Incorporating a Product Archaeology Paradigm Across the Mechanical engineering Curriculum

摘要:

Historically, the teaching of design theory in an engineering curriculum has been relegated to a senior capstone design experience. Presently, however, engineering design concepts and courses can be found through the entirety of most engineering programs. Educators have recognized that engineering design provides a foundational platform that can be used to develop educational strategies for a wide array of engineering science principles. More recently, educators have found that product archaeology provides an effective platform to develop scalable learning materials, strategies, and educational innovations across these design courses. This paper presents and discusses how product archaeology has been incorporated at a large research university in two design-related courses for mechanical engineering students: (1) a sophomore-level course and (2) a senior-level class. More specifically, details are reported regarding how and how easily global, societal, economic, and environmental factors were emphasized in the curricula of these courses. Next, the paper shares the qualitative and quantitative assessment tools and methods used to determine the impact of incorporating a product archaeology paradigm in the courses. Finally, the results are reported which demonstrate a significant increase in the students' perceptions across a number of skill and knowledge areas related to ABET-required Outcome h without negatively impacting other important academic areas. Results demonstrate a significant increase in student perception across a number of skill and knowledge areas critical to the next generation of engineers.

参考文献

[1] Burton, J.D., and White, D.M., 1999, “Selecting a Model for Freshman Engineering Design,” Journal of Engineering
Education, 88(3), 327–332.
[2] Colgate, E., McKenna, A., and Ankenman, B., 2004, “IDEA: Implementing Design Throughout the Curriculum at
Northwestern,” International Journal of Engineering Education, 20(3), 405–411.
[3] Panchal, J.H., Adesope, O., and Malak, R.J., 2012, “Designing Undergraduate Design Experiences—A Framework
based on the Expectancy-Value Theory,” International Journal of Engineering Education, 28(4), 871–879.
[4] Wojcik, T.G., Clayton, G.M., Radlinska, A., and Comolli. N.K., 2012, “The Value of Impromptu Design Exercises
as an Approach in Design-Centric Engineering Education.” International Journal of Engineering Education. 28(4),
892–903.
[5] Engineering Accreditation Commission, 1999, Criteria for Accrediting Engineering Programs, ABET, Baltimore,
MD, http://www.abet.org/.
[6] National Academy of Engineering, 2008, Changing the Conversation: Messages for Improving Public Understanding of Engineering, The National Academies Press, Washington, D.C.
[7] Sheppard, S.D., Macatangay, K., Colby, A. and Sullivan, W.M., 2009, Educating Engineers: Designing for the Future
of the Field, Jossey-Bass, San Francisco, CA.
[8] Ahlgren, D.J., 2001, “Fire-fihting Robots and First-year Engineering Design: Trinity College Experience,” Proceedings
of the ASEE/IEEE Frontiers in Education Conference, Reno, NV, ASEE, Paper No. S2E-1.
[9] Dalrymple, O. and Evangelou, D., 2006, “The Role of Extracurricular Activities in the Education of Engineers,”
International Conference on Engineering Education, San Juan, Puerto Rico, Paper No. T4K-24.
[10] Broussard-Wilson, S., 2008, “Study Abroad May Feel Pinch of Dollar,” Yale Daily News. New Haven, CT,
http://www.yaledailynews.com/articles/view/24170.
[11] Fearson, D., 2008, Costs Affect Classes Abroad, Temple Daily Telegram. Temple, TX, http://www.tdtnews.com/
story/2008/12/11/54313.
[12] Wilhelm, I., 2011, “In Next U.S. Budget, Outlook for International-Education Programs Is Gloomy,” Chronicle of
Higher Education, http://chronicle.com/article/In-Next-US-Budget-Outlook/127743.
[13] Briedis, D., 2002, “Developing Effective Assessment of Student Professional Outcomes,” International Journal
of Engineering Education, 18(2), 208–216.
[14] Biney, P., 2007, “Assessing ABET Outcomes Using Capstone Design Courses,” 2007 ASEE Annual Conference &
