bluuebunny/crossref_metadata_2025 huggingface dataset:
Engineering Perspectives of Grade 7 Students
Authors: Spencer Mary , Strong David
Published: April 2017

Many high school students are unable to consider engineering as an undergraduate program of study because they do not have the prerequisite courses required for university entrance. In order to provide the opportunity for capable students to pursue an engineering degree and subsequently enter the engineering profession, they must understand what engineering is prior to entering high school to enable them to select appropriate courses. The focus of this study is to understand how students in 7th grade perceive the profession of engineering in two regions across Canada. The literature suggests that action is underway in some areas of the United States in order to create awareness and encourage students to pursue an engineering program. These initiatives range from integrating engineering concepts into the K-12 curriculum to providing outreach and design challenge opportunities outside of school. Such initiatives are present in very isolated cases within Canada, however, their reach and impact is limited.In order to better understand the perspective of pre-high school students in Canada, they will be provided with a survey incorporating a variety of questions pertaining to what they understand about engineering as a profession. All questions have been structured as open ended in order to promote individualized answers from the students. Survey questions will be analyzed with NVIVO software to determine if there are common themes in the understanding and perception of engineering from the students’ perspective. Observations and emerging trends of this work in progress will be presented in the final paper.
The Professional Spine: Creation of a Four-year Engineering Design and Practice Sequence
Authors: Frank Brian , Strong David , Sellens Rick
Published: April 2017

This paper discusses the development of a four-year Engineering Design and Practice Sequence (EDPS) of project-based courses at Queen’s University. The four-year sequence is a core requirement for all engineering students, and will develop competence in design process methods and tools, problem analysis, creativity, economics and entrepreneurship, engineering communications, professionalism, and ethics. The EDPS was designed to meet requirements of the Canadian Engineering Accreditation Board graduate attributes , which addresses requirements of the Washington Accord. They also target applicable elements of the CDIO syllabus. The EDPS is being delivered to first year engineering students for the first time in the 2010-2011 academic year and will continue rolling out over the next three years. The paper discusses the process involved in creating the sequence, the course objectives and delivery for each year of the program, and proposed assessment and evaluation methods. The sequence will also be compared to previously published engineering design and practice sequences. The outcomes of the first year, including student feedback and attribute assessment, will also be discussed. Upper year students who will not experience the engineering design and practice sequence are being assessed on their understanding of design methods to provide baseline data for comparison with students who progress through the sequence in future years.This paper was also published in the ASEE 2011 Annual General Conference with joint permission of ASEE and CEEA.
CRITICAL THINKING IN THE WORKPLACE: A COURSE DESIGN AND IMPLEMENTATION
Authors: Andres Greg , Kenyon Tim , Peariso Rudy , Pretti Judene , Stubley Gordon
Published: April 2017

n/a
Integration of Computer Aided Design and Manufacturing at Second Year level in Undergraduate Program
Authors: Laing Christopher , Balakrishnan Subramaniam
Published: April 2017

Computer Graphics for Mechanical and Manufacturing Engineering at the University of Manitoba has evolved from a generic first year program to a second year design course that simulates real world experience through the development of a team based project. This challenging and comprehensive program integrates two separate course into one, CAD (Computer Aided Design) and Computer Aided Manufacturing (CAM) Concepts. The latter provides a framework to the process of computer-controlled manufacturing with an emphasis on use of advanced computerized machines. The CAD portion is taught in three stages; the first stage builds proficiency in 3D modeling techniques to create working virtual models. The second stage focuses on the language and communication of mechanical design, and the third stage develops practical skills on a host of modern technology, including CNC (Computer Numerical Control) and rapid prototyping equipment. The second part provides a series of lectures establishing the link between CAD and CAM and culminates in a design project that links the two modules. These complementary programs work hand in hand to provide the necessary theory and practical skill for the students to work in teams, to develop and conclude the term with a working device that they designed, fabricated and tested in one of the two production laboratories allocated to this course. At the conclusion of this program, each device is authenticated to ensure that it has met the criterion which validates both the design as well as the student’s learning experience. This paper will endeavour to be candid in sharing our experiences with you. We will cover everything from looking at the history behind this program, to the challenges we met. Most notably, the number of students compared to the equipment available in both the learning and production stages of this course. We will also explore the principals and thinking that constituted the curriculum with the goal that each facet of learning, both in its theory and application directly relates to real world practice that would contribute to the student’s field of study and their preparation for industry.
Physical and Virtual Environment for Automation Education of Engineers and Technicians, Part 3: Improvement of joint distant laboratory activities in process control and automation based on past experience
Authors: Deschenes Jean-Sebastian , Barka Noureddine , St-Onge Pierre , Michaud Mario , Paradis Denis , Brousseau Jean
Published: April 2017

