Social and Ethical Implications of Engineering Design: A Learning Module Developed for ECE Capstone Design Courses

2006 ◽  
Author(s):  
Luis Jimenez ◽  
Efrain O'Neill-Carrillo ◽  
William Frey ◽  
Rafael Rodriguez-Solis ◽  
Agustin Irizarry-Rivera ◽  
...  
Keyword(s):  
Engineering Design ◽  
Ethical Implications ◽  
Learning Module ◽  
Capstone Design Courses ◽  
Capstone Design

scholarly journals BENEFITS AND BARRIERS TO INTERNATIONAL COLLABORATION FOR CAPSTONE DESIGN COURSE

2017 ◽  
Author(s):  
Narges Balouchestani Ali ◽  
Sijia Zhu ◽  
Kamran Behdinan
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
International Collaboration ◽  
Engineering Students ◽  
Problem Based Learning ◽  
Cross Cultural ◽  
Global Environment ◽  
University Of Toronto ◽  
Capstone Design Courses ◽  
Capstone Design

In today’s world, engineering design is being conducted in a global environment. Recent research in engineering education shows that one of the competencies for engineering students is the ability to collaborate and communicate internationally. There is no better place in curricula than the 4th year design capstone to incorporate international experiences for students. University of Toronto has recently started international collaboration in capstone by partnering with universities in China, USA and Singapore. This is problem-based learning that allows students to experience collaboration with international partners. This paper explores the experiences of students in the international capstone design courses. We investigate the challenges, the risks, and the rewards associated with this international and cross cultural collaboration.

scholarly journals USING MASTERY LEARNING TO TEACH THE ENGINEERING DESIGN PROCESS

2011 ◽  
Author(s):  
D. D. Mann ◽  
K. J. Dick ◽  
D. S. Petkau ◽  
M. G. Britton ◽  
S. Ingram
Keyword(s):  
Cost Analysis ◽  
Engineering Design ◽  
Design Process ◽  
Mastery Learning ◽  
Learning To Teach ◽  
Detailed Design ◽  
Engineering Design Process ◽  
New Industry ◽  
Capstone Design Courses ◽  
Capstone Design

Capstone design courses are often used to teach the engineering design process. Typically, students have one opportunity to experience the design process before graduating as qualified engineers. The Design Trilogy is a capstone design “course” consisting of three stand-alone courses completed in consecutive years. In Design Trilogy I, students find a conceptual solution to a problem provided by an industry client. In Design Trilogy II, students are expected to reach the analysis stage while working on a new industry problem. Finally, Design Trilogy III students are expected to produce a detailed design, including a cost analysis and prototype (if possible), for a third industry problem. Thus, students have a better opportunity to master the engineering design process because they have three exposures to the early stages of the process.

scholarly journals CURRENT PRACTICES IN FINAL YEAR ENGINEERING DESIGN COURSES

2011 ◽  
Author(s):  
Colin Vincent ◽  
Peter Wild
Keyword(s):  
Literature Review ◽  
Engineering Design ◽  
State Of The Art ◽  
Computer Engineering ◽  
Capstone Courses ◽  
Comprehensive Literature Review ◽  
Capstone Design Courses ◽  
Insight Into ◽  
Capstone Design ◽  
Current Practices

In order to gain understanding of the current practices in capstone design courses, a comprehensive literature review of Canadian electrical, mechanical, and computer engineering capstone courses was undertaken. To classify this information, primary elements of a capstone design course, such as project scope and project sourcing, were defined. The results of the review are presented and compared with US capstone data. The major themes are identified and the results provide insight into the state of the art of North American capstone education.

Social Failure Modes in Technology and the Ethics of AI

2020 ◽  
pp. 441-461
Author(s):  
Jason Millar
Keyword(s):  
Engineering Design ◽  
Failure Modes ◽  
Design Practice ◽  
Detailed Understanding ◽  
Ethical Implications ◽  
The Social ◽  
Underlying Causes ◽  
Physical Defects ◽  
Definition Of

