TY - GEN
T1 - Integrated projects
T2 - 15th International Conference on Engineering and Product Design Education: Design Education - Growing Our Future, EPDE 2013
AU - Sivaloganathan, Sangarapillai
AU - Shahin, Tamer
PY - 2013
Y1 - 2013
N2 - This paper provides a case study on how design as a process can be used as an underlying foundation to link and integrate several subject areas. The paper discusses the process in which learning outcomes from different subject areas are identified and the creation and execution of an 'integrated project' is delivered to students in order to improve the students' understanding these outcomes, both individually and holistically. Assessment of the learning outcomes of the course before and after the introduction of such an integrated project is presented as well as a detailed account of the results and experiences of both the students work and academics observations. Also, observations on increased students' engagement is highlighted and lessons learned are documented. The case study was a mini-project given within the 'Introduction to CAM' course, which is typically a course that does not cover other subject areas as part of its curriculum. The main subject areas covered for the integrated project case study included but were not limited to: geometric modelling, CAD, NC manufacture, machining, industrial design, entrepreneurship, and project management; all under the umbrella of a design process to design and build an artifact. Both a quantitative and qualitative approach is used to analyse the outcomes of such an integrated project and the results are extremely encouraging.
AB - This paper provides a case study on how design as a process can be used as an underlying foundation to link and integrate several subject areas. The paper discusses the process in which learning outcomes from different subject areas are identified and the creation and execution of an 'integrated project' is delivered to students in order to improve the students' understanding these outcomes, both individually and holistically. Assessment of the learning outcomes of the course before and after the introduction of such an integrated project is presented as well as a detailed account of the results and experiences of both the students work and academics observations. Also, observations on increased students' engagement is highlighted and lessons learned are documented. The case study was a mini-project given within the 'Introduction to CAM' course, which is typically a course that does not cover other subject areas as part of its curriculum. The main subject areas covered for the integrated project case study included but were not limited to: geometric modelling, CAD, NC manufacture, machining, industrial design, entrepreneurship, and project management; all under the umbrella of a design process to design and build an artifact. Both a quantitative and qualitative approach is used to analyse the outcomes of such an integrated project and the results are extremely encouraging.
KW - Bezier curves
KW - Design activity model
KW - Integrating projects
KW - Learning outcomes
KW - NC machining
UR - http://www.scopus.com/inward/record.url?scp=84891338819&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84891338819&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84891338819
SN - 9781904670421
T3 - Proceedings of the 15th International Conference on Engineering and Product Design Education: Design Education - Growing Our Future, EPDE 2013
SP - 320
EP - 325
BT - Proceedings of the 15th International Conference on Engineering and Product Design Education
Y2 - 5 September 2013 through 6 September 2013
ER -