Conference Paper

“Integration of Design Education, Research and Practice at Carnegie Mellon University: A Multidisciplinary Course in Wearable Computers,”

Mech. Eng. & Eng. Design Res. Center, Carnegie Mellon Univ., Pittsburgh, PA
DOI: 10.1109/FIE.1995.483164 Conference: Frontiers in Education Conference, 1995. Proceedings., 1995, Volume: 2
Source: IEEE Xplore


The Engineering Design Research Center (EDRC) at Carnegie Mellon University has created a two-semester design course that integrates research and education though industrially sponsored design projects. Over each of the six semesters that the course has been taught, teams of undergraduate and graduate students have designed, fabricated, and delivered a new generation of wearable computers. The Wearable Computer Design course at the EDRC is cross-disciplinary and inter-departmental, drawing students from four colleges in nine disciplines including five engineering departments (chemical engineering, civil and environmental engineering, electrical and computer engineering, mechanical engineering, and engineering and public policy), architecture, computer science, industrial administration and industrial design, The students in this course learn about design theory and practice, participate in research, and successfully deliver products to sponsors. Furthermore, the students are exposed to the complete cycle of design from concept through initial theoretical modeling and design, multi-disciplinary design tradeoffs to manufacturing, and finally to customer satisfaction and user feedback. This class also serves as a testbed for learning about the needs of a multi-disciplinary design team, for anticipating the needs of geographically-distributed design teams, for reflecting on the interplay between product design and design process, and for evaluating the design tools and design methodologies that have been developed at the EDRC. The paper describes the evolution of the Wearable Computer Design course, the integration of design education, design research and design practice in an interdepartmental course. It also describes the interplay between disciplines, between theory, practice and education, and between designers and users

5 Reads
  • Source
    • "A cross-course design experience is therefore an efficient way to stitch two such courses together to increase the aggregate number of design credits for a given project without unduly increasing an individual student " s overall load [3]. An added benefit of this approach is that each course can inform the other, enriching students " experiences by supplying context that may have otherwise been lacking [4] [5] or merging the elements of design and analysis in a more meaningful way [6] [7] [8]. These thoughts motivated the cross-course project presented here – an effort that joined the Fall 2009 design credits associated with two concurrent courses: ECE 773 – Bioinstrumentation Design Laboratory and ECE 502 – Electronics Laboratory. "
    [Show abstract] [Hide abstract]
    ABSTRACT: A cross-course design experience is an efficient way to stitch together two concurrent, single-semester courses to obtain a meaningful number of design credits without unduly increasing a student's overall load. This paper addresses a project that joined the design credits from two Kansas State University (KSU) courses: ECE 773 — Bioinstrumentation Design Laboratory and ECE 502 — Electronics Laboratory. The goal of each project team was to design, build, and demonstrate a two-channel bioamplifier that is functionally similar to a commercial bioamplifier used in the KSU AP 773 — Bioinstrumentation Laboratory course taken by some of these students. Assessment of the experience was provided via a post-project survey that addressed eight learning objectives, learning in 23 technical areas, project administration, and the overall experience. Survey results were positive across the board. Though the time commitment was significant, the students appreciated the opportunity to work on a complex system that required their collective expertise.
    Preview · Article · Oct 2011 · Proceedings - Frontiers in Education Conference
  • Source
    • "Rather, developing an understanding for engineering in general with its fundamental principles is sought. Frequently, however, when industry-sponsored projects are integrated into the curriculum, the projects are too narrowly defined limiting the integration of multidisciplinary view points to design solutions (Amon et al. 1995). In such a situation, because of the potential mismatch in a student's chosen engineering discipline and the industry-sponsored design project domain, some students may feel less motivated compared to those who feel the project is closely related to the engineering discipline in which they would like to get their degree. "
    [Show abstract] [Hide abstract]
    ABSTRACT: This paper presents the preliminary work for developing guidelines to ensure that industry-sponsored projects in first-year courses aid, not hamper, retention of students. Specifically, the overall research plan includes the following steps: (1) investigating the appropriateness of industry projects in a required introduction to engineering design course (approximately 1000 students per year), (2) assessing the impact of industry-sponsored projects on first-year students' learning and retention, and (3) promoting an awareness of issues involved in successfully introducing industry projects in the first year. It is expected that the outcomes of this work will result in guidelines widely applicable by other institutions looking into or currently using industry projects in the first year, thereby addressing the recognized national need of increasing retention rates, especially amongst women and minorities.This paper covers a review of potential factors affecting industry-sponsored projects' appropriateness at the first year, and related preliminary data.
    Full-text · Article · Dec 2006 · European Journal of Engineering Education
  • Source
    • "While several emerging software application areas were available as testbeds (intranet development, software agents, mobile computing, wearable computing, and so forth), the domain of wearable computing was selected [9]. An attractive aspect of this domain is that wearable computers allow for the experimentation with new forms of hardware and software, including commercial off-the-shelf products and products made available by Carnegie Mellon's work [1] in the wearable computing area. The majority of the COTS cost less than $500 and included head-tracking devices, seethrough displays, speech recognition hardware and software, digital cameras, video conferencing software, 2- and 3-dimensional display software, network communications software, and a commercial data base. "
    [Show abstract] [Hide abstract]
    ABSTRACT: In an experimental course in software engineering, students were placed in teams, where the role of the team changed during the term. In this paper we describe the process we followed in this ten-week course, with particular emphasis on the mixed-team, multiple-role structure and consider factors critical to its success when working with senior-level undergraduate computer science majors. These critical factors provide insight into the broader research problems addressed, namely, ways by which to improve educational pedagogy in software engineering and better methods of closing the gap between current research and industry best practice. 1. Introduction Software engineering education suggests rethinking the traditional classroom-lecture methodology. Rapid changes in technology, often advancing faster than materials placed in textbooks, calls for new methods of updating student skills and knowledge. With the advance of the World Wide Web, skills to support more self-directed knowledge...
    Preview · Article · Aug 1997
Show more