Developing A Framework For Disassemble/Assemble/Analyze (Daa) Activities In Engineering Education
- Conference
- Location
-
Chicago, Illinois
- Publication Date
-
June 18, 2006
- Start Date
-
June 18, 2006
- End Date
-
June 21, 2006
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
Mechanical Engineering
- Page Count
-
10
- Page Numbers
-
11.428.1 - 11.428.10
- DOI
-
10.18260/1-2--1103
- Permanent URL
-
https://peer.asee.org/1103
- Download Count
-
1009
Paper Authors
Gul Kremer Pennsylvania State University
Gül E. Okudan is an Assistant Professor of Engineering Design at The Pennsylvania State University. She received her Ph.D. from University of Missouri-Rolla. Her research interests include intelligent shop floor control, manufacturing strategy modeling and measurement, solid modeling, product design, and product design teams. Her published work appears in journals such as Journal of Engineering Design, Journal of Engineering Education, European Journal of Engineering Education and Technovation. She is a member of ASEE and ASME. She is also a National Research Council-US AFRL Summer Faculty Fellow of the Human Effectiveness Directorate for 2002, 2003 and 2004.
Madara Ogot Pennsylvania State University
Madara Ogot is an Associate Professor in Engineering Design and Mechanical Engineering at The Pennsylvania State University. He is the co-author, along with Gül Okudan of an introductory engineering design text, Engineering Design: A Practical Guide. His current research interests include design under uncertainty, stochastic optimization and innovative design. He received his BSE from Princeton in 1987, and his MS and Ph.D. from the Pennsylvania State University in 1989 and 1991, respectively.
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Developing a Framework for Disassemble/Assemble/Analyze (DAA) Activities in Engineering Education
Abstract
Disassemble/Analyze/Assemble activities (DAA), commonly referred to as dissection and reverse engineering, are found throughout undergraduate engineering curricula in the United States. They involve the disassembly, analysis and assembly of an artifact or process, adding ‘hands-on’ active learning components to the curriculum. Dissection and reverse engineering have been used interchangeably in the engineering education literature, and in course titles. We, however, view dissection and reverse engineering as two different terms, each representing different roles, objectives and outcomes in engineering education. In the context of current DAA activities, we present an organizational framework that places dissection and reverse engineering in the context of desired educational objectives and outcomes.
1.0 Introduction
Disassemble/Analyze/Assemble activities (DAA), commonly referred to as dissection and reverse engineering, are found through undergraduate engineering curricula in the United States. These activities are used to meet, amongst others, one of the recommendations from the Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL) workshop: “The traditional educational ideology where knowledge is considered as some kind of material substance and good teaching as the efficient transmission of knowledge from (lecturing) teacher to (passive) student, will no longer serve. Reform of engineering education, if it is to meet the challenge of today’s professional needs, must open up the curriculum to enable active learning. One way to achieve this is through the infusion of design and open-ended experiences throughout the curriculum.” Dissection and reverse engineering both respond to this call by involving the disassembly, analysis and assembly of an artifact or process, adding ‘hands-on’ active learning components to the curriculum.
Incorporation of DAA activities into the engineering curriculum has been used to achieve several disparate goals. The proposed model, based on a review of the educational, identifies four main goals: to expose, to inspire, to enquire and discovery. The model and each of these outcomes is explained in detail in the following section.
2.0 Framework for Disassemble/Assemble/Analyze (DAA) Activities in Engineering Education
Dissection and reverse engineering have been used interchangeably in the engineering education literature, and in course titles (for example refs1-4). We, however, view dissection and reverse engineering as two different terms, each representing different roles, objectives and outcomes in engineering education. In the context of current DAA activities, we present an organizational framework that places dissection and reverse engineering in the context of desired educational objectives and outcomes.
1
Kremer, G., & Ogot, M. (2006, June), Developing A Framework For Disassemble/Assemble/Analyze (Daa) Activities In Engineering Education Paper presented at 2006 Annual Conference & Exposition, Chicago, Illinois. 10.18260/1-2--1103
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2006 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015