A hands-on learning module was implemented at Marquette University in 2012 to teach biomedical engineering students about basic manufacturing processes, lean manufacturing principles, and design for manufacturability. It incorporates active and student-centered learning as part of in-class assembly line simulations. Since then, it has evolved from three class periods to five. The module begins with two classroom presentations on manufacturing operations and electronics design, assembly, and testing. Students then participate in an in-class assembly line simulation exercise where they build and test an actual product per written work instructions. They reflect on this experience, and suggest design and process changes to improve the assembly line process and quality, save time, and reduce cost and waste. At the end of the module students implement their suggested design and process improvements and repeat the exercise to determine the impact of their improvements. They learn of the importance of Design for Manufacturability, well-written work instructions, process design, and designing a product not only for the end user, but also for the assemblers and inspectors. Details of the module, and its implementation and assessment are presented along with student feedback and faculty observations.
{"title":"A Student-Centered Learning Approach to Design for Manufacturability: Meeting the Needs of an Often-Forgotten Customer.","authors":"Jay R Goldberg, David Rank","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>A hands-on learning module was implemented at Marquette University in 2012 to teach biomedical engineering students about basic manufacturing processes, lean manufacturing principles, and design for manufacturability. It incorporates active and student-centered learning as part of in-class assembly line simulations. Since then, it has evolved from three class periods to five. The module begins with two classroom presentations on manufacturing operations and electronics design, assembly, and testing. Students then participate in an in-class assembly line simulation exercise where they build and test an actual product per written work instructions. They reflect on this experience, and suggest design and process changes to improve the assembly line process and quality, save time, and reduce cost and waste. At the end of the module students implement their suggested design and process improvements and repeat the exercise to determine the impact of their improvements. They learn of the importance of Design for Manufacturability, well-written work instructions, process design, and designing a product not only for the end user, but also for the assemblers and inspectors. Details of the module, and its implementation and assessment are presented along with student feedback and faculty observations.</p>","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"34 2B","pages":"599-608"},"PeriodicalIF":1.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6364985/pdf/nihms-1006398.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36948442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineers and industrial designers have different approaches to problem solving. Both place heavy emphasis on identification of customer needs, manufacturing methods, and prototyping. Industrial designers focus on aesthetics, ergonomics, ease of use, manufacturing methods, and the user's experience. They tend to be more visual and more concerned with the interaction between users and products. Engineers focus on functionality, performance requirements, analytical modeling, and design verification and validation. They tend to be more analytical and more concerned with the design of internal components and product performance. Engineers and industrial designers often work together on project teams in industry. Collaboration between the two groups on senior capstone design projects can teach each to respect and value the unique contributions each brings to the project team, result in improved design solutions, and help prepare students for future collaboration in industry. Student feedback and lessons learned by faculty and students from a ten-year collaboration between engineering and industrial design students from Marquette University and the Milwaukee Institute of Art and Design, respectively, are presented. Students learned to communicate with people in other disciplines, appreciate the complementary skills of each discipline, and value different approaches to problem solving.
{"title":"Lessons Learned from a 10-Year Collaboration Between Biomedical Engineering and Industrial Design Students in Capstone Design Projects.","authors":"Jay R Goldberg, Pascal Malassigné","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Engineers and industrial designers have different approaches to problem solving. Both place heavy emphasis on identification of customer needs, manufacturing methods, and prototyping. Industrial designers focus on aesthetics, ergonomics, ease of use, manufacturing methods, and the user's experience. They tend to be more visual and more concerned with the interaction between users and products. Engineers focus on functionality, performance requirements, analytical modeling, and design verification and validation. They tend to be more analytical and more concerned with the design of internal components and product performance. Engineers and industrial designers often work together on project teams in industry. Collaboration between the two groups on senior capstone design projects can teach each to respect and value the unique contributions each brings to the project team, result in improved design solutions, and help prepare students for future collaboration in industry. Student feedback and lessons learned by faculty and students from a ten-year collaboration between engineering and industrial design students from Marquette University and the Milwaukee Institute of Art and Design, respectively, are presented. Students learned to communicate with people in other disciplines, appreciate the complementary skills of each discipline, and value different approaches to problem solving.</p>","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"33 5","pages":"1513-1520"},"PeriodicalIF":1.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6051719/pdf/nihms926986.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"36332061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Problem-Based Learning pedagogies that require high levels of inquiry and hands-on engagement can enhance studentlearning in engineering. Such pedagogies lie at the core of studio-based design education, having been used to teacharchitects since the Renaissance. Today, design assignments and studio-based learning formats are finding their way intoengineering programs, often as part of larger movements to implement Student-Centered, Problem-Based Learning (PBL)pedagogies. This spectrum of pedagogies is mutually supportive, as illustrated in the University of Michigan’sSmartSurfaces course where students majoring in engineering, art and design, and architecture collaborate on wickedlycomplex and ill-defined design problems. In SmartSurfaces and other similar PBL environments, students encountercomplex, trans-disciplinary, open-ended design prompts that have timely social relevance.Analyzing data generated in studio-based PBL courses like SmartSurfaces can help educators evaluate and trackstudents’ intellectual growth. This paper presents a rubric for measuring students’ development of increasingly refinedepistemological understanding (regarding knowledge and how it is created, accessed, and used). The paper illustratesuse ofthe tool in evaluating blogs created by students in SmartSurfaces, which in turn provides evidence to help validate therubric and suggest avenues for future refinement. The overall result of the exploratory study reported here is to provideevidence of positive change among students who learn in PBL environments and to provide educators with a preliminarytool for assessing design-related epistemological development. Findings of this study indicate design-based education canhave powerful effects and collaborating across disciplines can help engineering students advance in valuable ways.
