Attribution styles as correlates of technical drawing task-persistence and technical college students’ performance

Technical drawing is a means of communicating between the designer and the manufacturers to bring ideas into reality by means of drafting. This study investigated attribution styles as collates of students’ technical drawing task-persistence and academic performance using correlational research design. The population for this study consisted of 864 students of year II and the sample study comprised of 150 (93 males and 57 females) randomly selected from six technical colleges in Edo State, Nigeria. Three instruments, Academic Performance Attribution Style Questionnaire (APASQ), Technical Drawing Taskpersistent Rating Scale (TDTPRS); and Technical Drawing Performance Test (TDPT) were developed and used for data collection. Cronbach Alpha reliability method was used to determine the reliability of the instruments and the results were obtained: SAASQ = .87; TDTPRS=.79; AND TDAT = .85. The findings of the study revealed that the technical drawing task-persistence of students was positively correlated by functional attribution style; and was negatively correlated by dysfunctional attribution style; functional attribution style positively correlated academic performance of students. Based on the findings of the study, it was recommended among others that technical drawing teachers should model and teach the students the right attribution style that will enhance their learning of technical drawing

Engineering Innovation and Design for STEM Teachers and the STEM Quality Framework

The backbone of economic growth in the United States relies on engineering innovation. However, engineering innovation cannot occur without engineers and scientists. Unfortunately however, many K-12 students do not have a good understanding of the engineering design process or the vast field of engineering. As a result, many students lose interest in math and science and do not pursue Science, Technology, Engineering and Math (STEM) fields. This paper will describe a unique partnership among the Teacher Education Program and School of Engineering at the University of Dayton (UD) and the Dayton Regional STEM Center (DRSC). This partnership initiated with the development of the STEM Education Quality Framework (SQF). The SQF resulted in a variety of educational tools, including a STEM curriculum template, that was implemented in the DRSC’s teacher professional development and curriculum development program entitled the STEM Fellow Program. The STEM Fellow program was modeled in a unique, NSF sponsored six week program for K-12 STEM teachers and pre-service teachers entitled Engineering Innovation and Design for STEM Teachers. The objective of the NSF sponsored project was to enhance the knowledge of teachers and pre-service teachers about engineering innovation and design, to empower them to provide their students inspirational engineering and innovation experiences as well as better inform their students of potential career fields and societal needs. During the initial pilot year, ten teachers and five pre-service teachers were placed on teams with an engineering student, engineering faculty and industrial mentor. The teams participated in a variety of activities including field trips, a guest speaker series, laboratory experiences, an introductory engineering innovation and design project as well as a more in-depth project provided by the industrial mentor. Evidence used to measure the efficacy of the program at meeting its objectives included both qualitative and quantitative measures. Results suggest that the initial program season was successful at meeting the program objectives

A Thick Industrial Design Studio Curriculum

This presentation was part of the session : Pedagogy: Procedures, Scaffolds, Strategies, Tactics24th National Conference on the Beginning Design StudentThis paper describes an industrial design studio course based in a private university in Izmir, Turkey where second year industrial design students, for the first time, engage in a studio project. The design studio course emphasises three distinct areas of competence in designing that are the focus of the curriculum. They are; design process: the intellectual act of solving a design problem; design concept: the imagination and sensibility to conceive of appropriate design ideas; and presentation: the ability to clearly and evocatively communicate design concepts. The studio is 'thick' with materials, tasks and activities that are intentionally sequenced to optimise learning in a process that is known as educational 'scaffolding.' The idea of a process--a patient journey toward it's destination, is implicit in the studio that is full of opportunities for reflection-in-action. A significant feature is the importance placed on drawing and model making. An exemplary design process should show evidence of 'breadth'--meaning a wide search for solutions where a range of alternatives explored throughout; followed by an incremental refinement of the chosen solution where elements of the final design concept are developed thoroughly and in detail--called 'depth.' Learning to design is predicated on an engagement in and manipulation of the elements of the design problem. Evidence of that learning will be found by examining the physical materials and results of the design process. The assessment criteria are published with the brief at the outset of design project and outcomes are spelt out at the end. Students are remind throughout project of the criteria, which is to say they are reminded of pedagogical aims of the studio. Assessment criteria are detailed and the advantages of summative assessment are described

Innovation in Ship Design

What is innovation in ship design? Is it a capability that is inherent in all naval architects? Is it the result of the application of a certain set of tools, or of operation within a certain organizational structure? Can innovation be taught? Innovation is a creative act that results in a new and game-changing product. The emergence of an innovative product creates an asymmetric market. The emergence of an innovative weapon creates an asymmetric battlefield. It is clearly in the economic and military interest of the United States to be able to develop and deploy innovative products, including innovative ships. But the process of ship design is usually one of incremental development and slow evolution. Engineers are taught to develop their product by paying close attention to previous developments. This approach is viewed by some people as anti-innovative. And yet the author has made a career of innovation in ship design. How has this been possible? This dissertation will answer the four questions posed above. It will show what innovation in ship design is, and where innovative naval architecture lies in the taxonomy of human creative endeavor. It will then describe those human attributes which have been found to be essential to successful innovation. It will also describe some of the many tools that innovators use. Some of those tools are used unconsciously. Some of those tools are formal products supported by research institutes and teaching academies. Finally, given the fact that innovation in ship design is a component of engineering – which is a subject taught in Universities – and that it is facilitated by the use of tools – and tool use can be taught – the author will conclude that innovation itself can be taught. Whether it can be mastered will depend upon the individual, just as with most other creative skills

