An OverviewApril 6, 2006

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Overview

Background of IDEA● Motivation, Vision, Mission

Structure of IDEA● Curricular offerings / Infrastructure ● Faculty

Certificate in Engineering Design● Institute Projects● Elective courses● Design Portfolio

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Timeline

1995 – 2000: EDC development

01-02 Academic Year● Series of meetings address “design throughout the curriculum”

02-03 AY● Planning year supported by NSF grant● IDEA chartered● Pilot courses taught under regular departments

03-04 AY● Courses offered under IDEA name● Design Certificate and Bachelors in Manufacturing and Design

Engineering (MaDE) offered

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IDEA’s Vision: What an Engineer Should Be

Technical specialist• Gets the job done!• Can understand and analyze the

physical and mathematical

underpinnings of his/her field• Works effectively with both the

abstract and the physical• Works problems through to a

complete and realistic solution

Technical specialist• Gets the job done!• Can understand and analyze the

physical and mathematical

underpinnings of his/her field• Works effectively with both the

abstract and the physical• Works problems through to a

complete and realistic solution

Creator of value• Identifies and solves real problems

within a social and economic context • Works well in cross-disciplinary teams• Adaptive learner• Communicates effectively• Responsible decision-maker

Creator of value• Identifies and solves real problems

within a social and economic context • Works well in cross-disciplinary teams• Adaptive learner• Communicates effectively• Responsible decision-maker

DESIGN

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IDEA’s Mission

Educate outstanding design engineers: technical specialists and creators of value

Do this by providing the curriculum and infrastructure that supports design at every level: freshman through senior as well as graduate

Achieve a national and international reputation in a competitive environment of peer institutions

Achieve a national and international reputation in a competitive environment of peer institutions

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Curriculum Infrastructure

Design Certificate (began 9/03)may be earned alongsideany BS in engineering

-IDEA 298 Institute-IDEA 370 Projects-IDEA 398

-Elective courses-Design Portfolio

MaDE (began 9/03)rework of existing accreditedBachelor's in ManufacturingEngineering

MPD (began in 2002)Professional master's inproduct development

Collaborative Environment

Physical: Ford Motor CompanyEngineering Design Center, Shops

Virtual: CAE, collaboration, information access, knowledge management:

Expertise

IDEA Faculty Fellows

IDEA Staff

Adjunct Faculty

IDEA Affiliates

EDC (began in 1996)required for all engineeringstudents

AssessmentKey to continuous improvement

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IDEA Faculty Fellows

Bruce Ankenman, Professor of Industrial Engineering Daniel Apley, Professor of Industrial Engineering Stephen Carr, Associate Dean for Undergraduate Engineering, Professor of

Materials Science and Chemical Engineering Wei Chen, Associate Professor of Mechanical Engineering J. Edward Colgate, Professor of Mechanical Engineering James Conley, Clinical Professor of Technology at the Kellogg School of

Management Larry Henschen, Professor of Electrical and Computer Engineering Walter Herbst, Clinical Professor of Mechanical Engineering Penny Hirsch, Associate Director, WCAS Writing Program Dave Kelso, Professor of Biomedical Engineering Ann McKenna, McCormick Director of Education Improvement and Research

Assistant Professor of Mechanical Engineering Donald Norman, Professor of Computer Science Greg Olson, Wilson-Cook Professor of Engineering Design and Professor of

Materials Sciences and Engineering Julio Ottino, R.R. McCormick Institute Professor and Walter P. Murphy Professor of

Chemical and Biological Engineering Barbara Shwom, Senior Lecturer, WCAS Writing Program Henry Stoll, Professor of Mechanical Engineering Allen Taflove, Professor of Electrical and Computer Engineering

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Design Content Before 1995

StandardDepartmental

Program

48 units

FreshmanF W

S

SophomoreF W

S

JuniorF W

S

SeniorF W

S

Capstone

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Design Content 1995-2003

StandardDepartmental

Program

48 units

FreshmanF W

S

SophomoreF W

S

JuniorF W

S

SeniorF W

S

Capstone

EDCEDC

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Design Certificate Program (since 2003)

Certificate Program Requirements

StandardDepartmental

Program

48 units

FreshmanF W

S

SophomoreF W

S

JuniorF W

S

SeniorF W

S

EDCEDC

Capstone

298 398

298 Multidisciplinary Design Projects I & II398

Portfolio Development Course (0.5 units)

