BUILDING THE BIG PICTURE: A COMPARISON OF FIRST YEAR DESIGN COURSES IN ENGINEERING AND INDUSTRIAL DESIGN
Notice bibliographique
Résumé
For the student entering engineering and associated design degree programs the challenge to master the range of fundamental knowledge skills is considerable in itself. In most disciplines the knowledge base on which student courses are constructed is both changing and growing at an increasing rate. As a result it is now difficult for any student to see how these technical, scientific and mathematical courses fit into the big picture of the discipline they plan to become part of. Their high school experience is limited to general awareness at best, but is largely focused on fundamental sciences. This is obvious in engineering, but is possibly more problematic for a student interested in industrial design, with the same core mathematics and physics requirements, yet often without the appropriate visual and creative courses. Additionally, first year students come from a range of backgrounds, which makes the initial courses relating core material to their chosen professions more difficult to focus. This paper details the work of two introductory first year courses – An Engineering course from the University of Manitoba is compared and contrasted with a Design Studio Course in the School of Industrial Design at Carleton University. In both courses the range of projects given may at first glance seem quite simple, but each has been designed and developed to build the bridge of understanding between fundamental skills and the profession it leads to. Both courses try to take full advantage of the opportunities the projects present within the limited time available. Success in such courses is usually achieved by ensuring that every project/challenge is not seen as ‘the design of a new something’, but that it is couched in an understandable reality. This might be achieved by the design process the students are expected to go through, the context in which the design challenge is set, the history and evolution that brought the project to this particular stage, the significant economic, social and business drivers, and of course the fundamental skills and knowledge base being developed. The aim of this paper is to help identify a pattern that other first year engineering/design courses could adopt or modify, as the challenge of ‘Building the Big Picture’ become more essential.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».