Education PDFs
Development of Engineering Education Course for Training Creative Engineers Using Axiomatic Design Cha, S. W., Lee, K. S. 3rd International Conference on Axiomatic Design, 2004 Engineers who are trained by today’s engineering education may become useful engineers for their school, but not for the society. And they also find it difficult to feel worth and happiness for themselves from their work as well as worth and happiness for their society. And they also find it difficult to feel worth and happiness for themselves from their work as well as worth and happiness for their society. This study is development of new engineering education course to cultivate engineers who can initiate new positive thinking and realize active creative activities. Especially this engineering education course was developed by using Axiomatic Design(AD) and Molecular Structure Design(MSD), and appropriateness of the developed engineering education method was examined by applying it to a mechanical engineering class called Creative Design Project 3. Also axiomatic design and molecular structure design were looked at from reversible and irreversible standpoints.
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On Learning and Executing Axiomatic Design in The Engineering Industry Bathurst,S. 3rd International Conference on Axiomatic Design, 2004 The principles of Axiomatic Design, although logical, often do not match conceptual design methods of engineering industry. Most engineering organizations try to inspect quality into the design process in the form of gate review processes with corrective change actions taken when problems observed. Iterative design cycles are common in industry. The Axiomatic design process attempts to form a rational design synthesis intended to eliminate iterations and produce the desired result in one design cycle. In order to fully take advantage of the organizational and analytical benefits of Axiomatic Design high level restructuring of an organization’s design process can be required. This restructuring effort requires a large commitment of resources and energy. This process can be extremely difficult if the engineers involved have an incomplete understanding of the methods of applying Axiomatic Design. This paper draws on experience gained teaching Axiomatic Design principles to engineers in industry. It summarizes some of the problems engineers commonly have with the Axiomatic Design learning process and it also presents suggested methods for effectively conveying an understanding of Axiomatic Design. It includes ways in which functional requirements are often misunderstood by engineers in industry as well as what parts of the axiomatic approach are most important to be communicated and understood completely. This paper discuses how important it is for a student of Axiomatic Design to apply its principles to design examples relevant to the students current design activities and offers suggestions about how engineers can adapt their existing design systems to make them compatible with coupling analysis.
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A Web-based Course for Practicing Engineers on Axiomatic Design Principles Kumar, V., Campion, M. 3rd International Conference on Axiomatic Design, 2004 Vipin Kumar
Department of Mechanical Engineering And Michael Campion Education at a Distance for Growth and Excellence (EDGE) University of Washington Seattle, Washington | |
Role of Axiomatic Design in Teaching Capstone Courses Edwin Odom, Steven Beyerlein, Christopher A. Brown, Daniel Drew, Lloyd Gallup, Sam Zimmerman, and Jeremy Olberding Tech Papers University of Idaho/Worcester Polytechnic Institute, 2005.
Helping undergraduate engineering students learn effective design practices that are applicable to the modern workplace is one of the most complex challenges of engineering education. One strategy to help students master open-ended design projects is to use a systematic process. However, students often want to jump past the front end of the design process and this compromises the quality of the final product. This paper examines the suitability of Axiomatic Design in addressing this problem. Central to Axiomatic Design is early identification of uncoupled design parameters that address independent functional requirements. A new design process, incorporating Axiomatic Design methods along with the use of Acclaro software (http://www.dfss-software.com) was developed in this work and piloted with several capstone design teams at the University of Idaho during the current academic year. Early indications are that these teams were more successful in establishing functional requirements that were more complete, more logically hierarchical, and more independent than other design teams. Furthermore, design ideas discussed by these teams seemed to be accepted or rejected on their own technical merits, rather than the force of the personalities of students who presented them. Thus, we have concluded that axiomatic design helps capstone teams produce higher quality design projects. |