A Multidisciplinary Model for Teaching Undergraduate Engineering Design.

Autor/inn/en	Miller, Ronald L.; Olds, Barbara M.
Institution	Colorado School of Mines, Golden. Office of Special Programs and Continuing Education.
Titel	A Multidisciplinary Model for Teaching Undergraduate Engineering Design.
Quelle	(1992), (145 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Curriculum Design; Curriculum Development; Education Work Relationship; Engineering Education; Higher Education; Instructional Innovation; Interdisciplinary Approach; Models; Problem Solving; Professional Education; School Business Relationship; State Universities; Undergraduate Students; Undergraduate Study + Suchen Sie Ihr Suchwort? Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Educational Innovation; Bildungsinnovation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Analogiemodell; Problemlösen; Berufsausbildung; Staatliche Universität; Grundstudium
Abstract	This project was designed to develop a curricular and pedagogical model for teaching multidisciplinary engineering design to senior-level undergraduate students at the Colorado School of Mines. The two-semester course sequence involved students from seven engineering disciplines working in multidisciplinary teams under the direction of engineering, science, and liberal arts faculty to complete design projects for clients from industry and government. The course was designed to help student creatively solve open-ended "real" problems; learn to use a multidisciplinary approach that simulates actual industrial experience; work with others in small design teams; appreciate and consider nontechnical constraints; develop client relations; learn to conduct independent research; and enhance oral and written communication skills. Two pilot projects were successfully completed, with students, faculty, and clients all rating the program favorably. Included are project descriptions, evaluations, and follow-up plans, as well as a list of presentations and publications disseminating project information. Appended are an industrial design questionnaire and summary of survey results; course syllabi; client letters for projects and executive summaries; student recruiting flyer; student perception questionnaire and summary of survey results; course, peer, and self-evaluation questionnaires and summary of survey results; client evaluation form and summary of results; and articles publicizing the program. (Contains 27 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC