scholarly journals A New Vision for Engineering Design Instruction: On the Innovative Six Course Design Sequence of James Madison University

2020 ◽  
Author(s):  
Olga Pierrakos ◽  
Eric Pappas ◽  
Robert Nagel ◽  
Jacquelyn Nagel
Keyword(s):  
Engineering Design ◽  
Course Design ◽  
James Madison ◽  
New Vision

scholarly journals A New Vision for Mining Education – First Steps

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Anne Johnson ◽  
Ursula Thorley
Keyword(s):  
Transformative Learning ◽  
Engineering Design ◽  
Professional Practice ◽  
Environmental Degradation ◽  
Self Determination ◽  
Civil Infrastructure ◽  
Equitable Distribution ◽  
Green House Gas ◽  
New Vision ◽  
Mining Projects

This paper narrates the experience of a Canadian university in reorienting its mining curriculum towards the goal of producing engineers who are sensitive to context. The authors acknowledge industry’s historical association with environmental degradation and imperialism, but counter that mining is necessary to provide the materials of civil infrastructure, particularly that required to reduce green-house gas emissions. They also point to the potential for mining projects to rejuvenate communities, by providing the revenues that support self-determination, suggesting that more equitable distribution of impacts and benefits may be achieved through engineering design that is better informed and sensitive to community perspectives.To promote such an approach to engineering design, the Robert M. Buchan Department of Mining at Queen’s University has instituted a program of curriculum re-positioning that is informed by theories of situated and transformative learning. This paper traces the first steps in the development and execution of curriculum that supports the development of student awareness of context and culture and a new contextually-sensitive approach to professional practice.

Designing Human Factors Courses with a Human Factors Mind

2005 ◽  
Vol 49 (7) ◽  
pp. 783-787 ◽  
Author(s):  
Dahai Liu ◽  
Angela Baskin ◽  
Frances Greene ◽  
Christina Frederick-Recascino
Keyword(s):  
Human Factors ◽  
Engineering Design ◽  
Course Design ◽  
Teaching Style ◽  
Field Trips ◽  
The Body ◽  
Survey Study ◽  
Human Capabilities ◽  
Hands On

Human Factors is a discipline that studies the body of information about human capabilities and limitations for engineering design. Human Factors combines different Engineering areas and integrates them with human information into the engineering design. This applied and multidisciplinary nature of Human Factors in turn requires that education in Human Factors should also focus on the application of knowledge to design, and encourage hands-on exercise into the learning process. A new course “Design With a Human Factors Mind” was designed to demonstrate this concept. This course abandoned the traditional classroom lecture format, using labs, field trips and guest lectures instead to expose students with various Human Factors subjects. A survey study was conducted to assess the efficiency of this teaching style. Results showed that different teaching techniques have different effects on students' performance. This case study provides some preliminary results for different teaching styles and can help other educators to design effective teaching methods in Human Factors education.

scholarly journals An Innovative Two-Year Engineering Design Capstone Experience at James Madison University

2020 ◽  
Author(s):  
Olga Pierrakos ◽  
Elise Barrella ◽  
Robert Nagel ◽  
Jacquelyn Nagel ◽  
Justin Henriques ◽  
...  
Keyword(s):  
Engineering Design ◽  
James Madison

Integration of a Client-Based Design Project Into the Sophomore Year

2012 ◽  
Author(s):  
Jacquelyn K. S. Nagel ◽  
Robert L. Nagel ◽  
Eric Pappas ◽  
Olga Pierrakos
Keyword(s):  
Engineering Design ◽  
Design Process ◽  
Real World ◽  
Design Theory ◽  
Local Community ◽  
Course Design ◽  
Design Project ◽  
Engineering Design Process ◽  
Course Sequence ◽  
Two Phases

Often engineering design instruction based on real-world, client-based projects is relegated to a final year capstone course. The engineering program at James Madison University (JMU), however, emphasizes these real-world, client-based design experiences, and places them throughout our six-course engineering design sequence. Our six-course design sequence is anchored by the sophomore design course sequence, which serves as the cornerstone to the JMU engineering design sequence. The cornerstone experience in the sophomore year is meant to enable mastery through both directed and non-directed learning and exploration of the design process and design tools. To that end, students work in both small (4–5) and large (9–11) teams to complete a year-long design project. The course project is woven with instruction in engineering design theory and methodology; individual cognitive processes, thinking, and communication skills; decision making; sustainable design; problem solving; software; and project management. Students’ overarching task during the first semester is to follow the first two phases of the engineering design process—Planning and Concept Generation—while in the second semester, students work to reiterate on the first two phases of the engineering design process before prototyping, testing, and refining a design for the client. The project culminates with the students demonstrating their final product to the client, University, and local community. Our goal in this paper is to present our model for integrating real-world, client-based design projects into the sophomore year to facilitate meaningful design experiences across the curriculum. We believe that providing these experiences early and often not only challenges students on multiple dimensions, but also exposes them, and consequently better prepares them, for their eventual role as a practicing engineer. In this paper, we shall describe the sophomore design course sequence, the history and details of the course project, and also key learning outcome gains.

