Albuquerque, New Mexico
June 24, 2001
June 24, 2001
June 27, 2001
6.616.1 - 6.616.4
Integrating Production Aspects of the Product Realization Process into Mechanical Design Courses
Donald L. Goddard
The University of Texas, Tyler
This paper describes how the integration of the Product Realization Process (PRP) into a mechanical engineering curriculum is incorporated with traditional design courses, and how it has enhanced them by increasing the range of possibilities and realism in design experience. PRP as developed in our current program involves the use of “desk top” scale manufacturing equipment2. Without an integrated PRP component in undergraduate design courses, there is usually no requirement for product realization prior to the “Capstone Senior Design” course, if it occurs at all. When students study production techniques using desktop or larger equipment, such as might be utilized in prototype development, they experience product realization and are motivated to return to this equipment for the creation of parts such as are needed to complete the “capstone senior design” project. This is only possible provided the equipment is capable of producing real parts, not just wax models. Even prior to a capstone design course, in a course such as machine component design, product realization equipment allows the students to make and examine actual components which have been vacuum formed, injection molded, blow molded, CNC machined, etc.. This greatly enhances the student’s understanding. PRP is of value even when the design need only be verified on paper
I. Overhaul vs. Modification
The total restructuring of courses is a major task full of pitfalls. Such restructuring generally reaches beyond a particular course into the curriculum as a whole. Once PRP equipment and approaches are fully developed, such a restructuring may be desirable or even a naturally occurring evolution; however, a total restructuring of a course to incorporate a concept such as PRP may inadvertently underemphasize key material that has been previously properly emphasized in a course. For these reasons, an evolutionary approach to the implementation of a concept such as desktop execution of PRP is desirable.
Since this author favors an evolutionary approach to modifying existing successful course formats, some examples of deliberate enhancement, indirect or peripheral enhancement, and mandatory inclusion of PRP are presented. II. Example of a Deliberately Enhanced Course.
Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education
Goddard, D. (2001, June), Integrating Production Aspects Of The Product Realization Process Into Mechanical Design Courses Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9418
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