CDIO papers

Capstone Design - Experience with Industry Based Projects Surgenor, Mechefske, Wyss, Pelow

The CDIO Initiative from an Automatic Control Project Course Perspective Enqvist Gunnarsson, Norrlöf, Wernholt, Hansson

CDIO Workshops and Laboratories Survey for the Vehicle Engineering Program at KTH Wallin, Östlund

Development of a Physical Prototyping Lab at Chalmers University of Technology Malmqvist, Distner

Effective Workspace for Engineering Education: The Integrated Learning Center at Queen's University, Kingston Strong, McCowan

Experiences from the Transformation of an Engineering Education Introductory Project Design Course Into a Project Design-Build-Test Course Gustafsson

The IDE Studio Norrström

Lessons Learned from Design-Build Test-Based Project Courses Malmqvist, Young, Hallström, Kuttenkeuler, Svensson

The Use of Virtual Reality in the Development Process of a Physical Prototyping Laboratory Spelz

Capstone Design - Experience with Industry Based Projects. By Brian Surgenor, Chris Mechefske, Urs Wyss, John Pelow As with most engineering schools, the Department of Mechanical and Materials Engineering at Queen’s University in Kingston, has a final year capstone design course. Since 1998, capstone projects have involved teams of students working on industry-based problems. This paper summarizes the experience of current and past course coordinators with the university-industry component, comments on how the Conceive-Design-Implement-Operate (CDIO) elements of the design cycle are handled, and discusses the implications of the two term structure of the course. The first term course MECH 460 Team Project – Conceive and Design is mandatory for all students. The second term course MECH 462 Team Project – Implement and Operate is optional. This paper was presented at the CDIO Annual Conference, 06-09 June 2005, Kingston, Ontario. They are posted here by permission of the author(s).
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The CDIO Initiative from an Automatic Control Project Course Perspective. By M. Enqvist, S. Gunnarsson, M. Norrlöf, E. Wernholt and A. Hansson The CDIO Initiative is explained, and some of the results at the Applied Physics and Electrical Engineering program at Linköping University, Sweden, are presented. A project course in Automatic Control is used as an example. The projects within the course are carried out using the LIPS (Linköping interactive project steering) model. An example of a project, the golf playing industrial robot, and the results from this project are also covered.
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CDIO Workshops and Laboratories Survey for the Vehicle Engineering Program at the Royal Institute of Technology, KTH. By HP Wallin and Sören Östlund A survey of the activities and physical spaces with respect to workshops and laboratories in the Vehicle Engineering Program at KTH was undertaken as part of the CDIO program. The results of the survey include the total number of students at each department that are involved in the eight different workshop and laboratory activities described in this investigation, i.e., activities outside traditional classroom teaching including lectures and tutorials. The results of the survey show that there is a strong relation between the type of subject and the use of workshops and laboratories. In mathematics and numerical analysis, and computing science, there are only a few students involved in activities which take place in particular workshop or laboratory spaces; even then, these students are in a “Student Work Place Mode”. On the other hand, in more applied subjects like machine design, vehicle engineering, and aeronautics, a large number of students are involved in more or less all of the eight different workshop and laboratory activities considered in this investigation. Traditional engineering science subjects like mechanics and solid mechanics typically end up somewhere between these two extremes. The survey also presents the equipment available at the different workshop and laboratory spaces available to the Vehicle Engineering students, as well as the type of general and CDIO-related activities taking place in the different spaces. (2002)
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Development of a Physical Prototyping Lab at Chalmers University of Technology. By J. Malmqvist, M. Distner Chalmers is developing a product realization lab consisting of two basic facilities: the IDE studio which supports teams working with virtual prototypes, and a physical prototyping lab that enables students to implement and operate their own designs. This lab will be a fundamental resource used throughout the ME education and the IDE education. The development and planning of the prototyping lab is described in this report. (27 September, 2001)
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Effective Workspace for Engineering Education: The Integrated Learning Center at Queen's University, Kingston. By David S. Strong and James D. McCowan Although conceived and developed independently, the IL initiative at Queen’s and the CDIO initiative developed by Chalmers, KTH, LiU and MIT have much in common. In both programs, it has been apparent that existing university facilities can be limiting factors in the implementation of innovative curriculum. This paper discusses IL responses to those spatial needs. This paper was presented at the CDIO Annual Conference, 06-09 June 2005, Kingston, Ontario. They are posted here by permission of the author(s).
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Experiences from the Transformation of an Engineering Education Introductory Project Design Course Into a Project Design-Build-Test Course. By G. Gustafsson This paper describes the changes made to an introductory course in Mechanical Engineering at Chalmers University of Technology to transform it from a project design course into a project design-build-test course. The aim is to inspire engineering educators to introduce practical hands-on build (manufacture) elements in their curricula through an account of the positive experiences gained. Presented at NordDesign 2004, 18-20 August 2004, Tampere, Finland.
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The IDE Studio - Development of an Environment for Distributed Design Work. J. Norrström Chalmers University of Technology has an objective to be on the front line in the area of distributed engineering. Thus, a room especially equipped for this type of work will be set up, the IDE studio. This thesis is the initiating step towards establishing the type of functionalities to be supported, and proposes how they could be carried out. This paper is a Master of Science thesis presented 01 November 2001.
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Lessons Learned from Design-Build Test-Based Project Courses. By J. Malmqvist, P. Young, S. Hallström, J. Kuttenkeuler, T. Svensson Projects in which students design, build and test a device are increasingly being used in education. In this paper, a number of design-build-test-based project courses are analyzed. Findings indicates that these experiences do not only train design skills but also effectively motivate students, integrate disciplinary subjects, and provide a platform for teaching non-technical skills such as communication. These learning events further receive very positive evaluations from students, faculty and industry. However, design-build-test tasks also require careful planning, different faculty competence and re-designed learning environments. The paper suggests a set of guidelines that help address these challenges in a course development process. Presented at Design-2004, Dubrovnik, Croatia, May 2004.
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The Use of Virtual Reality in the Development Process of a Physical Prototyping Laboratory. By F. Spelz The use of virtual reality is shown in this report in the development of a physical prototyping laboratory at Chalmers University of Technology. The presentation of this model will take place in a Virtual Reality CAVE. (18 June 2001)
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CDIO™ PAPERS