Human-Centric Design Requirements and Challenges for Enabling Human-AI Interaction in Engineering Design: An Interview Study

2021 ◽  
Author(s):  
Murtuza N. Shergadwala ◽  
Magy Seif El-Nasr
Keyword(s):  
Engineering Design ◽  
Research Question ◽  
Interview Study ◽  
Faculty Members ◽  
Interactive Tools ◽  
Design Activities ◽  
Stakeholder Preferences ◽  
Design Requirements ◽  
Design Students ◽  
Intelligent Tools

Abstract AI technologies are enabling the development of not only active tools that provide decision-support, but also interactive tools that seek human input and feedback. As interactive tools facilitate human-AI interaction, their design needs to be informed by human-centric requirements, that is, the needs of the users of such tools. In the context of engineering design, there is a gap in our understanding of designing intelligent tools that facilitate human-AI interaction. To fill this gap, the research question of this study is, What are the human-centric design requirements for the design of AI agents to enable human-AI interaction in engineering design contexts? To answer this question, we conducted an interview study with faculty members in engineering design. The faculty predominantly discussed engineers, designers, and engineering design students as the potential stakeholders who would directly benefit from human-AI interaction. For such stakeholders, we identify several human-centric design requirements and challenges in designing AI tools that facilitate human-AI interaction in engineering design. We find that the requirements focused on the need to understand the stakeholders’ cognition and the engineering design contexts. The results of our study point to the need for the theory of mind in AI agents to enable them to infer stakeholder preferences while engaging in engineering design activities.

The First Attempts to Unionize the Faculty

2010 ◽  
Vol 112 (3) ◽  
pp. 876-913
Author(s):  
Timothy Reese Cain
Keyword(s):  
Higher Education ◽  
Research Question ◽  
External Pressure ◽  
Faculty Members ◽  
Historical Background ◽  
University Professors ◽  
American Federation ◽  
Faculty Unionization ◽  
Howard University ◽  
K 12

Background/Context Faculty unionization is an important topic in modern higher education, but the history of the phenomenon has not yet been fully considered. This article brings together issues of professionalization and unionization and provides needed historical background to ongoing unionization efforts and debates. Purpose/Objective/Research Question/Focus of Study This article examines the context of, debates surrounding, and ultimate failure of the first attempts to organize faculty unions in the late 1910s and early 1920s. Following a discussion of the institutional change of the period and the formation of the American Association of University Professors (AAUP) as an explicitly nonlabor organization, this article considers the founding, endeavors, and demise of 20 American Federation of Teachers (AFT) locals. In doing so, it demonstrates long-standing divisions within the faculty and concerns regarding professional unionization. Research Design The article uses historical methods and archival evidence to recover and interpret these early debates over the unionization of college faculty. It draws on numerous collections in institutional and organizational archives, as well as contemporaneous newspaper and magazine accounts and the writings of faculty members embroiled in debates over unionization. Discussion Beginning with the founding of AFT Local 33 at Howard University in November 1918, college and normal school faculty organized 20 separate union locals for a variety of social, economic, and institutional reasons before the end of 1920. Some faculty believed that affiliating with labor would provide them with greater voices in institutional governance and offer the possibility of obtaining higher wages. Others saw in organizing a route to achieving academic freedom and job security. Still others believed that, amidst the difficult postwar years, joining the AFT could foster larger societal and educational change, including providing support for K–12 teachers who were engaged in struggles for status and improved working conditions. Despite these varied possibilities, most faculty did not organize, and many both inside and outside academe expressed incredulity that college and university professors would join the labor movement. In the face of institutional and external pressure, and with many faculty members either apathetic about or opposed to unionization, this first wave of faculty unionization concluded in the early 1920s with the closing of all but one of the campus locals. Conclusions/Recommendations Unionization in higher education remains contested despite the tremendous growth in organization in recent decades. The modern concerns, as well as the ways that they are overcome, can be traced to the 1910s and 1920s.

AN EXPERIENTIAL LEARNING APPROACH FOR DEVELOPING MENTAL MODELS IN ENGINEERING DESIGN EDUCATION

2021 ◽  
Author(s):  
S. Li ◽  
C. Chua
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Mental Models ◽  
Design Education ◽  
Mental Simulation ◽  
Learning Approach ◽  
Engineering Design Education ◽  
Design Activities ◽  
Support Engineering ◽  
Prior Experiences

Mental simulation represents how a person interprets and understands the causal relations associated with the perceived information, and it is considered an important cognitive device to support engineering design activities. Mental models are considered information characterized in a person’s mind to understand the external world. They are important components to support effective mental simulation. This paper begins with a discussion on the experiential learning approach and how it supports learners in developing mental models for design activities. Following that, the paper looks at the four types of mental models: object, making, analysis and project, and illustrates how they capture different aspects and skills of design activities. Finally, the paper proposes an alternative framework, i.e., Spiral Learning Approach, which is an integration of Kolb’s experiential learningcycle and the Imaginative Education (IE) framework. While the Kolb’s cycle informs a pattern to leverage personal experiences to reusable knowledge, the IE’s framework suggests how prior experiences can trigger imagination and advance understandings. A hypothetical design of a snow removal device is used to illustrate the ideas of design-related mental models and the spirallearning approach.

