Introduction to Engineering and Design

EPICS High School Teacher Workshop

June 11, 2007Professor William Oakes

Carla Zoltowski

What is engineering?

One of the activities of engineering… Design Development Research Test Analysis Production Sales Technical Support OtherSource: Oakes, Leone, and Gunn (2004). Engineering Your

Future. Okemos, MI: Great Lakes Press.

What is your definition of design?

Many definitions of design…Design is art.Design as problem solvingDesign activity as applying scientific and

other organized knowledge to practical tasksDesign is a social process in which individual

object worlds interact, and design parameters are negotiated.

Sources: Dr. Robin Adams ENE 696G course notes and Cross, N. (2006).

Crismond (2007) draws from many sources in his definition of design as “’goal-directed problem-solving activity’ (Archer, 1965) that initiates change in human-made things (Jones, 1992), and involves optimizing parameters (Matchett, 1968) and the balancing of trade-offs (AAAS, 2001) to meet targeted users needs (Gregory, 1966).”

Source: Crismond, D. (2007). Contrasting strategies of beginning and informed designers: One representation of learning progressions in engineering design.

Nature of Design

From Royal College of Art report (1979), recognition of design as a “third culture”:

Central concern is ‘the conception and realisation of new things.’

Encompasses the appreciation of ‘material culture’ and the application of ‘the arts of planning, inventing, making and doing.’

At its core is the ‘language’ of ‘modelling’; it is possible to develop students’ aptitudes in the ‘language’, equivalent to aptitudes in the ‘language’ of the sciences (numeracy) and the ‘language’ of humanities (literacy).

Design has its own distinct ‘things to know, ways of knowing them, and ways of finding out about them’.

Source: Cross, N.(2006). Designerly Ways of Knowing. London: Springer-Verlag. p 1.

Nature of Design

Sciences Humanities Design

Phenomenon of study

The natural world

Human experienceThe artificial

world

Method of inquiry

Controlled experiment,

classification, analysis

Analogy, metaphor, evaluation

Modelling, pattern-

formation, synthesis

Values

Objectivity, rationality,

neutrality, and a concern for

‘truth’

Subjectivity, imagination,

commitment, and a concern for ‘justice’

Practicality, ingenuity,

empathy, and a concern for

‘appropriateness’

Source: Cross, N. (2006). Designerly Ways of Knowing. London: Springer-Verlag.

Designerly Ways of Knowing

Five aspects of “designerly ways of knowing”:Designers tackle ‘ill-defined’ problemsTheir mode of problem-solving is ‘solution-

focused.’Their mode of thinking is ‘constructive’.They use ‘codes’ that translate abstract

requirements into concrete objects.They use these codes to both ‘read’ and

‘write’ in ‘object languages’.

Source: Cross, N.(2006). Designerly Ways of Knowing. London: Springer-Verlag. p 12.

Design in General Education

Justification for design in general education:Design develops innate abilities in solving

real-world, ill-defined problems.Design sustains cognitive development in

the concrete/iconic modes of cognition.Design offers opportunities for development

of a wide range of abilities in nonverbal thought and communication.

Source: Cross, N.(2006). Designerly Ways of Knowing. London: Springer-Verlag. p 12.

Different Problem Types

Logical Story Decision- Diagnosis- Design

Making Solution

Algorithmic Rule- Trouble- Case

Using shooting Analysis

Well-defined ------------------------------------------ Ill-structuredMore abstract context ----------------------------- Real-worldSingle, correct answer ---------------------------- Multiple solutions Information Provided ------------------------------ Many unknowns

Source: Jonassen (2000). Toward a Design Theory of Problem Solving.

Characteristics of Designers

Good designers have the ability to:Tolerate ambiguity Maintain sight of the big picture Handle uncertaintyMake decisions

Source: Dym, Agogino, Eris, Frey, and Leifer (2005).

