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RESEARCH PAPERS

Teaching High School Students and College Freshmen Product Development by Deterministic Design With PREP

[+] Author and Article Information
M. Graham

 Stryker Development, One Broadway, 8th Floor, Cambridge, MA 02142polo@mit.edu

A. Slocum

Department of Mechanical Engineering, Massachusetts Institute of Technology, 77 Massachusetts Avenue, MIT Room 3-445, Cambridge, MA 02139slocum@mit.edu

R. Moreno Sanchez

Department of Mechanical Engineering, Univerisdad de Antioquia, Calle 67 No. 53–108 Medellin Columbiamoreno@udea.edu.co

The course syllabus and supporting information is available from http://ocw.mit.edu

J. Mech. Des 129(7), 677-681 (Feb 23, 2007) (5 pages) doi:10.1115/1.2722334 History: Received November 15, 2006; Revised February 23, 2007

This paper describes an effective method for teaching design in a deterministic manner that is especially effective for under-represented students (e.g., culture, race, gender, physical disability, personality, etc.). Ten years ago we postulated that students can learn a deterministic design process not only to learn about design, but to better study math and science with peers through the use of an ordered peer-review process. The foundation of Deterministic Design is that everything happens for a reason (science, e.g., physics) and a systematic approach should be used first by individuals in a team to ask and answer questions. To ensure participation and to check that items have not been overlooked, work by individuals is followed by a Peer-Review Evaluation Process (PREP) and then the team brainstorms. Deterministic Design has designers describing what is to be done (functional requirements), how it can be done (design parameters), why it will work (analysis), who else has done similar work (references), and what are the risks and possible countermeasures. PREP is especially useful for diverse teams of designers with members from various backgrounds and personalities. It is also especially useful for enabling introverted team members to fully contribute to the development of designs.

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Copyright © 2007 by American Society of Mechanical Engineers
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References

Figures

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Figure 1

Peer-Review Evaluation Process (PREP)

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Figure 2

MITES 2005 engineering design performance

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Figure 3

Questionnaire results from six-year Second Summer Program study–preparation for summer internship. Agreement Second Summer Program experience prepared for summer internship: 1-Strongly Agree to 7-Strongly Disagree.

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Questionnaire results from six-year Second Summer Program study—improvement as a student. Agreement Second Summer Program helped become a better student: 1-Strongly Agree to 7-Strongly Disagree.

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Figure 5

Questionnaire results from six-year Second Summer Program study—comfort presenting to team

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Figure 6

Questionnaire results from six-year Second Summer Program study—contributions recognized by teammates

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Figure 7

Questionnaire results from six-year Second Summer Program study—since completion of the Second Summer Program when working with others, how often phases of PREP are applied (1 Individual Thought, 2. Written Peer-Review, and 3. Group Discussion)

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