scholarly journals Engineering Design Education and Time Management

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Time Management ◽  
Design Education ◽  
Problem Definition ◽  
Good Time ◽  
Design Engineering ◽  
Recursive Procedure ◽  
Engineering Sciences ◽  
Technical Systems

A brief historic view of design engineering shows the roles of problem definition (design specification), conceptualizing, estimations, layouts, detail and assembly drawings, parts lists, etc., to define an engineering product (process or tangible system according to ISO9000:2005) for implementation and/or manufacture and use. A brief assessment of computer-aided design (CAD) over the last 40 years reveals its detrimental effects on design engineering – the previously usual (intuitive) conceptualizing and preparation of layouts has been neglected. Design engineering is compared to the artistic design disciplines, and differences are highlighted. Design engineering must apply the constraints imposed by the engineering sciences, to satisfy customer require-ments, to consider economics, and to conform to laws and regulations. Yet design engineering offers the opportunity to use several more abstract represen-tations of technical processes and technical systems to aid conceptual designing. A role is indicated for design methods and systematic approaches for design engineering, especially for design and redesign for innovations (non-routine tasks), and in engineering education. Parts of the Theory of Technical Systems and Engineering Design Science are outlined, with conesquences for proposal of a theory-based syste-matic design method. Especially, the role of problem solving as a sub-process in designing shows the need for iterative and recursive procedure. Design enginee-ring demands that sufficient time is available for reflective thought, and needs good time management for any task, especially where innovation is expected. Engineering sciences are shown as necessary, but not sufficient. A broader context needs to include instruc-tion in time management, and should be developed during engineering education in all branches.

scholarly journals ENGINEERING DESIGN VS. ARTISTIC DESIGN – A DISCUSSION

2012 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Research ◽  
Industrial Design ◽  
Design Science ◽  
Design Engineering ◽  
Design Processes ◽  
Case Examples ◽  
Engineering Sciences ◽  
Technical Systems ◽  
Industrial Designers

‘Design’ can be a noun, or a verb. Six paths for research into engineering design (as verb) are identified, they must be co-ordinated for internal consistency and plausibility. Design Research tries to clarify design processes and their underlying theories – designing in general, and particular forms, e.g. design engineering. Theories are a basis for deriving theory- based design methods. Design engineering and artistic forms of designing, industrial design, have much in common, but also differences. For an attractive and user-friendly product, its form (observable shape) is important – a task for industrial designers, architects, etc. ‘Conceptualizing’ consists of preliminary sketches, a direct entry to hardware – industrial designers work ‘outside inwards’. For a product that should work and fulfill a purpose, perform a transformation process, its functioning and operation are important – a task for engineering designers. Anticipating and analyzing a capability for operation is a role of the engineering sciences. The outcome of design engineering is a set of manufacturing instructions, and analytical verification of anticipated performance. Design engineering is more constrained than industrial design, but in contrast has available a theory of technical systems and its associated engineering design science, with several abstract models and representations of structures. Engineering designers tend to be primary for technical systems, and their operational and manufacturing processes – they work ‘inside outwards’. Hubka’s theory, and consequently design metho- dology, includes consideration of tasks of a technical system, typical life cycle, duty cycle, classes of properties (and requirements), mode of action, development in time, and other items of interest for engineering design processes. Hubka’s methodology is demonstrated by several case examples.

scholarly journals THE ROLE OF THE LABORATORY IN DESIGN ENGINEERING EDUCATION

2011 ◽  
Author(s):  
Brian Surgenor ◽  
Kevin Firth
Keyword(s):  
Automatic Control ◽  
Engineering Education ◽  
Engineering Design ◽  
Control Systems ◽  
Design Education ◽  
Design Engineering ◽  
Design Project ◽  
Automatic Control Systems ◽  
Engineering Design Education

This paper discusses the role of the laboratory in engineering design education, and specifically, how laboratories can be used to help meet elements of the CEAB requirements for engineering design and in doing so, complement the objectives of design project courses. Examples are taken from two courses offered at Queen’s University: 1) automatic control systems and 2) mechatronics engineering.

scholarly journals DESIGN ENGINEERING - NOT JUST APPLIED SCIENCE

2011 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Design Education ◽  
Knowledge Engineering ◽  
Normal Operation ◽  
Design Engineering ◽  
Engineering Sciences ◽  
Technical Systems ◽  
Rational Operation ◽  
Action Modes ◽  
Psychological Dimensions ◽  
Main Region

Engineering has different aims to science. Science collects bodies of knowledge. Engineering provides processes and technical systems for specific tasks. A main region of engineering is designing, with technical, economic, human, sociological and psychological dimensions. The scope of information for design engineering is broad – not just engineering sciences. Types of products are needed to (a) compare design processes, and (b) to guide design education. Three action modes exist: (1) normal operation, (2) risk operation, and (3) safety or rational operation. (2) and (3) need guidelines and experience of systematic and methodical approaches, which must be learned before attempting to use them. A further problem of examinability arises.

scholarly journals CHALLENGES IN ENGINEERING DESIGN EDUCATION: VERTICAL AND LATERAL LEARNING

