Abstract
Over the past two decades, computer aided engineering (CAE) processes and procedures became an integral part of the product development cycle. Virtual product development (VPD) refers to procedures that integrate the CAE tools in a unified approach that spans all the product development phases. Current industrial trends utilize VPD tools and procedures to reduce the product development time without jeopardizing the product quality. These trends led to an increasing demand for engineers with computer skills, multidisciplinary engineering knowledge, and acquaintance with VPD tools. ABET program outcomes emphasize providing courses with an accumulated background of curricular components to solve realistic open-ended engineering problems. Capstone design project (CDP) course has been regarded as important learning activity that could be designed to provide senior engineering student an opportunity to solve such problems. A major objective of the CDP course is to simulate industrial setting and allow students to experience real-life engineering practice. This paper presents an implementation of the VPD procedures in a mechanical engineering CDP course. This integration simulates the industrial environment through multidisciplinary teams working together in subsystems to produce one product using standard commercial VPD tools. This course implementation is demonstrated using a case study of teams working to design and build a solar car.
Highlights
Engineering education is a dynamic continuously evolving process that responds to the job market and industrial needs
In order to be accredited, the academic program objectives may be aligned with the guidelines of the accreditation agencies, for example, ABET, European Network for Accreditation of Engineering Education (ENAEE), Engineering Accreditation Council (EAC), and so forth
Virtual product development (VPD) urged students to return to some of the concepts and theories they have learnt in various courses during the curriculum and they were able to utilize these concepts to make decisions and reach the technical goal
Summary
Engineering education is a dynamic continuously evolving process that responds to the job market and industrial needs. Teaching the students engineering design process that will satisfy the industry needs requires developing a set of fundamental skills. This procedure may require integrating the knowledge that has been acquired in different courses. Beyerlein et al [18] presented a framework for developing and implementing assessment instruments in capstone engineering design courses. The presented new capstone course is centered on industrial design and manufacturing projects These projects involve both product and process design activities. Multidisciplinary teams of students are taught a structured development approach to produce typical industrial deliverables These deliverables include a functional specification, product and process design, prototype, and first production sample.
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