Steps Towards Geographically Dispersed Collaborative Student Design Projects

2003 ◽  
Author(s):  
Shayne Gooch ◽  
Tony Medland
Keyword(s):  
New Zealand ◽  
Engineering Design ◽  
Undergraduate Students ◽  
Collaborative Design ◽  
Web Pages ◽  
Education Programs ◽  
Geographically Dispersed ◽  
Time Zones ◽  
Collaborative Working ◽  
Design Projects

A need exists to teach undergraduate students the skills required for collaborative working in geographically dispersed teams. A program for running collaborative student engineering design projects between the Universities of Bath (United Kingdom) and Canterbury (New Zealand) was implemented in January 2002. This paper presents the approach to collaborative working on this first project. The paper shows that whilst the Universities run on different education programs, and are in different time zones, a path is found for the integration of a collaborative design project within the curriculum of both design courses. The primary forms of communication were email, project web pages and videoconferences. The results of the study provide a basis for further collaborative exchanges between the Universities.

Best Practices for Engineering Design Project in Undergraduate Student Education With Eco-Friendly Vehicle Design

2012 ◽  
Author(s):  
Hong Wee Lim ◽  
Kim Hoo Goh ◽  
Wen Feng Lu
Keyword(s):  
Engineering Design ◽  
Undergraduate Students ◽  
Best Practice ◽  
Problem Formulation ◽  
Vehicle Design ◽  
Design Project ◽  
Design Specifications ◽  
National University ◽  
Design Projects ◽  
One Year

With the recommendation from ABET, each engineering student should go through a major engineering design experience and understand how to go from design specifications to a final artifact. The Department of Mechanical Engineering at the National University of Singapore (NUS) started automotive design projects including competition vehicles and proof of concept vehicles for its undergraduate students many years ago. These projects aim to provide practical engineering education to the students through vehicle design and fabrication with hands-on experience. The project lifecycle usually does not last longer than one year as it is governed by the competition and the academic cycle. With many years of experience supervising students, the best practice of guiding students learning through this engineering design project within one academic year is developed. Before each project, students will first go through training and apprenticeship. Such project usually starts with problem formulation that studies the requirements of vehicle for the competition and the resources available. The team of students will go from design specifications to a final vehicle prototype with generating alternatives, synthesizing, analyzing, fabrication, testing and evaluating. This method allows sustainability in vehicle design projects. NUS Eco-car project is used as a case study to illustrate the best practice. Our past experience showed that students trained in this project have strong practical and analytical skills and are able to manage and communicate in a team well.

Engineering Design Education and Practice as Collaborative Knowledge Building

2011 ◽  
Author(s):  
Ralph O. Buchal ◽  
Hongmei Lu
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Design Education ◽  
Knowledge Building ◽  
Collaborative Process ◽  
Computer Tools ◽  
Engineering Design Education ◽  
Collaborative Knowledge Building ◽  
Design Projects ◽  
Collaborative Knowledge

Engineering design is the process of devising a technical system to satisfy a defined need. The design process can be modeled as a transformation of knowledge. Collaborative engineering design can be described as a collaborative knowledge building (CKB) process. CKB is a goal-driven collaborative process of generating and refining ideas and concepts of value to the community. Properly applied and supported, CKB has the potential to improve both learning and design outcomes resulting from collaborative design projects. The paper proposes an integrated model of the CKB process, and discusses requirements for supporting computer tools. Existing computer tools do not provide adequate support for CKB, and better tools are needed based on the specific requirements discussed in this paper.

Engineering Design in New Zealand: Introducing Internet Based Design at Canterbury

2001 ◽  
Author(s):  
Shayne Gooch ◽  
Crispin Hales ◽  
John Raine
Keyword(s):  
New Zealand ◽  
Engineering Design ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Entrepreneurial Spirit ◽  
Commercial Viability

Abstract In this paper it is proposed that more emphasis be placed on promoting an entrepreneurial spirit amongst undergraduate students in their final year of study. This is to be achieved through an updated approach to design teaching and by setting projects that have good commercial viability. The aim is to produce graduate engineers with exceptional design and communication skills that they can market competitively around the globe.

