The Creation of Design Modules for Use in Engineering Design Education

Foster, Garrett; Holland, Micah; Ferguson, Scott; DeLuca, William V.

doi:10.1115/detc2012-71181

Cited by 3 publications

(3 citation statements)

References 25 publications

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“…In the study of Foster, G., Holland, M., Ferguson, S., & Deluca, W. (2012, August), he mentioned four major hurdles that hinder successful integration of modules in current engineering courses : a) engaging students such that they will want to use the modules; b) ensuring the modules are easy to use; c) reducing the complexity of deploying the modules into the classroom; and d) providing educational value. He proposed a redesign of the modules to better understand and overcome the stated hindrances.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Acceptability of Eapp Modules as Supplementary Materials in Teaching Selected Topics in English Grammar

C. YAZON

2023

IJRP

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This study focused on the acceptability of English for Academic and Professional Purposes (EAPP) Modules as supplementary materials in teaching selected topics in English grammar through assessment and application. The respondents of this study are selected specialist of EAPP and students (ABM and STEM) who were enrolled in the subject during the time of the research.The assessment of the modules were done using a 4-point Likert Scale that measured the following indicators : Content, Design, Competencies to be Developed, Learning Tasks, and Assessment/Exercises. On the other hand, a pre-test/post-test was also utilized in the study that focused on evaluating the knowledge of the students with the aid of the module.Overall, it was found that the module, with regards to the indicators, was Highly Acceptable as rated by the specialist. Moreover, the data gathered showed that there was a significant difference between the pre-test and post-test of the respondents which proves the effectiveness of the module as a supplementary material. Additionally, it was discovered that there was a significant difference on the pre-test and post-test of the students when grouped according to strand.Based from the data gathered, findings, and conclusion, the researcher came up with the following recommendations : (1) Teachers of EAPP, specifically those who are teaching Concept Paper, Review Paper, and Reaction Paper Writing may utilize the current module as it was seen as acceptable.(2) English teachers may utilize the module as a supplementary material in teaching techniques in writing different kinds of papers. (3) Schools may use the current module as an alternative learning method for students specially those who may have difficulty in learning the selected topics. (4) Curriculum developers may use the modules as a basis to progress a more effective and efficient pedagogy promoting autonomous learning for the students. (5) Future researchers may use the current study as a blueprint to further advance and develop the modular modality of learning.

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Section: Review Of Related Literaturementioning

confidence: 99%

Acceptability of Eapp Modules as Supplementary Materials in Teaching Selected Topics in English Grammar

C. YAZON

2023

IJRP

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“…The type of design will lend itself to prototyping within the virtual realm, including programing, CAD, or simulation, or the embodied physical realm, including cardboard structures or electronic circuits, or the paper realm, including sketching. For example, Foster et al [60] proposed a method for creating software-based, computational design modules to integrate design across the curriculum. The use of software tools has been found to reduce the time required for the iterative nature of design, especially in more complex design problems.…”

Section: Designette Frameworkmentioning

confidence: 99%

Designettes: An Approach to Multidisciplinary Engineering Design Education

Telenko

Wood

Otto

et al. 2015

Journal of Mechanical Design

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Design and other fundamental topics in engineering are often isolated to dedicated courses. An opportunity exists to foster a culture of engineering design and multidisciplinary problem solving throughout the curriculum. Designettes, charettelike design challenges, are rapid and creative learning tools that enable educators to integrate design learning in a single class, across courses, across terms, and across disciplines. When two or more courses join together in a designette, a multidisciplinary learning activity occurs; multiple subjects are integrated and applied to open-ended problems and grand challenges. This practice helps foster a culture of design, and enables the introduction of multidisciplinary design challenges. Studies at the Singapore University of Technology and Design (SUTD) demonstrate learning of engineering subject matter in a bio-inspired robotics designette (MechAnimal), an interactive musical circuit designette, and an automated milk delivery (AutoMilk) designette. Each challenge combines problem clarification, concept generation, and prototyping with subject content such as circuits, biology, thermodynamics, differential equations, or software with controls. From pre-and postsurveys of students, designettes are found to increase students' understanding of engineering concepts. From 321 third-semester students, designettes were found to increase students' perceptions of their ability to solve multidisciplinary problems.

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“…The design community has been focused on addressing many of the issues highlighted above pertaining to engineering design education. To that end, many important ideas have been proposed recently to enhance engineering design education including model-based design education [10][11][12], education through design modules [13,14], and design and build projects [15].…”

Section: Introductionmentioning

confidence: 99%

Integrating Model-Based Design and Physical Design Evaluation for Improved Design Education

Deshmukh

Mitchell

Allison

2016

Volume 3: 18th International Conference on Advanced Vehicle Technologies; 13th International Conference on Design Education; 9t

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This article presents the development, deployment, and assessment of a hands-on curriculum module for a senior-level course in component design at the Industrial and Enterprise Systems Engineering department at the University of Illinois at Urbana-Champaign. In this course students learn how to design engineering systems using gears, bearings, springs, steel structures, and other components. The course has traditionally included a semester group project where students apply their component design knowledge to a realistic design application, helping to further solidify and integrate their design knowledge. In recent years the project has centered on the design of a trailing arm automotive suspension system with components that interact in complicated ways. Students are expected to follow a rigorous engineering design process and support their design decisions with thorough engineering analysis. Until recently this project was limited to virtual analyses and design solutions; the connection between these design solutions and physical realization was an obvious gap in the project experience. This project was revised to incorporate a targeted hands-on curriculum module, which was introduced in fall 2014. Objectives of this module include helping students gain experience with the ‘media’ of engineering design, and to help students connect analytical and simulation-based studies with the corresponding physical system. The implemented module is a two-part activity in which students design a suspension system using model-based design techniques (in Matlab), followed by physical testing and further analysis using a specially built physically reconfigurable suspension testbed. This testbed allows students to test unique designs rapidly, observe real-time dynamic system performance, and to analyze the difference between simulated and physical test results. Through this activity we gauge students’ attitudes towards traditional theoretical and paper-based design activities versus the hands-on module. We also work to answer the question: “to what extent does a project-based curriculum module influence student experiences and conceptual understanding of engineering design?” through systematic student surveys designed around this new hands-on curriculum module.

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The Creation of Design Modules for Use in Engineering Design Education

Cited by 3 publications

References 25 publications

Acceptability of Eapp Modules as Supplementary Materials in Teaching Selected Topics in English Grammar

Acceptability of Eapp Modules as Supplementary Materials in Teaching Selected Topics in English Grammar

Designettes: An Approach to Multidisciplinary Engineering Design Education

Integrating Model-Based Design and Physical Design Evaluation for Improved Design Education

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