A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Apply QFD methodology to capture ‘unheard’ voices of UK care home residents and translate them into quality measurement targets for future improvement

This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University LondonIn the planning and delivery of services the voice and choice of consumers have appeared as the foremost key factors. For a large number of organisations the received feedback from customers about the quality of services, which are the criteria and indication of their level of satisfaction play a crucial role in the improvement of quality. Although across developed western communities, the importance of customers’ views has gained acceptance, few studies have been dedicated to the exploration of the voice of the residents in care homes. The review of the literature regarding residents’ satisfaction and quality in care homes revealed that the voices of residents in care homes are usually not heard or are absent. Moreover, the adoption of quality improvement tools in health care has lagged behind that in other industries and there is generally a failure to use an appropriate methodology in care homes, one based on residents’ voice, for improving quality. As a result, the main aim of this research is to investigate residents’ voice regarding improving their satisfaction in care homes. Further, the researcher seeks to obtain data by using an appropriate methodology to assist care home managers in enhancing the quality of the services they offer by assigning weights to quality indicators pertaining to improving quality and residents’ levels of satisfaction. For this purpose, this research employs both qualitative and quantitative approaches to develop a research process entailing: (1) a comprehensive literature review to recognise the phenomenon; (2) interviews with fifteen older people who lived in three different care homes in order to discover the most important residents’ needs and requirements in such homes; (3) a resident survey with one hundred and two residents in thirty five care homes. These were conducted to assess their preferences for the importance of demanded qualities; their satisfaction with provided services and the attributes of each demanded quality based on the Kano model, in order to identify the priority of improvement. Next, (4) there was the development of the House of Quality (HoQ) to optimize quality to assure residents’ satisfaction; and finally, (5) an evaluation study was conducted with thirteen service providers, in order to assess the accuracy and appropriateness of the methodology. This research has contributed towards a better understanding of the residents’ voice, and applying it for enhancing quality and residents’ satisfaction in care homes. For the first time residents’ requirements are prioritised and classified in this context through accurate methods. Moreover, an understanding of the attributes of care home residents’ needs in relation to a Kano model has been elicited. The novelty of this proposed methodology is in utilising the Quality Function Deployment (QFD) in care homes to translate the voice of residents’ regarding their requirements into service planning. The research methodology and results facilitate care home managers with a hierarchy for improvement planning at both service and executive management levels

Effects of additional stimuli on ideafinding in design teams

Studying the effects of idea-finding design methods experimentally can provide some light into their degree of usability. An experiment was carried out to study the effects that different stimuli proposedin idea-finding methods have on the design process and outcomes of four design teams, and to compare these effects with those produced by the problem-solving characteristic of the team members. Protocol analysis and outcome-based analysis were carried out. The results of the analysis show that stimuli can have a greater effect on the design activity than the influence of the designers’ problem-solving styles in the conditions of the experiment. Stimulus with SCAMPER questions favours refinement of solutions, by using a solution as a frame and the questions as sub-frames. Stimulus with images (related in shape and function with the designed object, and displayed in intervals of time) leads teams to be in a continuous flux of generation of partial solutions

A STUDY OF GALLERY METHOD TO INCREASE IDEA QUALITY IN CONCEPTUAL DESIGN

The objective of this research is to evaluate whether gallery method increases idea quality in conceptual design for engineering design problems. The gallery method is a group ideation process which allows individuals to first generate ideas individually, followed by pooling of ideas to conduct group ideation. Design engineers are often encouraged to work in groups to generate concepts and solutions for design problems. However, past research argues that individual ideation results in higher quality design concepts compared to the group ideation methods. The limitations of group ideation such as free riding, production blocking, evaluation apprehension, and goal incongruity are identified to limit its effectiveness. However, group ideation is still popular in industry settings despite the identified limitations. There is a contrast between the past research findings and actual industrial practice of group ideation. This research identifies an opportunity to evaluate the combination of the merits of individual and group ideation through the gallery method for increasing idea quality in conceptual design

Conversation and critique within the architectural design process: a linkograph analysis

Conversation and critique are central to architectural design practice as they function as tools for probing and further improving design ideas. We study the kind of design activities that take place in such conversation and critique within the architectural design process. We use linkographs to characterise the design process taking place during conversation. More precisely, we study conversations between design teachers and design students. In this article, an example design process is considered that takes place via a traditional face-to-face meeting. Using the resulting linkograph, we are able to assess the kind of design activity taking place during such sessions of conversation and critique