scholarly journals Restructuring Teamwork Pedagogy in a First-Year Engineering Design Program: Lessons Learned and Future Plans

2020 ◽  
Author(s):  
David Gatchell ◽  
Bruce Ankenman ◽  
Penny Hirsch ◽  
Adam Goodman ◽  
Koshonna Brown
Keyword(s):  
Engineering Design ◽  
Lessons Learned ◽  
First Year ◽  
Design Program ◽  
Future Plans

Teaching Design Methodologies Across Engineering Disciplines

2010 ◽  
Author(s):  
Cameron J. Turner
Keyword(s):  
Engineering Design ◽  
Engineering Students ◽  
Mechanical Design ◽  
Lessons Learned ◽  
Colorado School ◽  
Design Processes ◽  
Design Methodologies ◽  
Design Program ◽  
Mechanical Products ◽  
Capstone Design

The Colorado School of Mines (CSM) offers a combined capstone design experience for mechanical, civil, electrical and environmental engineering students. In a recent re-invention of our design curriculum, a new emphasis on design methodologies has been implemented. Many of these design methods have origins in the design of electro-mechanical products, and it is certainly in these areas where the most vibrant design communities seem to reside. Yet in a combined setting, analogous design processes appear to exist in a broader engineering design community. This paper describes the capstone design program at CSM, with a focus on the methods that we are teaching and how they translate between disciplines. The lessons learned in such a translation not only illuminate how engineering design may differ in other disciplines, but also may reveal new perspectives on mechanical design processes.

scholarly journals OUTCOMES AND LESSONS FROM DEPLOYING DIGITAL NOTEBOOKS ACROSS A MULTI-SECTION ENGINEERING DESIGN COURSE

2020 ◽  
Author(s):  
John K. Dickinson
Keyword(s):  
Engineering Design ◽  
Content Delivery ◽  
Lessons Learned ◽  
Learning Activities ◽  
Individual Student ◽  
First Year ◽  
Course Content ◽  
Student Teams ◽  
Individual Assessment ◽  
Implementation Approach

The instructor team of large cohort, team- and project-based, first-year engineering design course were faced with a number of common and persistent challenges; effective modelling and scaffolding of the design process; realizing consistent content delivery, marking, and feedback across multiple sections; keeping student teams on track; capturing individual marks related to teamwork; and establishing good design notebook keeping practices. As part of continuing course updates, distributed digital notebooks including worksheets were progressively introduced to support project and team learning activities and individual assessment and feedback. This paper examines the outcomes and lessons learned from the increasingly expanded role these notebooks have taken and their impacts on both instructors and students. In practice, the digital project notebooks have shown themselves to be surprisingly versatile as a platform to 1) deliver course content, 2) enable regular evaluation of individual student participation, contribution, and/or understanding, 3) record and assess team-level progress on the project, and 4) capture and monitor the evolution of team plans and ongoing activities. However, there are some observed costs to the implementation approach taken so far, including potential loss of flexibility, inhibiting teams from taking initiative or learning to manage their own time and effort.

scholarly journals Making Informed Decisions: EXPLORE Engineering Design Program

2017 ◽  
Author(s):  
Holly Algra ◽  
Libby Osgood ◽  
Amanda MacLean ◽  
Clifton Johnston
Keyword(s):  
Engineering Design ◽  
First Year ◽  
Community Partner ◽  
Engineering Design Process ◽  
Engineering Degree ◽  
Design Program ◽  
Essential Components ◽  
Specific Discipline ◽  
Specific Degree ◽  
Major Project

Decisions must be made at the age of 16and 17 that can have long-lasting effects. High schoolstudents are asked to select a specific degree, auniversity, and sometimes even a specific discipline withvery little basis for making the decision. The EXPLOREprogram was piloted at Dalhousie University in theSummer of 2014 and 2015 to help girls in high schoolmake an informed decision about whether or not topursue an engineering degree.10 students signed up each summer to EXPLOREengineering design in a compressed 2-week schedulewhere they participated in 3 short design projects,culminating in a major project for a client from thecommunity. The girls developed documentation,presentation, leadership, and teamwork skills. Theylearned CAD software, practiced 3-D printing, and wereexposed to robotic programming. They built and tested adesign for a community partner and defended the designto a room of people. The students were introduced tovisualization techniques, the engineering design process,log books, and other essential components that theywould only otherwise encounter during their first year inan engineering program. This paper will document theelements of the course that help the girls make aninformed decision about whether or not to pursueengineering from two perspectives: the instructors' andthe student's.

