scholarly journals COMPARATIVE STUDY OF THE STUDENT'S DESIGN PROCESS: IMPLICATIONS FOR THE TEACHING OF LATER PHASES OF THE MECHANICAL ENGINEERING DESIGN PROCESS

2011 ◽  
Author(s):  
Damien Motte ◽  
Per-Erik Andersson ◽  
Robert Bjärnemo
Keyword(s):  
Mechanical Engineer ◽  
Comparative Study ◽  
Engineering Design ◽  
Design Process ◽  
Mechanical Engineering ◽  
Design Work ◽  
Detail Design ◽  
Embodiment Design ◽  
Engineering Design Process ◽  
Tools And Techniques

Most methods that guide the designer through the later phases of the design process are general in nature, and it is up to the designer to organize the design work using the tools and techniques available. This process also relies greatly on experience, which is quite a challenge for students, who are mostly novices in the area. In a comparative study, the evolution of the experience and skills acquired by the students in performing design tasks during the embodiment design and detail design phases has been analyzed. The re-sults indicate the main directions for improvement in teaching the later phases of the mechanical engineer-ing design process.

scholarly journals A DESCRIPTIVE MODEL OF THE DESIGNER'S PROBLEM-SOLVING ACTIVITY DURING THE LATER PHASES OF THE MECHANICAL ENGINEERING DESIGN PROCESS

2011 ◽  
Author(s):  
Damien Motte ◽  
Per-Erik Andersson ◽  
Robert Bjärnemo
Keyword(s):  
Problem Solving ◽  
Design Process ◽  
Mechanical Engineering ◽  
Descriptive Model ◽  
Detail Design ◽  
Embodiment Design ◽  
Engineering Design Process ◽  
Conceptual Design Phase ◽  
Further Development ◽  
Tools And Methods

Many specific and precise methods that support the mechanical engineering designer’s work during the conceptual design phase exist, while only a few general methods address the embodiment design and detail design phases. Our study presents the pattern of the designer’s problem-solving activity during the later phases of the design process. This model is in-tended to serve as a basis for further development of tools and methods directly oriented towards the de-signer at work in these stages of the design process. The descriptive model presented here is developed through observations of six designers at work in con-trolled experiments, and follows a previous study published elsewhere.

Designing a Capstone Design Course to Achieve Student Outcomes

2014 ◽  
Author(s):  
Vincent Wilczynski ◽  
Andrew C. Foley
Keyword(s):  
Program Evaluation ◽  
Engineering Design ◽  
Design Process ◽  
Natural Environment ◽  
Student Outcomes ◽  
Mechanical Engineering ◽  
Engineering Design Process ◽  
Structure Assessment ◽  
Design Projects ◽  
Capstone Design

The assessment of Student Outcomes is an import component for program evaluation and improvement. Though not proposed as the only tool a program should employ to measure the achievement of outcomes, the capstone design course can be a valuable mechanism to measure performance with regards to Student Outcomes. Because of the expansive reach of the engineering design process, capstone design projects present a natural environment to structure assessment activities that directly map to Student Outcomes. This paper presents versions of the Mechanical Engineering capstone design course that have been specifically structured to assess achievement of Student Outcomes commonly included in engineering accreditation criteria. Typically the outcomes are assessed by assignments that guide the engineering design process.

scholarly journals CURRICULUM AS AN ENGINEERING DESIGN PROBLEM

2011 ◽  
Author(s):  
D. W. Ruth ◽  
M. G. Britton
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Design Problem ◽  
Mechanical Engineering ◽  
Engineering Program ◽  
Arts And Humanities ◽  
Engineering Design Process ◽  
The Arts ◽  
Engineering Design Problem ◽  
Rules Of Thumb

If the teaching of engineering is indeed the practice of engineering, then it stands to reason that the development of engineering curricula can be treated as an engineering design problem. In this paper, the authors apply the engineering design process to develop a list of courses, for a Mechanical Engineering Program, that conforms to the constraints of the Canadian system of engineering accreditation. For the purpose of this exercise, the following steps are used to define the engineering design process: identical and delimit the problem, establish the outline of the solution (and alternatives), break the problem into its constituent parts, analyze the parts, synthesize the parts into a final configuration, and document the solution. The limits and constraints on the solution are based on the criteria specified by the Canadian Engineering Accreditation Board (CEAB), the syllabus specified by the Canadian Engineering Qualifications Board (CEQB), some common rules-of-thumb, and previously published work by the authors. By utilizing the engineering design process, schools of engineering and applied science can ensure that their curricula, at least at the level of the course specification, will conform to the CEAB and CEQB requirements. As a final exercise, variations on the curriculum are studied to analyze the possibility of introducing such additional elements as options and minors, expanded studies in the arts and humanities, and development of skills in additional languages.

A Team-Based Undergraduate Module in Embodiment Design

1999 ◽  
Author(s):  
Brian W. Henson
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Design Process ◽  
Mechanical Engineering ◽  
Reliability And Validity ◽  
Embodiment Design ◽  
3D Solid ◽  
The University ◽  
3D Solid Modeling ◽  
Level 2

Abstract This paper describes a new module in embodiment design that updates the teaching of engineering design at Level 2 in the School of Mechanical Engineering at the University of Leeds. The new module is team-based, uses a 3D solid modeling system and emphasizes the process over the product of the design process. The module replaces one in which students worked alone to produce a detailed drawing of a sub-assembly at a drafting board. The development and content of the module, and the congruency of the learning outcomes with the level objectives, are described. Problems associated with the reliability and validity of assessing process-oriented team-based projects are considered.

Engineering design process learning of undergraduate mechanical engineering students: a case study on the UFSM course

2021 ◽  
Author(s):  
Vinicius Marini ◽  
César Gabriel dos Santos ◽  
Cristiano Scheuer ◽  
Alexandre Buenos ◽  
LEONARDO NABAES ROMANO
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
Engineering Design Process ◽  
Process Learning

Embodied Genres, Typified Performances, and the Engineering Design Process

2021 ◽  
pp. 074108832110315
Author(s):  
Scott Weedon ◽  
T. Kenny Fountain
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Writing Studies ◽  
Genre Theory ◽  
Professional Communication ◽  
Design Activity ◽  
Design Work ◽  
Engineering Design Process ◽  
Rhetorical Genre ◽  
Technical And Professional Communication

Using rhetorical genre theory, the authors theorize the engineering design process as a type of embodied genre enacted through typified performances of bodies engaged with discourses, texts, and objects in genre-rich spaces of design activity. The authors illustrate this through an analysis of ethnographic data from an engineering design course to show how a genred repertoire of embodied routines is demonstrated for students and later taken up as part of their design work. A greater appreciation of the interconnection between genre and design as well as the role of typification in producing embodied genres can potentially transform how writing studies conceive of and teach both design processes and genres in technical and professional communication settings.

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