{"title":"Using Architecture Design Studio Pedagogies to Enhance Engineering Education","authors":"S. Chance, John Marshall, Gavin Duffy","doi":"10.21427/D7V62S","DOIUrl":"https://doi.org/10.21427/D7V62S","url":null,"abstract":"Problem-Based Learning pedagogies that require high levels of inquiry and hands-on engagement can enhance studentlearning in engineering. Such pedagogies lie at the core of studio-based design education, having been used to teacharchitects since the Renaissance. Today, design assignments and studio-based learning formats are finding their way intoengineering programs, often as part of larger movements to implement Student-Centered, Problem-Based Learning (PBL)pedagogies. This spectrum of pedagogies is mutually supportive, as illustrated in the University of Michigan’sSmartSurfaces course where students majoring in engineering, art and design, and architecture collaborate on wickedlycomplex and ill-defined design problems. In SmartSurfaces and other similar PBL environments, students encountercomplex, trans-disciplinary, open-ended design prompts that have timely social relevance.Analyzing data generated in studio-based PBL courses like SmartSurfaces can help educators evaluate and trackstudents’ intellectual growth. This paper presents a rubric for measuring students’ development of increasingly refinedepistemological understanding (regarding knowledge and how it is created, accessed, and used). The paper illustratesuse ofthe tool in evaluating blogs created by students in SmartSurfaces, which in turn provides evidence to help validate therubric and suggest avenues for future refinement. The overall result of the exploratory study reported here is to provideevidence of positive change among students who learn in PBL environments and to provide educators with a preliminarytool for assessing design-related epistemological development. Findings of this study indicate design-based education canhave powerful effects and collaborating across disciplines can help engineering students advance in valuable ways.","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"32 1","pages":"364-383"},"PeriodicalIF":1.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67750067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Matthew G. Green, Dan Jensen, C. Seepersad, K. Wood
A new design method for frontier contexts is given a classroom assessment. The method adds the formal consideration of the design context to traditional customer needs assessment. Testing under both controlled and classroom conditions shows the new method is extremely effective, easy to use and well received by students. Implementation at three US schools has shown positive results signifying broad applicability in education as well as field practice. Here we present the essence of the method, results of testing and examples.
