Integration of a Client-Based Design Project Into the Sophomore Year

2012 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
Robert L. Nagel ◽  
Eric Pappas ◽  
Olga Pierrakos
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
Design Theory ◽  
Local Community ◽  
Course Design ◽  
Design Project ◽  
Engineering Design Process ◽  
Course Sequence ◽  
Two Phases

Often engineering design instruction based on real-world, client-based projects is relegated to a final year capstone course. The engineering program at James Madison University (JMU), however, emphasizes these real-world, client-based design experiences, and places them throughout our six-course engineering design sequence. Our six-course design sequence is anchored by the sophomore design course sequence, which serves as the cornerstone to the JMU engineering design sequence. The cornerstone experience in the sophomore year is meant to enable mastery through both directed and non-directed learning and exploration of the design process and design tools. To that end, students work in both small (4–5) and large (9–11) teams to complete a year-long design project. The course project is woven with instruction in engineering design theory and methodology; individual cognitive processes, thinking, and communication skills; decision making; sustainable design; problem solving; software; and project management. Students’ overarching task during the first semester is to follow the first two phases of the engineering design process—Planning and Concept Generation—while in the second semester, students work to reiterate on the first two phases of the engineering design process before prototyping, testing, and refining a design for the client. The project culminates with the students demonstrating their final product to the client, University, and local community. Our goal in this paper is to present our model for integrating real-world, client-based design projects into the sophomore year to facilitate meaningful design experiences across the curriculum. We believe that providing these experiences early and often not only challenges students on multiple dimensions, but also exposes them, and consequently better prepares them, for their eventual role as a practicing engineer. In this paper, we shall describe the sophomore design course sequence, the history and details of the course project, and also key learning outcome gains.

scholarly journals STEM from the perspectives of engineering design and suggested tools and learning design

2016 ◽  
Vol 2 (1) ◽  
pp. 59-71
Author(s):  
Yu-Liang Ting
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
Teaching And Learning ◽  
School Science ◽  
Problem Solving Skills ◽  
Engineering Design Process ◽  
Real World Problem ◽  
Mathematics Knowledge ◽  
And Mathematics

STEM is an educational concept about which little consensus has been reached as to what it is, and how it can be taught in schools. This study provides a snap shot of prominent contemporary research results contributing to better understanding of STEM and its implementation in education. In addition, this study tries to tackle an issue that school science has traditionally been built around well defined problems for learning purpose. As most real-world problems are ill-defined, this study proposes to implement the notion of STEM to help students acquire real-world problem-solving skills by engaging them in an engineering design process, in which students use the technology tools of graphic-based programming. The proposed learning practice is experiential task-based learning, in which students are forced to apply and acquire related science and mathematics knowledge during their engineering design process. It is hoped that related rationales and discussions will stimulates researchers and educators to adopt or tailor their own learning designs for the current generation of youngsters and promote the quality of teaching and learning in STEM.

Towards a Logical Theory of Engineering Design Information

1991 ◽  
Author(s):  
F. A. Salustri ◽  
R. D. Venter
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Theory ◽  
Model Design ◽  
Logical Theory ◽  
Design Information ◽  
Design Specifications ◽  
Engineering Design Process ◽  
Design Theory And Methodology

Abstract Recent research in Design Theory and Methodology has sought to formalize the engineering design process without particular concern for the paradigm used to model design information. The authors propose that no correct formalization of the design process can be achieved without first formalizing the semantics of the information used in the process. To this end, the authors present a new theory meant to formalize the semantics of design information that is independent of its use in a design process. Using symbolic logic, the theory is presented as a set of axioms, and draws from the object orientation and hypertext paradigms. Design entities are modeled by formal units called objects, and are related by formal structures called links. Abstraction mechanisms relevant to design are formalized and the role of constraints is explored. The hybrid model is meant not only to aid in the study of the design process itself, but also to improve communications between designers, assist standardization of design specifications, and develop new, powerful software tools to aid the designer in his work.

scholarly journals Exploring and Engaging in Music Innovation Through the Engineering Design Process

2020 ◽  
Vol 34 (1) ◽  
pp. 43-48
Author(s):  
Brittany Nixon May
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
General Music ◽  
Music Curriculum ◽  
Systematic Process ◽  
Engineering Design Process ◽  
Design Solutions ◽  
K 12 ◽  
Real World Problems

The purpose of integrating engineering into the K-12 curriculum is to engage students in using a systematic process to design solutions to real-world problems. The engineering design process is a series of steps that guide engineers to solve problems and can be integrated into the general music curriculum to provide students with opportunities to explore and engage in music innovation.

scholarly journals Precision Engineering Design Process for Optimal Design based on Engineering Sciences

2021 ◽  
Vol 4 (1) ◽  
Author(s):  
Amir Javidinejad
Keyword(s):  
Optimal Design ◽  
Engineering Design ◽  
Design Process ◽  
Design Theory ◽  
Systems Design ◽  
Optimization Techniques ◽  
Precision Engineering ◽  
Good Design ◽  
Engineering Design Process ◽  
Engineering Sciences

Concepts of precision engineering design process for optimal design where engineering sciences contribute in the successful good design are elaborated in this paper. Scientific theory, numerical methods and practicality are discussed in this paper. Factors necessary for a complete product or systems design are detailed and application of mathematical design optimization in producing a good design are shown. Many applicable engineering design examples are itemized to show relevancy of the optimal design theory to engineering design. Future trends of optimal design with respect to the 4th industrial revolution of digitization is presented. Paper sets to elaborate that most of the engineering and scientific design problems can be optimized to a good design based on many new/advanced optimization techniques. 

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.

Categorization of Information Loss During the Dissemination of Design Ideas

2018 ◽  
Author(s):  
Victoria Zhao ◽  
Conrad S. Tucker
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Information Source ◽  
Information Loss ◽  
Design Solution ◽  
Sources Of Information ◽  
Comprehensive Review ◽  
Engineering Design Process ◽  
Design Idea ◽  
Design Ideas

Information is transferred through a process consisting of an information source, a transmitter, a channel, a receiver and its destination. Unfortunately, during different stages of the engineering design process, there is a risk of a design idea or solution being incorrectly interpreted due to the nonlinearity of engineering design. I.e., there are many ways to communicate a single design idea or solution. This paper provides a comprehensive review and categorization of the possible sources of information loss at different stages of the engineering design process. Next, the authors present an approach that seeks to minimize information loss during certain stages of the engineering design process. The paper i) explores design process and dissemination methods in engineering design; ii) reviews prior work pertaining to these stages of the engineering design process and iii) proposes an information entropy metric that designers can utilize in order to quantify information loss at different stages of the engineering design process. Knowledge gained from this work will aid designers in selecting a suitable dissemination solution needed to effectively achieve a design solution.

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