493,698 research outputs found
Disciplinary Discourse in Design Reviews: Industrial Design and Mechanical Engineering Courses
An increase in focus on design thinking in the engineering community and design education has led to innovative outcomes. A part of the design thinking education comes from the goals and teaching methods of instructors. From a given dataset of design reviews two different courses were evaluated: industrial design and mechanical engineering. This work analyzes how instructor interactions with individuals or teams fulfill course outcomes. From a discussion of the data analysis it is suggested that industrial designers focus on the passion of the product design while mechanical engineers focus on the functionality and completeness of the design. The ideological approach in each disciplinary course merge ideology of courses such as industrial design into course such as mechanical engineering. The design thinking push hopes to build future innovators, preparing students for the open-endedness of real world problems
機械系新学科における設計製図教育の新しい試み
The new department of Mechanical Engineering which I named for Department of Mechanical Design Engineeringwas reorganized from the mechanical engineering department of this institute, and changed over in April, 2003.Havingchecked similar departments, I cannot find any department with same name among domestic universities. Therefore, thedepartment name has been recognized for its novel image within the new mechanical department.In the past, Conventional mechanical engineering departments included a very wide range of industrial and technicalfields. This method required the management many courses is and students. The new "Department of Mechanical designengineering" (of first learning experience department) lets those in the field of machine design specialize, andwithin the curriculum, I added subjects such as a modeling design, ergonomics and Kansei engineering.By doing this, we hope to train students who understand design, ergonomics, machine and product design and whocan understand the demands of a wide range of users. Therefore, the department hopes to provide students with a differentkind of design and engineering education.This report describes two main aspects of the trail in the areas of design and Mechanical engineering. The first introducesthe results and problems of introducing 3D-CAD applications and drafting to the curriculum. The second investigatestechniques for integrating design education with traditional machine engineering.The new department of Mechanical Engineering which I named for Department of Mechanical Design Engineeringwas reorganized from the mechanical engineering department of this institute, and changed over in April, 2003.Havingchecked similar departments, I cannot find any department with same name among domestic universities. Therefore, thedepartment name has been recognized for its novel image within the new mechanical department.In the past, Conventional mechanical engineering departments included a very wide range of industrial and technicalfields. This method required the management many courses is and students. The new "Department of Mechanical designengineering" (of first learning experience department) lets those in the field of machine design specialize, andwithin the curriculum, I added subjects such as a modeling design, ergonomics and Kansei engineering.By doing this, we hope to train students who understand design, ergonomics, machine and product design and whocan understand the demands of a wide range of users. Therefore, the department hopes to provide students with a differentkind of design and engineering education.This report describes two main aspects of the trail in the areas of design and Mechanical engineering. The first introducesthe results and problems of introducing 3D-CAD applications and drafting to the curriculum. The second investigatestechniques for integrating design education with traditional machine engineering
"Engineering Design" course transformación: From a conceive - design towards a complete CDIO approach
“Engineering Design” is a discipline aimed at improving our understanding about the development processes of novel and successful products, processes and systems in general, and at providing engineers with methodical steps for enhancing such processes. It may well be the engineering discipline more linked to the CDIO approach and to the conceive-design-implement-operate process. The benefits of applying “Engineering Design” principles are better appreciated when facing the development of complex systems. In the field of Mechanical Engineering some of the more complex systems an engineer can develop are advanced mechanical systems and machines.
In this study we present the transformation process of an “Engineering Design” course, carried out in parallel to the implementation of the new Master’s Degree in Industrial Engineering at ETSII – TU Madrid. In the old Industrial Engineering plan of studies, implemented in 2000, the “Engineering Design” course was taught in the 5th academic year for Industrial Engineering students specializing in Mechanical Engineering and lasted for one semester. In the new Master’s Degree in Industrial Engineering, which started in 2014-2015, the “Engineering Design” course can be chosen by students from all Industrial Engineering specializations. The new subject lasts for two semesters and it is taught, in the 1st academic year of the Master’s Degree, to students having finished a four-year Bachelor’s Degree in Industrial Technologies. When transforming the course, our first aim was to let students live through a complete CDIO process, as having a two-semester structure gave us additional time for reaching the implementation and operation stages. With the old one-semester structure they could just focus on the conceptual and design phases. With the new approach their experience is more complete but several challenges arise, which are systematically analyzed in the following pages. A comparative study, taking account of the opinions of students and teachers is also presented and helps to support the benefits from complete CDIO experiences. Key aspects, including: student motivation, coordination between teachers, supervision of the projects under a tight schedule, rapid prototyping resources for reaching the implementation and operation stages, among others, are discussed and the more relevant lessons learned and proposals for improvement are put forward.