2015 ◽  
Author(s):  
Aleksander Czekanski ◽  
Maher Al-Dojayli ◽  
Tom Lee
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Engineering Practice ◽  
Design Strategies ◽  
Engineering Design Education ◽  
Advanced Analysis ◽  
Capstone Projects ◽  
Team Design

Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. All these factors have impacted and shaped to certain extent the educational system in North America and Canada in particular. Currently, high percentage of the engineering graduates would require extensive training in industry to be able to conduct reliable complex engineering designs supported by scientific verification and validation, understand the complete design stages and phases, and identify the economic and cultural impact on such designs. This task, however, faces great challenges without educational support in such vastly changing economy.Lots of attention has been devoted to engineering design education in the recent years to incorporate engineering design courses supported by team design projects and capstone projects. Nevertheless, the lack of integrated education system towards engineering design programs can undermine the benefits of such efforts. In this paper, observations and analysis of the challenges in engineering design are presented from both academic and industrial points of view. Furthermore, a proposed vertical and lateral engineering education program is discussed. This program is structured to cover every year of the engineering education curricula, which emphasizes on innovative thinking, design strategies, support from and integration with other technical engineering courses, the use of advanced analysis tools, team collaboration, management and leadership, multidisciplinary education and industrial involvement. Its courses have just commenced for freshmen engineering students at the newly launched Mechanical Engineering Department at the Lassonde School of Engineering, York University.

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.

scholarly journals Engaging Students in Meaningful Learning: Understanding Student Perspectives of Engineering Design Education

1969 ◽  
Author(s):  
Richard Aleong ◽  
David Strong
Keyword(s):  
Qualitative Study ◽  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Vital Role ◽  
Full Extent ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Master's Thesis ◽  
Research Findings

Learning how to design plays a vital role inengineering education to prepare students to solve openended,complex problems. To serve the continuousimprovement of engineering design education, a qualitative study of undergraduate engineering students’perspectives of engineering design was conducted. This research aims to understand the meaning students place on design in their engineering education and how thismeaning is described. By examining what students thinkabout learning and practicing design, engineeringeducators can be better positioned to enhanceinstructional strategies and curriculum development. The full extent of the research findings and implicationswill be presented in the researcher’s master’s thesis. This spaper serves to highlight the application of qualitativeresearch and the learning sciences in engineering education.

An Internet Interface for Engineering Design Courseware

2005 ◽  
Author(s):  
Robert W. Brennan
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Web Server ◽  
Distributed Database ◽  
Design Engineering ◽  
Web Based ◽  
Education Community ◽  
The Web

In this paper we focus on an approach to make web-based design engineering courseware accessible for the engineering education community. The proposed approach uses a distributed database driven web server where design courseware, or “CDEN Modules”, are organized by topic and tier. We provide a description of the basic architecture that is used for the web server and an example of an interface that is based on this approach.

Why Systematic Design Engineering?

2009 ◽  
Author(s):  
W. Ernst Eder
Keyword(s):  
Engineering Design ◽  
Design Science ◽  
Design Procedure ◽  
Human Action ◽  
Design Engineering ◽  
Record Keeping ◽  
Methodical Approach ◽  
Engineering Sciences ◽  
The Many ◽  
Action Modes

Design engineering is different from other more artistic forms of designing because on one hand it is more constrained by the engineering sciences, economics and other factors, but on the other hand it has more possibilities for abstract modeling in the conceptual phases. Creativity is essential, but in many cases not sufficient to explore the many possible candidate solutions. A more systematic and methodical approach can help to overcome many of the problems that arise during conceptualizing in design engineering. Use of appropriate methods to enhance the search for solutions can expand the solution field. A systematic approach based on engineering design science has been shown to enhance understanding, good record-keeping, and traceability for the design process. Several grounded theories are reviewed and brought into mutual context, they refer to memory and thinking operations, expertise, human action modes, and competencies. The discussion reveals a need for specific instructions for a methodical and systematic engineering design procedure, when the design problem is seen as non-routine, and expertise is lacking.

scholarly journals PROMOTING COLLABORATIVE, SELF-DIRECTED, HANDS-ON LEARNING IN ENGINEERING DESIGN IN UNDERGRADUATE AND GRADUATE TEACHING

2011 ◽  
Author(s):  
Khosrow Farahbakhsh
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Pollution Prevention ◽  
Learning By Doing ◽  
Problem Definition ◽  
Self Directed Learning ◽  
Laboratory Design ◽  
Hands On ◽  
Directed Learning ◽  
Design Skills

The face of engineering education is rapidly changing as more emphasis is placed on a self-directed, problem-based and design-driven approach. The School of Engineering at the University of Guelph has recognized the importance of engineering design education by introducing capstone design courses and encouraging incorporation of design in many senior-level courses. Two recent initiatives include inclusion of a student-led laboratory design project in the Mass Transfer Operations course (ENGG*3470) and a self-directed, problem-based approach to teaching a new graduate course in Pollution Prevention Engineering (ENGG*6790). Both courses placed a significant emphasis on “learning by doing” and importance of “self-directed learning”. Both courses also encouraged the development of various design skills such as problem definition, information collection, collaboration, innovation, communication, life-cycle costing, etc. This paper provides insights on these two courses and the approaches used to ensure a collaborative, hands-on and self-directed learning experience for students.

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