The Integration of Sustainability, Systems, and Engineering Design in the Engineering Curriculum at James Madison University

2011 ◽  
Author(s):  
Robert L. Nagel ◽  
Olga Pierrakos ◽  
Eric C. Pappas ◽  
Adebayo Ogundipe
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Liberal Arts ◽  
Engineering Science ◽  
Engineering Curriculum ◽  
James Madison ◽  
Sustainable Engineering ◽  
Curriculum And Pedagogy ◽  
Design Systems ◽  
Engineering Training

In order for our future engineers to be able to work toward a sustainable future, they must be versed not only in sustainable engineering but also in engineering design. An engineering education must train our future engineers to think flexibly and to be adaptive as it is unlikely that their future will have them working in one domain. They must, instead, be versatilists. The School of Engineering at James Madison University has been developed from the ground up to provide this general engineering training with an emphasis on engineering design, systems thinking, and sustainability. Students take courses in math and science, business and liberal arts, engineering science, sustainability, and design. In this paper, we discuss how sustainability is taught in a multi-context perspective through the School’s curriculum and pedagogy. We do not mean to present the School’s approach as an all or nothing model, but instead as a collection of approaches of which hopefully one or more may be appropriate at another university.

scholarly journals Measuring Innovation and creative content in course content and effectiveness - Case study and Meta Analysis-

2022 ◽  
Vol 18 (1) ◽  
pp. 0-0
Keyword(s):  
Engineering Design ◽  
Curriculum Design ◽  
Design Theory ◽  
Course Design ◽  
Meta Analysis ◽  
Learning Outcome ◽  
Course Content ◽  
Strategic Fit ◽  
Development Methodology ◽  
Vision 2030

The concept-knowledge theory or C-K design theory explains that creativity is the conceptualization of design that is independent of any other design domain. It explains innovation, creation, and discovery within the framework of design processes. Creativity is an integral part of engineering design. The QFD methodology is applied to construct the “engineering design and creativity course” at the faculty of engineering as per the various stakeholders of curriculum design. The suggested methodology satisfies accreditation requirements as a part of continuous improvement of curriculum. The QFD course design methodology integrates the learning outcome with the assessment methodologies, learning processes and knowledge elements well. The course is a strategic fit with the vision 2030 and curriculum. The course development methodology as suggested minimize learning deficiencies. It is measured by course mapping with learning outcome.

Preparing Future Faculty for Teaching Engineering Design

2005 ◽  
Author(s):  
Janis P. Terpenny ◽  
Richard M. Goff
Keyword(s):  
Engineering Design ◽  
Course Design ◽  
Effective Means ◽  
Faculty Members ◽  
State University ◽  
Engineering Design Process ◽  
Engineering And Technology ◽  
K 12 ◽  
Core Course ◽  
Compare And Contrast

This paper reports on a new core course that has been developed for the recently established Department of Engineering Education at Virginia Polytechnic Institute and State University (Virginia Tech). The course is focused on preparing future engineering faculty members to teach engineering design as well as how to function more effectively in industry design environments. Material related to theories of student learning and appropriate pedagogical approaches to teaching an open-ended subject such as engineering design are included. Having successfully completed this course, students are able to describe engineering design process and compare and contrast design across engineering and non-engineering disciplines. Students develop a syllabus for a design course in their own discipline, including assignments and projects. They also learn about effective project management and are able to characterize and demonstrate effective means of teaching/coaching/mentoring of various design projects. As future educators, students are able to describe the ABET (Accreditation Board for Engineering and Technology) requirements for design courses (Capstone, etc.), describe and demonstrate various theories of learning and pedagogy, and are able to navigate the course design and approval process. Descriptions of student mentoring of K-12 design teams in the FIRST LEGO® League competition are also provided.

Reflections on a Clinical Approach to Engineering Design

1991 ◽  
Author(s):  
J. R. Phillips ◽  
M. M. Gilkeson
Keyword(s):  
Engineering Design ◽  
Course Design ◽  
Clinical Approach ◽  
Engineering Program ◽  
Design Program ◽  
Operation And Management

Abstract A report on the operation and management of the 25-year old Engineering Clinic, a university-centered design program which incorporates sponsored industrial R & D into its engineering program. In the three-course design sequence, third and fourth year students practice engineering in team-organized projects under counsel by a professor and his counterpart industrial liaison. Twenty-five to thirty projects are conducted each year.

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