It has been observed that 70 percent of product costs are decided at the design stage.
It has been observed that 70 percent of product costs are decided at the design stage.
This paper details how a team at MIT identified and codified a set of goals for engineering education, which can serve as the basis for curricular improvement and outcome based assessment.
A general evaluation of any education shall be based on the educations ability to meet defined goals and objectives.
By HP Wallin and Sören Östlund
This paper describes a unique international collaboration among four universities to reform engineering education.
By M. Enqvist, S. Gunnarsson, M. Norrlöf, E. Wernholt and A. Hansson
CDIO based courses have traditionally been implemented into education programs with predominatly mechanical, aeronautics and electrical/physical content.
The principles and standards of CDIO are being implemented in the MEng programme in Mechanical and Manufacturing Engineering at Queen’s University Belfast.
As with most engineering schools, the Department of Mechanical and Materials Engineering at Queen’s University in Kingston, has a final year capstone design course.
Four internationally–renowned universities — Chalmers University of Technology, Linköping University, and the Royal Institute of Technology, of Sweden; and the Massachusetts Institute of Technology
The fact that knowledge or understanding of mathematics is much more than just an ability to calculate or solve routine problems is well spread common knowledge among most of us who teach mathemati
The way students actually learn mathematics, in or outside an engineering program, is hard to follow and analyze.
A group of researchers in mathematics education from Australia, England, and Ireland who are concerned about how to detect and recognize students modeling achievement, have devised assessment strat
In 1999, the Department of Aeronautics and Astronautics at MIT expanded its repertoire of active learning strategies and assessment tools with the introduction of muddiest-point-in-the-lecture card
This paper describes experiences of active learning through project based learning in combination with group dialogue between students.
by P. J. Goodhew and T. J. Bullough
by Olivier de Weck and Rania Hassan
Defining customer needs; considering technology, enterprise strategy, and regulations; developing concepts, techniques and business plans.
Creating the design; the plans, drawings, and algorithms that describe what will be implemented.
The transformation of the design into the product, including manufacturing, coding, testing and validation.
Using the implemented product to deliver the intended value, including maintaining, evolving and retiring the system.