scholarly journals CURRICULUM RENEWAL FOR BETTER DESIGN-RELATED STUDENT OUTCOMES IN SECOND-YEAR CHEMICAL AND BIOLOGICAL ENGINEERING

2021 ◽  
Author(s):  
Gabriel Potvin ◽  
Jonathan Verrett
Keyword(s):  
Cell Biology ◽  
Integrated Design ◽  
Biological Engineering ◽  
Process Technology ◽  
Support Design ◽  
Bioprocess Design ◽  
Design Projects ◽  
Second Year ◽  
Curriculum Renewal ◽  
Undergraduate Programs

The Department of Chemical and Biological Engineering at UBC is currently undergoing a majorcurriculum renewal with the aim of modernizing the two undergraduate programs it offers to better prepare students for increasingly diverse industries. Part of this initiative aims to introduce design earlier and integrate it throughout the programs. At the core of the new 2nd year curriculum are two new cornerstone courses: CHBE 220 and 221 – Fundamentals of Chemical and Biological Engineering I/II. CHBE 220 is taken in term 1 and replaces a previous classicallystructuredphysical chemistry course and an introductory seminar on process technology. It focuses on basicchemical process design and analysis, drawing from thermodynamics and kinetics as needed to support design topics. CHBE 221, offered in term 2, replaces a previous introductory cell biology course, and focuses on industrial microbiology and bioprocess design, drawing from cell and molecular biology and physical chemistry as needed to support design tasks. Both courses include substantial term-spanning design projects. This paper outlines the content and structure of bothcourses and their place in the updated curriculum. It describes the integrated design projects and other course deliverables. Recommendations for future iterations of the courses are also presented.

scholarly journals CURRICULUM RENEWAL FOR BETTER DESIGN-RELATED STUDENT OUTCOMES IN SECOND-YEAR CHEMICAL AND BIOLOGICAL ENGINEERING

2020 ◽  
Author(s):  
Gabriel Potvin ◽  
Jonathan Verrett
Keyword(s):  
Physical Chemistry ◽  
Cell Biology ◽  
Integrated Design ◽  
Biological Engineering ◽  
Chemical Process Design ◽  
Process Technology ◽  
Support Design ◽  
Bioprocess Design ◽  
Design Projects ◽  
Curriculum Renewal

The Department of Chemical and Biological Engineering at UBC is currently undergoing a major curriculum renewal with the aim of modernizing the two undergraduate programs it offers to better prepare students for increasingly diverse industries. Part of this initiative aims to introduce design earlier and integrate it throughout the programs.          At the core of the new 2nd year curriculum are two new courses: CHBE 220 and 221 – Fundamentals of Chemical and Biological Engineering I/II. CHBE 220 is taken in term 1 and replaces a previous classically-structured physical chemistry course and an introductory seminar on process technology. It focuses on basic chemical process design and analysis, drawing from thermodynamics and kinetics as needed to support design topics. CHBE 221, offered in term 2, replaces the previous introductory cell biology course, and focuses on industrial microbiology and bioprocess design, drawing from cell and molecular biology and physical chemistry as needed to support design tasks. Both courses include substantial term-spanning design projects.       This paper outlines the content and structure of both courses and their place in the updated curriculum. It describes the integrated design projects and other course deliverables. Recommendations for future iterations of the courses are also presented.

Building Information Modeling (BIM) in Higher Education Based on Pedagogical Concepts and Standardised Methods

2017 ◽  
Vol 6 (1) ◽  
pp. 35-50 ◽  
Author(s):  
Eilif Hjelseth
Keyword(s):  
Higher Education ◽  
Integrated Design ◽  
Relevant Information ◽  
Information Modeling ◽  
Support Design ◽  
Software Training ◽  
Pedagogical Content ◽  
Building Information Model ◽  
Building Information ◽  
Pedagogical Frameworks

The implementation of BIM in higher education (HE) curricula for architecture and engineering is limited and does not meet the demand for competency in the industry. BIM education is mostly initiated by enthusiasts offering software training in isolated courses. The transfer of educational experiences is limited and partial. This conceptual paper explores the use of pedagogical frameworks to enable the systematic implementation of BIM in higher education. The following pedagogical frameworks are explored: (a) Integrated Design and Delivery Solutions (IDDS), (b) Technological Pedagogical Content Knowledge (TPACK), and (c) Trinity of BIM as building information model/ -modelling/ -management (BIM3P). BIM-related methods are connected to the pedagogical framework to illustrate applicable implementation. This enable BIM to be integrated into most architecture and engineering subjects without separate training in software. Focus is given to understanding relevant information to support design and fact-based decisions. The approach is learning BIM for learning architecture and engineering.

