scholarly journals INTEGRATING MAKERSPACES INTO ENGINEERING DESIGN

2019 ◽  
Author(s):  
Mohamed Galaleldin ◽  
Justine Boudreau ◽  
Hanan Anis
Keyword(s):  
Engineering Design ◽  
Laser Cutting ◽  
Engineering Curriculum ◽  
Stem Learning ◽  
Learning Practices ◽  
Course Work ◽  
Design Activities ◽  
Second Year ◽  
The University

Makerspaces are informal sites in which people with similar interests can collaboratively build creative projects by using emerging technologies. In recent years, makerspaces have been created on most campuses and often linked to STEM learning practices. However, integrating makerspaces in engineering curriculum is often not done formally. In this paper, we discuss how the University of Ottawa integrated its makerspace into its cornerstone design curriculum and its design challenges. Cornerstone engineering design includes first- and second-year courses where students learn and apply design knowledge while working in teams. Each team is expected to develop three prototypes during the semester and solve a design problem for a client. Maker components are integrated in the labs, where many makerspace technologies, such as 3D printing and laser cutting, are taught and used in the development of the prototypes. In addition, the makerspace offers a yearly multidisciplinary client-based design challenge that is open to all students. This paper explores the integration of maker ideology and technology in curricular and extracurricular design activities. The paper outlines the connection between making and engineering design, the maker capacity for inclusion and sharing, the role of making activities in developing the identity of future engineers and the integration of course work into the makerspace.

Using Product Archaeology to Integrate Global, Economic, Environmental, and Societal Factors in Introductory Design Education

2011 ◽  
Author(s):  
Erich Devendorf ◽  
Phil Cormier ◽  
Deborah Moore-Russo ◽  
Kemper Lewis
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Mechanical Design ◽  
Engineering Curriculum ◽  
Educational Strategies ◽  
Senior Year ◽  
Societal Factors ◽  
Design Activities ◽  
Upper Level

Design education has traditionally been incorporated into the engineering curriculum in the junior or senior year through upper level mechanical design courses and capstone design projects. However, there is a general trend in engineering education to incorporate design activities at the freshman and sophomore level. The design aspects of these courses provide a unique opportunity to integrate global, economic, environmental, and societal factors with traditional design considerations. Incorporating these early in an engineering curriculum supports a broad engineering education in accordance with ABET required Outcome h. In this paper we introduce global, economic, environmental, and societal factors into a sophomore level engineering design course using strategies adapted from a Product Archaeology paradigm. Specifically, functional modeling is synthesized with a product dissection platform to create a foundation to demonstrate the broader impacts of engineering design decisions. The effectiveness of using Product Archaeology-based educational strategies to facilitate the learning objectives of Outcome h is evaluated using student surveys taken over a two year period.

scholarly journals WRITTEN ASSIGNMENTS, UNDERGRADUATE LEVELS OF CONFIDENCE AND THE ENGINEERING PORTFOLIO

2018 ◽  
Author(s):  
Anne Parker ◽  
Kathryn Marcynuk
Keyword(s):  
Academic Programs ◽  
Engineering Curriculum ◽  
Engineering School ◽  
Course Syllabi ◽  
University Of Manitoba ◽  
Second Year ◽  
The University ◽  
Written Assignments ◽  
Professional Context

Abstract – In this paper, we will summarize some of the results, first, from our course syllabi project that we conducted at the University of Manitoba and, secondly, from our study of second-year students’ levels of confidence in a communication class. In the course syllabi project, we discovered that course outlines in our Engineering school gave little information on the assignments expected of students, so much so that students may have found completing them to be difficult. In the second study, we found that students generally lacked confidence in writing tasks, especially at the beginning of term.  These two studies suggest that we need to find a way to guide students in the writing of the assignments that we expect of them if they are to develop the necessary confidence in their ability to write well within a professional context. One way to do that may be the introduction of a portfolio requirement within the Engineering curriculum, A portfolio will serve as a record of students’ ongoing achievements in written assignments throughout their academic programs and, as they compile their portfolios, they can reflect on that achievement and move forward – more communicatively competent and more confident.  

The University in Transition

2012 ◽  
pp. 93-111
Author(s):  
Laurie Craig Phipps ◽  
Alyssa Wise ◽  
Cheryl Amundsen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Experiences ◽  
Social Connectivity ◽  
Learning Practices ◽  
Educational Paradigm ◽  
The University ◽  
Constructivist Approaches

Discussion of changing notions of faculty expertise and the role of technology within the educational enterprise is nothing new. However, the current demand for change in teaching and learning practices is particularly strong, in part due to the pressures arising from emerging technologies and the shifting nature of faculty expertise. Web 2.0 technologies enable social connectivity, academic interactivity, and content co-creation. Thus, they change the ways of interacting with information and can support collaborative and constructivist approaches in higher education. This both inspires and requires a corresponding expansion in faculty’s role: from imparter of knowledge to orchestrator of learning experiences. Within the general metaphor of orchestration, other specific roles and functions will also be required; for example, scripting, translating, introducing, and co-exploring. As educators attempt to reimagine an educational paradigm in this context, the integration of new technologies must be grounded in how they can support educational experiences and outcomes that are focused on learning.

