in diverse creative activities.

A Pillar of Mechanical Engineering Design Education in Australia: 25 Years of the Warman Design and Build Competition

2013 ◽  
Author(s):  
Warren F. Smith
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Student Assessment ◽  
National Committee ◽  
Engineering Design Education ◽  
Wide Range ◽  
Institutional Learning ◽  
History Of

The “Warman Design and Build Competition”, running across Australasian Universities, is now in its 26th year in 2013. Presented in this paper is a brief history of the competition, documenting the objectives, yearly scenarios, key contributors and champion Universities since its beginning in 1988. Assuming the competition has reached the majority of mechanical and related discipline engineering students in that time, it is fair to say that this competition, as a vehicle of the National Committee on Engineering Design, has served to shape Australasian engineering education in an enduring way. The philosophy of the Warman Design and Build Competition and some of the challenges of running it are described in this perspective by its coordinator since 2003. In particular, the need is for the competition to work effectively across a wide range of student group ability. Not every group engaging with the competition will be competitive nationally, yet all should learn positively from the experience. Reported also in this paper is the collective feedback from the campus organizers in respect to their use of the competition as an educational experience in their classrooms. Each University participating uses the competition differently with respect to student assessment and the support students receive. However, all academic campus organizer responses suggest that the competition supports their own and their institutional learning objectives very well. While the project scenarios have varied widely over the years, the intent to challenge 2nd year university (predominantly mechanical) engineering students with an open-ended statement of requirements in a practical and experiential exercise has been a constant. Students are faced with understanding their opportunity and their client’s value system as expressed in a scoring algorithm. They are required to conceive, construct and demonstrate their device with limited prior knowledge and experience, and the learning outcomes clearly impact their appreciation for teamwork, leadership and product realization.

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