Current industrial software technology offers the possibility for the plant staff to operate production systems without an obligate need to be present on the production floor. Our project, which earlier phases were presented in the last CEEA conference, proposed joint learning activities related to this reality for the training of future engineers and technicians. It is a collaboration between the Université du Québec à Rimouski (UQAR) and the Cégep de Rivière-du-Loup (CEGEP), both located in the eastern Quebec region. Activities were conducted under two different themes: (i) process control activities using a hydraulic training setup, and (ii) sequential automation activities using individual units of a mini-plant designed for recycling beverage bottles and cans. The third phase of the project, being the subject of this paper, was to improve the virtual environment and laboratory activities from past experience results, and evaluate the effectiveness of these modifications. To state a few modifications as examples, the activities contexts were modified from a customer-client relation between the teams to a more cooperative scenario, as distant and local implementation teams from the same service provider. The sequential automation activity was conducted on a more complete and operational mini-plant, and the student teams were involved in a more interactive work, involving exchange of files and sharing common work objectives. All activities started with a physical encounter between the student teams, which effectively helped to improve comradeship. Results once again showed that students from both institutions successfully worked and communicated together despite their different skills and backgrounds. Training objectives for this phase were successfully attained and the lessons learned were exploited to effectively enhance the training level and the studentacquired skills through the activities.
Engineering Design Contests and Courses: a Model-Based Taxonomy
Authors: Foster Jason A. , Sheridan Patricia K.
Published: April 2017

Engineering faculty develop both design courses and design contests and competitions. These design experiences target and involve a wide variety of participants including students, faculty members, and members of the engineering profession. Given constraints on faculty time and resources, a common taxonomy and set of archetypes has the potential to increase the efficiency and effectiveness of the design of these experiences. Such a taxonomy can also prompt discussion among engineering design educators regarding their design pedagogy. This paper presents the initial development of such a taxonomy by modeling design experiences using an engineering design process model. Each stage of the design process model has been augmented with a set of common design decisions found in such experiences at the University of Toronto. Although preliminary, this augmented model shows promise as the foundation of both a taxonomy of design experiences and a handbook of design experience design.
The Frog and the Octopus—Experience Teaching Software Project Management
Authors: Kruchten Philippe
Published: April 2017

How do you teach software project management to 4th year engineering students, when there is nothing to manage, and the largest project they’ve ever experienced was with two buddies last term? In this paper, we present our experience over seven years teaching this topic alternatively to industrial practitioners, and to undergraduate and graduate students in an academic environment, both in Canada and in the Netherlands. The approach is based on a conceptual model of software development that takes into account the common aspects across a vast spectrum of software projects (“the frog”): intent, product, work, people, time, uncertainty, quality cost and value, and the variability across this spectrum (“the octopus”): size, criticality, business model, governance, team distribution, culture, etc.. This conceptual model is used throughout to (1) structure the course, (2) introduce issues, techniques, practices, and analyze them from a critical perspective: what would the frog say? what would the octopus say? (3) map other models, frameworks, or standards in this field: PMBOK, ISO 12207, RUP, Agile and lean approaches, ACM/IEEE SE 2004 curriculum. Rather than delivering to the students a canned set of recipes, the objective is to allow them to reason about the strategies, techniques, practices and tools that are most applicable to a given set of circumstances. The approach is complemented by small simulation games used to illustrate a few aspects and to trigger discussion (what happened, how realistic is this, how would you do differently?), or short videos of practices used to initiate a debate in class on a given practice.
Enhancing Confidence, Competence, and Connection in Engineering
Authors: Roncin Andrew
Published: April 2017

In December of 2010, a pilot study into the perceptions of engineering instructors was done. From the interviews with engineering faculty, an overview of the current practices and attitudes in engineering were developed. One of the problems highlighted in this work, was that instructors felt pressured by class size, time, and amount of content to use lectures while teaching to teach. However, this may not be the methodology for encouraging student learning.The benefit of this research is that it provides a good background for understanding teaching environment facing current engineering instructors. So that when combined with the works on teaching engineering and education, we can suggest methods of teaching that are relevant and realistic to engineering classrooms.In short, this paper will examines suggestions for enhancing the confidence, competence, and connection of engineering students
New Venture Design – Interdisciplinary Capstone Projects at UBC
Authors: Kruchten Philippe , Lawrence Peter , Dahl Darren , Cubbon Paul
Published: April 2017

