scholarly journals INNOVATIVE FINAL YEAR DESIGN PROJECT-INTERNATIONAL EXPERIENCE MAKES A WORLD OF DIFFERENCE

2011 ◽  
Author(s):  
Janaka Y. Ruwanpura ◽  
Andrew MacIver ◽  
Thomas Brown
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Civil Engineering ◽  
Successful Outcome ◽  
The Novel ◽  
Innovative Design ◽  
Novel Approach ◽  
University Of Calgary ◽  
The University ◽  
University Industry

The Department of Civil Engineering at the University of Calgary is proud to be a leader in multi-disciplinary design education in Canada by bringing many facets to design education including internationalization. This design education produces many contributions to university, industry and society by developing innovative design solutions. This paper explains the novel approach adopted for the final year civil engineering design course in 2002/3 using the largest urban renewal project currently underway in Europe, which the students the opportunity to develop designs. The concept, structure, challenges, contributions and the successful outcome of the civil engineering design course are also explained in the paper.

scholarly journals A NOVEL DESIGN COMPETITION FOR THIRD-YEAR CIVIL ENGINEERING STUDENTS

2011 ◽  
Author(s):  
Janaka Y. Ruwanpura
Keyword(s):  
Design Education ◽  
Engineering Students ◽  
Civil Engineering ◽  
Construction Material ◽  
Successful Outcome ◽  
Design Concepts ◽  
University Of Calgary ◽  
Design Competition ◽  
The University ◽  
Novel Design

At many Canadian universities, there are few courses for design education in the civil engineering curriculum except in fourth year. This paper explains an innovative approach introduced by the author to promote design education using a design competition at the University of Calgary. Through this design competition, third-year students learn design concepts and apply them using a real project, integrate several civil engineering deliverables in one project without doing them in a separate course, and gain experience that prepares them for their final-year design course. The eight courses included in the competition comprise all civil engineering aspects, including structural, geotechnical, transportation, environmental, construction, material, and project management. This inaugural year’s design competition is based on the new Alberta Children’s Hospital Project. The paper discusses the competition’s purpose, structure, student participation, deliverables, and successful outcome.

scholarly journals Developing students’ aptitudes through University-Industry collaboration

2015 ◽  
Vol 35 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Miguel Aizpun ◽  
Diego Sandino ◽  
Inaki Merideno
Keyword(s):  
Engineering Students ◽  
Technical Knowledge ◽  
Collaborative Approach ◽  
Engineering Knowledge ◽  
Undergraduate Engineering ◽  
Student Community ◽  
Novel Approach ◽  
Industry Collaboration ◽  
The University ◽  
University Industry

<p>In addition to the engineering knowledge base that has been traditionally taught, today’s undergraduate engineering students need to be given the opportunity to practice a set of skills that will be demanded to them by future employers, namely: creativity, teamwork, problem solving, leadership and the ability to generate innovative ideas. In order to achieve this and educate engineers with both in-depth technical knowledge and professional skills, universities must carry out their own innovating and find suitable approaches that serve their students. This article presents a novel approach that involves university-industry collaboration. It is based on creating a student community for a particular company, allowing students to deal with real industry projects and apply what they are learning in the classroom. A sample project for the German sports brand adidas is presented, along with the project results and evaluation by students and teachers. The university-industry collaborative approach is shown to be beneficial for both students and industry.</p>

scholarly journals EXPERIENCES AND PROPOSALS FOR INTERDISCIPLINARY ENGINEERING DESIGN COURSES

2011 ◽  
Author(s):  
Pouyan Jazayeri ◽  
William (Bill) Rosehard ◽  
David Westwick
Keyword(s):  
Engineering Design ◽  
Group Structure ◽  
Structure Design ◽  
Course Structure ◽  
Interdisciplinary Design ◽  
University Of Calgary ◽  
Design Projects ◽  
The University ◽  
Academic Year ◽  
Equal Contribution

