scholarly journals 219 Cooperation between an Enterprise and a School in Mechanical Design Education by using 3D-CAD

2008 ◽  
Vol 2008.83 (0) ◽  
pp. _2-27_
Author(s):  
Masao FUJII ◽  
Nobuhiro KATO ◽  
Hideo NAKAGAWA ◽  
Takaki SHIMIZU ◽  
Kenichi SATOMI ◽  
...  
Keyword(s):  
Design Education ◽  
Mechanical Design ◽  
3D Cad

S2001-3-1 Mechanical Design Education Curriculum using 3D-CAD in Ichinoseki National College of Technology

2009 ◽  
Vol 2009.5 (0) ◽  
pp. 325-326
Author(s):  
Yasunori FUJIWARA ◽  
Akira HOSHI ◽  
Koji SEKINE ◽  
Nobuo HATAKEYAMA ◽  
Keisuke HARA
Keyword(s):  
Design Education ◽  
Mechanical Design ◽  
Education Curriculum ◽  
3D Cad ◽  
College Of Technology

Evaluating the Impact of Virtual Reality on Mechanical Design Education

2009 ◽  
Author(s):  
Margherita Peruzzini ◽  
Maura Mengoni ◽  
Michele Germani
Keyword(s):  
Virtual Reality ◽  
Design Education ◽  
Mechanical Design ◽  
Design Activity ◽  
Innovative Teaching ◽  
3D Cad ◽  
Technological Advances ◽  
Cad Models ◽  
Definition Of ◽  
The Impact

The promise of Virtual Reality in design environments is to facilitate the interaction with digital models and to enhance the results of design activity. Design education is one of the most recent and interesting applications. Thanks to technological advances in human-computer interfaces, Virtual Reality represents a new way to stimulate design students and to develop innovative teaching methods. The paper explores the impact of Virtual Reality technologies on design learning, with particular attention to mechanical product design. It is focused on the analysis of cognitive and technical aspects of learning processes and the definition of a proper evaluation protocol. The protocol is based on the classification of the most meaningful activities in mechanical engineering teaching and the identification of a set of metrics that enable to objectively evaluate the learning process. Assessing how VR supports design education, an experimental study is proposed. It is based on the comparison of three different approaches performed by two-dimensional drawings, by 3D CAD models and, finally, by virtual reality technologies.

scholarly journals Cooperation between an Enterprise and a School in Mechanical Design Education by using 3D-CAD

2007 ◽  
Vol 73 (725) ◽  
pp. 30-35 ◽  
Author(s):  
Masao FUJII ◽  
Nobuhiro KATO ◽  
Takaki SHIMIZU ◽  
Kenichi SATOMI ◽  
Shinya TAGUCHI
Keyword(s):  
Design Education ◽  
Mechanical Design ◽  
3D Cad

Cooperation between an enterprise and a school in mechanical design education by using 3D-CAD

2002 ◽  
Vol 2002 (0) ◽  
pp. 11-14
Author(s):  
Masao FUJII ◽  
Nobuhiro KATO ◽  
Megumi NISHIHAMA ◽  
Takaki SHIMIZU
Keyword(s):  
Design Education ◽  
Mechanical Design ◽  
3D Cad

Using Product Archaeology to Integrate Global, Economic, Environmental, and Societal Factors in Introductory Design Education

2011 ◽  
Author(s):  
Erich Devendorf ◽  
Phil Cormier ◽  
Deborah Moore-Russo ◽  
Kemper Lewis
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Mechanical Design ◽  
Engineering Curriculum ◽  
Educational Strategies ◽  
Senior Year ◽  
Societal Factors ◽  
Design Activities ◽  
Upper Level

Design education has traditionally been incorporated into the engineering curriculum in the junior or senior year through upper level mechanical design courses and capstone design projects. However, there is a general trend in engineering education to incorporate design activities at the freshman and sophomore level. The design aspects of these courses provide a unique opportunity to integrate global, economic, environmental, and societal factors with traditional design considerations. Incorporating these early in an engineering curriculum supports a broad engineering education in accordance with ABET required Outcome h. In this paper we introduce global, economic, environmental, and societal factors into a sophomore level engineering design course using strategies adapted from a Product Archaeology paradigm. Specifically, functional modeling is synthesized with a product dissection platform to create a foundation to demonstrate the broader impacts of engineering design decisions. The effectiveness of using Product Archaeology-based educational strategies to facilitate the learning objectives of Outcome h is evaluated using student surveys taken over a two year period.

Exploring the Retention of Sustainable Design Principles in Engineering Practice Through Design Education

2015 ◽  
Author(s):  
Bryony DuPont ◽  
Addison Wisthoff
Keyword(s):  
Product Development ◽  
Design Education ◽  
Online Survey ◽  
Expert Knowledge ◽  
Mechanical Design ◽  
Sustainable Design ◽  
Design Principles ◽  
Design Guidelines ◽  
Engineering Practice ◽  
Graduate Level

The School of Mechanical, Industrial, and Manufacturing Engineering at Oregon State University is home to one of the largest academic Mechanical Design groups in the country. As a leader in undergraduate design education, we have been able to keep in touch with a large group of mechanical design graduates, and as such are capable of assessing how students retain information learned in undergraduate coursework to see how this understanding is employed in real-world engineering practice. However, the principles governing the design of sustainable products and processes are relatively novel and are only now being integrated into the undergraduate and graduate mechanical design curriculum. It is our hypothesis that particular means of learning and understanding sustainable design — via lectures, homework assignments, design projects, and the use of various sustainability-related LCA tools — will enable the highest retention of sustainable design understanding, and a higher likelihood that this sustainable design knowledge will be propagated into design practice in industry. Multiple curricular studies that explore dissemination and retention of sustainable design skills are being explored, including a junior-level introductory mechanical design course and a graduate level sustainable product development course. In the junior-level course, baseline sustainability knowledge is tested by allowing students to make sustainable design decisions by applying varied skill sets, including general principles, a list of sustainable design guidelines, and an innovative online survey (The GREEn Quiz). The graduate-level course, which employs sustainable design principles within a larger product development architecture, will capitalize on more “expert” knowledge. Future work will also be discussed, including planned validation studies and curriculum improvements, as well as the means of quantifying the retention of sustainable design information.

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