Tuning into the design wave. The article is devoted to the Kharkiv School of Design

2021 ◽  
Vol 2021 (02) ◽  
pp. 31-41
Author(s):  
O. Boichuk ◽  
Keyword(s):  
Large Scale ◽  
Design System ◽  
Design Culture ◽  
Science And Culture ◽  
Design Activities ◽  
History Of ◽  
Domestic Design ◽  
The University ◽  
Near Future

It provides a panoramic overview of how the school was created and has since developed, including the events and personalities that have had a significant impact on its formation. The article emphasizes the role of Kharkiv Art and Industry Institute (KAII / KSADA) in training specialists for the needs of production, art, science, and culture. The article presents design developments of industrial products and graphic corporate styles ordered by companies and organizations. The importance of international relations for the development of the vocational education system and design practice is emphasized by the examples of partnership projects with the University of Halle-Burg Giebichenstein in Germany and participation in the ICSID “INTERDESIGN‑77” seminar. The materials of the article reveal the huge contribution of the All‑Union Scientific Research Institute of Technical Aesthetics (VNIITE) to the creation of a domestic design system. The fundamental scientific and methodological publications of VNIITE and the program provisions of the concepts of design activities are presented, which outline the development directions of the Kharkiv School of Design. Additionally, the article presents the history of the work of the Kharkiv organization of the Union of Designers of Ukraine and its interactions with KAII / KSADA in holding large-scale cultural and educational events, festivals, exhibitions, and design competitions. In this regard, the content and objectives of the exhibitions-contests “Vodoparad”, “Svitlo”, “Replicants”, “Cult of Design: Digital Life” are analyzed. Their importance for integration into the international design culture is highlighted, as is the development of the directions: “industrial art-design”, “innovative design”, design of “subject-painting installations”. At the end of the article, the level of success of the Kharkiv School of Design is assessed based on a set of criteria. A forecast of the school’s development in the near future is made and the main conditions for its development are indicated.

scholarly journals EVALUATING STUDENT DESIGN ACTIVITY IN ENGINEERING DESIGN PROJECTS

2011 ◽  
Author(s):  
D. S. Petkau ◽  
D. D. Mann
Keyword(s):  
Engineering Design ◽  
Evaluation Process ◽  
Design Activity ◽  
Design Teams ◽  
Short Term ◽  
Design Problems ◽  
Design Activities ◽  
University Of Manitoba ◽  
Design Projects ◽  
The University

Student design projects in engineering courses are usually short term conceptual design problems. Upon completion of the projects it is difficult to assess which design activities had the greatest contribution to the success of the design. In the fall of 2006, students in 2nd, 3rd, and 4th year Design Trilogy courses at the University of Manitoba were asked to keep extensive design journals. Design teams consisted of multiyear students completing various industry projects. Student design activities recorded in the journals were coded. Data were compared between design teams and between students in the different years of study. This paper describes the evaluation process and reports on the preliminary findings.

scholarly journals THE ATTRIBUTE ASSESSMENT PROCESS AT THE UNIVERSITY OF MANITOBA: YEAR TWO

2013 ◽  
Author(s):  
Jillian Seniuk Cicek ◽  
Sandra Ingram ◽  
Nariman Sepehri
Keyword(s):  
Soft Skills ◽  
Assessment Process ◽  
Problem Analysis ◽  
Common Language ◽  
Engineering Curriculum ◽  
Hard Skills ◽  
Written Comments ◽  
University Of Manitoba ◽  
Second Year ◽  
The University

This paper describes the process in the second year of a three year study at the University of Manitoba that looks at how the 12 CEAB graduate attributes are manifested and measured in the engineering curriculum. The four attributes chosen for this year’s study were Problem Analysis, Use of Engineering Tools, Communication Skills, and Ethics and Equity. Nine instructors from each of the Departments of Biosystems, Civil, Electrical and Computer, and Mechanical Engineering were asked to consider the presence of these attributes in one of their engineering courses taught in Fall 2012. The checklist for this study was revised based on the results of the pilot study conducted in 2011-12, and in an effort to begin to define student attribute competency levels and demonstrate outcomes-based assessment. Similar to last year, this study found that the hard skills in engineering were assessed more frequently than the soft skills, and inparticular, there was little assessment evidence of Ethics and Equity. The majority of instructors reported using assignments and reports as evaluation tools, and communicating evaluations to students using numerical marks and written comments. Competency levels were defined in a variety of ways, highlighting the need to establish a common language for assessment. Finally, this paper reports on the challenges observed in the construction and administration of the survey and outlines next steps.

