Engineering and Industrial Design Education Collaboration

James M. Leake; David Weightman

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Conference: 2011 ASEE Annual Conference & Exposition
Location: Vancouver, BC
Publication Date: June 26, 2011
Start Date: June 26, 2011
End Date: June 29, 2011
ISSN: 2153-5965
Conference Session: Design Across Disciplines
Tagged Division: Design in Engineering Education
Page Count: 12
Page Numbers: 22.575.1 - 22.575.12
DOI: 10.18260/1-2--17856
Permanent URL: https://peer.asee.org/17856
Download Count: 398

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Paper Authors

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James M. Leake University of Illinois, Urbana-Champaign

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James M. Leake joined the Department of Industrial and Enterprise Systems (formerly General) Engineering in August 1999. His educational background includes an M.S. in Mechanical Engineering (1993) from the University of Washington, a B.S. in Ocean Engineering (1980) from Florida Atlantic University, and a B.A. in Art History (1974) from Indiana University. His current research interests include engineering education, integration of CAD/CAE software in the engineering curriculum, spatial visualization, and reverse engineering. Professor Leake’s publications include two books, Engineering Design Graphics: Sketching, Modeling, and Visualization published by John Wiley and Sons in 2008, and Autodesk Inventor published by McGraw-Hill in 2004. Prior to coming to Illinois, Leake taught CAD and math courses at UAE University in the United Arab Emirates. He is a returned Peace Corps Volunteer, where he served in Tunisia from 1983 until 1986. Leake worked as a naval architect in the Pacific Northwest for 10 years. He is a registered professional engineer in naval architecture in the state of Washington (1990).

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David Weightman University of Illinois, Urbana-Champaign

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David Weightman is a Professor of Industrial Design at the School of Art and Design at the University of Illinois, Urbana-Champaign. After obtaining both a Bachelor’s and Master’s degree in Industrial design ( Engineering) from the Royal College of Art in London, he taught on the Industrial Design Transport program at the Coventry University and later, was the Dean of the School of Art and Design at Staffordshire University. He was a consultant to Yamaha, Massey Ferguson, British Rail, BBC television and the Tate Gallery London. Now in the U.S., his teaching and research involves exploring the new relationship between product users and the design/ manufacturing process with a focus on the effect of new technology. He is a member of the National Association of Schools of Art and Design working group on the future of design education and was recently elected as Midwest District Vice President of the Industrial design Society of America

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Abstract

Industrial and Engineering Design CollaborationThe proposed paper will discuss ongoing collaboration between engineering and industrialdesign at the University of Illinois at Urbana-Champaign (UIUC). The aim of this collaborationis to promote better understanding of industrial design by engineering students and engineeringdesign by industrial design students. Two levels of interaction have marked this collaboration,early and advanced. At the early level, industrial design content has been included in anengineering design graphics course. This content includes a lecture given by a member of theindustrial design faculty and, in the lab portion of the course students participate in industrialdesign activities like identifying design opportunities and brainstorming.At the advanced level, in the spring semester GE 402/ARTD 445, Computer-Aided ProductRealization is offered. Engineering students enroll in GE 402, while industrial design studentstake ARTD 445. The two linked courses meet at the same time, but normally in separatelocations. Owing to a distance of more than a mile separating the two campuses, the participantsprefer to meet separately whenever possible. Video conferencing equipment on both campuses isused to link the classes. In the first half of the course students become familiar with digitalprototyping tools, both software and hardware. In the second half of the semester students workin multidisciplinary teams on a product design project. The project deliverable is a digitalprototype of the product.Most, but not all, engineering students are already familiar with the parametric modelingsoftware used in the course, Autodesk Inventor. On the industrial design side, students in pastsemesters have struggled to learn Autodesk Alias, a high end NURBS surface modeler, in asingle semester. In the spring 2011 semester a new Alias Design for Inventor plug-in will beused, allowing both groups to focus on Inventor.A digital prototyping curriculum developed over the years in GE 402 includes several contentsilos in addition to geometric modeling. These include reverse engineering, upfront analysis,visualization, and collaborative design. At the beginning of the semester students choose a digitalprototyping tool, hardware or software, to explore. They then demonstrate/present this tool to therest of the class at mid-semester. It is anticipated that this expertise will propagate and be used inthe product design project. Reverse engineering tools used in the course include a Dimension 3Dprinter, a NextEngine scanner, and a Microscribe portable CMM. Upfront analysis andsimulation tools include finite element analysis, kinematics, functional design, and sustainableproduct design software. Visualization tools include the Autodesk Showcase visualcommunication software, as well as a rendering and animation module within Inventor.Collaborative design tools include digital sketching with Autodesk SketchBook Pro and tabletPC’s, video conferencing equipment, HP Blade remote graphics workstations with collaborationcapability, and Autodesk Vault data management and collaboration software.

Citation
Format

Leake, J. M., & Weightman, D. (2011, June), Engineering and Industrial Design Education Collaboration Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17856

TY - CPAPER
AB - Industrial and Engineering Design CollaborationThe proposed paper will discuss ongoing collaboration between engineering and industrialdesign at the University of Illinois at Urbana-Champaign (UIUC). The aim of this collaborationis to promote better understanding of industrial design by engineering students and engineeringdesign by industrial design students. Two levels of interaction have marked this collaboration,early and advanced. At the early level, industrial design content has been included in anengineering design graphics course. This content includes a lecture given by a member of theindustrial design faculty and, in the lab portion of the course students participate in industrialdesign activities like identifying design opportunities and brainstorming.At the advanced level, in the spring semester GE 402/ARTD 445, Computer-Aided ProductRealization is offered. Engineering students enroll in GE 402, while industrial design studentstake ARTD 445. The two linked courses meet at the same time, but normally in separatelocations. Owing to a distance of more than a mile separating the two campuses, the participantsprefer to meet separately whenever possible. Video conferencing equipment on both campuses isused to link the classes. In the first half of the course students become familiar with digitalprototyping tools, both software and hardware. In the second half of the semester students workin multidisciplinary teams on a product design project. The project deliverable is a digitalprototype of the product.Most, but not all, engineering students are already familiar with the parametric modelingsoftware used in the course, Autodesk Inventor. On the industrial design side, students in pastsemesters have struggled to learn Autodesk Alias, a high end NURBS surface modeler, in asingle semester. In the spring 2011 semester a new Alias Design for Inventor plug-in will beused, allowing both groups to focus on Inventor.A digital prototyping curriculum developed over the years in GE 402 includes several contentsilos in addition to geometric modeling. These include reverse engineering, upfront analysis,visualization, and collaborative design. At the beginning of the semester students choose a digitalprototyping tool, hardware or software, to explore. They then demonstrate/present this tool to therest of the class at mid-semester. It is anticipated that this expertise will propagate and be used inthe product design project. Reverse engineering tools used in the course include a Dimension 3Dprinter, a NextEngine scanner, and a Microscribe portable CMM. Upfront analysis andsimulation tools include finite element analysis, kinematics, functional design, and sustainableproduct design software. Visualization tools include the Autodesk Showcase visualcommunication software, as well as a rendering and animation module within Inventor.Collaborative design tools include digital sketching with Autodesk SketchBook Pro and tabletPC’s, video conferencing equipment, HP Blade remote graphics workstations with collaborationcapability, and Autodesk Vault data management and collaboration software.
AU - James M. Leake
AU - David Weightman
CY - Vancouver, BC
DA - 2011/06/26
PB - ASEE Conferences
TI - Engineering and Industrial Design Education Collaboration
UR - https://peer.asee.org/17856
DO - 10.18260/1-2--17856
ER -