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The Engineering Design I And Ii At Kanazawa Institute Of Technology

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Conference

1998 Annual Conference

Location

Seattle, Washington

Publication Date

June 28, 1998

Start Date

June 28, 1998

End Date

July 1, 1998

ISSN

2153-5965

Page Count

4

Page Numbers

3.558.1 - 3.558.4

Permanent URL

https://peer.asee.org/7083

Download Count

43

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Paper Authors

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Mary J. Sarmiento

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Dr. Takeshi Kubo

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Dr. Shigeo Matsumoto

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 2560

The Engineering Design I and II at Kanazawa Institute of Technology

Mary J. Sarmiento, Dr. Shigeo Matsumoto, Dr. Takeshi Kubo IEEE JSEE/JSME ASEE/JSEE

1. Introduction

Engineering Design Education (EDE) was introduced in 1995 as a primary focus of educa- tional reform at Kanazawa Institute of Technology (KIT). It consists of two introductory courses: Engineering Design (ED) I and II. Starting in the Fall and Winter Quarters of 1996, ED I and ED II are taught respectively to all sophomore engineering students, comprised of about 2,000 students every year.

To expose the students to a variety of ideas, backgrounds and different ways of thinking, the classes are taught not only by Japanese professors, but also by foreign professors with experi- ence working for U.S. universities and with the assistance of American teaching liaisons. EDE is based entirely on a new concept in Japan, hence it is also the first time the Japanese professors have taught these kinds of classes.

2. Objective1

Within the exam-based educational system of Japan, students naturally tend to regard as im- portant the “question and answer system” within which there is only one correct and precise answer. In the ED classes we are determined to reform the students’ perspectives such that they are able to tackle engineering design problems which may have innumerable solutions or for which a solution may not exist.

The goal of EDE, which is derived from KIT’s motto ‘From Knowledge to Wisdom’, is to allow students to acquire actual engineering design experience through working on real-life projects in class. In the problem solving activities (projects) that engineers face in society, there are many cases in which the problem is not clearly defined, the problem domain is am- biguous, or the problem does not possess a unique correct answer. Additionally, real-world projects are seldom undertaken by individuals. Most projects are tackled by teams, teams which may be composed of workers from different countries.

In an effort to prepare engineering students for their future professional careers, we think it is important to provide them with experience in discovering and solving problems similar to those they will face in society. It is crucial that the students be allowed to develop the skills and abilities for tackling problems independently, rather than following the directions of oth- ers. Engineering Design I and II are courses founded on these basic principles.

3. Course Management

3.1 Engineering Design Process1

In our Engineering Design Curriculum, the Engineering Design Process (EDP) is defined as the process by which the following activities are performed.

Sarmiento, M. J., & Kubo, D. T., & Matsumoto, D. S. (1998, June), The Engineering Design I And Ii At Kanazawa Institute Of Technology Paper presented at 1998 Annual Conference, Seattle, Washington. https://peer.asee.org/7083

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