This paper presents some of the experiences gained from the interdisciplinary design course offered at the university of Calgary in the 2004-2005 academic year. It also provides a few proposals and recommendations to improve the course (or similar versions) in the future. The components of the course—lecture content, group structure, design projects, and general course structure—are analyzed and some of the challenges—equal contribution from members, scheduling, grading, and more— are described in this paper. The approaches used in overcoming these problems, along with further suggestions, are also detailed.

scholarly journals INCORPORATING A COMMUNITY-BASED RAPID MANUFACTURING FACILITY INTO A FIRST YEAR ENGINEERING DESIGN COURSE

2017 ◽  
Author(s):  
Mark Wlodyka ◽  
Bruno Tomberli
Keyword(s):  
Engineering Design ◽  
First Year ◽  
Design Tools ◽  
Community Based ◽  
Laboratory Equipment ◽  
Manufacturing Facility ◽  
Novel Approach ◽  
Design Students ◽  
Manufacturing Technologies ◽  
The University

University engineering departments are often challenged to maintain state of the art manufacturing facilities due to the rapid technological changes that are occurring in industry. Older or obsolete engineering laboratory equipment, manufacturing machines, and design tools are difficult to replace due to limited department budgets, space, and staff resources.At Capilano University, where a hands-on project-based one semester first year engineering design class is offered, the Engineering department has taken a novel approach to meet the above challenge.The Engineering Design students are required to design, build, and test original prototype electrical circuits, and mechanical structures as part of their design projects. Construction of these student-designed units requires a rapid turnaround manufacturing facility to meet the peak demands of the students, capabilities that smaller universities are often limited in their ability to provide.To meet this specific requirement, a community-based private rapid prototyping design and manufacturing facility, Zen Maker Labs, was approached, and a partnership agreement has been developed. The agreement consisted of cooperation between the university and the Zen Maker Lab to support up to 60 engineering design students. The students were provided with tools, safety training, and support for manufacturing. The facility has provided CAD design stations, several 3D printers, laser cutters, and numerically controlled milling machines to support manufacturing of student designs. Access to the manufacturing facility was initially provided on subscription basis, where students used the library to “sign-out” membership cards, and access the facility on a controlled,  supervised basis. The controlling of student numbers through the  university library provided a method for managing student access to themanufacturing facility over a period of 8-10 weeks. This arrangement for laboratory access has recently been expanded through a revised collaboration arrangement, and has provided engineering design students with handson experience with several manufacturing technologies and CAD engineering modelling and design tools.

scholarly journals FAMILIARIZATION: FOSTERING CREATIVE PROBLEM SOLVING IN ENGINEERING DESIGN EDUCATION

2011 ◽  
Author(s):  
D. J. Caswell ◽  
C. R. Johnston ◽  
E. Baraniecke ◽  
D. Douglas ◽  
M. Eggermont
Keyword(s):  
Problem Solving ◽  
Design Education ◽  
Creative Thinking ◽  
Creative Problem Solving ◽  
Engineering Design Education ◽  
University Of Calgary ◽  
Undergraduate Engineering Education ◽  
Creative Problem ◽  
The University ◽  
Engineering Training

Developing the skills of creative problem solving in undergraduate engineering education is a significant challenge in the typically analytical engineering training program. The problem lies in the fact that the skills of design and creative problem solving are primarily skills of synthesis rather than analysis. Design instructors at the University of Calgary have developed an approach to design that fosters the development of synthesis skills. This paper develops Familiarization as one component of the approach necessary for creative thinking and provides a description of the classroom requirements for developing the concept.

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.

scholarly journals UNIVERSITY-INDUSTRY COLLABORATION IN MULTIDISCIPLINARY DESIGN EDUCATION: THE SANDVIK MINING EQUIPMENT - QUEEN'S MINE-MECHANICAL EXPERIENCE

2011 ◽  
Author(s):  
Patrick F. R. Murphy ◽  
Laeeque K. Daneshmend
Keyword(s):  
Engineering Design ◽  
Educational Outcomes ◽  
Design Education ◽  
Mechanical Engineering ◽  
Mining Equipment ◽  
Design Engineers ◽  
Industry Collaboration ◽  
Design Projects ◽  
Communication And Coordination ◽  
University Industry

