工程设计导论:通过团队合作和持续改进的理念来教授工程过程

L. Bellamy, B. McNeill, J. Balley, R. Roedel, W. Moor, I. Zwiebel, D. Laananen
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引用次数: 2

摘要

仅给出摘要形式,如下。我们描述了一门工程设计的第一年必修课,在亚利桑那州立大学94年秋季学期开始。本课程的组织思路和理念是基于戴明十四点的工程过程,利用团队合作和持续改进。过程被定义为工程环境中从输入到输出的相互关联的任务的集合。本课程有三个组成部分:过程概念、设计实验室和计算机建模。在概念部分,重点是解决问题的启发式方法,类似于戴明计划-执行-检查-行动过程或波音七步问题解决过程。概念课每周一次,每次两小时,在一个大的多媒体教室里上课,教室中央有一个讲台和供四名学生组成的小组使用的桌子。概念课的容量是120名学生。本课程的设计实验室部分有两个主要部分:(1)人工制品的机械解剖和重组,其中重组过程是由社区志愿者开发、记录和评估的;(2)可重复性能的人工制品设计,其中设计、构建和评估一个对象。在1994年秋季学期,学生剖析了一个电话的重组过程,并构建了一个鼠夹动力模型飞机发射器的工件设计过程。在本课程的计算机建模部分,学生将学习如何从概念上开发模型,然后使用Excel电子表格和TKSolver对这些模型进行评估。在这部分课程中,将生成并评估九种不同的计算机模型,课程在包含大约25台计算机的计算机教室中进行。该课程结合了主动学习和技术强化教育。更多关于课程内容和学生表现评估的细节将在讲座中介绍。
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An introduction to engineering design: teaching the engineering process through teaming and the continuous improvement philosophy
Summary form only given, as follows. We describe a first year required course in engineering design, initiated at ASU in the Fall'94 semester. The organizing thread and philosophy for the course is the process of engineering, utilizing teaming and continuous improvement, based on Deming's fourteen points. Process is defined as a collection of interrelated tasks that take one from input to output in the engineering environment. The course has three components: Process Concepts, Design Laboratory, and Computer Modeling. In the concepts section, the emphasis is on a problem solving heuristic similar to the Deming Plan-Do-Check-Act process or the Boeing Seven Step problem solving process. The concepts section meets once a week for two hours in a large, multimedia classroom with a center podium and tables for teams of four students. The capacity of the concepts class is 120 students. The design laboratory component of the class has two main portions: (1) A Mechanical Dissection and Reassembly of an Artifact, in which the reassembly process is developed, documented, and evaluated using community volunteers for testing, and (2) An Artifact Design for Reproducible Performance in which an object is designed, constructed, and evaluated. In the Fall '94 semester students dissected a telephone for the reassembly process and constructed a mouse trap powered model airplane launcher for the artifact design process. In the computer modeling component of the course, students learn how to develop models conceptually and then evaluate these models with Excel spreadsheets and TKSolver. Nine different computer models are generated and evaluated in this portion of the course, which meets in a computer classroom which contains approximately 25 computers. The class combines active learning and technology enhanced education. More details of the course content and the assessment and evaluation of the student performance will be described in the talk.
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