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.

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.

scholarly journals REFLECTIONS ON ENGINEERING DESIGN EDUCATION

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Practical Experience ◽  
Clear Understanding ◽  
Engineering Curriculum ◽  
Management Skills ◽  
Factors Affecting ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Successful Design

Engineering design has received increasing attention in the undergraduate engineering curriculum, and much progress is being made. However, deficiencies are still observed in many skills required to be a successful design engineer, including: design methodology, project management skills, engineering analysis and validation in design, engineering graphics, practical skills, and reflection. Important factors affecting these outcomes include clear understanding of the design process, mentorship and direction from engineering advisors, increased opportunity for practical experience, and clear expectations.

International Trends in Engineering Design Education—A Partial View

1979 ◽  
Vol 101 (4) ◽  
pp. 540-545
Author(s):  
A. Bar-Cohen
Keyword(s):  
System Design ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
International Trends ◽  
Engineering Design Education ◽  
Partial View ◽  
Developed Nations

Approaches to engineering design education in several developing and developed nations are reviewed and found to suggest widespread recognition of the need for early and frequent student exposure to the pragmatic and often controlling aspects of mechanical system design. In this context, it appears that the undergraduate engineering program at most U.S. Universities may not contribute to the ability of engineering students to pursue successful careers in engineering innovation and design.

An Investigation on the Students’ Perception of Dissection Effectiveness in a Redesign Context

2008 ◽  
Author(s):  
Gu¨l E. Okudan ◽  
Susan Mohammed
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
The United States ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Hands On ◽  
Tolerance For Ambiguity ◽  
Task Team ◽  
Team Functioning

Disassemble/Analyze/Assemble (DAA) activities involve the disassembly, analysis, and assembly of an artifact. Such activities are frequently made a part of the undergraduate engineering curricula in the United States (and elsewhere) as they provide useful ‘hands-on’ active learning components that can be easily integrated into various courses. DAA activities are central to product dissection and reverse engineering, terms which have been used interchangeably in the engineering design education literature and course titles. In some cases these activities are coupled with redesign activities, paving the way for a good context and providing a background for a meaningful engineering design. Despite this fact, however, based on our review of the literature it is not clear how do these DAA activities help with the redesign activity, if at all. Accordingly, in this paper we present results of our data collection that aimed at uncovering students’ perception regarding if DAA activities help with redesign (e.g., is it easier to redesign after dissection?). Overall, students had positive perceptions toward dissection, specifically with regards to its impact on redesign. We also report on the relation of student perceptions to design task, team functioning, and tolerance for ambiguity.

Instructor approaches to creativity in engineering design education

2018 ◽  
Vol 233 (2) ◽  
pp. 395-402
Author(s):  
Yasemin Tekmen-Araci ◽  
Llewellyn Mann
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Practical Implementation ◽  
Training Methods ◽  
Action Research Project ◽  
Educational Backgrounds ◽  
Engineering Design Education ◽  
Fostering Creativity

Creativity is essential in the engineering design process. Researchers, academics, educators, and engineering organisations all agree that further improvement is necessary in training methods for fostering creativity in engineering education. Even though studies exist about how creativity should be taught in engineering education, there is still limited research about the challenges of practical implementation. To address this gap, an action research project has been conducted in two undergraduate Mechanical Engineering design subjects at a prominent university in Australia with the aim of enhancing creativity during the problem-solving process. The study shows the many challenges that arose when enhancing creativity in engineering design education, and the issues that surrounded this implementation. Although teaching creativity to engineering students is a challenge, this study illuminates the difficulties of convincing the engineering instructors to embed creativity in the subjects they teach. Overall, the study found that instructors' understandings and beliefs about creativity influence their teaching approach and what they value. These influences were around four main areas: the instructors' focus on the design product being produced, their educational backgrounds and training, the subjective nature of creativity and their beliefs about it, and the performance mindset of the instructors. These findings suggest that enhancing creativity among engineering students is not possible until the engineering educators and practitioners understand and value creativity practice.

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.

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