Lessons Learned in Integrated Product and Process Design Education (original) (raw)
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1 Lessons Learned in Integrated Product and Process Design Education
2014
Through six years of experience the faculty and administrators in charge of teaching the Integrated Product and Process Design (IPPD) course sequence at the University of Florida have accumulated a wealth of knowledge regarding the effective delivery of a multidisciplinary course that involves nine engineering fields. Each year the IPPD program hosts approximately 26 industrially-sponsored projects carried out by a group of over 150 students who are supervised by 23 faculty from different engineering disciplines. This paper presents a succinct description of the organization of the course from an administrative and academic point of view, followed by a summary of selected lessons that serve as useful guides to ensure the successful completion of challenging projects, including issues such as techniques for effective project management, interacting with industry, and just-in-time course-content delivery. Experience in managing a variety of projects led us to propose a slightly differ...
Maintaining Industry Partnerships In Integrated Product And Process Design Education
2002 Annual Conference Proceedings
The University of Florida Integrated Product and Process Design (IPPD) faculty have become expert at teaching multidisciplinary design (9 fields of expertise) and cultivating industry partnerships. With an annual 25+ project activity, 150+ student and 20+ faculty, many lessons have been learned and codified in the areas of project recruitment, project scope definition and project management. Industry praises the program as an outstanding experiential education, with benefits for students, faculty and industry. Between 1995 and 2001, 133 projects and $2 million in support were provided by industrial sponsors. Two thirds of the projects each program year come from repeat sponsors. Since 1996, Boeing, Lockheed-Martin, Pratt & Whitney and the USAF have sponsored 25 aerospace-related projects. Lessons learned in design project management and funding are explored in the context of representative aerospace-oriented projects.
Integrated Product and Process Design: Current Practices and Future Directions
The University of Florida's Integrated Product and Process Design (IPPD) program is an exemplary model of university-industry collaboration. IPPD features multidisciplinary teams of engineering and business students developing authentic products and processes for industry project sponsors. Each team is led by a faculty coach and is supported by a liaison engineer from the project sponsor. The program has flourished over the last 8 years, with over 1000 students participating and over 180 projects undertaken. The IPPD faculty have become expert at applying the original structured, top-down development model practiced by the IPPD project teams to successfully complete a wide variety of projects-including electromechanical systems, communications and electronics, chemical and waste water processing, and software. Less than 10 percent of the sponsored projects require a hybrid approach to balance successful project completion and student learning. These process-oriented projects rely heavily on the faculty project coach to adapt the IPPD process to achieve the sponsor's project goals and provide a concrete learning experience for the students. This paper will discuss the original IPPD concept and its adaptation into new dimensions, such as process design, and entrepreneurship. Program lessons learned and comparisons between product and process designs will be presented.
’Design-implement experience from the 2nd year capstone course “Integrated Design and Manufacturing
2007
This paper reports/discusses experiences from a new design-build project course “Integrated design and manufacturing” which is held during the fall semester of the second year of the Master of Science program in mechanical engineering at Chalmers University of Technology, Sweden. The course was given for the first time in 2006 within CDIO engineering education context. In the course, the students are trained to solve open engineering problems that have a wide solution space. The project assignments are generated and defined by companies within the industry and are therefore relevant problems associated with existing products. Through a valuemanagement focus the students have to enhance the customer value of a product. The result can be a redesigned product or a completely new one. Throughout this process, group dynamics are trained in a natural way since the students are assigned different roles, which are changed after a rotating scheme. Each student will, for example, experience t...
Product Development Project Courses in an Engineering Design Degree Program
2011
The main objective of this paper is to briefly characterize the first cycle degree program Technology and Product Design offered by the University of Aveiro and present the project courses of this interdisciplinary curriculum in order to contribute to the discussion about engineering design education pedagogy. The four project courses, based on a project-based learning model, are described and analyzed, supported on courses' specific characteristics, structure, outputs, group sizes and pedagogical practices. Moreover, to verify the contributionof project-based learning to the success of the project courses, assessment criteria and approval rates are discussed.
