scholarly journals Teaching Design to First-Year Engineering Students

2015 ◽  
Author(s):  
Michael McGuire ◽  
Kin Fun Li ◽  
Fayez Gebali
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
First Year ◽  
Considerable Effort ◽  
Student Teams ◽  
Product Engineering ◽  
Teaching Design ◽  
Integrated Communication ◽  
The University

Design is associated with the invention,planning and building a product. Engineering design, inparticular, takes considerable effort, skills, andintegration of knowledge; hence, it is difficult to teachfreshmen this subject since they have not possessed ordeveloped the proper skill set yet. The Faculty ofEngineering at the University of Victoria has beenteaching engineering design (in two successive courses)to all first-year engineering students. In addition toattending plenary lectures, student teams are working oncompetitive projects in the laboratory, while participatingin highly integrated communication modules. In thiswork, we discuss the curricula of these design courses,model of delivery and share our experience for the pastthree years.

scholarly journals Teaching Design, Synthesis, And Communication To First Year Engineering Students At The University Of Toronto

2020 ◽  
Author(s):  
Will Cluett ◽  
Peter Weiss ◽  
Kim Woodhouse ◽  
David Bagley ◽  
Susan McCahan
Keyword(s):  
Engineering Students ◽  
First Year ◽  
Design Synthesis ◽  
University Of Toronto ◽  
Teaching Design ◽  
The University

AN ENGINEERING DESIGN PROJECT TO PROVIDE MULTI-DISCIPLINARY EXPERIENTIAL LEARNING

2019 ◽  
Author(s):  
Seach Chyr (Ernest) Goh ◽  
Sumi Siddiqua
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Project Teams ◽  
First Year ◽  
Final Exam ◽  
Sustainable Engineering ◽  
Design Project ◽  
University Of British Columbia ◽  
Negative Comments ◽  
The University

First year engineering students at the University of British Columbia Okanagan, take the Fundamentals of Sustainable Engineering Design course as part of the suite of common courses for all engineering students regardless of discipline. The largest assessment components of the course are the final exam (40%) and the design project (40%). For the design project, teams of 4 – 6 students build a scaled-down prototype of a Well Ventilated yet Energy Efficient Room (WeVeyEER) that must be able to maintain its interior temperature at 10°C above ambient and at the same time continuously exchange stale air from within with fresh air from outside. It also has to meet load-bearing, size and power supply constraints. The energy consumption, rate of air exchange and weight are parameters for comparing performance of the prototypes. The majority of teams (55 out of 64) could achieve the requirements. Feedback about the project was mixed, with 57 positive and 56 negative comments.  

scholarly journals Recent Enhancements to the Biosystems Engineering Design Trilogy at the University of Manitoba

2012 ◽  
Author(s):  
Danny D Mann ◽  
Kris J Dick ◽  
Sandra A Ingram
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Course Design ◽  
Professional Communication ◽  
First Year ◽  
Design Problems ◽  
Capstone Course ◽  
University Of Manitoba ◽  
Second Year ◽  
The University

In previous years, several improvements to the teaching of engineering design were made by staff in the Department of Biosystems Engineering at The University of Manitoba. The first innovation occurred when a trilogy of courses spanning the final three years of the program was introduced as a replacement for a single capstone course in the final year of the program. In its original conception, engineering students were to get three opportunities to be involved in design problems originating from industry, with greater expectations with each subsequent experience. A second innovation occurred when technical communication was formally integrated within the trilogy of design courses. This innovation has helped engineering students realize the value of professional communication skills in collaborating with each other and in preparing reports and presentations for an industry client. A third innovation occurred three years ago when the decision was made to allow students to participate in the prototyping of their designs. The so-called “Design Trilogy” now consists of a single course (Design Trilogy I) taken during the second year of the engineering program (which builds upon the first-year design experience with the requirement of a conceptual solution in response to a design problem provided by industry) and two courses taken during the final year of the program. Students are required to have a design completed on paper by the completion of Design Trilogy II and fabrication of the prototype occurs during Design Trilogy III. The student experience in the Design Trilogy, with particular emphasis on curriculum innovations in Design Trilogy III, will be discussed.

scholarly journals FROM STEM TO STEAM IN ENGINEERING DESIGN

2019 ◽  
Author(s):  
Chantal Rodier ◽  
Mohamed Galaleldin ◽  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Early Years ◽  
First Year ◽  
Arts And Humanities ◽  
Curricular Design ◽  
The Arts ◽  
Design Activities ◽  
The University ◽  
The Impact

Creativity, communication skills, interdisciplinary sensitivity, and cultural and civic responsibility are vital skills and perspectives to inculcate in contemporary engineering students. A number of studies have demonstrated the benefits of exposing engineering students to arts, as studying arts and humanities can open up their minds to creative ideas from great minds outside of science and engineering. In most cases, engineering students are exposed to the arts by taking a few non-technical courses as electives. Many students view these courses as less important and irrelevant to their field of studies. Integrating the arts into the technical engineering curriculum is challenging but critical to engineering design, particularly in early years, and represents a natural opportunity. This paper discusses the approach taken by the Faculty of Engineering at the University of Ottawa of exposing students to the arts through curricular and extra-curricular design activities. These include offering design challenges, a first-year engineering design course and summer internships. This paper also discusses the challenges that arise in delivering such curriculum and the impact of such exposure on the engineering students involved.

scholarly journals FROM STEM TO STEAM IN ENGINEERING DESIGN

2019 ◽  
Author(s):  
Chantal Rodier ◽  
Mohamed Galaleldin ◽  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Early Years ◽  
First Year ◽  
Arts And Humanities ◽  
Curricular Design ◽  
The Arts ◽  
Design Activities ◽  
The University ◽  
The Impact

Creativity, communication skills, interdisciplinary sensitivity, and cultural and civic responsibility are vital skills and perspectives to inculcate in contemporary engineering students. A number of studies have demonstrated the benefits of exposing engineering students to arts, as studying arts and humanities can open up their minds to creative ideas from great minds outside of science and engineering. In most cases, engineering students are exposed to the arts by taking a few non-technical courses as electives. Many students view these courses as less important and irrelevant to their field of studies. Integrating the arts into the technical engineering curriculum is challenging but critical to engineering design, particularly in early years, and represents a natural opportunity. This paper discusses the approach taken by the Faculty of Engineering at the University of Ottawa of exposing students to the arts through curricular and extra-curricular design activities. These include offering design challenges, a first-year engineering design course and summer internships. This paper also discusses the challenges that arise in delivering such curriculum and the impact of such exposure on the engineering students involved.

Engineering for good: A case of community driven engineering innovation

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Chinweike Eseonu ◽  
Martin A Cortes
Keyword(s):  
Engineering Students ◽  
Technology Innovation ◽  
Local Communities ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Design Process ◽  
The World ◽  
The University ◽  
Social Consideration

There is a culture of disengagement from social consideration in engineering disciplines. This means that first year engineering students, who arrive planning to change the world through engineering, lose this passion as they progress through the engineering curriculum. The community driven technology innovation and investment program described in this paper is an attempt to reverse this trend by fusing community engagement with the normal engineering design process. This approach differs from existing project or trip based approaches – outreach – because the focus is on local communities with which the university team forms a long-term partnership through weekly in-person meetings and community driven problem statements – engagement.

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