New Venture Design is an interdisciplinary project course across Engineering and Business at UBC,whose primary goal is to provide students of both faculties with knowledge and practical experience related to the formation of an entrepreneurial venture based on the development of a new product or process. Working in teams of 6 students (3 engineering students and 3 business students), the end-goal in the course is to produce a viable product prototype (the primary responsibility of the engineering students) and the necessary business plan (the primary responsibility of the business students) to ensure its success in the marketplace. This course is a combination of both lecture instruction (on creativity, business plans, patents, prototyping, fabrication, funding, tax credits, etc.) and dedicated lab-time in which student teams will advance their new venture concept toward market introduction. The teams enter many business plans competitions in the province, across North America (and beyond). Some teams go much further and file provisional patents, or incorporate a company. Starting in 2003, the course has now run for 8 years; several of the project teams have actually started a company based on their idea, or have created other new ventures. This paper summarizes the course, its motivation, details the current framework and syllabus, and reflects on lessons learned.
A SPACE ADVENTURE CAMP AND PRE-UNIVERSITY OUTREACH
Authors: Kinsner Witold , Britton Ron , Cieszecki Jeff , Ellis Wayne A. , Thoren Alan , Schor Dario , Statham Brian , Linton Greg , Tessier Tom , Striemer Robert , Flather Colleen , Bowen Barbara , Lee Norman
Published: April 2017

This paper presents a summary of the experiencegained from several offerings of a space adventure camp for high-school students at a university campus. Pedagogical, organizational, logistical and safety issues are discussed. Linkages to other elements in our aerospace educational program are made, including a university mentorship for high-school students and the satellite design project. Support from over 20 organizations is reviewed, including the strong Manitoba aerospace industry, the amateur radio community, and several high schools.
CURRICULUM ENHANCEMENT AND EVALUATION OF GRADUATE ATTRIBUTES AND OUTCOMES THROUGH STUDENT-RUN FORUMS
Authors: Schor Dario , Marcynuk Kathryn , Sebastian Matthew , Kinsner Witold , Ferens Ken , Shafai Cyrus , Sepehri Nariman
Published: April 2017

The evolution of a curriculum involves changes at many different levels such as daily changes to reflect questions or areas of interest of a particular class, improvements to an established course based on observations from the professor, or more significant changes to streams of courses at a departmental level, or adaptation to suggested accreditation guidelines such the recent new Canadian Engineering Accreditation Board (CEAB) graduate attributes and outcomes. Most educational institutions have means of collecting data and assessing individual courses or streams of courses based on student performance, course evaluations, and professor assessments. However, since more can be done to gauge the collective effect of changes before students get to their final year capstone project or go into industry, a student-run curriculum forum has been established.This paper presents some of the lessons learned from the bi-annual student-run curriculum forums in the Department of Electrical and Computer Engineering at the University of Manitoba. Based on the experience acquired so far, this paper outlines the organization of the curriculum forums, suggestions on guided discussions, ways to present feedback, and means of communicating to students how their feedback is being used to improve the curriculum.
CHEM ENG 3S03: FUNDAMENTAL AND SYSTEMIC APPROACH TO SUSTAINABLE CHEMICAL ENGINEERING
Authors: Wright Matt
Published: April 2017

Examination of the current Chemical Engineering curriculum at McMaster University reveals areas that can be adapted to teach sustainability tool and concepts without removing technical and fundamental knowledge. Creation of a conceptual sustainability-driven course entitled, CHEM ENG 3S03 – Fundamental and Systemic Approach to Sustainable Chemical Engineering addresses many of these concepts as a stand-alone technical elective option. The course is separated into ten modules that concurrently exist as individual courses within the Chemical Engineering department, with adapted reading material and systemic approaches to sustainability. It is proposed that a pedagogical strategy should be adopted to produce sustainabilityspecific learning outcomes. Metrics from the design of CHEM ENG 3S03 can be utilized to modify other Engineering courses to meet the needs of accreditation and integrate sustainability into Engineering education at McMaster.The concept of integrating sustainability into the Chemical Engineering curriculum is inspired by work completed by the Taskforce for Sustainability in Engineering Education. The Taskforce is a product of McMaster University’s Dean of Engineering, David Wilkinson, and the Strategic Plan 2009-2014. Within the report, it is an objective of the McMaster University Engineering Faculty “to examine the global engineering concept and determine how it can be best integrated into the undergraduate curriculum.” Aligning with this goal, the taskforce completed significant work in curriculum mapping and setting of sustainability attributes for undergraduates. The work of this taskforce led to the ideology of course development within each Engineering discipline with an emphasis on graduating Engineers that are proficient in competencies and hold specific desirable attributes.
USING DESIGN CASE STUDIES TO PROMOTE GROUP LEARNING AND FOSTER TEAMWORK SKILLS
Authors: Nespoli Oscar , Owen William , Lambert Stephan
Published: April 2017

Waterloo Cases in Design Engineering (WCDE) has been established to enhance engineering design education by developing case studies from student cooperative work term reports, and implementing them across the entire Faculty of Engineering. One design case, developed from a student report, was used in three (3) different courses during one academic term as a precursor activity to a class or term design project. The results of a student survey indicate that the design case was an engaging application and that group discussion and interaction helped to enhance students’ understanding of the design method, and the specific design challenge described in the case. Instructor perspectives are summarized on using design cases and the case method with students in teams to develop teamwork and other complementary abilities.
AN OBJECT-ORIENTED PATTERN LANGUAGE FOR ENGINEERING DESIGN
Authors: Khanal Y. P. , Buchal R. O.
Published: April 2017

