Assessing the design of a rapid product design cycle activity that develops student understanding of engineering design and professional practice

Abstract

This paper analyzes the efficacy of a rapid, interdependent design sequence on student learning and engagement. The Rapid Product Design Cycle (RPDC) activity takes students through a three-part waterfall design sequence – problem formulation, conceptual design, and detailed design. Our objective was to give the students an appreciation of the challenges faced by interdependent teams across multiple different design stages within tight time constraints, and to encourage design work under the constraining pressures of time and stakeholder expectations. This paper first details the design of the RPDC activity, and then examines the administration and logistics, assessment, student engagement and learning, and student response to this highly accelerated product design cycle. The examination of the activity pays specific attention to the challenges posed by a high frequency of cognitive disruptions (3 different design tasks in 5 weeks) compounded by the requirement of working in small teams. 1. Design Context – Introduction A core premise of Praxis is that the perspectives, terminology, and tools of “engineering design” are transdisciplinary. In keeping with this premise, this engineering education paper has been structured as an engineering design report and uses engineering design terminology. Selected headings include both design-focused and education-focused terminology to assist the reader in navigating this structure. Institutional and Program The University of Toronto is a large, publicly funded, research-intensive Canadian university. The Faculty of Applied Science and Engineering offers undergraduate and graduate engineering programs, and admits approximately 1300 undergraduate students per year into one of 10 programs. All of these programs require that their students take a capstone engineering design course in their senior year, and a cornerstone engineering design and communication course in their freshman year. Our program, the Division of Engineering Science, admits approximately 320 undergraduate students each year and is distinguished from the other programs pedagogically, structurally, and in the destination of its graduates. The Engineering Science pedagogy privileges foundational principles and breadth of application, and expects that students will engage in additional exploration beyond that presented in the classroom. The program is structured such that all students take a common two-year foundational curriculum, followed by a two-year specialization in an engineering discipline. Approximately 50% of the students pursue an advanced degree. The remaining students tend to seek employment in entrepreneurial or consulting organizations. Nine years ago, we established a series of foundational design and communication courses known as Praxis. These courses were tasked with preparing students to practice engineering design in their other foundational courses, in any of the areas of specialization available to them, in their summer and internship experiences, and in their capstone design courses. The pair of cornerstone courses are in continuous (re)development and this paper reports on the design of a new assignment in the first course of the series.