Assessing International Product Design And Development graduate courses: The MIT-Portugal Program
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| Audience/Grade: | Graduate-Professional Development |
| Discipline(s): |
International Engineering Education |
| Special Topic(s): | |
| Learning Resource Type: |
Reference - Educational Research Paper |
| Media Type: |
Unknown |
| Author(s): |
Arlindo Silva Yehudit Judy Dori |
| Description: | The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico—Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students’ learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program. Published in AEE Summer 2010, Volume 2,Number 2. |
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| Related Resources | |
| Keywords: | product design assessment international education |
| Is Component of: |
Advances in Engineering Education - Summer 2010 - Volume 2 - Issue 2 |
| Usage Tip | |
| Related ABET Criteria: |
(d) Work effectively in multi-disciplinary teams Student Learning |
| Intervention(s): |
Multidisciplinary |
| Use of Resource: |
Conclusion in conclusion, as the national engineering education research Colloquies [30] and others [31] noted, successful studies in engineering education are expected to be comprised of multidisciplinary teams of engineers and other fields in order to bring their expertise to this emerging field of research. indeed, the research team who carried out this study consisted of science education and engineer- ing experts from two different universities in different countries. Just as it has been found valuable to involve interdisciplinary teams of students, our research has demonstrated that there is merit in collaboration among faculty from different countries with various backgrounds and disciplines. this seems to be an adequate response to the globalization challenge engineers face, as pointed to by vest [1]. Further longitudinal studies are needed to strengthen our experience and claim that there is benefit in creating multidisciplinary teams of both students and faculty. |
| Difficulty: |
Medium |
| Version Info | |
| Publication Date: | August 2010 |
| Platform/Format: |
WWW |
| Cost: |
Not free |
| Download URL: | http://advances.asee.org/vol02/issue02/02.cfm |
| Metadata: |
IEEE LOM Record |
| Collection: |
Advances in Engineering Education
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