Youssef, G., & Kabo, J. M. (2015, June), Machine Design: Redesigned  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24439

\bibitem{asee_peer_24439}
  Youssef, G., \& Kabo, J. M. (2015, June), \emph{Machine Design: Redesigned}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24439

George Youssef and J. Michael Kabo.  "Machine Design: Redesigned".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24439 Internet.  11 Jul, 2024

\bibitem{asee_peer_24439}
  George Youssef and J. Michael Kabo.
  "Machine Design: Redesigned".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24439 Internet.  11 Jul, 2024

@INPROCEEDINGS{asee_peer_24439
author = "George Youssef and J. Michael Kabo"
title = "Machine Design: Redesigned"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24439}
number = {10.18260/p.24439}
}

TY  - CPAPER
AB  -                                 Machine Design: RedesignedMachine design is a cornerstone foundation course in any Mechanical Engineering program. Thetraditional objective of this course is to engage students with analysis techniques to guard againstspecific failure modes or to predict a product’s life cycle based on a loading scenario. Generally,the course is taught by introduction of a topic first, e.g. static failure criteria, then examples arepresented and homework sets are assigned to allow students to practice and sharpen their problemsolving skills. The current methodology lacks the implementation of the complete engineeringdesign process and the integration of other knowledge domains such as manufacturing.Additionally, the current course structure does not usually stimulate creativity necessary for thedesign process (ideation) or train students on decision making based on objective criteria. Thispaper discusses a revised course structure developed over the past few years for a morecomprehensive approach to machine design. The new course structure is hinged on the applicationof engineering design process, knowledge integration from prior courses as well as industrialpractice, and adoption of design matrices as an objective decision making tool. In addition to thetraditional pedagogies in teaching machine design, a project based on current customer-need oreconomical challenge is integrated in the course. Through the project students learn to: 1) createthe design envelop based on a provided statement or requirement document; 2) define specific,meaningful, and measurable goals; 3) synthesize creative ideas to solve the problem; 4) performpatent search to verify the innovative nature of their ideas; 5) produce a design matrix withevaluation criteria based on the goals and expected functionality; and 6) perform in depthengineering analysis based on mechanics of materials, manufacturability, assembly, and packing.The inclusion of an intensive writing and presentation experience with critical feedback causesstudents to continuously reflect on the elements of the complete design process throughout thesemester. It was found that this approach produces students who are ready for their senior designprojects and engineering practice. Students noted increase in their understanding of machinedesign concepts as an integration of all their prior preparatory training. The effectiveness of therevised course structure was evaluated through surveys of students and capstone course instructors.
AU  - George Youssef
AU  - J. Michael Kabo
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Machine Design: Redesigned
UR  - https://peer.asee.org/24439
DO  - 10.18260/p.24439
ER  -