Introduction to Engineering and Design EPICS High School Teacher Workshop June 11, 2007 Professor...
-
Upload
nathan-lippitt -
Category
Documents
-
view
223 -
download
2
Transcript of Introduction to Engineering and Design EPICS High School Teacher Workshop June 11, 2007 Professor...
Introduction to Engineering and Design
EPICS High School Teacher Workshop
June 11, 2007Professor William Oakes
Carla Zoltowski
What is engineering?
One of the activities of engineering… Design Development Research Test Analysis Production Sales Technical Support OtherSource: Oakes, Leone, and Gunn (2004). Engineering Your
Future. Okemos, MI: Great Lakes Press.
What is your definition of design?
Many definitions of design…Design is art.Design as problem solvingDesign activity as applying scientific and
other organized knowledge to practical tasksDesign is a social process in which individual
object worlds interact, and design parameters are negotiated.
Sources: Dr. Robin Adams ENE 696G course notes and Cross, N. (2006).
Crismond (2007) draws from many sources in his definition of design as “’goal-directed problem-solving activity’ (Archer, 1965) that initiates change in human-made things (Jones, 1992), and involves optimizing parameters (Matchett, 1968) and the balancing of trade-offs (AAAS, 2001) to meet targeted users needs (Gregory, 1966).”
Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.
Nature of Design
From Royal College of Art report (1979), recognition of design as a “third culture”:
Central concern is ‘the conception and realisation of new things.’
Encompasses the appreciation of ‘material culture’ and the application of ‘the arts of planning, inventing, making and doing.’
At its core is the ‘language’ of ‘modelling’; it is possible to develop students’ aptitudes in the ‘language’, equivalent to aptitudes in the ‘language’ of the sciences (numeracy) and the ‘language’ of humanities (literacy).
Design has its own distinct ‘things to know, ways of knowing them, and ways of finding out about them’.
Source: Cross, N.(2006). Designerly Ways of Knowing. London: Springer-Verlag. p 1.
Nature of Design
Sciences Humanities Design
Phenomenon of study
The natural world
Human experienceThe artificial
world
Method of inquiry
Controlled experiment,
classification, analysis
Analogy, metaphor, evaluation
Modelling, pattern-
formation, synthesis
Values
Objectivity, rationality,
neutrality, and a concern for
‘truth’
Subjectivity, imagination,
commitment, and a concern for ‘justice’
Practicality, ingenuity,
empathy, and a concern for
‘appropriateness’
Source: Cross, N. (2006). Designerly Ways of Knowing. London: Springer-Verlag.
Designerly Ways of Knowing
Five aspects of “designerly ways of knowing”:Designers tackle ‘ill-defined’ problemsTheir mode of problem-solving is ‘solution-
focused.’Their mode of thinking is ‘constructive’.They use ‘codes’ that translate abstract
requirements into concrete objects.They use these codes to both ‘read’ and
‘write’ in ‘object languages’.
Source: Cross, N.(2006). Designerly Ways of Knowing. London: Springer-Verlag. p 12.
Design in General Education
Justification for design in general education:Design develops innate abilities in solving
real-world, ill-defined problems.Design sustains cognitive development in
the concrete/iconic modes of cognition.Design offers opportunities for development
of a wide range of abilities in nonverbal thought and communication.
Source: Cross, N.(2006). Designerly Ways of Knowing. London: Springer-Verlag. p 12.
Different Problem Types
Logical Story Decision- Diagnosis- Design
Making Solution
Algorithmic Rule- Trouble- Case
Using shooting Analysis
Well-defined ------------------------------------------ Ill-structuredMore abstract context ----------------------------- Real-worldSingle, correct answer ---------------------------- Multiple solutions Information Provided ------------------------------ Many unknowns
Source: Jonassen (2000). Toward a Design Theory of Problem Solving.