Proposed framework for Transdisciplinary Product and Process Design Education
2011
Breakthrough products and services (e.g., iPhone, YouTube, Facebook) show us that products must do more than just “do the job”. They must “do the job” in an overwhelming, industry transforming way to overtake competitors. What can we learn from these successes and how could this change the way we teach our students? How can students be prepared to take an active part in the creation of the next breakthrough products and services in industry? In this paper, we describe an initiative to create a transdisciplinary project learning environment by growing on many interdisciplinary experiences and building on previous multidisciplinary successes like MATI Montreal research-transfer center (www.matimtl.ca). It regroups three institutions in engineering, education and business to develop and study the use of technology in education. MATI houses an innovative ideation support systems lab called the Hybrid Ideation Space [1]. The proposed transdisciplinary framework will be part of MATI’s str...
Project-Oriented Design-Based Learning: Aligning Students' Views With Industry Needs*
International Journal of Engineering Education, 2013
This paper focuses on the alignment of students' views on project-oriented design-based learning (PODBL) with today's industrial needs. A Collaborative relationship between academic institutions and industrial expectations is a significant process towards analytical thinking (linking the theory and practice). Improving students' knowledge as well as the students' transition into industry, requires efficient joint ventures by both learning institutions and industry partners. Project-based learning (PBL) is well developed and implemented in most engineering schools and departments around the world. What requires closer attention is the focus on design within this project-based learning framework. Today design projects have been used to motivate and teach science in elementary, middle, and high school classrooms. They are also used to assist students with possible science and engineering careers. For these reasons, design-based learning (DBL) is intended to be an effect...
Two way integration of engineering education through a design project
JOURNAL OF …, 2000
Horizontal and vertical integration of engineering education is achieved through an early-design project where students get acquainted with Total Quality Management (TQM) principles and design processes from year-one of their University education. The project is embedded in the undergraduate chemical engineering curriculum as an activity that involves horizontally several first-year subjects and vertically a fourth-year Project Management Practice course and a related Project Management subject. An assessment of the integrated design project indicates that effective teaching and learning spreads through the curriculum, with fourth-year students acting as project managers and experiencing engineering practice. These management and leadership training processes include a shared responsibility in the organization and in the development of the project, which are key factors for the success of the integrated activity. They are also a first step towards the ETSEQ goal of becoming a sustainable student-centered educational system.
introduced a new degree programme in Product Design and Development (PDD) in 2004. As well as setting out to meet all UK-SPEC requirements, the entirely new curriculum was developed in line with the syllabus and standards defined by the CDIO Initiative, an international collaboration of universities aiming to improve the education of engineering students. The CDIO ethos is that students are taught in the context of conceiving, designing, implementing and operating a product or system. Fundamental to this is an integrated curriculum with multiple Design-Build-Test (DBT) experiences at the core.
The Design, Development and Supply Management of a new product are hard and complicated tasks which require knowledge in several disciplines such as Engineering, Research and Development, Marketing and Human Resources. Acquiring these tasks by engineering students represents a major advancement in preparation for real life as future engineers. All of these tasks are hardly taught jointly through traditional learning methods, so engineering students poorly assimilate them. New learning techniques such as project-based learning, facilitates the assimilation of all these tasks giving students a much more comprehensive and realistic set of competences for their future professional life. In this paper, we present a case study of project-based learning, involving the Design, Development and the role of the Marketing and Supply Chain Management of a new product within a classroom environment. The project set for the students relates to the manufacturing of a new motorcycle. It was carried out by students of engineering schools in Spain as part of a National Competition. Engineering schools are involved in the project competition in a real race held on a professional circuit. Keywords: Project Based Learning, Designers and Builders, Engineering Schools, Supply and Procurement Management, New product