Psychological inertia, biases and incomplete knowledge can lead engineering designers to choose a sub-optima design. The use of design patterns can help engineering designers find better solutions. Design patterns are recurring/reusable design solutions that are known to work in a particular design situation or a context. Patterns represent both recurring problems and recurring solutions together with their relationships. A design pattern language is a collection of related design patterns covering a particular design domain. This paper describes an object-oriented framework and methodology for the construction and use of pattern languages for the design of technical systems. Key words: Engineering design patterns; Engineering design pattern language; Engineering design; object-orientation.
THE GLOBAL ENGINEER: AN IMPLEMENTATION OF OUTCOMES BASED ACCREDITATION REQUIREMENTS
Authors: Fishbein Jonathan M.
Published: April 2017

The current state of the public’s perception and understanding of the engineering profession, in addition to changing nature of engineering practice with the rise of the globalized economy, demands that Canadian universities change the way we train engineers. This is further reinforced by the Canadian Engineering Accreditation Board (CEAB) transitioning towards a new outcome-based framework for accreditation. At Engineers Without Borders (Canada), we have been working with Canadian universities to develop more Global Engineers, a concept that is similar to the new CEAB accreditation requirements. We present our Global Engineering concept, as well as our identified implementation best practices, as a potential model to help guide universities towards outcome-based accreditation.
ENGINEERING DESIGN IN THE CREATIVE AGE
Authors: Fleisig Robert V , Mahler Harry , Mahalec Vladimir
Published: April 2017

McMaster University has initiated a new graduate program in engineering practice aimed at educating tomorrow’s engineering design leaders. Graduates of engineering schools are well versed in technology and its application but must acquire new skills and competencies in innovation and design in order to become global leaders in their industries. The leading thinkers in engineering design innovate continuously to succeed in the global marketplace. This paper discusses the value and importance of teaching and learning human-centred design thinking for engineering graduates. Achieving significant and continuous innovation through design requires looking beyond current systems design practices. Engineering educators must adapt new ways of thinking, teaching, and learning engineering design from other disciplines. This paper discusses the modes of engineering thinking and how they differ from those of contemporary innovators and examines how a human-centred approach to design can replace approaches that consider human values and ethics as constraints to the design. The authors will discuss current efforts to insert the teaching and learning of a human-centred approach to engineering design at the graduate level in an engineering curriculum. The aim of the curriculum is to introduce students to collaborative, inter-disciplinary, human-centred thinking, with a strong emphasis on generating continuous innovation through creativity.
COLLABORATIVE DESIGN PRACTICE INVOLVING PARTNERS FOR THE ADVANCEMENT OF COLLABORATIVE ENGINEERING EDUCATION (PACE)
Authors: Mikkelsen J. , Steeves A. , Cleghorn W. L. , Bastani P. , Pattani R. , Pickles T.
Published: April 2017

This paper describes efforts to develop a collaborative design project involving third year mechanical engineering students from the University of British Columbia (UBC) and the University of Toronto (U of T). Selected students enrolled in a core kinematics and dynamics course at U of T were partnered with selected students enrolled in a core machine design course at UBC. These project groups were given the task of designing an automotive product specified by the industrial client, General Motors. The pilot project required students make full use of the advanced design resources provided under the Partners for the Advancement of Collaborative Engineering Education (PACE) program. This pilot project was performed as a simulation of real world automotive design where design offices around the globe participate in concurrent design of new automobile components and systems.
FIRST-YEAR ENGINEERING BICYCLE DISSECTION AS AN INTRODUCTION TO SUSTAINABLE DESIGN
Authors: Doyle T. E. , Baetz B. W. , Lopes B.
Published: April 2017

Introductory design in a common first year engineering programme requires a balance between prescribed demonstration and open ended design. As a method of motivating and engaging students, McMaster’s first year design and graphics course has had success running a product dissection project; referred to as the Cornerstone Project. The Cornerstone project’s goal is to create a base for an engineer’s design education and technical communications. While the course domain is traditionally considered mechanical in nature, the concepts apply across all engineering disciplines. With greater public concern about the environment and sustainability, the Cornerstone project will introduce these considerations in design. The summer offering of the Engineering Design and Graphics course will run a pilot course to examine the dissection, modelling, and sustainability of a commuter bicycle. This paper will describe the project, discuss its results, and present examples of student submissions.
DESIGN BEYOND "DOING"
Authors: Winkelman Paul
Published: April 2017