Dealing with COVID-19: lessons learned from the Italian experience

Coronaviruses ◽  
2020 ◽  
Vol 01 ◽  
Author(s):  
Silvana Mirella Aliberti ◽  
Francesco De Caro ◽  
Giovanni Boccia ◽  
Rosario Caruso ◽  
Mario Capunzo
Keyword(s):  
Public Health ◽  
Risk Assessment ◽  
Lessons Learned ◽  
Coherent System ◽  
Effective Response ◽  
Medical Practitioners ◽  
Italian Experience ◽  
Rapid Spread ◽  
Public Health Officials ◽  
Future Plans

: Italy was the first western nation affected by the pandemic and was observed as a pilot case in the management of the new coronavirus epidemic. The outbreak of COVID-19 disease has been very difficult in Italy, on June 25, 2020 there are 239,821 total cases of which 33,592 deaths nationwide. Three lessons emerged from this experience that can serve as a blueprint to improve future plans for the outbreak of viruses. First, early reports on the spread of COVID-19 can help inform public health officials and medical practitioners in effort to combat its progression; second, inadequate risk assessment related to the urgency of the situation and limited reporting to the virus has led the rapid spread of COVID-19; third, an effective response to the virus had to be undertaken with coherent system of actions and simultaneously.

LESSONS LEARNED FROM THE FIRST YEAR OF A GEOPATHS PROJECT: WHAT WORKED, WHAT WILL CHANGE

2018 ◽  
Author(s):  
David A. McConnell ◽  
◽  
Karl W. Wegmann ◽  
Chester Brewer ◽  
Jennifer Wiggen ◽  
...  
Keyword(s):  
Lessons Learned ◽  
First Year

scholarly journals Challenges for Experience Feedback in Engineering Design

2009 ◽  
Author(s):  
Henrik Nerga˚rd ◽  
Tobias Larsson
Keyword(s):  
Decision Making ◽  
Knowledge Sharing ◽  
Engineering Design ◽  
Empirical Finding ◽  
Qualitative Approach ◽  
Lessons Learned ◽  
Current Feedback ◽  
Active Dissemination ◽  
Different Levels

In this paper empirical finding from a study conducted at an aerospace company is compared to theory regarding Experience Feedback (EF), Lessons Learned (LL) and Decision Making (DM). The purpose with the study was to examine how EF within the organization was conducted and what problems and possibilities that was seen. A qualitative approach was taken and interviews and a workshop was conducted. The empirical findings show that EF exist on different levels within the organization but current feedback processes are currently leaning more towards archiving and storing than knowledge sharing and learning. Also passive dissemination approaches are mostly used whereas active dissemination within the correct context is needed The aim with this paper is to discuss issues and empirical findings that should be considered when creating work methods and systems that support learning by EF and LL dissemination.

scholarly journals British Columbia SHIFT: Early Lessons Learned from a Provincial Program for Countering Radicalization to Violent Extremism

Proceedings ◽  
2021 ◽  
Vol 77 (1) ◽  
pp. 8
Author(s):  
Garth Davies ◽  
Madison Reid
Keyword(s):  
British Columbia ◽  
Lessons Learned ◽  
First Year ◽  
Stakeholder Relationships ◽  
Violent Extremism ◽  
Excellent Work ◽  
Services And Supports ◽  
The Right ◽  
Government Initiative ◽  
And Training

Many existing programs for countering violent extremism focus on either end of the radicalization spectrum. On one hand are prevention programs aimed at deterring individuals from starting down the path to violent extremism. On the other hand are disengagement/de-radicalization programs designed for assisting individuals who have been fully radicalized. Conspicuously absent are programs for those who fall in-between, into what might be referred to as the pre-criminal space: individuals who have begun to exhibit signs of radicalization, but for whom radicalization is not yet complete. The British Columbia Shift (BC Shift) initiative was created to assist individuals determined to be in this pre-criminal space; that is, those deemed to be in danger of radicalizing. The goal of BC Shift is to stop individuals from traveling further down the path of radicalization, and, ideally, to turn individuals away from the path. BC Shift operates as a navigational model, connecting at-risk individuals with services and supports in the community. BC Shift is a government initiative supported by the Canada Centre for Community Engagement and Prevention of Violence. It is a civilian organization that partners very closely with, but is separate from, law enforcement. In addition to its primary CRVE mandate, BC Shift has rapidly evolved and expanded into several other responsibilities, including coordination on national CVE standards; liaising with other CVE programs across Canada; maintaining stakeholder relationships; and helping create capacity through dialog and training. Although the program only began accepting referrals in 2019, its operation has already revealed many important lessons for CRVE programs. First, it is critically important to have the right people in the room. There has to be buy-in from the highest levels of partner agencies and stakeholders, particularly early on. Second, programs of this sort should leverage existing resources wherever possible. BC Shift has been lucky enough to coordinate with situation tables, such as the CHART program in Surrey. There are already many organizations doing excellent work in their respective communities; it is very helpful to plug into those resources. Third, even though BC Shift operates as a navigational hub, it has benefitted greatly from having a social worker as part of the team. This skill set is important in helping referred individuals feel comfortable with the process of accessing services and supports. Finally, marketing matters! CRVE programs such as BC Shift have to navigate a complex reality. The very concept of violent extremism is disconcerting to a lot of people in the community; these fears have to be addressed, and difficulties related to differences in perspective and language have to be overcome. BC Shift’s first year-and-a-half of operation has also highlighted several issues that have not yet been satisfactorily resolved. There is, for example, the “low hanging fruit” problem; agencies are typically referring less severe cases. Trying to get agencies to refer more serious cases has proved challenging. We hope that, by outlining these lessons and issues, this presentation proves to be useful to other CRVE initiatives.

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