June 23, 2013
June 23, 2013
June 26, 2013
Design in Engineering Education
23.1212.1 - 23.1212.13
Evaluation of the Contribution of the Application of the Product Design Process to Student Success in Final Year Design ProjectsIn an effort to better prepare students for the workplace, many institutions incorporatedesign courses throughout their curriculum. The content and nature of these coursesoften vary across institutions. Some schools incorporate design courses into everyyear of their program, while others provide students with a single capstone designexperience in the final year. While some institutions use problem based learningapproaches, others use guided experiential learning to teach engineering design.Design courses also vary is in the source of the projects. In some institutions,instructors design the courses while in other institutions propose their design projects.A recent trend has been the use of industry-led and service-based projects forcapstone design courses. Projects often vary by team size and may consist of teams ofone to as many as five members.A review of the literature reveals that there has been considerable investigation intothe techniques used to teach design. However, much less attention has been given tothe assessment of the effectiveness of these techniques in enhancing students’ designskills. This latter point is important, as it is the reason for the growing popularity ofdesign education. This lack of assessment is due to the fact that design techniques aretypically taught during the latter stages of the final year of the curriculum and oftenconcomitantly with the students’ final year capstone design projects. Therefore,students apply the skills as they are taught. The first time they often design on theirown is in the workplace.The institution under investigation offers a unique opportunity to study theeffectiveness of teaching design skills to students in general and the design process inparticular. At this institution, a problem based learning approach is used to teachstudents the product development process and the design process in two coursesacross two semesters during the student’s second year of study. The course contentincludes all aspects of the design process from problem definition to prototyping. Inthe first semester, the emphasis is on component design, while in the second semesterthe emphasis is on system level design. In both these courses, students work in teamsof three to four students to apply these techniques to solve design projects a that havebeen defined by the course instructor. Then in their final year of study, students workindividually on yearlong projects that are provided by industry, an instructor, or bythe students themselves. There is no teaching component. For these projects,instructors serve as engineering managers/supervisor and students are responsible fordefining and implementing their projects. Therefore, the success of the projectsdepends on the student.This paper will first assess the extent to which students in the latter final year courseadopt and apply the product development processes that were taught in the secondyear course. It will then evaluate the impact that adoption of these techniques had onthe success of their projects. To this end, the benefit of teaching product design anddevelopment in the second year course can be determined.
Bryan, A. M. (2013, June), The Impact of the Product Design Process on Final Year Design Projects Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/22597
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