Teamwork in Integrated Design Projects: Understanding the Effects of Trust, Conflict, and Collaboration on Performance

2011 ◽  
Vol 42 (6) ◽  
pp. 78-91 ◽  
Author(s):  
François Chiocchio ◽  
Daniel Forgues ◽  
David Paradis ◽  
Ivanka Iordanova
Keyword(s):  
Integrated Design ◽  
Design Projects

scholarly journals #eindakoa# (lo que hemos hecho) Un MÉTODO pedagógico del MÉTODO de Proyectos de Diseño de Interior

2019 ◽  
pp. 33
Author(s):  
Eneko Besa
Keyword(s):  
Interior Design ◽  
Palabras Clave ◽  
Pedagogical Orientation ◽  
The Subject ◽  
Design Projects ◽  
Second Year

Resumen: El presente artículo se basa en una memoria de la asignatura de Proyectos de Diseño de Interiores, 2º curso, en IDarte. Cada ejercicio del curso queda resumido a través de una imagen. Dicha imagen se acompaña de una pequeña memoria que incluye el planteamiento, el soporte conceptual, los referentes históricos y filosóficos, así como la orientación pedagógica y la estrategia del ejercicio dentro del curso global. La originalidad de método pedagógico propuesto se fundamenta en ofrecer la máxima libertad al alumno/a en cuanto al planteamiento creativo personal se refiere, pero siempre dentro de un marco y unos límites definidos para cada ejercicio. Dicho marco se diseña de tal forma que, ya con él, se proporciona toda una paleta metodológica a través de la cual el/la alumno/a asimila el contenido de una asignatura tan difícil de definir y concretar como es Proyectos. De ahí el valor del marco que se ofrece, pues éste ya en sí mismo constituye lo que podríamos definir ‘el diseño del diseño’ de interiores. La conclusión es el tapiz en el que todos los ejercicios se entretejen para ofrecer una paleta multi-metodológica. Dichos ejercicios no sólo vienen justificados por la diferencia mutua mediante la que se comparan, sino por la originalidad metodológica sustancial por la que cada ejercicio se caracteriza y forma una ‘trama’ junto con el resto, construyendo el planteamiento total del curso.                                                                                              Palabras clave: pedagogía, asignatura, metodología, proyectos, diseño, interiores.  Abstract: This paper is based on a report of the subject of Interior Design Projects Development in the second-year course at IDarte. Each exercise of the course is summarized by an image. The image is accompanied by a brief report including the approach, the conceptual support, the historical and philosophical references, as well as the pedagogical orientation and the strategy of the exercise within the whole course. The originality of this pedagogical method is based on offering the maximum freedom to the student in terms of personal creativity, while always working within a framework and within defined limits for each exercise. This framework is designed in such a way that, in itself, it offers a complete methodological palette through which students assimilate the content of a subject such as Interior Design Projects that is so difficult to define and specify. Hence the value of the framework of this paper, since it already constitutes what could be defined as ‘the design of the design’. The conclusion represents a tapestry which interweaves all the exercises and offers a multi-methodological palette. The exercises are justified not only by the mutual difference by which they are compared, but mainly by the substantial methodological originality which characterizes each exercise so that it forms a ‘network’ along with the rest. Thus, the framework of the course is built. Keywords:  pedagogy, subject, interior, design, projects, methodology. DOI: http://dx.doi.org/10.7203/eari.10.13763  

Kuaba approach: Integrating formal semantics and design rationale representation to support design reuse

2008 ◽  
Vol 22 (4) ◽  
pp. 399-419 ◽  
Author(s):  
Adriana Pereira de Medeiros ◽  
Daniel Schwabe
Keyword(s):  
Software Design ◽  
Design Method ◽  
Formal Semantics ◽  
Integrated Design ◽  
Modeling Language ◽  
Design Reuse ◽  
Design Rationale ◽  
Design Environment ◽  
Support Design ◽  
Abstraction Level

AbstractThis article presents Kuaba, a new design rationale representation approach that enables employing design rationale to support reuse of model-based designs, particularly, software design. It is shown that this can be achieved through the adoption of an appropriate vocabulary that allows design rationale representations to be computationally processed. The architecture and implementation of an integrated design environment to support recording design rationale using Kuaba is also shown. The Kuaba approach integrates the design rationale representation model with the formal semantics provided by the metamodel of the design method or modeling language used for describing the artifact being designed. This integration makes the design rationale representations more specific according to the design methods and enables a type of software design reuse at the highest abstraction level, where rationales can be integrated and reemployed in designing a new artifact.