Queen’s University at Kingston has been graduating a unique breed of multidisciplinary engineer since 1994: the Mine-Mechanical option students within the Queen’s Mining program are exposed to the fundamentals of both Mechanical Engineering and Mining Engineering. The final year capstone engineering design project in the Mine-Mechanical option focuses on mining equipment design, and since 2000 this multidisciplinary project has been carried out in collaboration with Sandvik Mining and Construction of Burlington, Ontario. The students work on real world design projects formulated by design engineers at Sandvik, under close communication and coordination with academic project advisors. These design projects are differentiated from typical mechanical engineering design projects in that they require a thorough understanding of the mining context in which the equipment is to be deployed and operated. This paper will present the structure and format of this university-industry educational collaboration, review past successes, evaluate the educational outcomes as well as benefits to industry, and ponder some lessons learnt.

scholarly journals A COMPETENCY-BASED, STUDENT-CENTERED ASSESSMENT MODEL FOR ENGINEERING DESIGN

2011 ◽  
Author(s):  
C. R. Johnston ◽  
D. J. Caswell ◽  
D. M. Douglas ◽  
M. J. Eggermont
Keyword(s):  
Engineering Design ◽  
Core Competencies ◽  
Assessment Model ◽  
Self Assessment ◽  
Student Centered ◽  
Student Work ◽  
University Of Calgary ◽  
Assessment Approach ◽  
Competency Based ◽  
The University

The new first-year engineering design and communications course at the University of Calgary has adopted a competency-based, student-centered model for assessing learning. Satisfactory performance in this course requires mastery of core competencies in four categories: ability to function as a member of a team, ability to contribute effectively to product or process design, ability to communicate effectively using the written word, ability to communicate effectively through the medium of drawing. Every assignment in the course is aimed at evaluating one (or more) of the core competencies from these categories. Student work is assessed as Excellent, Good, or Requires Additional Work. Because our focus is on competency, we permit students to redo any of their work to achieve a better assessment. Students must achieve the minimum of a Good on every assignment to have established competency and pass the course. Students can also redo assignments to move from a Good to Excellent assessment. Students compile term work into portfolios. The portfolios illustrate the progression of learning to both instructors and students. Students also use the portfolio to highlight their design and communication abilities to future employers. The new competency-based approach used at the University of Calgary is more effective than traditional assessment models because it requires students to learn from one another and to reflect on their learning. Students receive feedback by following a four-step process: 1) Comparison to posted examples of student work, 2) Discussion with other students, 3) Generation of a written self-assessment, 4) Feedback on self-assessment by instructors. This assessment approach reinforces the skills needed for engineering design.

scholarly journals A “Lattice” Approach to Design Education: Bringing Real and Integrated Design Experience to the Classroom through Engineering Design Days

2019 ◽  
Vol 1 (1) ◽  
pp. 429-438
Author(s):  
Ada Hurst ◽  
Chris Rennick ◽  
Sanjeev Bedi
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
General Structure ◽  
Integrated Design ◽  
Short Review ◽  
Engineering Practice ◽  
Engineering Science ◽  
Engineering Programs ◽  
The University ◽  
Lattice Approach

AbstractWhile design is fundamental to engineering practice, modern training in engineering design has almost exclusively moved to the classroom, providing students little exposure to holistic, real-world design experiences that are well-integrated with the rest of the academic curriculum. In this paper, we perform a short review of how the model of engineering education in Canada has evolved over the last two centuries, identify the current deficiencies in teaching design in engineering curricula, and review how Chairs in Design Engineering at various Canadian engineering schools have tackled this identified need. We then describe in detail how this problem is being addressed at the University of Waterloo through Engineering Design Days. This approach is presented as a design “lattice” around which other curriculum threads (math, natural sciences, engineering science, design etc.) can grow in an integrated way. Different Design Days examples from various engineering programs are described to illustrate the general structure. We conclude by assessing the program's impact and identifying opportunities for future development and assessment of the program's effectiveness.

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