{"title":"Design for frontier contexts: classroom assessment of a new design methodology with humanitarian applications","authors":"Matthew G. Green, Dan Jensen, C. Seepersad, K. Wood","doi":"10.18260/1-2--571","DOIUrl":"https://doi.org/10.18260/1-2--571","url":null,"abstract":"A new design method for frontier contexts is given a classroom assessment. The method adds the formal consideration of the design context to traditional customer needs assessment. Testing under both controlled and classroom conditions shows the new method is extremely effective, easy to use and well received by students. Implementation at three US schools has shown positive results signifying broad applicability in education as well as field practice. Here we present the essence of the method, results of testing and examples.","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"25 1","pages":"1029-1045"},"PeriodicalIF":1.0,"publicationDate":"2009-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67709161","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2007-01-01DOI: 10.1007/1-4020-5261-8_68
Sookram Sobhan, N. Yakubov, V. Kapila, Magued Iskander, Noel Kriftcher
{"title":"Modern sensing and computerized data acquisition technology in high school physics labs","authors":"Sookram Sobhan, N. Yakubov, V. Kapila, Magued Iskander, Noel Kriftcher","doi":"10.1007/1-4020-5261-8_68","DOIUrl":"https://doi.org/10.1007/1-4020-5261-8_68","url":null,"abstract":"","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"5 1","pages":"441-448"},"PeriodicalIF":1.0,"publicationDate":"2007-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1007/1-4020-5261-8_68","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51435959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Student Centered Approach to Improving Course Quality Using Quality Function Deployment","authors":"M. Ogot, G. Okudan","doi":"10.18260/1-2--14661","DOIUrl":"https://doi.org/10.18260/1-2--14661","url":null,"abstract":"","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"23 1","pages":"916-928"},"PeriodicalIF":1.0,"publicationDate":"2005-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67707677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 1998, the Agricultural Engineering programme at Iowa State University turned to the pedagogical innovation termed `learning communities' in an effort to enhance student retention and to bring coherence and meaning to our first-year student curriculum. Not only has the learning community helped us to increase our first-year, first time student retention in the major of Agricultural Engineering (AE), it has helped us to address many of our AE programme objectives including students' abilities to function on multidisciplinary teams, communicate effectively and have knowledge of important contemporary issues. Results of the AE learning community assessment efforts suggest that students are overwhelmingly satisfied with the programme.
1998年，爱荷华州立大学(Iowa State University)的农业工程项目转向了一种名为“学习社区”的教学创新，以提高学生的保留率，并为我们一年级的学生课程带来连贯性和意义。学习社区不仅帮助我们提高了农业工程(AE)专业第一年的第一次学生保留率，还帮助我们实现了许多AE项目的目标，包括学生在多学科团队中发挥作用的能力，有效沟通的能力以及对重要当代问题的了解。AE学习社区的评估结果显示，学生对课程非常满意。
{"title":"Longitudinal Study of Learning Communities in Agricultural and Biosystems Engineering","authors":"Patricia C. Harms, S. Mickelson, T. Brumm","doi":"10.18260/1-2--10395","DOIUrl":"https://doi.org/10.18260/1-2--10395","url":null,"abstract":"In 1998, the Agricultural Engineering programme at Iowa State University turned to the pedagogical innovation termed `learning communities' in an effort to enhance student retention and to bring coherence and meaning to our first-year student curriculum. Not only has the learning community helped us to increase our first-year, first time student retention in the major of Agricultural Engineering (AE), it has helped us to address many of our AE programme objectives including students' abilities to function on multidisciplinary teams, communicate effectively and have knowledge of important contemporary issues. Results of the AE learning community assessment efforts suggest that students are overwhelmingly satisfied with the programme.","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"23 1","pages":"672-682"},"PeriodicalIF":1.0,"publicationDate":"2002-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67707238","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The first nanotechnology undergraduate degree in Australia was established at Flinders University two years ago. In this paper we present our experience of developing and delivering this degree in a climate where 'traditional' physical sciences are under considerable strain. We will discuss the motivation for this initiative, structure of the established course, and educational issues relating to its development.
{"title":"Teaching undergraduates nanotechnology","authors":"J. Shapter, M. Ford, L. M. Maddox, E. Waclawik","doi":"10.1557/PROC-827-BB1.5","DOIUrl":"https://doi.org/10.1557/PROC-827-BB1.5","url":null,"abstract":"The first nanotechnology undergraduate degree in Australia was established at Flinders University two years ago. In this paper we present our experience of developing and delivering this degree in a climate where 'traditional' physical sciences are under considerable strain. We will discuss the motivation for this initiative, structure of the established course, and educational issues relating to its development.","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"18 1","pages":"512-518"},"PeriodicalIF":1.0,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1557/PROC-827-BB1.5","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67116015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1998-01-01DOI: 10.1007/978-94-011-5110-8_48
P. Jones
{"title":"EDEC — A Computer-Based Teaching System for Electronic Design Education","authors":"P. Jones","doi":"10.1007/978-94-011-5110-8_48","DOIUrl":"https://doi.org/10.1007/978-94-011-5110-8_48","url":null,"abstract":"","PeriodicalId":54960,"journal":{"name":"International Journal of Engineering Education","volume":"13 1","pages":"205-208"},"PeriodicalIF":1.0,"publicationDate":"1998-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"51710832","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"工程技术","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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