As a relatively new field of inquiry, engineering design is still very much under construction. In terms of its final form, the engineering tradition suggests that engineering design use science to legitimate its knowledge base while emphasising the practical application of that knowledge. To explore this model, agricultural engineering is presented as a case study. Declining enrolments forced agricultural engineering to re-conceive itself, to be transformed from an applications-based (agriculture) discipline to one based on science (biology). Its strong “application” orientation (“doing”) may have contributed to its demise, for it had no well-defined theoretical base (“knowing”) that it could call its own, a nucleus from which it could construct its identity. Engineering design, too, must be careful not to be completely preoccupied with “doing” (creating a product) at the expense of “knowing”. “Knowing” means that knowledge can be an end in itself. Although selfindulgent, “knowing” for its own sake is an essential part of a strong, confident discipline.
TEACHING ETHICS IN SOFTWARE ENGINEERING DESIGN EDUCATION
Authors: Weber-Jahnke J. H.
Published: April 2017

n/a
INDUSTRY-BASED CAPSTONE DESIGN PROJECTS: MEMORIAL'S FORTY YEARS EXPERIENCE
Authors: Lye Leonard M. , Bruneau Stephen E.
Published: April 2017

Over the last few decades, the idea that the engineering profession should have a significant input to engineering education has taken a stronghold throughout the world. This is still true today. At Memorial University of Newfoundland, professional contacts were deliberately built into the undergraduate program when it was developed in 1969. First, the program would run on the cooperative model whereby students alternate between industry and university and second, the traditional final-year individual theses would be discarded in favour of team-oriented comprehensive capstone design projects supplied by industry and supervised by professional engineers from industry and academia. Both aspects of the program require considerable interaction between students and faculty on one hand and the practicing engineering community on the other. This has considerably strengthened the ties between industry and academia and has given the students an appreciation of the significance of their work to society in which they live. This paper will highlight some of Memorial’s experiences with industry-based capstone design projects over the last 40 years.
ARE MANY HEADS BETTER THAN ONE? USING PEER REVIEW IN ENGINEERING DESIGN COURSES
Authors: Garousi Vahid
Published: April 2017

It is important for engineering students to peer review each other's work during design projects. Based on the demonstrated value of peer reviews in engineering (e.g., the software industry), numerous industry experts have listed it at the top of the list of desirable engineering skills and practices. However, surprisingly, not many engineering courses in Canadian or even non-Canadian universities and colleges include peer review activities in their design courses. The author thus decided to apply peer reviews to the design project of a senior software engineering course. The purpose of this article is to present our experimental findings, lessons learned, possible challenges and recommendations that may be used to promote learning and also the usage of peer review activities in teaching other engineering courses. The results of our experiment show promising signs of using peer review in a design project.
ENHANCING DESIGN EDUCATION BY PRODUCT REVERSE ENGINEERING
Authors: Huang Kezheng
Published: April 2017

As science and technology develops faster and faster, the accumulation of knowledge is exponential over time. Engineering education must keep up with the changing environment including engineering practice. As each individual’s capability is limited, engineering students need choosing right stuff to learn so that they can graduate as qualified engineers with both broad knowledge and practical skills as required in industry. In this paper, the current engineering education is discussed with some trends, such as creativity training as most have insisted in project-based hands-on design education, broad knowledge including essential engineering science knowledge. As a comprehensive discipline, design engineering courses exist to teach engineering design fundamental. Due to immature design theory and methodology, the “learning by doing” approach is widely accepted to complement current engineering design education. In this paper, an integrated effort is introduced which combines together the two basic aspects, knowledge and skill, in order to increase the half-life of engineering knowledge and enhance the hands-on skills at the same time. Based on new development in design research, an experimental design education using Product Reverse Engineering (PRE) as education tool, is introduced with initial evaluation for suitability in design education.
A COMPARISON OF BUSINESS CASE AND ENGINEERING DESIGN CASE STRUCTURES
Authors: Nespoli Oscar , Hagedorn Andrea , Campbell Colin , Lambert Stephan
Published: April 2017

The structure of cases used in the teaching and learning of business management knowledge and cases being developed for the teaching and learning of engineering design knowledge are compared. General similarities are found that parallel a systematic problem solving process. Differences exist in terminology and the grouping of process stages.
SERVICE LEARNING: A POWERFUL APPROACH TO THE INTRODUCTION OF ENGINEERING DESIGN FOR FRESHMAN
Authors: Brousseau Jean , El Ouafi Abderrazak , Loubert Suzie
Published: April 2017

Service learning is a very interesting pedagogical approach for engineering education. It can be used in most engineering courses, but it fits well in a project-based design course. Through service learning, the students work with a real customer, apply all the steps of the design cycle, deliver a functional prototype, manage a real project, understand the multi-faceted responsibilities of an engineer and develop team work and communication skills. The approach was introduced in an existing, first year, first semester, design course. The experience shows that projects can be found in the community without too much effort, students perform very well and can deliver functional and useful prototypes in four months. Before introducing the service learning approach, the course was already well evaluated and is even more appreciated now. The conclusion is that service learning is a perfect approach for a course that was designed to introduce students to real-world problems in engineering at the start of their engineering education.
DESIGNING A RUBRIC TO ASSESS THE MODELLING PHASE OF STUDENT DESIGN PROJECTS IN UPPER YEAR ENGINEERING COURSES
Authors: Woodhall Thomas F. C. , Strong David S.
Published: April 2017

