June 15, 2014
June 15, 2014
June 18, 2014
Design in Engineering Education
24.1052.1 - 24.1052.29
Rethinking Automotive Engineering Education – Deep Orange as a Collaborative Innovation Framework for Project-Based Leaning incorporating Real-World Case StudiesDr. Ala QattawiAla Qattawi is a post-doctoral fellow at Clemson University-International Center for AutomotiveResearch (CU-ICAR). She received her PhD in Automotive Engineering from Clemson University in2012, and became the first women in USA to earn that degree. Her research interest area ismanufacturing and materials with focus on vehicular applications. Qattawi served as ProjectManager of Deep Orange 4, a prototype vehicle project at CUICAR. Currently, she is a member of theEngineering Faculty Board of Deep Orange 5 Project.Dr. Paul VenhovensDr.Paul Venhovens is the BMW Endowed Chair in Automotive Systems Integration and Professor inthe Department of Automotive Engineering at Clemson University International Center forAutomotive Research (CU-ICAR). He comes from BMW’s Research and Innovation Center in Munich,Germany, where he worked in the field of systems integration since joining the company in 1995.Dr. Venhovens is the founder of the Deep Orange initiative at CU-ICAR and his interests are in theareas of vehicle development processes and systems integration/engineering methods.Dr. Johnell BrooksDr. Johnell Brooks leads an interdisciplinary research team that strives to enable aging drivers tomaintain their independence for as long as safely possible. She holds an appointment as a ClinicalResearch Faculty in the Department of Medicine at the Greenville Hospital System UniversityMedical Center where her labs are housed. She uses simulators and instrumented vehicles todevelop rehabilitation tools for clinical settings. Dr. Brooks was recently appointed as an Institutefor Advancement of Health Care (IAHC) Scholar.AbstractThrough the traditional education for engineering discipline, students are expected to be familiarwith basics of engineer design and principles though stages of scientific materials demonstrationand a series of assignments and/or class projects. Hence, the knowledge flow is commonly offeredto them by faculty. However, often in the real world, the engineers encounter design problems thatrequire application of knowledge over multidiscipline with a reversed order, where there is aproblem and students are required to seek the knowledge suitable to solve it. Real-world problemsalso necessitate skills that are not obtainable within the text books scoop, such as collaboration andcommunication skills, in addition to the ability to visualize the final solution with its minimal initialcharacteristics. To meet those needs, Project-Based Learning (PBL) is implemented as a newteaching strategy that help students learn significant academic content and effectively convey therequired knowledge and skills while imitating the existent world complex problems. This studypresents the integration of PBL within the curriculum of automotive engineering department atClemson University. The work will purposefully present the planning, the supervision, and theassessment procedure for student-driven design projects of concept vehicles, namely Deep Orange(DO) project. The paper demonstrates the methodology followed to translate PBL componentswithin engineering educational context, as well. Through this process, the students start withenvisaging the initial final vehicle design and proceed with exploration and investigation of variousinformation backgrounds to reach possible design routes, such as mathematical, mechanical,economic and social aspects. Meanwhile, faculty serves as guides and mentors instead of knowledgedispensers. At this juncture, the students are empowered to some degree to take choices and justifyall their designs to different levels of audience, i.e. students, faculty, industrial partners, and public,which offers encouragement besides ensuring students’ involvement and engagement during alldesign stages.
Qattawi, A. A., & Venhovens, P. J., & Brooks, J. (2014, June), Rethinking Automotive Engineering Education – Deep Orange as a Collaborative Innovation Framework for Project-Based Learning Incorporating Real-World Case Studies Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. https://peer.asee.org/22985
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