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Incorporating Cooperative Design Strategies into Aerospace
Engineering EducationScottie-Beth Fleming
Dissertation Proposal Presentation October 1st, 2014
Advisor: Dr. Amy PritchettCommittee: Dr. Brian German
Dr. Ute Fischer & Dr. Jennifer Turns
2
Aerospace Engineering Design Process
Fabrication
Preliminary Design Detailed DesignConceptual DesignRequirements
Roskam, 1990; Raymer, 2006; Nicolai & Carichner, 2010
Initial aircraft sizing, performance, and
configuration
Advanced technology exploration
Transition to a more static
aircraft configuration
Design and evaluation of technological components
Entrance to full-scale aircraft development
Component fabrication and
integration
3
Aerospace Engineering DesignIndustry has expressed a need for engineering graduates to use
effective approaches to system design, integration, and synthesis
Dutson et al., 1997Images from
http://wonderfulengineering.com/ http://www.geaviation.com/
http://www.airbus.com/http://www.boeing.com/
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Aerospace Engineering Design EducationCapstone design can cultivate students’ skills to + Collaborate on multidisciplinary teams [ABET student outcome (d)]
+ Communicate effectively [ABET student outcome (g)]
+ Use understanding of the engineering design process to examine the full context of the design problem [ABET student outcome (c)]
ABET, 2014; Woods et al, 2000; Paretti, 2008Images from
http://wonderfulengineering.com/ http://www.geaviation.com/
http://www.airbus.com/http://www.boeing.com/
Senior Design Capstone Course
5
Aerospace Engineering Design Education
Ahmed et al, 2004; Daly et al., 2001; Fleming & Coso, 2014; Gertler, 2014; Griffin, 2005; NTSB, 2013; Oakley et al, 2004; Richey, 2005
Images fromhttp://wonderfulengineering.com/
http://www.geaviation.com/http://www.airbus.com/
http://www.boeing.com/
However, novice aerospace engineers are often unable to+ integrate multidisciplinary design considerations+ translate preferences, constraints, and decisions to others also engaging in the
design process
Senior Design Capstone Course
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Principles of Cooperative Design
Design process recognizes disciplinary interdependencies and supports multidisciplinary integration
Design process directs all designers to integrate their efforts toward achieving shared high-level goals
Design process promotes integrated design decisions through deliberate collaboration processes
77
Research Goal
To design and evaluate an intervention to enhance cooperative design strategies in
novice aerospace engineers
88
Research Goal
Phase 1: Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
To design and evaluate an intervention to enhance cooperative design strategies in novice aerospace engineers
Research Question 3What are the appropriate educational interventions to enhance cooperative
design strategies in novice AE designers?
Research Question 1How does aerospace engineering
currently integrate cooperative design strategies into the
complex system design process?
Research Question 2To what extent do novice
aerospace engineers enter capstone courses able to apply cooperative design strategies ?
99
Research Goal
Phase 1: Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
To design and evaluate an intervention to enhance cooperative design strategies in novice aerospace engineers
Contribution• Characterize principles of
cooperative design• Define cooperative design
strategies within an AE context
Contribution• Define the necessary
specifications for the design of educational interventions
Contribution• Develop methods for assessing students’ use of cooperative design
approach • Address the gap between aerospace engineering education and
the needs of industry
1010
Research Question 3What are the appropriate educational interventions to enhance cooperative
design strategies in novice AE designers?
Research Question 1How does aerospace engineering
currently integrate cooperative design strategies into the
complex system design process?
Research Question 2To what extent do novice
aerospace engineers enter capstone courses able to apply cooperative design strategies ?
Research DesignPhase 1:
Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
11
Aerospace Engineering Design Process
Literature from Org Behavior, I/O Psych, Education, Design
Aerospace Vehicle Design Case Studies
Frame the design context Identify critical behaviors
RQ1: How does aerospace engineering currently integrate cooperative design strategies into the complex system design process?