In order to bridge the gap between a student’s understanding and an instructor’s perception of subject mastery, it is important to assess upper year capstone design projects in a way which targets the important aspects within each stage in the design process while providing feedback that is instructive and helpful. Using the design process itself a rubric was created that assesses a student’s mastery of the modelling phase of the design project (as defined by Dominik). The rubric assesses students in two areas: key concepts and key steps. These areas fully encompass the goals of the modeling phase, not only in terms of the project’s completion, but also relate to the learning goals that instructors should have for the student, as well as providing feedback that can help develop a student’s mastery of the topic area.
DEVELOPMENT OF A MODERNIZED SHATED LABORATORY FOR CONTROL SYSTEMS EDUCATION
Authors: Sepehri N. , Fraser D. , Annakkage U. , Jalayeri E.
Published: April 2017

This paper describes an interdepartmental initiative which aimed at launching the establishment of a shared laboratory facility to support teaching courses related to control, instrumentation and Mechatronics offered by various engineering departments at the University of Manitoba. The paper first outlines the rationale and need for this initiation. The approaches taken so far from upgrading the existing equipment and making them available at the faculty level to purchasing modern equipment are described. Future steps towards using the facility to encourage problem based learning and teaching innovations will also be described.
USING PINE WOOD DERBY CARS TO INTRODUCE MECHANICAL ENGINEERING TO STUDENTS IN A FIRST YEAR GENERAL ENGINEERING DESIGN COURSE
Authors: Torvi David
Published: April 2017

In order to introduce students to mechanical engineering, a first year design laboratory was developed based on pine wood derbies that are run in various children’s organizations. In these races, children and their parents design and build a car using a kit consisting of a pine block, metal axles and plastic wheels. This design exercise introduces students to several aspects of mechanical engineering, including manufacturing, aerodynamics, and material science. It also builds on courses that cover engineering drawing and report writing.
EVALUATING STUDENT DESIGN ACTIVITY IN ENGINEERING DESIGN PROJECTS
Authors: Petkau D. S. , Mann D. D.
Published: April 2017

Student design projects in engineering courses are usually short term conceptual design problems. Upon completion of the projects it is difficult to assess which design activities had the greatest contribution to the success of the design. In the fall of 2006, students in 2nd, 3rd, and 4th year Design Trilogy courses at the University of Manitoba were asked to keep extensive design journals. Design teams consisted of multiyear students completing various industry projects. Student design activities recorded in the journals were coded. Data were compared between design teams and between students in the different years of study. This paper describes the evaluation process and reports on the preliminary findings.
IMPACT OF TABLET PCS ON CREATIVITY IN ENGINEERING DESIGN EDUCATION
Authors: Firth Kevin , Surgenor Brian
Published: April 2017

This paper presents experience with Tablet PCs from the perspective of students in a capstone design course. The authors coordinate an industry based capstone design course. As part of a pilot study, four teams in the course were provided with Tablet PCs with the requirement that they use their tablets as individual electronic design notebooks to replace their conventional hardcopy design notebooks. Experience to date indicates that this technology can enhance creativity in engineering design education.
AN OVERVIEW OF CHEMICAL PROCESS DESIGN ENGINEERING
Authors: Mody David , Strong David S.
Published: April 2017

The nature of Chemical Process Design Engineering requires that it utilize methods of design that sometimes differ from product design, yet clearly, many overlaps exist. This paper describes the general procedure for designing a chemical plant, the common design documents, and today’s tools for achieving a chemical plant design. Parallels and differences between process and product design are highlighted.
EDUCATING ENGINEERS ABOUT PRODUCT DESIGN METHODOLOGY
Authors: Kurowski Paul M. , Knopf George K.
Published: April 2017

A successful product designer must combine natural creativity with the systematic use of structured design methodology and modern computer-aided design tools. Practice without proper instruction and formal guidance fails to recognize the vast knowledge of the design process developed by successful professionals. However, designing a product solely by theory without the experience derived from practice is ineffective because many subtleties and exceptions are learned by working on actual design project. In this paper, the authors discuss how formal lectures on product design and development methodology can be effectively combined with a hands-on design project leading to viable solutions by novice engineering students to open-ended problems.
COMPARISON OF SAW BLADE NATURAL FREQUENCIES AND CRITICAL SPEEDS USING CSAW AND FINITE ELEMENT ANALYSIS
Authors: Poirier J. , Radziszewski P.
Published: April 2017