Characteristics of Designers

Good designers have the ability to:Think as part of a team in a social

processThink and communicate in the

several languages of design

Source: Dym, Agogino, Eris, Frey, and Leifer (2005).

The Design Process

Many formal models for the design processExpress different design philosophiesCommonality that implies that process

represents “design knowledge”

EPICS teaches a model that fits our community-based design

The EPICS Design Cycle

Disposal

Specification Development

Detailed Design

Production

ServiceMaintenance

Redesign

Retirement

Problem Identification

ConceptualDesign

Seeking and Selecting

Each phase of the design process requires creative solutions and has a divergent component where ideas are sought and

a convergent component where options are selected

Diverge Seek Possibilities

ConvergeNarrow Choices

Problem Identification

Specification Development

Conceptual Design

ConvergeNarrow Choices

ConvergeNarrow Choices

Diverge Seek Possibilities

Diverge Seek Possibilities

Individual Differences in Problem Solving

FamiliarityDomain and Structured KnowledgeCognitive Controls (Cognitive flexibility and

complexity)MetacognitionEpistemological BeliefsAffective (attitudes and beliefs) and Conative

(motivational and volitional)General Problem-Solving Skills

Source: Jonassen (2000). Toward a Design Theory of Problem Solving.

Problem-based Learning

Problem-Based Learning (PBL) is an instructional strategy that promotes active learning. PBL can be used as a framework for modules, courses, programs, or curricula (Samford, 1998).

Characteristics Ill-structured, complex problems provide the focal point(s)

and stimuli for the course, curriculum and/or program. Learning is student-centered. Faculty act as a coach or facilitator. Students work in small groups to solve/provide multiple

solutions to problems Learner assessment is enhanced by self and peer

assessment

Source: http://www.samford.edu/ctls/pbl_background.html

Problem-based Learning

The Illinois Mathematics and Science Academy (1996) compared prescriptive and experiential curriculums.

Prescriptive Curriculum Experiential Curriculum

Teacher-centered Student-centered

Linear & rational Coherent & relevant

Part to whole organization Whole to part organization

Teaching as transmitting Teaching as facilitating

Learning as receiving Learning as constructing

Structured environment Flexible environment

Source: http://www.samford.edu/ctls/pbl_background.html

Why Service Learning in Engineering?

Service-Learning Definition

We define service learning as a type of experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship to social needs and an enhanced sense of civic responsibility.

- Hatcher and Bringle, 1997

Two Grand Challenges for Engineering Education

What will it take to be an engineer in the 21st century?

Who will become an engineer?

Solving the problem

The Future of Engineering Education

Q1: The world is changing.Will engineering graduates have the attributes and skills they will need for careers that will span the next 40 years?

Drivers for ChangeNew technologies, multidisciplinary technologies

Rate of technological changeGlobalizationWorkforce issuesDeclining interest among US students:

high school students’ interest down 18% since 1991

Slow progress on diversityJob trends: eng’g students working in

other fieldsOffshoring

Accreditation - ABET

The very nature of Service Learning projects provides many opportunities for students to demonstrate that they have achieved ABET Criterion 3 outcomes apply knowledge design/analyze/interpret design system/component/process techniques/skills/tools problem solving professional/ethical responsibility multidisciplinary teams communication societal context contemporary issues life-long learning

Calls to Action National Academy of

Engineering Studies:The Engineer of 2020:

Visions of Engineering inthe New Century

Educating the Engineer of 2020: Adapting Engineering Education to the New Century

Rising Above the Gathering Storm

Innovate America

Industry - Boeing List• A good understanding of engineering science

fundamentals. • A good understanding of design and

manufacturing processes.  • A multi-disciplinary, systems perspective.  • A basic understanding of the context in which

engineering is practiced. • Good communication skills. • High ethical standards. • An ability to think both critically and creatively -

independently and cooperatively. • Flexibility. The ability and self-confidence to adapt

to rapid or major change.  • Curiosity and a desire to learn for life.  • A profound understanding of the importance of

teamwork. 