Characteristics of Designers
Good designers have the ability to:Tolerate ambiguity Maintain sight of the big picture Handle uncertaintyMake decisions
Source: Dym, Agogino, Eris, Frey, and Leifer (2005).
Characteristics of Designers
Good designers have the ability to:Think as part of a team in a social
processThink and communicate in the
several languages of design
Source: Dym, Agogino, Eris, Frey, and Leifer (2005).
The Design Process
Many formal models for the design processExpress different design philosophiesCommonality that implies that process
represents “design knowledge”
EPICS teaches a model that fits our community-based design
The EPICS Design Cycle
Disposal
Specification Development
Detailed Design
Production
ServiceMaintenance
Redesign
Retirement
Problem Identification
ConceptualDesign
Seeking and Selecting
Each phase of the design process requires creative solutions and has a divergent component where ideas are sought and
a convergent component where options are selected
Diverge Seek Possibilities
ConvergeNarrow Choices
Problem Identification
Specification Development
Conceptual Design
ConvergeNarrow Choices
ConvergeNarrow Choices
Diverge Seek Possibilities
Diverge Seek Possibilities
Individual Differences in Problem Solving
FamiliarityDomain and Structured KnowledgeCognitive Controls (Cognitive flexibility and
complexity)MetacognitionEpistemological BeliefsAffective (attitudes and beliefs) and Conative
(motivational and volitional)General Problem-Solving Skills
Source: Jonassen (2000). Toward a Design Theory of Problem Solving.
Problem-based Learning
Problem-Based Learning (PBL) is an instructional strategy that promotes active learning. PBL can be used as a framework for modules, courses, programs, or curricula (Samford, 1998).
Characteristics Ill-structured, complex problems provide the focal point(s)
and stimuli for the course, curriculum and/or program. Learning is student-centered. Faculty act as a coach or facilitator. Students work in small groups to solve/provide multiple
solutions to problems Learner assessment is enhanced by self and peer
assessment
Source: http://www.samford.edu/ctls/pbl_background.html
Problem-based Learning
The Illinois Mathematics and Science Academy (1996) compared prescriptive and experiential curriculums.
Prescriptive Curriculum Experiential Curriculum
Teacher-centered Student-centered
Linear & rational Coherent & relevant
Part to whole organization Whole to part organization
Teaching as transmitting Teaching as facilitating
Learning as receiving Learning as constructing
Structured environment Flexible environment
Source: http://www.samford.edu/ctls/pbl_background.html
Why Service Learning in Engineering?
Service-Learning Definition
We define service learning as a type of experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship to social needs and an enhanced sense of civic responsibility.
- Hatcher and Bringle, 1997
Two Grand Challenges for Engineering Education
What will it take to be an engineer in the 21st century?
Who will become an engineer?
Solving the problem
The Future of Engineering Education
Q1: The world is changing.Will engineering graduates have the attributes and skills they will need for careers that will span the next 40 years?
Drivers for ChangeNew technologies, multidisciplinary technologies
Rate of technological changeGlobalizationWorkforce issuesDeclining interest among US students:
high school students’ interest down 18% since 1991
Slow progress on diversityJob trends: eng’g students working in
other fieldsOffshoring
Accreditation - ABET
The very nature of Service Learning projects provides many opportunities for students to demonstrate that they have achieved ABET Criterion 3 outcomes apply knowledge design/analyze/interpret design system/component/process techniques/skills/tools problem solving professional/ethical responsibility multidisciplinary teams communication societal context contemporary issues life-long learning
Calls to Action National Academy of
Engineering Studies:The Engineer of 2020:
Visions of Engineering inthe New Century
Educating the Engineer of 2020: Adapting Engineering Education to the New Century
Rising Above the Gathering Storm
Innovate America
Industry - Boeing List• A good understanding of engineering science
fundamentals. • A good understanding of design and
manufacturing processes. • A multi-disciplinary, systems perspective. • A basic understanding of the context in which
engineering is practiced. • Good communication skills. • High ethical standards. • An ability to think both critically and creatively -
independently and cooperatively. • Flexibility. The ability and self-confidence to adapt
to rapid or major change. • Curiosity and a desire to learn for life. • A profound understanding of the importance of
teamwork.