DESIGN ACTIVITY MODELING IN DISTRIBUTED KNOWLEDGE RESOURCES ENVIRONMENT

2011 ◽  
Vol 10 (01) ◽  
pp. 69-76 ◽  
Author(s):  
XUDONG DAI ◽  
XUEFEN MA ◽  
YOUBAI XIE
Keyword(s):  
Integrated Design ◽  
Knowledge Flow ◽  
Design Activity ◽  
Distributed Resources ◽  
Value Analysis ◽  
Knowledge Resources ◽  
Design Activities ◽  
Design Requirements ◽  
The Common ◽  
Different Levels

For the definition of knowledge flow, knowledge-flow control and knowledge-acquisition in integrated product design within distributed knowledge resources environment, this paper studies the structural modeling of design activity for integrated product design. The common features of integrated design in distributed resources environment are summarized as follows: centering on specific design requirements, organizing related design resources to perform design activities, outputting design results, carrying on value analysis of design results, and then making design decisions on the basis of value analysis. Based on the common features, a structural model of integrated design activities in distributed resources environment is built, which presents the structural expression of knowledge flow by defining the design requirements, the design resource input, the result output, the design activities, the relationship between the design activities, and the values of the design activities. Design activities at different levels are defined according to the design process models at different levels. A design activity that has been defined can be packaged into design components. The essence of integrated design lies in knowledge integration, which is to be realized by defining the input and output relationship between the design components and the knowledge components.

The Field Measure of Special Strata Freezing Temperature in West Area

2012 ◽  
Vol 170-173 ◽  
pp. 1207-1210
Author(s):  
Jun Hao Chen ◽  
Rui Zhang
Keyword(s):  
Engineering Design ◽  
Freezing Temperature ◽  
Design Requirement ◽  
Shaft Sinking ◽  
Design Requirements ◽  
Security Information ◽  
Frozen Wall ◽  
The Difference ◽  
Circle Tube ◽  
Field Measure

A new round of upsurge of mine well construction were set off in the west area, but there are many problems, this article through the field measure of special strata freezing temperature in Bo-jiang-hai-zi coal mine airshaft, use the freezing shaft sinking security information network visualization platform that developed by Anhui University of Science and Technology, analysis several different strata, obtain the overall temperatre decline rate, and compare the difference between in-site shaft well temperature and the calculation value at different position, and difference is very small, it shows that the platform can good response the actual situation. Through calculation, the frozen wall thickness, average of frozen wall temperature, shaft well temperature are meet the engineering design requirement, so propose that in west area at the freezing method mine well construction, the main purpose is waterproof, and use single circle tube freezing can satisfy engineering design requirements.

International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

scholarly journals Graphic Design Students’ Per spectives and Attitudes t owards Feedback w ithin Peer Assessment in Design Studio Pedagogy

2016 ◽  
Vol 4 (7) ◽  
pp. 22-33
Author(s):  
ERIC FRANCIS ESHUN
Keyword(s):  
Student Perceptions ◽  
Learning Experience ◽  
Peer Assessment ◽  
Research Question ◽  
Peer Feedback ◽  
Studio Pedagogy ◽  
Design Students ◽  
Quality Learning

This paper reports the validity of the hypothesis that giving and receiving peer feedback during studio critique supports the assumption that the nature of feedback affects student learning and student perceptions of the quality of the learning experience. The research question is whether peer feedback operated under studio pedagogy has the potential of enhancing quality learning. The purpose of this study is to examine student perceptions of peer feedback in a studio-based learning environment. This is a case study where data was collected qualitatively. This study clearly demonstrates the positive perceptions of peer feedback held by design students and the influence these perceptions have on students’ learning outcomes.

scholarly journals ENGINEERING DESIGN: STRUCTURE, VALUE AND ASSESSMENT

2011 ◽  
Author(s):  
Ian Yellowly
Keyword(s):  
Engineering Design ◽  
Innovation Policy ◽  
Central Process ◽  
University Environment ◽  
Design Structure ◽  
Or Practice ◽  
Conventional Technology ◽  
Design Activities ◽  
New Ideas ◽  
Typical Design

Engineering design is the central process in the transformation of new ideas and conventional technology or practice into high value products and systems. Unfortunately the process is not highly valued within the research oriented University environment. At the same time government innovation policy is rooted in models better suited to the review of projects as opposed to systems or products; the value structure being biased towards discovery, (and perhaps use). The author attempts to describe the structure of typical design activities and using this model proposes simple metrics to allow the assessment of design content within research and development proposals.

scholarly journals Validation of Doppler Temperature Coefficients and Component Power Distribution for the Advanced Neutronics Component Program KYLIN V2.0

