English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

For undergraduate engineering students, earlier exposure to and training in the design engineering process hold much value for an enriched experience and an in-depth understanding of engineering design. Simultaneously, students in their earlier years require more guidance and frequent feedback to inform their own expectations of learning objectives, as well as develop effective learning strategies. This paper focuses on the design and implementation of a second year Mechanical Engineering “Mini-Design Project” course, which had four main goals: (1) provide students with their first “complete” design experience, allowing them to take a project from problem to produced solution; (2) integrate knowledge and skills from other courses in the curriculum; (3) allow for the enhancement of under-represented CEAB graduate attributes, particularly design and teamwork; and (4) prepare students for high performance in their capstone projects. Several learning needs were addressed: Effective teamwork skills, effective project management, and systematic practice of engineering design with an emphasis on the process. Students were placed in teams of 4-5 and given a design problem with specified evaluation criteria, and strict restrictions on construction materials. Students were given milestones throughout the term that encouraged them to follow the design process, as well as build, test and evaluate their designs. Mechanisms for creating and supporting design teams are described, and students’ feedback and comments on these mechanism are discussed.

BUILDING A MORE COMPLETE DESIGN EXPERIENCE: PHILOSOPHIES AND REFLECTIONS FROM A SECOND YEAR MECHANICAL ENGINEERING DESIGN PROJECT COURSE