Educating for Engineering Design Using Design Science

Abstract

Using a description of product development, the general nature of designing for engineering products is discussed. The relationships among theory, method and object are explained. The scope of Design Science is outlined. The needs and methods for designing an engineering system are laid out. Similarly, the needs and methods of education are related to these factors. A brief description of the courses presented at RMC is given to show how this background is used, how students are assessed, and how the courses are evaluated within the given limitations of the college.

Case Study in Design Engineering

“…design processes (processes that are intended to create the manufacturing and/or implementation instructions for a product) and to investigate their scope, (b) to provide a classification system for research publications [Eder 2003], and (c) to give some guidelines for design education in various disciplines [Eder 2001b[Eder , 2002b[Eder , 2004a[Eder , 2004c.…”

Application of Design Methodology for Education

“…Consequences for an engineering curriculum are mainly [3,7,11] that if students are exposed to design methodology and a supporting body of theory [4,5,6] (not just the mathematics of the engineering sciences), they can develop the ability and skill to use these methods for designing -if they are not so exposed, they can hardly be expected to use design methods, and their skills development for design engineering will be slow. Typically, new graduates need about ten years to become competent engineering designers under traditional education.…”

Aspects of Analysis and Synthesis in Design Engineering

“…Among these, design engineering as an activity is probably least understood, its investigation only reaches back about 70 years [1,2]. Previous papers have highlighted some aspects [3,4,5,6,7,8,9]. Various aspects need to be explored in order to justify the need for students to learn design engineering procedures during their education.…”