scholarly journals Front End Projects Benefits Realisation from a Requirements Management Perspective—A Systematic Literature Review

Buildings ◽  
2020 ◽  
Vol 10 (5) ◽  
pp. 83
Author(s):  
Joas Serugga ◽  
Mike Kagioglou ◽  
Patricia Tzortzopoulos
Keyword(s):  
Decision Making ◽  
Management Practice ◽  
Integrated Design ◽  
Current Evidence ◽  
Design Decision ◽  
Requirements Management ◽  
Support Design ◽  
Front End ◽  
Improved Performance ◽  
New Research

The recent notable emergence of a body of research in requirements management on one hand and benefits realisation has contributed to addressing a growing need for improved performance in Architecture, Engineering and Construction (AEC) projects. However, front end design (FED) as one of the vital processes in the project life cycle and delivery has attracted limited research to date within this understanding. This paper aims to map current evidence on requirements management in facilitating benefits realisation from an FED perspective. This is to bring about an updated and unified position on requirements management for its impact on design decision making. A systematic review of the literature covering the last ten years (2008–2018) aims first to build understanding and support identification of these emergent conceptual positions and secondly underscore essential requirements and their categorisations that impact on design discourse in FED. One hundred sixty-one peer-reviewed journal papers in the areas of benefits realisation and/or requirements management and/or FED based are identified on a pre-determined inclusion and exclusion criteria. Thirty-six requirements are identified as important in influencing use case changes important in design decision making broadly grouped into nine major categories. Following analysis, this research finds little evidence supporting an integrated requirements management practice and understanding to support design decision making. The research further finds bias in current research discourse towards four requirements categories (technical, economics, governance and environment); and 14 requirements, dominated by three strategic values, collaboration and project governance, with over 80% share of literature. The least 14 requirements such as “flow of spaces, social status/aspiration, mobility and integrated design” among others only account for less than 10% of literature. The authors argue for new research to bridge this gap, highlight the essential role of requirements management and broaden understanding to improve benefits realisation, particularly for FED processes.

scholarly journals Integrated Learning in First-Year Engineering: Preliminary Findings and Impressions from a New Project-Based Design Course

2018 ◽  
Author(s):  
Colin P McDonald
Keyword(s):  
Biomedical Engineering ◽  
Materials Science ◽  
Health Sciences ◽  
First Year ◽  
Engineering Curriculum ◽  
Engineering Profession ◽  
Design Computing ◽  
Design Projects ◽  
Second Year ◽  
Required Courses

The first-year engineering curriculum at McMaster University is a common curriculum that introduces students to the field of engineering through discrete courses focused in graphics design, computing, materials science, and the engineering profession. While these courses provide an important foundation for entry into second year (in addition to the required courses in math and science), course topics are isolated and there is very little cross-over in content from one course to the next. This paper will present initial findings and impressions of “Health Solutions Design Projects I”, a project-based first-year course in McMaster’s new Integrated Biomedical Engineering and Health Sciences (iBiomed) program. This new course, first offered in Fall 2017, integrates the aforementioned topics in first-year engineering into one course, and further reinforces these concepts through a series of design projects.

scholarly journals Impact Of Vertically Integrated Design Projects On First Year Engineering Students

2020 ◽  
Author(s):  
Edward Evans ◽  
H. Michael Cheung ◽  
Rex Ramsier ◽  
Francis Broadway ◽  
Sandra Spickard Prettyman ◽  
...  
Keyword(s):  
Engineering Students ◽  
Integrated Design ◽  
First Year ◽  
Design Projects

scholarly journals TRANSFORMING UNDERGRADUATE CHEMICAL ENGINEERING LABORATORIES

2019 ◽  
Author(s):  
Dhaneshwarie Kannangara ◽  
James Sibley
Keyword(s):  
British Columbia ◽  
Chemical Engineering ◽  
Problem Based Learning ◽  
Biological Engineering ◽  
Laboratory Experience ◽  
Laboratory Course ◽  
The Past ◽  
University Of British Columbia ◽  
Second Year ◽  
The University

Over the past 15 years, we have made a series of innovations and systematic improvements to the lab courses offered in the Department of Chemical and Biological Engineering (CHBE) at The University of British Columbia (UBC). Prior to 2003, CHBE teaching laboratories used a more traditional laboratory course model where students performed "cookbook" experiments and individually wrote formal lab reports. Redevelopment began with our second-year course and improvements from the second-year course were progressively added to senior years. The integrated lab sequence now culminates in a capstone problem-based learning laboratory experience. We will present our optimized laboratory sequence model that is currently used in the 2nd, 3rd and 4th year CHBE program at UBC.

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