Characterize Principles of Cooperative Design
12
Frame the Design Context: Aerospace Engineering Design
Roskam, 1990; Raymer, 2006; Nicolai & Carichner, 2010
Multidisciplinary
Fabrication
Preliminary Design Detailed DesignConceptual DesignRequirements
Aerospace engineering design process is
Integrated Collaborative
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Designers should have an awareness of component interactions with different disciplines to create a common understanding of complex issues
Identify Critical Cooperative Behaviors:Literature Exploration
Ahmed et al., 2004; Bunderson & Sutcliffe, 2002; Hackman & Morris, 1975; Jehn & Shah, 1997; Jordan, 2010; Klein, 2004; Klein, 1990; Marks et al, 2001; Mesmer-Magnus & DeChurch, 2009;
Designers have an awareness of disciplinary interdependencies
Design process is directed by design goals
Design teams should use appropriate collaborative processes
While teams share at least one high-level goal, more detailed goals and design requirements should remain consistent with the high-level goals
Effective teams apply, coordinate, and communicate team member knowledge and skills appropriately
14
Aerospace Vehicle Design Case Studies
RQ1: How does aerospace engineering currently integrate cooperative design strategies into the complex system design process?
Aerospace Engineering Design Process
Multidisciplinary Integrated Collaborative
Literature Exploration
Awareness of disciplinary interdependencies
Directed by design goals Use of appropriate collaborative processes
Frame the design context Identify critical behaviors
Characterize Principles of Cooperative Design
15
Design process recognizes disciplinary interdependencies and supports multidisciplinary integration
Design process directs all designers to integrate their efforts toward achieving shared high-level goals
Design process promotes integrated design decisions through deliberate collaboration processes
Principles of Cooperative Design
16
Aerospace Vehicle Design Case Studies
RQ1: How does aerospace engineering currently integrate cooperative design strategies into the complex system design process?
Aerospace Engineering Design Process
Multidisciplinary Integrated Collaborative
Literature Exploration
Awareness of disciplinary interdependencies
Directed by design goals Use of appropriate collaborative processes
Frame the design context Identify critical behaviors
Characterize Principles of Cooperative Design
17
Aerospace engineering designers must recognize the value and importance of other disciplines
Griffin, 2005; NTSB 2013 Images from
http://www.af.mil/http://www.boeing.com/
Incorporated expertise from multiple disciplines at start of
design process
Technical system integration led to late delivery and major technical
problems in flight, particularly with the Lithium Ion Batteries
Design process recognizes disciplinary interdependencies and supports multidisciplinary integration
C-5 Galaxy Boeing 787 Dreamliner
18
Design teams should specify and prioritize goals early in the design process, and continuously monitor progress toward mission accomplishment
Griffin, 2005; Richey, 2005 Images fromhttp://www.af.mil/
http://aviationheritagepark.com/
Design process directs all designers to integrate their efforts toward achieving shared high-level goals
High-level design goal explicitly defined and understood at the
start of the design process
Conflicting high-level design goals caused the Navy to
terminate the F-111B variant
C-5 Galaxy F-111 Aardvark
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Design teams should develop a collaborative strategy which incorporates information about team resources, member expertise, critical design events, and
the changing nature of the design environment
Baird et al, 2000; NTSB, 2013 Images fromhttp://www.af.mil/
Informal communications across working groups allows for timely task feedback and
reflection
Chief project engineer for 787 recognized communication and
collaboration failures
Design process promotes integrated design decisions through deliberate collaboration processes
Rolls-Royce Design Teams Boeing 787 Dreamliner
2020
Research Question 3What are the appropriate educational interventions to enhance cooperative
design strategies in novice AE designers?
Research Question 1How does aerospace engineering
currently integrate cooperative design strategies into the
complex system design process?
Research Question 2To what extent do novice
aerospace engineers enter capstone courses able to apply cooperative design strategies ?