2021 ◽  
Vol 9 ◽  
Author(s):  
Lei Jichong ◽  
Xie Jinsen ◽  
Chen Zhenping ◽  
Yu Tao ◽  
Yang Chao ◽  
...  
Keyword(s):  
Engineering Design ◽  
Power Distribution ◽  
Nuclear Power ◽  
Nuclear Engineering ◽  
Temperature Coefficients ◽  
The Core ◽  
Fuel Assemblies ◽  
Design Requirements ◽  
Design Software ◽  
Good Agreement

This work is interested in verifying and analyzing the advanced neutronics assembly program KYLIN V2.0. Assembly calculations are an integral part of the two-step calculation for core design, and their accuracy directly affects the results of the core physics calculations. In this paper, we use the Doppler coefficient numerical benchmark problem and CPR1000 AFA-3G fuel assemblies to verify and analyze the advanced neutronics assembly program KYLIN V2.0 developed by the Nuclear Power Institute of China. The analysis results show that the Doppler coefficients calculated by KYLIN V2.0 are in good agreement with the results of other well-known nuclear engineering design software in the world; the power distributions of AFA-3G fuel assemblies are in good agreement with the results of the RMC calculations, it’s error distribution is in accordance with the normal distribution. It shows that KYLIN V2.0 has high calculation accuracy and meets the engineering design requirements.

Decision Methods for Design: Insights from Psychology

2012 ◽  
Vol 134 (8) ◽  
Author(s):  
Konstantinos V. Katsikopoulos
Keyword(s):  
Engineering Design ◽  
Internal Consistency ◽  
Utility Theory ◽  
Research Question ◽  
Design Concept ◽  
Functional Requirement ◽  
Decision Method ◽  
Decision Methods ◽  
Multi Attribute Utility Theory ◽  
New Research

This work aims at stimulating constructive conversation about decision methods in engineering design by using insights from psychology. I point out that any decision method has two components: coherence, which refers to internal consistency (do design choices satisfy a logical axiom?) and correspondence, which refers to external effectiveness (does a design concept satisfy a functional requirement?). Some researchers argue for “rational” methods such as multi-attribute utility theory, whereas others argue for “heuristics” such as the Pugh process, and the coherence/correspondence distinction can clarify this debate in two ways. First, by analyzing statements in the design literature, I argue that the debate is essentially about different strategies for achieving correspondence: Multi-attribute utility theory aims at achieving coherence with the expectation that coherence will imply correspondence, whereas the Pugh process aims at directly achieving correspondence. Second, I propose a new research question for design: “Under what conditions does achieving coherence imply achieving correspondence?”

The Possibility of Promotion: How Race and Gender Predict Promotion Clarity for Associate Professors

2019 ◽  
Vol 121 (5) ◽  
pp. 1-28
Author(s):  
Amanda M. Kulp ◽  
Lisa E. Wolf-Wendel ◽  
Daryl G. Smith
Keyword(s):  
Research Question ◽  
The United States ◽  
Associate Professor ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Full Professor ◽  
National Study ◽  
Institutional Characteristics ◽  
Full Time ◽  
Underrepresented Minority

Background/Context The research on promotion to full professor is sparse. Research that does exist has largely emerged from single campuses and studies conducted through disciplinary associations. Extant studies strongly suggest the presence of equity issues in advancement throughout the academic pipeline. Our study uses cross-institutional results to offer analysis of and potential solutions for the problem. Purpose/Objective/Research Question We explore the extent to which tenured faculty members at four-year postsecondary institutions are clear about their prospects of being promoted to full professor and how their background characteristics, institutional characteristics, and satisfaction with various aspects of academic work predict their perceptions of promotion clarity. We are focused on whether cultural taxation in the form of heavy service and advis-ing—often associated with underrepresented minority faculty and women faculty—is a factor. We examine the influence of ideal-worker norms and work/family demands on perceptions of promotion clarity. Lastly, we focus on the structural elements of the academy to frame the topic, rather than focusing on individual agency. Population/Participants/Subjects This study uses data from the Collaborative on Academic Careers in Higher Education (COACHE) survey, a large, national study of postsecondary faculty. Our sample consists of 3,246 individuals who held full-time, tenured positions as associate professor at four-year institutions when they responded to the surveys between 2010 and 2012. The sample was roughly divided between males (54%) and females (46%), and most faculty were employed at research institutions (59%). The sample was predominantly White (82%). The characteristics of the associate professors in the sample are representative of the larger U.S. faculty population at the time of the survey. Research Design This quantitative study uses descriptive statistics to examine patterns in promotion clarity across various demographic and institutional characteristics. We examine how satisfaction variables intersect with perceptions of promotion clarity for associate professors. Then we conduct a series of linear regression analyses to explore the influence of predictors on associate professors’ sense of clarity about promotion. Conclusions/Recommendations Being unclear about expectations of promotion to full professor is clearly of concern to faculty members at four-year universities in the United States, but it is especially of concern to women. Satisfaction with service is a very important variable in predicting perceptions of promotion clarity. For all associate professors, working at certain types of institutions or in particular academic disciplines had an inverse relationship with promotion clarity. The factors associated with lack of clarity about promotion are more structural than individual.

Sign in / Sign up

Export Citation Format

Share Document