Presentation on theme: "Information-Rich Engineering Design (I-RED)"— Presentation transcript:
1Information-Rich Engineering Design (I-RED) Michael Fosmire, Purdue University David Radcliffe, Purdue UniversityASEE Annual conference, June 2012
2Overview Investigate some Design Models Propose Integrated IL/Design ModelSample Applications
3Need: Integrated Model Model recognizable to Engineers and LibrariansCo-constructed by both to capture important components of each disciplineA bridge to help start conversations and find common ground for collaborations
4Prior Work: ABET Mapping 3b) Ability to design and conduct experiments3c) Ability to design a system…to meet desired needs within realistic constraints.’3e) Ability to identify, formulate, and solve engineering problems3f) Understanding of professional and ethical responsibility3h) Understand the impact of engineering in a global, economic, environmental, and societal context3j) Knowledge of contemporary issues3i) Recognition of the need for, and ability to engage in lifelong learning-Riley et al; Sapp Nelson+Fosmire
5Prior Work: ABET Mapping 3b) Ability to design and conduct experiments3c) Ability to design a system…to meet desired needs within realistic constraints.’3e) Ability to identify, formulate, and solve engineering problems3f) Understanding of professional and ethical responsibility3h) Understand the impact of engineering in a global, economic, environmental, and societal context3j) Knowledge of contemporary issues3i) Recognition of the need for, and ability to engage in lifelong learning-Riley et al; Sapp Nelson+Fosmire
6Engineering Design Central to Discipline of Engineering: “Design is regarded by many as the core problem-solving process of technological development. It is as fundamental to technology as inquiry is to science and reading is to language arts.” -ITEA (2007)Ill-structured problems mirror post-graduation situations, enhance transferability and deep learning
7Info Gathering and Design Consistently find first-year students gather less information than seniors, who gather less than professional engineers.Number of SourcesKinds of Requests (Aspects of Problem)Time Spent Gathering Information-Atman et al, JEE 2007
8Design Models Client Statement (Need) Problem Definition Conceptual DesignPreliminary DesignDetailed DesignDesign CommunicationFinal Design (specs+docs)Product“The literature review is so well documented and understood that it might seem unnecessary for us to comment on it here….however, can be both vast and greatly dependent on phase or stage of the design.”-Dym and Little, 2000
9“Radcliffe” Design Model Note:Team dynamicsReflection Stages are unique
19Implications Resources needed depend on stage of design process Mixture of technical, social, economic, legal resourcesMetacognitive process threads throughout projectBeginning and end focuses on Knowledge ManagementCan target appropriate stage, or try to integrate throughout design project
20Applications Provide Context: Design Problem: Provide clean water to a community in Sub-Saharan AfricaActivity:Brainstorm: List the assumptions you can make about the community to guide your project. (materials available, budget, culture, local expertise, etc.)Locate information to inform one of your assumptions.Was your assumption correct? What other assumptions from your list do you need to validate?
21Applications Assess Technologies and Approaches: Design Problem: Provide clean water to a community in Sub-Saharan AfricaActivity:Determine ‘success’ factors of a solution (e.g., cost, ease of use, local materials)Locate an appropriate product that could be applied to the problem. What is your assessment of the product?Locate two external sources that evaluate or compare this product (or underlying technology) in a similar situation.What is the assessment of those sources? How has it changed your assessment of the value of your chosen technology?
22Conclusion Assembling Examples and Approach into Monograph Initiatives at PU PressIL Handbook seriesEngineering Education seriesComing Fall 2013
23What is Information Literacy Anyway? ChpTitle1What is Information Literacy Anyway?2What Does Engineering Design Entail?3Where Do Information and Design intersect?4Whose Idea was That and Why Does It Matter?5How do Engineers Manage Their Information?6Getting Your (Information) Act Together: Developing a Knowledge-Management Strategy7Finding the Lay of the Land Understanding the Context8Finding Out What Clients Really Need: Understanding the Task9Searching Outside Your Box: Taking advantage of prior art10We Have a Winner: Evaluating Potential Solutions11Making it Real: Finding the most Suitable Materials and Components12Making it Safe and Legal: Meeting standards, codes, and regulations13Selling Your Solution: Persuading with Integrity14Don’t Re-Invent Your Wheel: Capturing Lessons from the Project
24Michael Fosmire David Radcliffe firstname.lastname@example.org email@example.com Thank YouMichael Fosmire David RadcliffePurdue University