Research DesignPhase 1:
Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
21
Engineering Students’ Understanding
Student Evaluation #1
Purpose: To gather baseline information on student understanding and utilization of cooperative design strategies
Graffiti WallInformal Instructor Interviews
Fall 2014Week 1 Week 2 Week 13 & 14 Week 15
Spring 2015Week 1
End of Spring 2015
Lectures, Lab sessions, 4 Individual projects
5th individual project Team-based design project
Mid-Term Design Review
Preliminary Analysis
Data Sources:
22
Engineering Students’ Understanding
Inquired about common challenges the students faced in the design process
Students anonymously responded to 3 statements written on easel paper and posted on the classroom wall o Define integrated design.o How do aerospace engineers practice integrated design?o Why is an integrated design so difficult to achieve?
Informal Instructor Interviews
Graffiti Wall
23
Engineering Students’ Understanding
Self-Efficacy in Design Scale(Carberry et al. 2010)
Interdisciplinary Competence Scale(Lattuca et al., 2012)
with open-ended follow-up question
Scenario-Based Design Task Part 1:Discipline-Based Design Resources
Demographic Information
Scenario-Based Design Task Part 2:Conflicting Design Requirements
Piloted: Summer 2014
Sample: 50 senior engineering studentsDistributed: Fall 2014
Data analysis:• Confirmatory Factor Analysis• Descriptive Statistics• Thematic analysis
o Integrated results of Evaluation 1, informal interviews, and the Graffiti Wall
Student Evaluation #1
24
Engineering Students’ UnderstandingPreliminary Results
• Students exhibited confusion as to how to integrate multidisciplinary considerations into the final design
• Students demonstrated limited strategies of problem decomposition, scoping, and design goal alignment.
• Students expressed importance of justifying design decisions, but lack the necessary skills to communicate design justifications in practice
• Students perceived collaborative decision-making as the most difficult aspect of design integration
Findings supported by another study of a similar population
Coso, 2014
25
Educational Intervention Specifications
① Shall provide students with an integrated view of multidisciplinary design.
② Shall demonstrate methods to align design goals.
③ Shall provide students with an approach for effectively communicating design decisions.
④ Shall model a variety of effective approaches to managing team processes within cooperative design.
2626
Research Question 3What are the appropriate educational interventions to enhance cooperative
design strategies in novice AE designers?
Research Question 1How does aerospace engineering
currently integrate cooperative design strategies into the
complex system design process?
Research Question 2To what extent do novice
aerospace engineers enter capstone courses able to apply cooperative design strategies ?
Research DesignPhase 1:
Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
27
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
Week 15
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Spring 2015Week 1
End of Spring 2015
Assessment of Students’
Final Projects
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Facilitated Team
Reflection
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
Proposing 5 Educational Interventions
28
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14 Week 15
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Spring 2015Week 1
End of Spring 2015
Assessment of Students’
Final Projects
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Facilitated Team
Reflection
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
• Addresses intervention specifications:1. Shall provide students with an integrated view of
multidisciplinary design.
2. Shall demonstrate methods to align design goals.
3. Shall provide students with an approach for effectively communicating design decisions.
• Supports and enhances current design curriculum
• Incorporates cognitive and situative pedagogical frameworkso Authentic exerciseso Individual and group exploration of the content
• Assessed through post-intervention student evaluation
Newstetter & Svinicki, 2014
29
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14 Week 15 Spring 2015Week 1
End of Spring 2015
Assessment of Students’
Final Projects
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Facilitated Team
Reflection
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Newstetter & Svinicki, 2014
• Addresses intervention specification:
4. Shall model a variety of effective approaches to managing team processes within cooperative design.
• Supports and enhances current design curriculum
• Incorporates cognitive and situative pedagogical frameworkso Authentic exerciseso Individual and group exploration
of the content• Assessed through post-
intervention student evaluation
30
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14 Week 15 Spring 2015Week 1
End of Spring 2015
Assessment of Students’
Final Projects
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Facilitated Team
Reflection
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
• Encourages and supports student application of cooperative design strategies
• Modeled after Agile Project Managemento Short-term goal-settingo Continuous progress updateso Reflective behavior examination and modification
• Piloted in December 2014• Assessed through
• Analysis of report submissions• Design team observations
Drury-Grogan (2014)
31
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14 Week 15 Spring 2015Week 1
End of Spring 2015
Assessment of Students’
Final Projects
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
Facilitated Team
Reflection
Newstetter & Svinicki, 2014
• Facilitated by a trained “expert” designer• Student design teams will
o Reflect on midterm design review feedback & collaborative processes
o Develop an action-based strategy for the remaining design tasks
• Assessed through o Student interviews o Examination of final design project submission
32
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14 Week 15 Spring 2015Week 1
End of Spring 2015
Facilitated Team
Reflection
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
Assessment of Student
Projects
Newstetter & Svinicki, 2014
• Integrates cooperative design strategies with instructors’ expectations
• Trained outside judges will examine the student projects based on this rubric.