scholarly journals 4-H Engineering Design Challenge Program: Engaging Youth in STEM Learning

2021 ◽  
Author(s):  
Michael Compton ◽  
Rebecca Meyer ◽  
Anne Stevenson ◽  
Somongkol Teng
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Stem Learning ◽  
University Of Minnesota ◽  
Work Skills ◽  
Engineering Design Process ◽  
Design Challenge ◽  
Successful Replication ◽  
The University ◽  
Program Components

The University of Minnesota 4-H Engineering Design Challenge program is an experiential learning opportunity in which youth work with adult volunteers to create Rube Goldberg influenced machines to address real-world issues. The program components are designed to help youth develop STEM work skills using an Engineering Design Process, increase interest in STEM content knowledge, and explore STEM career interests/aspirations. Evaluation indicates a majority of participants learn the engineering design process, principles of mechanical engineering, teamwork, public speaking, and problem solving. Programmatic outcomes and supports provide for the successful replication, adaptation, and implementation in both formal and non-formal learning environments.

scholarly journals Teaching Engineering Accountability through Physical Prototyping

2015 ◽  
Author(s):  
Richard Retzlaff ◽  
David Torvi ◽  
Richard Burton
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Teaching Method ◽  
Faculty Advisor ◽  
Second Year ◽  
The University

Professional Engineers are generally accountable for the construction of a physical artifact. Therefore, an important outcome of an engineering education is to appreciate this accountability within the context of engineering design classes. To this end, the second year mechanical engineering design class at the University of Saskatchewan was modified to emphasize accountability through physical prototyping. Significant changes to the structure and facilities used in the course were required to implement this new teaching method. These included schedule changes, faculty advisor orientation, and the establishment of a five-workstation fabrication/prototyping lab. Anecdotal and survey evidence over the first three years suggests the change was a success.

The Progressive Use of Projects in an Engineering Degree Course

1993 ◽  
Vol 21 (4) ◽  
pp. 373-379 ◽  
Author(s):  
K. S. Hurst ◽  
R. D. James ◽  
M. Raines
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Project Work ◽  
Important Ingredient ◽  
Engineering Applications ◽  
Course Planning ◽  
Engineering Degree ◽  
The University ◽  
Design And Manufacture

The University of Hull established the Department of Engineering Design and Manufacture in the later 1970s in response to an increasing awareness of the need to change the pattern of engineering education. An important aspect of the degree-course planning was the recognition of the importance of project-based activity in the formation of effective engineers. From the outset industrial collaboration was seen as an important ingredient and much of the project work described here reflects this philosophy. Although the main purpose here is to describe the nature and role of this project work, an overview of the four-year Special Honours Degree course, with its emphasis on Engineering Applications is provided.

ANALYSING THE CRITICAL ROLE OF SKETCHES IN THE VISUAL TRANSFORMATION OF ARCHITECTURAL DESIGN

2016 ◽  
Vol 10 (2) ◽  
pp. 219 ◽  
Author(s):  
Farshad Helmi ◽  
Khairul Anwar Bin Mohamed Khaidzir
Keyword(s):  
Architectural Design ◽  
Critical Role ◽  
Video Camera ◽  
Research Instrument ◽  
Whitney Test ◽  
The Third ◽  
Student Cohorts ◽  
Design Activities ◽  
The University

Through sketches, designers can seek and create more desirable and sustainable forms by transforming previous images through various techniques like visual additions, deletion, and modifications. Transformative skills in the form of freehand sketches appear to induce creative, explorative, open-ended environments that are conductive in dealing with the ill-structured nature of design activities. This study compares sketching and design transformative skills (DTS) between 3rd and 5th year architectural students as measured throughout the discernible levels of diagrammatic, preliminary, refinement, and detail designing. Fourteen architecture students from the University Technology Malaysia (UTM) were observed, with seven respondents each from the third and fifth year student cohorts. The objective of the observation was to capture and analyze the students’ sketches as they design a gallery within the stipulated two-hour period. The research instrument included a set including an HD video camera, drawing instruments, and a brief outline of the design tasks. The Mann-Whitney test was used to determine if there were differences in design transformation activities between third and fifth year students throughout the period of observation. The results reveal significant differences in vertical move transformation between third and fifth year students within the preliminary, refinement, and detail phases of designing.

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