Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).https://docs.lib.purdue.edu/pilh/1000/thumbnail.jp

Integrating Information into the Engineering Design Process

Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).https://docs.lib.purdue.edu/purduepress_ebooks/1030/thumbnail.jp

Knowledge-enabled Engineering Design: Toward an Integrated Model

Librarians and engineering faculty have long understood that design is one of the defining processes of the engineering profession. In an increasingly knowledge-driven society, students need to efficiently locate, assess and integrate relevant information into their design process so that they can develop innovation solutions to emerging complex, global grand challenges. Increasingly, engineering curricula are incorporating design as early as the first year, but a question remains as to how effectively information literacy is being integrated into these early experiences of design. For example, the Engineering Change study found there has been very little improvement to lifelong learning skills in engineering graduates over the last decade, and indeed lifelong learning, one indicator of information literacy skills, was the lowest rated of the ABET student learning outcomes. Both librarians and engineering educators have studied the use of information in an engineering context, but our knowledge of the possible synergies between information literacy and engineering design is limited. This paper presents an integrated model of Information-Rich Engineering Design (I-RED), providing a detailed articulation of the specific information needs at different stages of the design process. Derived from both literatures, this model attempts to bridge the language and conceptual divide between librarians and engineering educators, to facilitate deeper and more meaningful collaborations between the two group

Producers' Use of Crop Borders for Management of Potato Virus Y (PVY) in Seed Potatoes

Potato virus Y (PVY) is a very serious problem throughout most major seed potato producing states. Seed potato producers in Minnesota and North Dakota were surveyed in early 2005 to assess their perception of the profitability and risks associated with using crop borders to manage PVY in seed lots. Five of the 23 producers responding (a 25% response rate) said they had used crop borders in 2004. These 23 producers entered 152 seed lots into state seed certification programs. On average, producers had less than 0.1 seed lots rejected for PVY based on summer inspection. The average number of seed lots rejected in winter trials was 1.7. Of the 152 seed lots, these producers said they had entered into state seed certification programs, they reported detailed information on 108 lots. Generations 1 and 2 were the most likely generations to be protected by a crop border. Of these 108 seed lots, 104 passed summer inspection for PVY. Seventy-four percent of the 89 lots sent in for the winter test were reported to have passed. The use of crop borders was significant in explaining whether a seed lot had passed the winter test or not. Thirty-one (97%) of the 32 seed lots that were planted within a crop border passed the winter test while 31 (54%) of the 57 seed lots that were not planted with a crop border passed the winter test. No relationship was found between the choice of border crop and passing the winter test. Producers also were asked to state their agreement or disagreement with several statements regarding their knowledge and opinions on use of crop borders.Crop Production/Industries,