• Assessed througho Feedback from outside judgeso Feedback from instructors
33
Intervention/Research Timeline:
Fall 2014Week 1
In-Class Evaluation #1
Week 2 Week 13 & 14
Cooperative Design Strategies Part 1with Reflection-
Based Evaluations
Week 15
Cooperative Design Strategies Part 2with Reflection-
Based Evaluations
Spring 2015Week 1
End of Spring 2015
Assessment of Students’
Final Projects
Lectures, Lab sessions,
4 Individual projects
5th individual
project Team-based design project
Facilitated Team
Reflection
Mid-Term Design Review
Weekly Progress Reports Incorporating Individual Reflection
Proposing 5 Educational Interventions
3434
Research Goal
Phase 1: Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
To design and evaluate an intervention to enhance cooperative design strategies in novice aerospace engineers
Research Question 3What are the appropriate educational interventions to enhance cooperative
design strategies in novice AE designers?
Research Question 1How does aerospace engineering
currently integrate cooperative design strategies into the
complex system design process?
Research Question 2To what extent do novice
aerospace engineers enter capstone courses able to apply cooperative design strategies ?
3535
Research Goal
Phase 1: Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
• Examined engineering design process, design cases, & team literature
• Conceptualized cooperative design approaches into four dimensions
• Explored understanding of novice engineering designers
• Outlined gaps in understanding using preliminary observations
• Defined specifications for educational interventions
• Select pedagogy for educational interventions• Design educational interventions• Complete evaluation of intervention impact
To design and evaluate an intervention to enhance cooperative design strategies in novice aerospace engineers
3636
Research Goal
Phase 1: Examine Current Design Practices and Identify Gaps
Phase 2: Design Educational Intervention and Assessment Tools
To design and evaluate an intervention to enhance cooperative design strategies in novice aerospace engineers
Contribution• Characterize principles of
cooperative design• Define cooperative design
strategies within an AE context
Contribution• Define the necessary
specifications for the design of educational interventions
Contribution• Develop methods for assessing students’ use of cooperative design
approach • Address the gap between aerospace engineering education and
the needs of industry
37
Selected References, 1+ ABET. (2013). 2014-2015 Criteria for Accrediting Engineering Programs. Baltimore, MD. Retrieved from http://www.abet.org /+ Ahmed, S., & Wallace, K. M. (2004). Understanding the knowledge needs of novice designers in the aerospace industry. Design
Studies, 25(2), 155–173. doi:10.1016/j.destud.2003.10.006+ Baird, F., Circus, D., Moore, C. J., & Jagodzinski, A. P. (2000). An ethnographic study of engineering design teams at Rolls-Royce
Aerospace. Design Studies, 21, 333–355.+ Bunderson, J. S., & Sutcliffe, K. M. (2002). Comparing Alternative Conceptualizations of Functional Diversity in Management
Teams: Process and Performance Effects. Academy of Management Journal, 45(5), 875–893.+ Carberry, A. R., Lee, H.S., & Ohland, M. W. (2010). Measuring Engineering Design Self-Efficacy. Journal of Engineering Education,
71–79.+ Daly, J. R., Augustine, N. R., Davis, J. B., Covert, E. E., & Gray, G. J. (2001). Report to the Panel of to Review the V-22 Program.
