"Developing Objectives for a Design Course"
1984 Frontiers In Education Conference Proceedings
Many of the objectives of design instruction are primarily in the "affective", or attitudinal, domain. This article is an attempt to put on paper the objectives which the author has identified for his version of "Introduction to Mechanical Engineering Design." It outlines objectives in areas such as "recognizing," "giving voluntary responses," "accepting values," and "organizing value systems."
"Commercial Software - A Medium for Teaching 'Life-Long Learning'"
W S Venable
Proceedings, 1989 Conference on Engineering Design, I.Mech.E, Harrowgate, United Kingdom
In the United States, teaching 'design' includes conveying professional attitudes. One goal is teaching students to continue their technical education in an informal setting. The author uses a 'continuing professional education' model when introducing software to students. The behaviorally based model uses minimal formal instruction with commercial software and documentation. The author and his colleagues have employed this technique in large classes with 'spread-sheet' analysis and graphics, word-processing, and kinematics and dynamics of linkages. Some undergraduate students now use computer-aided drafting and finite element analysis in a self-taught context. The paper contains a discussion of the results to date.