To our knowledge it constitutes the first subject following a complete CDIO cycle in the field of Engineering Design applied to machines engineering in our country
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Syllabus: Introduction to Mechanical and Industrial Engineering
Student teams will explore engineering analysis and design under the theme of Engineering Sustainability: Energy and the Environment, incorporating economics, environmental impacts, and social concerns. ENGIN 113 is intended to introduce students to the fields of Mechanical Engineering and Industrial Engineering, and to provide students with important skills that they will need to be successful in college and the professional world. The specific course objectives are to: Develop effective teamwork skills, including peer- and self-evaluation. Practice critical thinking and engineering problem solving. Take a systems approach to design, incorporating economics, environment, and social concerns Develop information literacy. Communicate technical material clearly to a broad audience. Demonstrate competency in computer applications, including Creo and Excel. Complete two projects incorporating some key skills from Mechanical Engineering and Industrial Engineering
The 2nd International Conference on Advances in Mechanical Engineering
The Second International Conference on Advances in Mechanical Engineering, ICAME-22, was held on 25th August, 2022 at the Mechanical Engineering Department of Capital University of Science and Technology. All articles underwent a rigorous single-blind peer review process. ICAME-22 accepted papers in the disciplines of experimental and computational fluid dynamics, thermodynamics, heat Ttransfer, machine and mechanisms, design, solid mechanics, manufacturing, production and industrial engineering, engineering management, technology management, renewable energy, environmental engineering, bioengineering, materials, failure analysis, and related fields
Penerapan Ekspresi Struktural PadaPerancanganSekolahTinggiTeknik Industri Bandung
In the process of equitable development of West Bandung regency, especially in education, then build an institution that supports the development of the region. Adaptation of building theme must be adaptedfrom the function of the buildings is important so that more can be easily identified by the public, thus supporting the development of West Bandung regency. The final task trying to design the establishment of a high school engineering industry located in West Bandung regency. For the development of industrial technology in Indonesia generally, and the development / distribution of development in particular areas of West Bandung regency. High School of Industrial Engineering Bandung has several courses including mechanical engineering, industrial engineering, and electrical engineering. In addition, this thesis also have to consider a wide range of architectural and structural aspects in order to realize success on this project. Concepts used in the design of buildings Bandung Industrial Technical High School this by applying engineering elements such as geometric, formal, rigid elements without damaging the surrounding environment
Design and Technology: A Historical Perspective on the Mediating Role of Technology Between Industrial Design and Engineering
The interdisciplinary relationship between industrial design and mechanical engineering is sensitive. This research focuses on understanding how one can positively mediate this relation, in order to foster innovation. In this paper, technology is considered for this role since it has, in some historical moments, served as an integrator of these two disciplines, in processes that led to innovation. By means of an extensive literature review, covering three different periods of technological development, both disciplines’ positioning in society and their link with technology are analyzed and compared. The three case studies selected help to illustrate, precisely, the technology positioning between both disciplines and society. Literature assumes that industrial design is rooted in the rise of criticism against both the machine and the mechanized production. This is an opposing approach to the current paradigm, in which design plays a fundamental role in adapting technology to society. Also, the social problems caused by the mechanized and massive production triggered the mechanical engineering emergence, as a professionalized discipline. Technology was intrinsically connected with both industrial design and mechanical engineering emergence and subsequent evolution. In the technology conflict with society lays the reform and regulation for design practice, in its broadest sense
CAM and Design for Manufacturing: Developing a Project-Based Learning Course
To effectively serve student career success, mechanical engineering programs must teach students how to account for manufacturing considerations in design. Despite this, manufacturing education is a glaring area of need in current engineering curricula. In fact, basic manufacturing knowledge is one of the only hard skills consistently ranked as one of the greatest weaknesses of mechanical engineering hires in surveys of industrial employers over the last few decades. Without radically changing departmental curriculum to include more emphasis on design-build projects, one solution to combat this is to incubate a lab course in mechanical engineering programs in which undergraduates would practice the principles of design for manufacturing (DFM). This paper details a plan for a project-based course conceived of to accomplish exactly this while maintaining a realistic scope. Avoiding the mistakes of past attempts to incorporate manufacturing topics into mechanical engineering education by narrowing the vision for the course to the context of enhancing students’ design skills, the proposed content is targeted to directly benefit the senior design project experience and reconcile mechanical engineering curricula with the hiring need in industry for engineers who understand common manufacturing processes and how to design for them. Using computer-aided manufacturing (CAM) and other visual learning methods as a starting point, students would master the ability to design for specific manufacturing processes representative of universal DFM principles and later apply that knowledge to hands-on manufacturing projects. The motivation behind this course proposal is to boost engineering career success by ensuring students are capable and ready to engineer immediately upon graduation
CAM and Design for Manufacturing: Developing a Project-Based Learning Course
To effectively serve student career success, mechanical engineering programs must teach students how to account for manufacturing considerations in design. Despite this, manufacturing education is a glaring area of need in current engineering curricula. In fact, basic manufacturing knowledge is one of the only hard skills consistently ranked as one of the greatest weaknesses of mechanical engineering hires in surveys of industrial employers over the last few decades. Without radically changing departmental curriculum to include more emphasis on design-build projects, one solution to combat this is to incubate a lab course in mechanical engineering programs in which undergraduates would practice the principles of design for manufacturing (DFM). This paper details a plan for a project-based course conceived of to accomplish exactly this while maintaining a realistic scope. Avoiding the mistakes of past attempts to incorporate manufacturing topics into mechanical engineering education by narrowing the vision for the course to the context of enhancing students’ design skills, the proposed content is targeted to directly benefit the senior design project experience and reconcile mechanical engineering curricula with the hiring need in industry for engineers who understand common manufacturing processes and how to design for them. Using computer-aided manufacturing (CAM) and other visual learning methods as a starting point, students would master the ability to design for specific manufacturing processes representative of universal DFM principles and later apply that knowledge to hands-on manufacturing projects. The motivation behind this course proposal is to boost engineering career success by ensuring students are capable and ready to engineer immediately upon graduation
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