EXPERIENCE OF PARTNERING WITH INDUSTRY TO ENRICH ENGINEERING DESIGN EDUCATION

2011 ◽  
Author(s):  
Heather Herring ◽  
Peihua Gu
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Capstone Course ◽  
Engineering Design Education ◽  
Industrial Projects ◽  
Design Expertise ◽  
Design Projects ◽  
Industrial Participation

Involving industry in engineering design education would enhance quality of education and student experience as most design expertise resides in industry that can be accessed through guest lectures and interactions with students; and real, meaningful engineering design projects are needed for our students. Good industrial projects with enthusiastic industrial participation in the design capstone course would provide very valuable opportunity for students to gain meaningful experience and would prepare students better to be design ready engineers upon graduation. However, there are a number of challenges in association with industry participation. This paper reports our experiences in dealing with industry-based design projects as well as associated challenges. It is our experience and belief that these challenges can be successfully addressed if both university and industry treat the partnership from a long term perspective and provide reasonable resources to the partnership.

scholarly journals Development of an AI Userbot for Engineering Design Education Using an Intent and Flow Combined Framework

2020 ◽  
Vol 10 (22) ◽  
pp. 7970
Author(s):  
Yu-Hung Chien ◽  
Chun-Kai Yao
Keyword(s):  
Engineering Design ◽  
System Architecture ◽  
Design Education ◽  
Early Stage ◽  
Design Practice ◽  
Structured Interviews ◽  
Engineering Design Education ◽  
Design Activities ◽  
Design Projects ◽  
Virtual Product

As the inclusion of users in the design process receives greater attention, designers need to not only understand users, but also further cooperate with them. Therefore, engineering design education should also follow this trend, in order to enhance students’ ability to communicate and cooperate with users in the design practice. However, it is difficult to find users on teaching sites to cooperate with students because of time and budgetary constraints. With the development of artificial intelligence (AI) technology in recent years, chatbots may be the solution to finding specific users to participate in teaching. This study used Dialogflow and Google Assistant to build a system architecture, and applied methods of persona and semi-structured interviews to develop AI virtual product users. The system has a compound dialog mode (combining intent- and flow-based dialog modes), with which multiple chatbots can cooperate with students in the form of oral dialog. After four college students interacted with AI userbots, it was proven that this system can effectively participate in student design activities in the early stage of design. In the future, more AI userbots could be developed based on this system, according to different engineering design projects for engineering design teaching.

Engineering Design Education and Practice as Collaborative Knowledge Building

2011 ◽  
Author(s):  
Ralph O. Buchal ◽  
Hongmei Lu
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Design Education ◽  
Knowledge Building ◽  
Collaborative Process ◽  
Computer Tools ◽  
Engineering Design Education ◽  
Collaborative Knowledge Building ◽  
Design Projects ◽  
Collaborative Knowledge

Engineering design is the process of devising a technical system to satisfy a defined need. The design process can be modeled as a transformation of knowledge. Collaborative engineering design can be described as a collaborative knowledge building (CKB) process. CKB is a goal-driven collaborative process of generating and refining ideas and concepts of value to the community. Properly applied and supported, CKB has the potential to improve both learning and design outcomes resulting from collaborative design projects. The paper proposes an integrated model of the CKB process, and discusses requirements for supporting computer tools. Existing computer tools do not provide adequate support for CKB, and better tools are needed based on the specific requirements discussed in this paper.

Using Model-Based Design in Engineering Design Education

2012 ◽  
Author(s):  
Kjell Andersson
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Major Part ◽  
Idea Generation ◽  
Project Based Learning ◽  
Machine Design ◽  
Project Work ◽  
Capstone Course ◽  
Model Based ◽  
Engineering Design Education

Project-based education in combination with problem-based learning has been one of the key factors for the popularity of engineering design education among students at technical universities. The use of industry-connected projects has boosted this popularity still further. To get feedback from professionals in industry is very stimulating and in this way students also get confirmation that their education is related to industrial needs. In the Machine Design capstone course at KTH Department of Machine Design, the curriculum covers the whole process from idea generation to manufacturing and testing a final prototype. A major part of the course consists of project work where students will develop a product prototype in close cooperation with an industrial partner or with a research project at the department. The benefits of using real prototypes cannot be stressed enough. This is a very efficient way to explain to the students why a product must be designed in a certain way, e.g. to make it possible to assemble. This means that a major part of the course is using project-based learning as a teaching strategy. In addition, the use of model-based design is introduced as a methodology that enables the students to evaluate and “experience” many different behaviors of the product using digital models in a virtual environment. In this way many undesirable concepts and flaws can be avoided even before a prototype is manufactured. This paper describes a model-based methodology for product development. It also shows the application of this methodology in project work in a capstone course in engineering design at KTH, and discusses the effects on student motivation and learning.

scholarly journals COMPLEMENTARY USE OF DESIGN METHODOLOGIES IN EDUCATIONAL ENGINEERING DESIGN PROJECTS: A CASE STUDY

2013 ◽  
pp. 105-111
Author(s):  
KARL HAIN ◽  
CHRISTOPH RAPPL ◽  
STEPHAN REITBERGER ◽  
SIEGMUND HUBER
Keyword(s):  
Applied Sciences ◽  
Engineering Design ◽  
Design Education ◽  
Design Methodologies ◽  
Engineering Design Education ◽  
University Of Applied Sciences ◽  
Educational Engineering ◽  
Supply Industry ◽  
Design Projects ◽  
The University

The challenge of a nowadays well-grounded engineering education is preparing industry ready graduates, that is, to provide students with the skills to master the complexity of products in terms of innovation, invention and problem solving combined with soft skills abilities. This addresses particularly the engineering design education, which in general should be mainly based on practical studies represented by engineering design projects. In order to supply industry with work-ready practitioners, the effectiveness and efficacy of design education respectively design projects is a crucial aspect. This article presents some findings of an efficient use of design methodologies and techniques when carrying through design projects in the faculty of Mechanical Engineering and Mechatronics at the University of Applied Sciences, Deggendorf, Germany. Engineering design projects are compulsory for students within their curriculum. The projects aim at fostering and stimulating students creativity by means of a complementary use of design methodologies and techniques. By taking advantage of this approach the systematic generation of ideas in the course of a design project is presented, which eventually led to the development of an innovative product.

Evaluating Methodical Engineering Design Education

1997 ◽  
Author(s):  
Carsten Rückert ◽  
Gritt Ahrens ◽  
Frauke Schroda ◽  
Oliver Gaedeke
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Structure Design ◽  
Additional Stress ◽  
Design Work ◽  
Engineering Design Education ◽  
University Of Berlin ◽  
Design Projects ◽  
Work Structure

Abstract At the Institute for Machine Design of the Technical University of Berlin, design methodology has been taught in industry-related engineering design projects for more than 20 years. In an interdisciplinary research study, different kinds of engineering design projects were evaluated. The aim was to identify factors which influence the acceptance and application of design methods, and thus optimize engineering design education and design methodology. The results suggest that the design work structure prescribed by design methodologies is a natural way to structure design work, at least for students. The separation of the basic machine elements education and the design methodology education seems to result in additional stress for the students.

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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