This chapter argues that, just as technological artefacts can break as a result of mechanical, electrical, or other physical defects not fully accounted for in their design, they can also break as a result of social defects not fully accounted for in their design. These failures resulting from social defects can be called social failures. The chapter then proposes a definition of social failure as well as a taxonomy of social failure modes—the underlying causes that lead to social failures. An explicit and detailed understanding of social failure modes, if properly applied in engineering design practice, could result in a fuller evaluation of the social and ethical implications of technology, either during the upstream design and engineering phases of a product, or after its release. Ideally, studying social failure modes will improve people’s ability to anticipate and reduce the rate or severity of undesirable social failures prior to releasing technology into the wild.

scholarly journals FROM MECHANICAL ENGINEERING CAPSTONE DESIGN TO DESIGN IMPLEMENTATION

2017 ◽  
Author(s):  
Patrick Dumond ◽  
Eric Lanteigne
Keyword(s):  
Experiential Learning ◽  
Engineering Design ◽  
Mechanical Engineering ◽  
Capstone Course ◽  
Capstone Courses ◽  
Engineering Theory ◽  
Teaching Design ◽  
The University ◽  
The Relationship ◽  
Capstone Design

Traditionally, mechanical engineering capstone courses focused on teaching students the application of fundamental engineering theory to complex mechanical designs. Recently, there has been a transition towards experiential learning initiatives, such as prototyping, in engineering design. This paper looks at the relationship between the mechanical engineering design capstone course and a course in product design and development, which provides students with the opportunity to build prototypes of their designs, at the University of Ottawa. The importance of the traditional capstone course is considered and the implications of implementing these designs are examined. Many capstone design projects would require extensive work so that they could be implemented. A large hurdle appears to exist between analytical design and design implementation, and the term time constraints limit the complexity of designs intended for prototyping. In fact, students require many design iterations before they can build full-scale functional prototypes of their design. Therefore, we have observed that simple products work best for teaching design implementation.

scholarly journals REFLECTING ON THE USE OF DESIGN METHODOLOGY IN ENGINEERING DESIGN EDUCATION

2019 ◽  
Author(s):  
S. Li ◽  
G. Gress ◽  
P. Ziadé
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Design Methodology ◽  
Course Delivery ◽  
Engineering Design Education ◽  
Need Support ◽  
Design Activities ◽  
Design Ideas ◽  
Context Free ◽  
Capstone Design

In the teaching of engineering design, it may be common to use design methodology (DM), as documented in several textbooks, in the course delivery.  However, considerable drawbacks could be observed in our case when DM is taken as the major guidance for a capstone design course. We argue that DM tends to prescribe some context-free methods and procedures, which cannot be easily applied by students to their capstone design projects. At the same time, we observe that students need support to characterize a design problem, integrate technical knowledge in design activities and verify design ideas. These aspects require analytical and critical thinking, where DM may not be particularly helpful for students. In the five-year journey of deemphasizing DM in a capstone design course, we have explored and examined various pedagogical approaches such as online modules, design labs and peer evaluations.  Without the teaching of DM, the pedagogical strategy needs to be carefully planned to deliver specific learning in engineering design.  

Survey on Adoption of Capstone Design Courses in Cosmetology Department

2020 ◽  
Vol 21 (3) ◽  
pp. 65-78
Author(s):  
Su-Hee Lee
Keyword(s):  
Evaluation Method ◽  
Academic Affairs ◽  
Academic Departments ◽  
Academic Major ◽  
Government Subsidy ◽  
Ministry Of Education ◽  
Study Results ◽  
Strategic Support ◽  
Capstone Design Courses ◽  
Capstone Design

In non-engineering departments such as cosmetology as well, capstone design has been operated as an educational program and evaluation method, generating some positive educational effects. To examine the adoption of capstone design among domestic cosmetology-related college curriculums, this study investigated the total number of credits granted, distribution of academic departments by school, supporting units within academic departments and schools and receipt of government subsidy from the Ministry of Education, and the results found the followings: In 2018, a total of 3,590 students from 31 departments under school of natural sciences and 22 departments under school of art and physical education completed cosmetology-related capstone design courses. In average, each student was assisted by KRW 90,532. The supporting units were operated in cooperation with office of academic affairs (23 colleges), academia-industry cooperation foundation (21 colleges) and strategic support center for government-funded projects (8 colleges). The course titles differed by college. In fact, new and unique capstone design course titles have been used by academic major. It is anticipated that the study results would be available as basic data needed to enhance educational effects for applying capstone design courses and planning government-funded projects, search new items and improve their utilization.

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