The natural frequencies of circular saws limit the operating speeds of the saws. Current industry methods of increasing natural frequency include pretensioning, where plastic deformation is induced into the saw. To better model the saw, the finite element model is compared to current software for steel saws; C-SAW, a software program that calculates frequencies for stiffened circular saws. Using C-SAW and the finite element method the results are compared and the finite element method is validated for steel saws.
LINE WEAR SENSOR DESIGN
Authors: Radziszewski Peter , Martins Suda , Li Wei , Picard Benoit , Quan Yu Yun
Published: April 2017

In the mineral processing industry, tumbling mills are used in the size reduction or comminution of ore to a target size distribution. The tumbling mill environment is characterised by frequent and violent interactions all of which are associated with wear either of the steel media or the mill liners. Liner profiles are monitor periodically using manual measurements. In this paper, the design and development of a liner wear sensor is investigated. The thin-film sensor operates within a mill, measuring liner wear while protecting the shell. Also, it is designed to avoid failure modes due to the operating environment. A prototype sensor was built and tested in dry and wet laboratory conditions. The results of the grind test show the feasibility of using the sensor in an industrial machine.
REDESIGN AN OIL PUMP - MODEL SOLUTION TO A STUDENT PROJECT
Authors: Heffernan Patrick J. , Eder W. Ernst
Published: April 2017

n/a
A NEW APPROACH FOR PROTOCOL ANALYSIS ON DESIGN ACTIVITIES USING AXIOMATIC THEORY OF DESIGN MODELING
Authors: Yao Shengji , Zeng Yong
Published: April 2017

Although various design methodologies have been developed to help designers generate design concepts and design ideas, they must be applied by designers. Designers play an important and critical role in delivering a successful and innovative design. To understand how designers think in solving a problem during the design process will help us develop a new design methodology that can accommodate designer’s performance. This paper proposes a new protocol analysis approach to studying designer’s cognitive behaviour during the design process by using the axiomatic theory of design modeling. The conventional protocol analysis approach, which includes transcripts, segmentation, encoding and experiment results analysis, largely depends on the experience of the people who conduct the analysis. In this research, the concept of design state, derived from the axiomatic theory of design modeling, is used to guide the entire protocol analysis process. The consistency of analyzing subject’s protocol is checked by three operators. This paper reports our preliminary study of protocol analysis on design activities. In-depth report of this research will be given in our future work.
IDEA: AN INTEGRATED METHOD OF DECISION MAKING IN CONCEPTUAL DESIGN
Authors: Masur Andrew , Salustri Filippo A.
Published: April 2017

The conceptual design process is one of the most important and confusing in engineering design. The Integrated Design Exploration and Analysis (IDEA) process was created to help improve conceptual design practices in the industry. An analysis of existing methods was conducted in order to identify weaknesses. The IDEA process, along with a supporting software interface, was developed to rectify these weaknesses. The interface was written in the open source program Compendium. Three multi-disciplinary case studies were conducted to validate the process. The use of IDEA led to more and higher quality design concepts.
CASE STUDY IN DESIGN ENGINEERING
Authors: Eder W. Ernst
Published: April 2017

Designing is an essential activity to create products. The scope and activity of designing is different for various sorts of product, and some typical sorts of products are listed. Two extreme types of designing are compared. An example of conceptualizing in almost pure engineering design shows clearly that various abstract structures, models and methods can be used to enhance creativity, but the usual procedures of industrial design would not lead to such careful consideration of alternatives of construction.
A SIMPLE PROPOSAL FOR THE DEVELOPMENT OF INTELLIGENT DESIGN CATALOGS
Authors: Yellowley Ian , Winkelman Paul
Published: April 2017

Engineers frequently refer to catalogues when designing products and by carefully selecting standard components, they are able to create their own unique systems. Unfortunately, these catalogues tend to serve a limited audience as they favour experienced designers. This research is aimed at developing a software framework that renders catalogue data more accessible to novice designers. The system envisaged is composed of a highly object oriented virtual design environment that allows engineers to develop their products at the conceptual level and then draw on catalogue data as they enter the embodiment and specification phase of the design process. In addition to catalogue data, this design environment must integrate other design aids, such as graphics, simulation and analysis programs. Ultimately, the virtual environment should allow novice designers to develop systems that rival those of experienced engineers using traditional catalogues.
DESIGN OF THE INJECTION STRATEGY IN EXPANDING-SOLVENT STEAM-ASSISTED GRAVITY DRAINAGE
Authors: Gates Ian D.
Published: April 2017