Exposition, ASEE, Paper No. AC2007-1556.
[15] Executive Offie of the President, 2011, “A Strategy for American Innovation: Securing Our Economic Growth and
Prosperity,” White Paper from the National Economic Council and Offie of Science and Technology Policy.
[16] National Academy of Sciences, National Academy of Engineering, Institute of Medicine, 2010, “Rising Above the
Gathering Storm, Revisited,” National Academies Press, 978-0-309-16097-1.
[17] Ulrich, K.T., and Pearson, S., 1998, “Assessing the Importance of Design through Product Archaeology,” Management
Science, 44(3), 352–369.
[18] West, T., Feurstein, A. and Shooter, S., 2008, “Using Cyber-Infrastructure Enhanced Product Dissection to Introduce
Engineering to Middle School Students,” ASEE International Conference on Engineering Education, Pittsburgh, PA, ASEE,
June 21-24, ASEE Paper No. AC2008-590.
[19] Lewis, K., Moore-Russo, D., Ashour, O., Kremer, G., Simpson, T. W., Neumeyer, X., McKenna, A. and Chen,
W., 2011, “Teaching the Global, Economic, Environmental, and Societal Foundations of Engineering Design through
Product Archaeology,” ASEE Annual Conference & Exhibition, Vancouver, British Columbia, Canada, ASEE, June
26-29, ASEE-1149.
[20] Moore-Russo, D., Grantham-Lough, K., Lewis, K., and Bateman, S. M., 2010, “Comparing Physical and Cyberenhanced Product Dissection: An Analysis from Multiple Perspectives.” International Journal of Engineering Education,
26(6), 1378-1390.
[21] McMillon, B., 1991, The Archaeology Handbook: A Field Manual and Resource Guide, New York, John Wiley &
Sons, p. 10.
[22] Renfrew, C. and Bahn, P. Archeology: Theories, Methods, and Practice. New York: Thames & Hudson, 2004.
[23] Devendorf, E., Cormier, P., Moore-Russo, D., and Lewis, K. 2011, “Using Product Archaeology to Integrate Global,
Economic, Environmental, and Societal Factors in Introductory Design Education,” ASME 2011 International Design
Engineering Technical Conference & Computers and Information in Engineering Conference, Washington, DC, ASME,
August 28-31, DETC2011-48438.
[24] Lewis, K., and Moore-Russo, D., 2011, “Upper Level Engineering Design Instruction Using a Product Archaeology
Paradigm,” ASME 2011 International Design Engineering Technical Conference & Computers and Information in Engineering
Conference, Washington, DC, ASME, August 28-31, DETC2011-47933.
[25] Simpson, T., Kremer, G., Ashour, O., and Lewis, K., 2011, “From Product Dissection to Product Archaeology:
Exposing Students to Global, Economic, Environmental, and Societal Impact through Competitive and Collaborative
“Digs”,” ASME 2011 International Design Engineering Technical Conference & Computers and Information in Engineering
Conference, Washington, DC, ASME, August 28-31, DETC2011-48298.
[26] McKenna, A.F., Neumeyer, X., and Chen, W., 2011, “Using Product Archaeology to Embed Context in Engineering
Design,” ASME 2011 International Design Engineering Technical Conference & Computers and Information in Engineering
Conference, Washington, DC, ASME, August 28-31, DETC2011-48242.
[27] Ogot, M., Kremer, G., Lamancusa, J., and Simpson, T.W., 2008 “A Framework for Classifying Disassemble/
Analyze/Assemble (DAA) Activities in Engineering Education,” Journal of Design Research, 7(2): 120–135.
[28] Kolb, D. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ:
Prentice Hall, 1984.
[29] National Academy of Engineering, 2008, “Grand Challenges for Engineering,” National Academy of Sciences.
(available at www.engineeringchallenges.org/File.aspx?id=11574, accessed March 22, 2012).
[30] Pahl, G. and Beitz, W., 1996, Engineering Design: A Systematic Approach, 2nd Edition, Springer-Verlag, New
York.
[31] Hirtz, J., Stone, R.B., McAdams, D.A., Szykman, S., and Wood, K.L., 2002, “A Functional Basis for Engineering
Design: Reconciling and Evolving Previous Efforts,” Research in Engineering Design, 13(2), pp. 65–82.
[32] Prototype to Production (P2P), http://www.ed.psu.edu/educ/e2020/p2p, accessed January 19, 2011.
[33] National Academy of Engineering, 2005, “Educating the Engineer of 2020,” National Academies Press,
0-309-09649-9.


下载
请登录后再下载
相关作者
统计