Salt Lake City, Utah
June 20, 2004
June 20, 2004
June 23, 2004
9.846.1 - 9.846.12
Learning and Practicing The Design Review Process In Senior Capstone Design Classes PAUL DUESING, David Baumann, David McDonald, Morrie Walworth, Robert Andersen Lake Superior State University/Continental Teves
Abstract Over the past ten years the School of Engineering and Technology at Lake Superior State University has developed a strong industrial-based capstone senior design course sequence. An industrial company provides a design project, funding, and a company representative for this two semester-long course sequence. A key element of the capstone design course sequence is the interaction of the industrial customers, the company representatives, and students in a structured design review process. This paper discusses the philosophy, purpose, and value of the design review and how it fits into the engineering communication process with the customer. It also discusses the fit of the design review in the overall communication process that is common to engineers. Finally, the paper explains the evolution of an effective design review process that ties the industrial customer, students, and faculty together resulting in a quality product for the company. The paper will be of interest to faculty who teach in capstone design courses in engineering and technology. The paper has been developed with the assistance of industrial representatives and faculty that are teaching and administrating the senior design courses.
Introduction During the late 1980s and early 1990s significant attention was being given to products produced and manufacturing processes used in the United States. Seminars, class sessions, and presentations were being given on methods to improve US products and processes. Industry was learning and adapting Dr. W. Edwards Deming’s1 statistical methods and principles. Noted speakers such as Tom Peters were writing books and providing lectures on “In Search of Excellence,” 2,3 “A Passion for Excellence,”3 and “A Passion for Customers.”3 Similarly engineering educational institutions were working to improve their curriculum to address deficiencies in the educational process. In 1995, Dr. Christian Przirembel published “Integrating the Product Realization Process (PRP) into the Undergraduate Curriculum.”4 The document listed the top twenty elements of the PRP for entry level and experienced mechanical engineers. This list includes concepts on teamwork, communication, design, and design reviews.
The importance of design reviews is also understood by industries. The top twenty key elements of the PRP cite design reviews as number four in importance in the list of skills for experienced engineers.4 Another indication of the importance of design skills to industry is the offering of seminars such as “Design Reviews for Effective Product Development” offered by the Society of Automotive Engineers.
Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education
Duesing, P., & Baumann, D., & McDonald, D. (2004, June), Learning And Practicing The Design Review Process Paper presented at 2004 Annual Conference, Salt Lake City, Utah. https://peer.asee.org/12974
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