An Investigation on the Students’ Perception of Dissection Effectiveness in a Redesign Context

2008 ◽  
Author(s):  
Gu¨l E. Okudan ◽  
Susan Mohammed
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
The United States ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Hands On ◽  
Tolerance For Ambiguity ◽  
Task Team ◽  
Team Functioning

Disassemble/Analyze/Assemble (DAA) activities involve the disassembly, analysis, and assembly of an artifact. Such activities are frequently made a part of the undergraduate engineering curricula in the United States (and elsewhere) as they provide useful ‘hands-on’ active learning components that can be easily integrated into various courses. DAA activities are central to product dissection and reverse engineering, terms which have been used interchangeably in the engineering design education literature and course titles. In some cases these activities are coupled with redesign activities, paving the way for a good context and providing a background for a meaningful engineering design. Despite this fact, however, based on our review of the literature it is not clear how do these DAA activities help with the redesign activity, if at all. Accordingly, in this paper we present results of our data collection that aimed at uncovering students’ perception regarding if DAA activities help with redesign (e.g., is it easier to redesign after dissection?). Overall, students had positive perceptions toward dissection, specifically with regards to its impact on redesign. We also report on the relation of student perceptions to design task, team functioning, and tolerance for ambiguity.

Investigating the Relationship Between Digital Prototyping Tool Use and Student Designers’ Perceptions of Design Processes

2020 ◽  
Author(s):  
Andrew Berlin ◽  
Jacob Nelson ◽  
Jessica Menold
Keyword(s):  
Engineering Design ◽  
Student Perceptions ◽  
Design Education ◽  
Design Processes ◽  
Engineering Design Education ◽  
Hands On ◽  
Maker Culture ◽  
3D Printers ◽  
The Relationship

Abstract With the rise of the “maker” culture, the prevalence of affordable and rapid “maker” tools has increased dramatically, and the mass proliferation of 3D printers has become a staple of engineering design and engineering design education. The increased use of digital prototyping tools, such as Additive Manufacturing (AM) technologies, is fundamentally transforming the way students and educators approach engineering design courses and hands-on projects. This work investigates the effect of AM prototyping efforts on student perceptions of design processes through an in-situ study conducted across two project-based design courses. Results suggest that students’ perceptions of prototype value, time spent prototyping, and the development of designer knowledge is significantly affected due to AM use during prototyping activities.

scholarly journals Engaging Students in Meaningful Learning: Understanding Student Perspectives of Engineering Design Education

1969 ◽  
Author(s):  
Richard Aleong ◽  
David Strong
Keyword(s):  
Qualitative Study ◽  
Engineering Education ◽  
Engineering Design ◽  
Design Education ◽  
Vital Role ◽  
Full Extent ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Master's Thesis ◽  
Research Findings

Learning how to design plays a vital role inengineering education to prepare students to solve openended,complex problems. To serve the continuousimprovement of engineering design education, a qualitative study of undergraduate engineering students’perspectives of engineering design was conducted. This research aims to understand the meaning students place on design in their engineering education and how thismeaning is described. By examining what students thinkabout learning and practicing design, engineeringeducators can be better positioned to enhanceinstructional strategies and curriculum development. The full extent of the research findings and implicationswill be presented in the researcher’s master’s thesis. This spaper serves to highlight the application of qualitativeresearch and the learning sciences in engineering education.

scholarly journals REFLECTIONS ON ENGINEERING DESIGN EDUCATION

2011 ◽  
Author(s):  
Ralph O. Buchal
Keyword(s):  
Engineering Design ◽  
Design Education ◽  
Practical Experience ◽  
Clear Understanding ◽  
Engineering Curriculum ◽  
Management Skills ◽  
Factors Affecting ◽  
Undergraduate Engineering ◽  
Engineering Design Education ◽  
Successful Design

Engineering design has received increasing attention in the undergraduate engineering curriculum, and much progress is being made. However, deficiencies are still observed in many skills required to be a successful design engineer, including: design methodology, project management skills, engineering analysis and validation in design, engineering graphics, practical skills, and reflection. Important factors affecting these outcomes include clear understanding of the design process, mentorship and direction from engineering advisors, increased opportunity for practical experience, and clear expectations.

International Trends in Engineering Design Education—A Partial View

1979 ◽  
Vol 101 (4) ◽  
pp. 540-545
Author(s):  
A. Bar-Cohen
Keyword(s):  
System Design ◽  
Engineering Design ◽  
Design Education ◽  
Engineering Students ◽  
Undergraduate Engineering ◽  
Engineering Program ◽  
International Trends ◽  
Engineering Design Education ◽  
Partial View ◽  
Developed Nations

Approaches to engineering design education in several developing and developed nations are reviewed and found to suggest widespread recognition of the need for early and frequent student exposure to the pragmatic and often controlling aspects of mechanical system design. In this context, it appears that the undergraduate engineering program at most U.S. Universities may not contribute to the ability of engineering students to pursue successful careers in engineering innovation and design.

scholarly journals Aligning Engineering Design Education with Accreditation Requirements

2014 ◽  
Vol 3 (3) ◽  
pp. 110-121
Author(s):  
Sivachandran Chandrasekaran ◽  
Aman Maung Than Oo ◽  
Guy Littlefair ◽  
Alex Stojcevski
Keyword(s):  
Higher Education ◽  
Engineering Design ◽  
Design Education ◽  
The United States ◽  
Engineering Programs ◽  
Graduate Attributes ◽  
Engineering Design Education ◽  
Engineering And Technology ◽  
Professional Body ◽  
Curriculum Education

This paper focuses on aligning engineering design with accreditation requirements in engineering education. To be an accredited curriculum, education programs must incorporate graduate attributes required by program accrediting professional bodies. Graduate attributes are the required benchmarks for students to attain their specific qualities and abilities within a higher education institute. Most higher education institutions identify a list of expected graduate attributes or outcomes that are incorporated in their educational programs to be accredited by an accrediting professional body such as Engineers Australia (EA), Accreditation Board of Engineering and Technology (ABET) in the United States, and the European Accreditation of Engineering Programs (EUR-ACE) in Europe. This paper evaluates the program educational objectives, student outcomes, assessment methods and evaluation of different undergraduate engineering programs. It assesses how engineering design is practiced and incorporated as an important element of the graduate attributes through project oriented design based learning curriculum aligned with professional accreditation requirements.

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