Attributes of NAE’s Engineer of 2020
Analytical skills Practical ingenuity Creativity Communication & teamwork skills Business & management skills High ethical standards Professionalism Leadership, including bridging public policy
and technology Dynamism/agility/resilience/flexibility Lifelong learners
Real Contexts
Compelling Context for Classroom MaterialKinematics course (John Duffy, U
Mass-Lowell)– analyze playground safety
Active exercises to engage studentsDiversity of learning styles
Answers “When would I ever have to use this”
New Context A similar phenomenon occurs when
students are able to marshal a body of knowledge to solve problems presented in class but fail even to see a problem, much less the relevance of what has been learned, in a different setting. The new situation does not provide the cues associated with what has been learned; the “key words” from the classroom are not present in the wider environment. A service-learning student will have more ways to access this understanding.
– Eyler and Giles
Benefits to Learning
Learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others – especially in their local community – Bransford et al., How People Learn
Integrating the Curriculum
problem solving
analysis
engineering
fundamentals
science
mathematics
innovation
design
resourcefulness
ethics
teamwork
communication
CC
OO
NN
TT
EE
XX
TT
TT
II
MM
EE
Service learning has the potential to
realize new efficiencies in the
curriculum
The Future of Engineering
Q2: Both nationally and globally, interest in engineering is changing. Who will become an engineer?
National Trends: Freshmen% of U.S. Freshmen Intending to Major in Engineering
by Sex, Race, and Ethnicity
10%
12%
14%
16%
18%
20%
22%
1994 1995 1996 1997 1998 1999 2000 2001 2002
Workforce: Diversity
Source: Eng. Workforce Commission/NSF
% women
% minority
Total Enrolled Women and Minorities (US)
Misaligned Messages Career
motivators for girls Rewarding Enjoyable Flexible Make a
difference,give back to society
Profession mustbe for someone“like me”
Messages they hearHave to love math and
scienceChallenging, but if you
work hard you can do it
Who will become an engineer? EPICS:
33% of EPICS students are women
20% of Purdue ECE & ME EPICS students are women, compared to 11% of ECE & ME students overall
Snapshot: 33% of Purdue CS EPICS students vs. 11.5% in CS overall
Engineers Without Borders:Many chapters with 50% women
Preliminary data suggests service learning improves retention of women in engineering
Service learning has the potential to change the face of engineering
Kolb’s Learning Cycle
Service-Learning allows diverse students to contribute and be valued
Concrete Experience
Abstract Conceptualization
ActiveExperi-mentation
ReflectiveObservation
to experience
to explain
to examineto apply
Public Perceptions of Engineering
AAES/Harris Polls, 2003
Engineers Scientists
Creates economic growth 69% 25%
Would make a strong leader 56% 32%
Cares about the community 37% 51%
Save lives 14% 82%
Sensitive to societal concerns 28% 61%
Protects the environment 17% 71%
Improves the quality of life 22% 71%
Educating Citizens
Engineering’s responsibility to educate the “whole person”Educating future professionals Educating future community members
Engaged/educated citizens Lifelong impact
Career choicesOutside interests
or activities
Change the message: Because dreams
need doing
Teach ABET a-k
Educate the Engineer of
2020
Change the focus: Engineering
makes a difference in the world
Change the demographics
SERVICE LEARNING
Both local and globalcommunities need accessto technical expertise that isnormally prohibitively expensive:improved, enhanced, new capabilities
Engineering will be centralto addressing globalgrand challenges
Universities willbe engaged in their
communities and in the world
Mutual Needs
Students need more than theoretical knowledge to succeed:
teamwork, communication,customer-awareness,project management,
leadership, ethics,professionalism
The Future of Engineering Education: Because Dreams Need Doing