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researchteachingEngineering Design ProcessesDr. Cindy AtmanDr. Jim Borgford-ParnellKate DeibelCenter for Engineering Learning and TeachingUW College of EngineeringApril 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/1

CELT Design Research What do first year students’ engineeringdesign processes look like? What do senior students’ engineering designprocesses look like? What do experts’ engineering designprocesses look like? How do they compare?April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/2

Design Process ActivitiesDerived from analysis of 7 engineering textsDesign ActivitiesDesign Stages(Identification of a Need)Problem DefinitionInformation GatheringProblem ScopingGeneration of IdeasModelingFeasibility of analysisEvaluationDeveloping Alternative l 2008AA 332 Classroom PresentationProject RealizationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/3

Generic Design Model: A Linear Process?Problem DefinitionGathering InformationGenerating ationApril 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/4

Generic Design Process: An Iterative ProcessProblem DefinitionGathering InformationGenerating ationApril 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/5

Study Summary Data collection: Participants were asked to design something.Asked to speak about what they were doingwhile they were designing.Participants were videotaped or audiotaped.Three levels of expertise: FreshmenSeniorsExpertsApril 2008AA 332 Classroom Presentation(n 26)(n 24)(n 19)Center for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/6

Design Process TimelinesFreshman (Quality Score 0.45)PD:GATH:GEN:MOD:Problem DefinitionGathering InformationGenerating IdeasModelingApril 2008AA 332 Classroom PresentationFEAS:EVAL:DEC:COM:Center for Engineering Learning and TeachingUniversity of ibility AnalysisEvaluationDecision MakingCommunication7

Activity InstructionsIndividually, take a few minutes and do the activity onthe worksheet: In the design process timelines shown on theworksheet, what similarities and differences do yousee between the freshmen and senior engineeringstudents? Do these similarities also involve the quality scores?How so?April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/8

Class DiscussionFreshman #1 (Quality Score 0.37)Senior One (Quality Score 0.38)Freshman #2 (Quality Score 0.45)Senior Two (Quality Score 0.53)Freshman #3 (Quality Score 0.62)Senior Three (Quality Score 0.63)April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/9

Our Findings: Freshmen vs. SeniorsCompared to freshmen, seniors have higher quality designs. (whew!!) scope the problem more effectively byconsidering a broader range of informationcategories. make more transitions among design steps. spend more time iterating. progress farther in the design process.April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/10

ExpertsExpert #1 (Quality Score 0.42)Expert #2 (Quality Score 0.55)Expert #3 (Quality Score 0.67)April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/11

Our Findings: Experts and Time Experts spend more time solving the problems in alldesign stages.Experts also tend to exhibit a ‘cascade’ pattern oftransitions.Experts “scope” the problem more effectively. gathering more information. covering more categories of information.April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/12

Professor’s Observation of SuccessfulTeamsTeams that follow a more ‘complete’ design processend up having better quality design solutions.April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/13

Why is this relevant for you? Where is your team? Moving towards an expert, ‘complete’ process?Stuck in modeling?Linear or iterating?Gathering information adequately?April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/14

Monitoring Your Team’s Design ProcessActivity Individual recording of what you work onAggregation of team’s effortsDiscussion and planningGoal: Straightforward activity to improve your team’sprocess and productApril 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/15

Design Activities for AA 332Problem DefinitionDefining the problemGathering InformationCollecting informationGenerating IdeasThinking up potential solutionsModeling & FeasibilityDetailing how to build solution orparts of a solutionEvaluation & DecisionComparing two or more ideasCommunicationRevealing and explaining the designto othersApril 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/16

Individual Design Progress FormApril 2008AA 332 Classroom Presentation Three Parts Assigned Tasks Individual DesignActivities Reflection/Comments Instruction sheet availableon course web siteCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/17

Team Design Process FormApril 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/18

Visualization of your team’s processManufacturing & ProcurementDesign & ModelingPresentation & CompilationExample only!!! Actual times will vary!April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/19

Questions? Contact: Jim Borgford-Parnell [email protected] April 2008AA 332 Classroom PresentationCenter for Engineering Learning and TeachingUniversity of Washingtonhttp://depts.washington.edu/celtweb/20