Integrating principles and multidisciplinary projects in design education

Nevill, Gale E.

doi:10.2514/6.1992-1041

Cited by 5 publications

(4 citation statements)

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“…In technology entrepreneurship, this trend accelerated in the early 1990s when the importance of active, project-based, collaborative experiences and interdisciplinary teaming was a constant theme in many reports on design education (e.g. Dixon, 1991;Nevill, 1992), including from the National Research Council (1991) and National Science Foundation (1993). In business and management there was a parallel flood with remarkably similar emphases (e.g.…”

Section: Introductionmentioning

confidence: 99%

Can students in technology entrepreneurship courses help foster start‐ups by the unemployed?

Watkins

Russo

Ochs

2008

Journal of Small Business and Enterprise Development

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Purpose -The purpose of this paper is to evaluate Lehigh University's demonstration program integrating technology entrepreneurship courses with state and federal employment and economic development agencies. The article aims to detail program goals, activities, resources and structure. Design/methodology/approach -The demonstration involved three stages over 30-months in the context of Lehigh's Integrated Product Development Program. IPD engages students and faculty from business, engineering and design arts. Multidisciplinary student teams worked with unemployed clients with entrepreneurial new product ideas. The authors report results of several surveys and lessons learned from a comprehensive assessment process. Findings -One year after participating, compared to a control group of non-participants, clients with student teams had made statistically significantly more progress in launching businesses and generated more economic activity. Family support and market knowledge were the strongest predictors of entrepreneurial progress. Research limitations/implications -Sample size is small and follow-up timeframe only one year post-participation. Larger controlled studies over longer periods would be valuable. Practical implications -Findings suggest both students and unemployed early-phase entrepreneurs gain from such academic collaboration. Resources were substantial in the context of curriculum. Partnerships with economic development agencies were instrumental. Originality/value -Despite a large literature on the value of multidisciplinary and project-based experiential learning, there is little empirical evidence about the extent of commercial benefits to client companies, particularly early phase entrants. Specifically lacking is evidence on the utility to start-up entrepreneurs of working with student teams. This paper begins to fill that assessment gap.

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Section: Introductionmentioning

confidence: 99%

Can students in technology entrepreneurship courses help foster start‐ups by the unemployed?

Watkins

Russo

Ochs

2008

Journal of Small Business and Enterprise Development

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“…3 A perspective on how design education reached its current state is given by Dixon,4 and recommendations for design education changes have been proposed by many educators. [3][4][5][6][7][8] One of the critical needs consistently identified in these references is to better prepare graduating engineers to work in interdisciplinary teams and in collaborative product development.…”

Section: Introductionmentioning

confidence: 99%

Integrating Design Education, Research and Practice at Carnegie Mellon: A Multi‐disciplinary Course in Wearable Computers

Amón

Finger

Siewiorek

et al. 1996

J of Engineering Edu

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The Engineering Design Research Center (EDRC) at Carnegie Mellon University has created a two‐semester design course that integrates research and education through industrially‐sponsored design projects. Over the six semesters that the course has been taught, teams of undergraduate and graduate students have designed and fabricated five new generations of wearable computers. These computers have been delivered to industrial and government customers for use. The Wearable Computer Design course at the EDRC is cross‐disciplinary and inter‐departmental, drawing students from four colleges in nine disciplines including five engineering departments (chemical engineering, civil and environmental engineering, electrical and computer engineering, mechanical engineering, and engineering and public policy), architecture, computer science, industrial administration and industrial design. Students in this course learn about design theory and practice, participate in research, and successfully deliver products to sponsors. The students are exposed to the design cycle from concept, to multi‐disciplinary design tradeoffs, to manufacturing, and finally to customer satisfaction and user feedback. This class also serves as a testbed for learning about the needs of a multi‐disciplinary design team, for anticipating the needs of geographically‐distributed design teams, for reflecting on the interplay between product design and design process, and for evaluating the design tools and design methodologies that have been developed at the EDRC.

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“…[1][2][3][4][5] The Mechanical Engineering Department has been involved in alternative fueled vehicles for a number of years. Both departments had worked together on a number of special projects and felt the need, as have many others [6][7][8][9][10][11] , for an increased interdisciplinary program for engineering students. The goals of these new courses were: a) to have the students develop an understanding of engineering design projects from recognition of a need and definition of design objectives through completion of the project b) to foster student creativity c) to broaden the students concept of engineering problems to include other engineering disciplines and other non-engineering factors that have an impact on the final problem solution d) to provide a unique educational experience for students on project teams and ] e) to enhance the students communication skills The projects for the course come from industry, research efforts and other faculty initiatives.…”

Section: Introductionmentioning

confidence: 99%

Advanced Vehicle Research In A Multidisciplinary Project Laboratory

Parten¹,

Vines²,

Maxwell³

et al.

1998 Annual Conference Proceedings

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This paper describes the use of advanced vehicle research projects in a multidisciplinary capstone design laboratory course offered in the Electrical and Mechanical Engineering Departments at Texas Tech University. The course uses projects from industry, research efforts and other faculty initiatives. A number of research projects involving alternative fuel and hybrid electric vehicles are used in the senior project laboratory. These projects involve essentially all aspects of automobile subsystems design and fabrication including internal combustion engine (ICE) fuel metering and control, hybrid vehicle (ICE/electric motor) control, structures, fluids, heating and air conditioning, vehicle suspension, transmission, brakes, electrical subsystems, advanced system control and electronics. Although the project team is frequently large, the students do an outstanding job of integrating their efforts and coming together as a truly effective working unit.

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Integrating principles and multidisciplinary projects in design education

Cited by 5 publications

References 0 publications

Can students in technology entrepreneurship courses help foster start‐ups by the unemployed?

Can students in technology entrepreneurship courses help foster start‐ups by the unemployed?

Integrating Design Education, Research and Practice at Carnegie Mellon: A Multi‐disciplinary Course in Wearable Computers

Advanced Vehicle Research In A Multidisciplinary Project Laboratory

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