Teaching Design in the First Years of a Traditional Mechanical Engineering Degree: Methods, Issues and Future Perspectives

Autor/inn/en	Silva, Arlindo; Fontul, Mihail; Henriques, Elsa
Titel	Teaching Design in the First Years of a Traditional Mechanical Engineering Degree: Methods, Issues and Future Perspectives
Quelle	In: European Journal of Engineering Education, 40 (2015) 1, S.1-13 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.903227
Schlagwörter	Foreign Countries; Engineering; Engineering Education; Design; Interdisciplinary Approach; Curriculum Development; Academic Degrees; Problem Solving; Program Implementation; Drafting; Models; Geometry; Assignments; College Students; College Faculty; Portugal + Suchen Sie Ihr Suchwort? Ausland; Maschinenbau; Ingenieurausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Problemlösen; Draft; Entwurf; Analogiemodell; Geometrie; Assignment; Auftrag; Zuweisung; Collegestudent; Fakultät
Abstract	Engineering design is known as an answer to an ill-defined problem. As any answer to an ill-defined problem, it can never be completely right or absolutely wrong. The methods that universities use to teach engineering design, as a consequence of this, suffer from the same fate. However, the accumulated experience with the "chalk and talk" teaching tradition has led to a reality in which the employers of fresh graduates are not happy with the engineers they are getting. Part of their complaints are related with the inability of recently graduate engineers to work in problems where the boundaries are not well defined, are interdisciplinary, require the use of effective communication and integrate non-technical issues. These skills are mostly absent from traditional engineering curricula. This paper demonstrates the implementation of engineering design perspectives enhancing some of the aforementioned skills in a traditional mechanical engineering curriculum. It emphasises in particular a design project that is tackled in a sequence of conventional courses with a focus that depends on the course objectives and disciplinary domain. This transdisciplinary design project conveys the idea (and effectively implements it concurrently) that design is multidisciplinary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01