Attributes of NAE’s Engineer of 2020

Analytical skills Practical ingenuity Creativity Communication & teamwork skills Business & management skills High ethical standards Professionalism Leadership, including bridging public policy

and technology Dynamism/agility/resilience/flexibility Lifelong learners

Real Contexts

Compelling Context for Classroom MaterialKinematics course (John Duffy, U

Mass-Lowell)– analyze playground safety

Active exercises to engage studentsDiversity of learning styles

Answers “When would I ever have to use this”

New Context A similar phenomenon occurs when

students are able to marshal a body of knowledge to solve problems presented in class but fail even to see a problem, much less the relevance of what has been learned, in a different setting. The new situation does not provide the cues associated with what has been learned; the “key words” from the classroom are not present in the wider environment. A service-learning student will have more ways to access this understanding.

– Eyler and Giles

Benefits to Learning

Learners of all ages are more motivated when they can see the usefulness of what they are learning and when they can use that information to do something that has an impact on others – especially in their local community – Bransford et al., How People Learn

Integrating the Curriculum

problem solving

analysis

engineering

fundamentals

science

mathematics

innovation

design

resourcefulness

ethics

teamwork

communication

CC

OO

NN

TT

EE

XX

TT

TT

II

MM

EE

Service learning has the potential to

realize new efficiencies in the

curriculum

The Future of Engineering

Q2: Both nationally and globally, interest in engineering is changing. Who will become an engineer?

National Trends: Freshmen% of U.S. Freshmen Intending to Major in Engineering

by Sex, Race, and Ethnicity

10%

12%

14%

16%

18%

20%

22%

1994 1995 1996 1997 1998 1999 2000 2001 2002

Workforce: Diversity

Source: Eng. Workforce Commission/NSF

% women

% minority

Total Enrolled Women and Minorities (US)

Misaligned Messages Career

motivators for girls Rewarding Enjoyable Flexible Make a

difference,give back to society

Profession mustbe for someone“like me”

Messages they hearHave to love math and

scienceChallenging, but if you

work hard you can do it

Who will become an engineer? EPICS:

33% of EPICS students are women

20% of Purdue ECE & ME EPICS students are women, compared to 11% of ECE & ME students overall

Snapshot: 33% of Purdue CS EPICS students vs. 11.5% in CS overall

Engineers Without Borders:Many chapters with 50% women

Preliminary data suggests service learning improves retention of women in engineering

Service learning has the potential to change the face of engineering

Kolb’s Learning Cycle

Service-Learning allows diverse students to contribute and be valued

Concrete Experience

Abstract Conceptualization

ActiveExperi-mentation

ReflectiveObservation

to experience

to explain

to examineto apply

Public Perceptions of Engineering

AAES/Harris Polls, 2003

Engineers Scientists

Creates economic growth 69% 25%

Would make a strong leader 56% 32%

Cares about the community 37% 51%

Save lives 14% 82%

Sensitive to societal concerns 28% 61%

Protects the environment 17% 71%

Improves the quality of life 22% 71%

Educating Citizens

Engineering’s responsibility to educate the “whole person”Educating future professionals Educating future community members

Engaged/educated citizens Lifelong impact

Career choicesOutside interests

or activities

Change the message: Because dreams

need doing

Teach ABET a-k

Educate the Engineer of

2020

Change the focus: Engineering

makes a difference in the world

Change the demographics

SERVICE LEARNING

Both local and globalcommunities need accessto technical expertise that isnormally prohibitively expensive:improved, enhanced, new capabilities

Engineering will be centralto addressing globalgrand challenges

Universities willbe engaged in their

communities and in the world

Mutual Needs

Students need more than theoretical knowledge to succeed:

teamwork, communication,customer-awareness,project management,

leadership, ethics,professionalism

The Future of Engineering Education: Because Dreams Need Doing