Arlington, VA.+ Coso, A. E. (2014). Preparing Students to Incorporate Stakeholder Requirements in Aerospace Vehicle Design. Georgia Institute
of Technology.+ Drury-Grogan, M. L. (2014). Performance on agile teams: Relating iteration objectives and critical decisions to project
management success factors. Information & Software Technology, 56(5), 506-515. doi:10.1016/j.infsof.2013.11.003+ Dutson, A. J., Todd, R. H., Magleby, S. P., & Sorenson, C. D. (1997). A Review of Literature on Teaching Engineering Design
Through Project- Oriented Capstone Courses. Journal of Engineering Education, 86(1), 17–28.+ Fleming, E.S., & Coso, A.E. (2014). Viewing an Interdisciplinary Human-Centered Design Course as a Multiteam System:
Perspectives on Cooperation and Information Sharing. Paper presented at the 14th Annual Design Thinking Research Symposium (DTRS14). Purdue
+ Gertler, J. (2014). F-35 Joint Strike Fighter ( JSF ) Program. Washington DC.+ Gibson, J. E., Scherer, W. T., & Gibson, W. F. (2007). How to do Systems Analysis. Hoboken, NJ: John Wiley & Sons, Inc.+ Griffin, J. M. (2005). C-5A Galaxy Systems Engineering Case Study. Wright-Patterson AFB, OH.+ Hackman, J. R., & Morris, C. G. (1975). Group tasks, group interaction process, and group performance effectiveness: A review
and proposed intergration. In L. L. Beckowitz (Ed.), Advances in experimental social psychology (pp. 47–101). New York: Academic Press.
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Selected References, 2+ Jehn, K. A., & Shah, P. P. (1997). Interpersonal Relationships and Task Performance: An Examination of Mediating Processes in
Friendship and Acquaintance Groups. Journal of Personality and Social Psychology, 72(4), 775–790.+ Jordan, S. (2010). Success in Virtual Cross-Disciplinary Engineering Design Teams in Industry. Purdue University.+ Klein, J. T. (1990). Interdisciplinarity : history, theory, and practice. Detroit: Wayne State University Press.+ Klein, J. T. (2004). Disciplinary Origins and Differences. Paper presented at the Fenner Conference on the Environment, Australian
Academy of Science, Canberra.+ Lattuca, L. R., Knight, D. B., & Bergom, I. M. (2012). Developing a Measure of Interdisciplinary Competence for Engineers. In 119th
ASEE Annual Conference and Exposition. San Antonio, TX.+ Marks, M. A., Mathieu, J. E., & Zaccaro, S. J. (2001). A Temporally Based Framwork and Taxonomy of Team Processes. Academy of
Management Review, 26(3), 356–376.+ Mesmer-Magnus, J. R., & Dechurch, L. a. (2009). Information sharing and team performance: a meta-analysis. The Journal of
Applied Psychology, 94(2), 535–46. doi:10.1037/a0013773+ Newstetter, W. C., & Svinicki, M. (2014). Learning theories for engineering education practice. In Cambridge Handbook for
Engineering Education Research. New York: Cambridge University Press.+ Nicolai, L., & Carichner, G. E. (2010). Fundamentals of Aircraft and Airship Design: Volume 1. Reston, VA: American Institute of
Aeronautics and Astronautics. + NTSB. (2013). Boeing 787 Battery Investigative Hearing. Washington DC. Retrieved from
http://www.ntsb.gov/news/events/2013/B787_hearing/agenda.html+ Oakley, B., Felder, R. M., & Brent, R. (2004). Turning Student Groups into Effective Teams. Journal of Student Centered Learning, 2(1),
9–34.+ Paretti, M. C. (2008). Teaching Communication in Capstone Design : The Role of the Instructor in Situated Learning. Journal of
Engineering Education, 97(4), 491–503.+ Raymer, D. (2009). Aircraft Design - A Conceptual Approach. AIAA Education Series. + Richey, G. K. (2005). F-111 Systems Engineering Case Study. Wright-Patterson AFB, OH.+ Roskam, J. (1990). Airplane Design, Parts I - VIII. DAR Corporation. + Woods, D. R., Felder, R. M., Rugarcia, A., & Stice, J. E. (2000). The Future of Engineering Education III. Developing Critical Skills.
Chem. Eng. Ed., 34(2), 108–117.