An Approach for Improving Design and Innovation Skills in Engineering Education: The Multidisciplinary Design Stream

作者：Strong David S^*

来源：International Journal of Engineering Education, 2012, 28(2): 339-348.

• multidisciplinary
• design
• engineering education
• industry project
• design education
• professional practice
• capstone
• integrated learning
• team design project

Engineering practice is multidisciplinary by nature. While some engineering projects may require discipline-specific specialists, the vast majority of engineering practice is carried out either by an engineering team of mixed disciplines, or by individual engineers who are competent across multiple fields. In both Canada and the US, engineering accreditation boards have recognized the need for students to develop at least a modest level of competency to function in multidisciplinary teams prior to graduation. Recognizing the growing need for enhanced design education and multidisciplinary competency for undergraduate students, in 2005 Queen%26apos;s University introduced an elective series or courses known as the Multidisciplinary Design Stream (MDS), available to students from all engineering disciplines. The first course in the stream is offered over one term at the third year level and incorporates a broad range of lecture topics and interactive learning activities that are further reinforced with a concurrent design project in multidisciplinary teams of four students. The continuing course spans the final two terms at the fourth year level and enhances students%26apos; design, professional, and problem solving skills through their application in multidisciplinary teams on funded, industry-sponsored projects. Every team is supervised by one or more faculty members or %26apos;engineers in residence%26apos;, all of whom have significant engineering professional practice experience. The MDS has been filled to capacity since its second year of operation. Student feedback after graduation is very positive, and client response has typically been outstanding, reinforced with a very high rate of year over year client return. Student surveys and a design skills assessment provide significant evidence of increased design competency.

• 出版日期2012