Steam-Assisted Gravity Drainage is effective at extracting oil from heavy oil and bitumen reservoirs. However, steam generation by natural gas combustion can render the process uneconomic. It has been suggested that addition of injected solvents improves oil rates or at least maintains similar oil rates with reduced steam. This is the basis of the Expanding Solvent - Steam Assisted Gravity Drainage process. The central idea is that steam plus solvent is better than steam alone to recover heavy oil and bitumen. In this research, the steam and solvent injection strategy is designed by optimizing the cumulative steam-oil ratio by using simulated annealing and a commercial reservoir simulator.
A FINAL YEAR DESIGN COURSE BASED ON INDUSTRY DERIVED PROJECTS
Authors: Schoenau Greg J.
Published: April 2017

This paper describes a two term design projects course in the Mechanical Eng. Dept. at the U of S. It is considered to be a “flagship” course for students in the final year of their program. Students focus on solving design problems submitted by industries and other outside organizations. Each student group works on a separate and unique project. The course provides students with an excellent opportunity to apply their engineering analysis and design theory. They function as a team, typical of practicing consulting engineers. They are responsible for the direction and quality of the work performed. Faculty act as technical advisors to the students, not as supervisors. The student groups search the literature, brainstorm design alternatives and analyze and test promising alternatives. A final report and seminar presentation are required for every group as well as periodic progress reports and presentations. Students get to work on a “real world” problem, typical of exactly what they might experience after graduation. This is really an extremely important and crucial distinguishing feature of the course and serves as a strong motivator for the students. The course therefore acts as a bridge between a student’s academic training and their practice of engineering. For industry, it is an opportunity to investigate the feasibility of a new design, process or method of production for minimal cost.
ENGINEERING, DESIGN AND GENDER: A REVIEW OF APPROACHES AND POSSIBLE INFLUENCES
Authors: Burns Brian
Published: April 2017

This paper is intended to promote discussion of the human processes involved in Engineering and Design. For the convenience of discussion, a distinction is proposed, between ‘sex’ and ‘gender’ - ‘males and females’ and ‘masculine and feminine’. Recent work studying the participation of female students in the currently male dominated profession of engineering is reviewed. The paper thus explores engineering and design, left-handedness, hunting and gathering, communication, collaboration, sustainability, nurture, holistic thinking, the Kyoto Accord, and how developments in the masculine and feminine aspects of design and engineering may well be essential to the future of Design Engineering.
SUCCESSFUL METHODS FOR DEVELOPING INTRODUCTORY DESIGN LABS AS PREPARATION FOR UPPER YEAR DISCIPLINE SELECTION AND MULTI-DISCIPLINARY DESIGN
Authors: Muench T. C.
Published: April 2017

Introductory design labs accomplish important learning objectives in engineering education. The model used incorporates representative design labs from each discipline within the college. This allows students to learn the design process, gain exposure to each discipline, gain terminology and concepts to begin functioning in a multi-disciplinary design environment, and make a more informed choice of their career discipline. This paper investigates, with examples and student feedback, several successful methods for developing freshman design labs, including: Industry partnerships to bring professional practice into the classroom through real designs rolled back and then constrained; Adapting / simplifying upper year design labs by applying additional constraints; Simplified versions of upper year content that convey concepts and procedures without in-depth technical knowledge.
ELICITATION, REPRESENTATION AND MANAGEMENT OF SOFTWARE DESIGN KNOWLEDGE
Authors: Far Behrouz H. , Afsharchi Mohsen
Published: April 2017

In this research we focus on understanding the nature of the knowledge used during the various phases of the software development process. We have found that there are two types of knowledge involved in software development: (1) descriptive knowledge represented by conversion and coding rules, e.g., a rule for splitting a class into two; and (2) prescriptive knowledge required for deployment of global or local strategies at a micro design level; e.g., knowledge required to answer the question “why should a class should be split into two?” Most of the already existing knowledge management solutions address descriptive knowledge. Elicitation and management of the prescriptive knowledge is difficult in the sense that it is probabilistic, personalized, distributed and context specific. Also we have found that prescriptive knowledge tends to be used in decision making processes involving multiple stakeholders with different perspectives (e.g., designer, tester, software architect and project manager). We also report on a prototype system called ISS-OKM to extract and reuse both the descriptive and prescriptive knowledge.
USING MASTERY LEARNING TO TEACH THE ENGINEERING DESIGN PROCESS
Authors: Mann D. D. , Dick K. J. , Petkau D. S. , Britton M. G. , Ingram S.
Published: April 2017

Capstone design courses are often used to teach the engineering design process. Typically, students have one opportunity to experience the design process before graduating as qualified engineers. The Design Trilogy is a capstone design “course” consisting of three stand-alone courses completed in consecutive years. In Design Trilogy I, students find a conceptual solution to a problem provided by an industry client. In Design Trilogy II, students are expected to reach the analysis stage while working on a new industry problem. Finally, Design Trilogy III students are expected to produce a detailed design, including a cost analysis and prototype (if possible), for a third industry problem. Thus, students have a better opportunity to master the engineering design process because they have three exposures to the early stages of the process.