Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Design in Engineering Education
Teaching Conceptual Design to a Heterogeneous Group: A Workshop Method This paper describes how conceptual design methods have been taught in the ‘Product Development and Marketing’ course, to a heterogeneous group of students in the Master of Engineering Management Program at an international university. Engineering managers have to be involved in the management of product design and development either as a part of a design team or as a purchaser of a system that is being designed. But engineering managers come from different backgrounds and fields of specialisation in their undergraduate studies. The challenge for the curriculum design is to teach the design process and the outputs at various stages so that an engineering manager can provide effective leadership to a design office or team. Design process is often described as a stage model or activity model. The stage model is static with specified number of stages while the activity model can incorporate several design methods. In this context, design methods are tools and techniques used at different stages of the design process. The prime objective of this course is to equip students with the knowledge, skills and competence in design models and methods so that they can handle design process management in their professional careers. In general students are (a) given lectures and handouts on the theory and methodology in which they have to pass a written examination and (b) apply their knowledge and skills in a project where they exhibit their competence gained. Conceptual Design, being a very important part of the design process, a special workshop method is adopted. Students at the beginning follow lectures and quizzes in the early stages of the design process, from design brief to drawing the specifications. They are then taught conceptual design as the process of establishing a scheme to arrange components in a harmonious manner to deliver the required functions satisfying the originating need. More than ten conceptual design methods and approaches are taught during this stage. Groups of four students are formed and each group is given a specific design problem and asked to produce a conceptual design using a specified design method. They describe the method and the conceptual design in a poster and present their work to their class mates for discussion. Students see their colleagues’ work, discuss and learn from them. The instructor then critiques the posters, and students make their second poster which is assigned as assignment 2. A cohort of 34 students in 11 groups went through this workshop. After seeing, and before critiquing, they were asked to answer a questionnaire. After the second poster the students had their written exam. Eight posters came out more than satisfactory in the first round and ten came out well in the second round. Sixteen students said that they understood the C sketch method very well after the first round. The question relating to conceptual design and posters was answered very well by all in the examination. The paper will discuss the answers to the questions and lessons learned.
Sivaloganathan, S., & Al-Marzouqi, A. H., & Zaneldin, E. K. (2020, June), Teaching Conceptual Design to a Heterogeneous Group: A Workshop Method Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--35272
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