3.5 Total Elective Units (mix of full and half-unit courses)

Portfolio DefenseP

P

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Certificate in Engineering Design Requirements

Core (2.5 units)

IDEA 298IDEA 398

Interdisciplinary Design Projects I & IITaken as a two-quarter sequence Jr. or Sr. year

IDEA 370 Engineering Design Portfolio & PresentationTaken SQ Jr. year or FQ Sr. year

Electives (3.5 units)

Designe.g. manufacturing, solid modeling, industrial design

Social Sciencese.g.cognitive psychology, knowledge management, negotiations

Business and Societye.g. entrepreneurship, invention and innovation, engineering law

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Design Process…

…from conceptual to‘concrete’ and detailed

IDEA teaches design process: research, analysis, evaluation, decision making

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Teamwork…

…with faculty, peers, and project mentors

IDEA teaches team development and project management

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Communication…

…with clients, users,and team members

…in design reviews andfinal presentations

IDEA teaches written, oral, interpersonal,and graphical communication

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IDEA 298/398: Multidisciplinary Design I & II

Students take on challenging design problems

PlanningConcept

DevelopmentSystem-Level

DesignDetail

DesignTesting andRefinement

ProductionRamp-up

The product development processtaken from: Ulrich, Karl T., and Steven D. Eppinger, Product Design and Development, Irwin McGraw-Hill, Boston.

The product development processtaken from: Ulrich, Karl T., and Steven D. Eppinger, Product Design and Development, Irwin McGraw-Hill, Boston.

Class projects usually end about

here

IDEA “Institute Projects” will be continued until they reach about here

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Example of an Institute Project: the NÜberwalker

Objective: Create an inexpensive body-weight support treadmill training system for home use to help stroke patients regain normal gait patterns.

Sponsored by the Rehabilitation Institute of Chicago

Waiting customers:● 10 RIC patients● 1 member of the McCormick

Advisory Board

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Trajectory of an Institute Project

Team:

Kyle Reed, David Weir, Michael Duffy, Joaquin Martinez

Team:

James Sulzer, Ryan Williams, Peggah Kamalinafar, Eric Huang, Vanessa Puzon

Team:Carl Allen, Linda Zhang

Team:Erick Haro, Piotr Lizak

Team:Amy Conaway, Erik Langeteig, Ben Villagra

Fall 03

Winter 04

Spring 04

Summer 04

Fall 04

Status Fall ’05: With support of an NCIIA grant, 4 beta units are under construction

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Electives: Full Unit Courses

IDEA 308 Human Centered Product Design

IDEA 344 Manufacturing Engineering Design

IDEA 395 Innovation and Invention

IDEA 395 Introduction to Industrial Design Methods

IDEA 395 Materials Considerations for Design and Manufacturing

IDEA395 Computational Methods for Engineering ME395 Product Development

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Electives: Half Unit Courses

IDEA 297 Practical Applications of Unigraphics I

IDEA 297 Practical Applications of Unigraphics II

IDEA 297 Machine Techniques for Design

IDEA 397 Communicating Effectively with Tables, Graphs, and Diagrams

IDEA 397 Manufacturing Processes

IDEA 397 Knowledge Management

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IDEA Design Portfolio

All certificate students are required to create and defend an engineering design portfolio

The design portfolio:● Showcases students’ engineering work

● Provides evidence that students have met IDEA objectives

● Furthers career goal

● Serves as an integrated capstone experience in design and communication

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Evaluating Project Performance: The IDEA Scorecard “Civil Shield” Fall 2004

DESIGN PROCESS Mean StdDevClearly stated design problem 6.33 1.51Performed appropriate research to understand problem and/or solution 7.50 1.05Developed feasible design alternatives 7.17 0.75Obtained feedback from users, experts, peers 6.25 1.50Defined specifications, requirements, design constraints 7.00 1.26APPLICATION OF DISCIPLINARY KNOWLEDGE IN DESIGNUsed appropriate design techniques, tools, and processes 8.00 0.63Performed quantitative analysis of alternatives 8.17 0.98Conducted modeling, simulation and testing 9.17 0.41Demonstrated analytical refinement of the design 8.67 0.52Discussed assumptions and sources of bias 7.20 1.30

Part of Evaluation Process to Monitor:•Quality of IDEA project work•IDEA curriculum