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori

2020 ◽  
pp. 1-9
Author(s):  
Darwin Horning ◽  
Beth Baumbrough
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Affordable Housing ◽  
Sense Of Community ◽  
School System ◽  
Social Assistance ◽  
Self Determination ◽  
Education Programs ◽  
Government School ◽  
Kaupapa Māori

Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.

Training the Participatory Renaissance Man: Past Creative Experiences and Collaborative Design

2013 ◽  
Author(s):  
Jonathan Sauder ◽  
Yan Jin
Keyword(s):  
Engineering Design ◽  
Collaborative Design ◽  
Design Education ◽  
Protocol Analysis ◽  
Creative Cognition ◽  
Collaborative Environment ◽  
Engineering Design Education ◽  
Renaissance Man ◽  
Current Engineering ◽  
And Training

Students are frequently trained in a variety of methodologies to promote their creativity in the collaborative environment. Some of the training and methods work well, while others present challenges. A collaborative stimulation approach is taken to extend creative cognition to collaborative creativity, providing new insights into design methodologies and training. An experiment using retrospective protocol analysis, originally conducted to identify the various types of collaborative stimulation, revealed how diversity of past creative experiences correlates with collaborative stimulation. This finding aligns with previous research. Unfortunately, many current engineering design education programs do not adequately provide opportunities for diverse creative experiences. As this study and other research has found, there is a need to create courses in engineering design programs which encourage participation in diverse creative activities.

scholarly journals THE ENGINEERING DESIGN COMPETENCY

2011 ◽  
Author(s):  
Jorge Angeles ◽  
Ron Britton ◽  
Liuchen Chang ◽  
Franҫois Charron ◽  
Peter Gregson ◽  
...  
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Value Added ◽  
Global Competition ◽  
Education Programs ◽  
Environmental Challenges ◽  
Research Results ◽  
The Core ◽  
Product And Process ◽  
Value Added Products

There is increasing global competition for better product and process functionality, higher quality, lower costs, and other considerations including energy and environmental challenges. This trend requires that Canadian industry be more innovative and responsive in order to stay competitive internationally. The Canadian capability in Engineering Design is at the core of our ability to achieve this goal. At both the undergraduate and graduate levels, we must improve the capability and capacity of engineering graduates so that they are capable of leading innovation, and converting research results into value-added products and services. This paper addresses the engineering design competency, identifies needs in engineering design training, and describes directions for the design content in engineering education programs.

Evaluating the Effectiveness of Problem Formulation and Ideation Skills Learned Throughout an Engineering Design Course

2015 ◽  
Author(s):  
Mahmoud Dinar ◽  
Yong-Seok Park ◽  
Jami J. Shah
Keyword(s):  
Engineering Design ◽  
Objective Assessment ◽  
Problem Formulation ◽  
Engineering Product ◽  
Design Problems ◽  
Web Based ◽  
Final Project ◽  
Design Projects ◽  
Design Skills ◽  
Long Course

Conventional syllabi of engineering design courses either do not pay enough attention to conceptual design skills, or they lack an objective assessment of those skills to show students’ progress. During a semester-long course of advanced engineering product design, we assigned three major design projects to twenty five students. For each project we asked them to formulate the problems in the Problem Formulator web-based testbed. In addition, we collected sketches for all three design problems, feasibility analyses for the last two, and a working prototype for the final project. We report the students’ problem formulation and ideation in terms of a set of nine problem formulation characteristics and ASU’s ideation effectiveness metrics respectively. We discuss the limitations that the choice of the design problems caused, and how the progress of a class of students during a semester-long design course resulted in a convergence in sets of metrics that we have defined to characterize problem formulation and ideation. We also review the results of students of a similar course which we reported last year in order to find common trends.

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