Academic literature on the topic 'Degree Discipline: Design'
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Journal articles on the topic "Degree Discipline: Design"
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Maltsev, D. V., E. M. Genson, and D. S. Repetskiy. "Electronic Study Guides for Applied Bachelor’s Degree Programs." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 4 (April 21, 2019): 134–41. http://dx.doi.org/10.31992/0869-3617-2019-28-4-134-141.
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The development of electronic study guides (ESG) for Bachelor’s disciplines enables to reduce procurement costs for print library collections. Posting of ESGs on the University Internet resources will provide their accessibility and usability, so the subject is topical. The article analyzes the experience of developing electronic study guides for the disciplines of basic professional bachelor’s degree programs in various universities and reviews the literature on this subject. The main features that distinguish ESG from paper teaching materials are the following: multimedia presentation of information, interactivity, dynamic content. In addition, remote interaction between a teacher and students in forums or video conferences is possible, depending on the format of the ESG. Furthermore, ESG allows one to remotely monitor the completeness and timeliness of the study of certain topics of the discipline, unlike other types of educational and methodological support. The implementation of the ESG makes it possible to maintain control in two forms: internal and external. There are also such criteria for assessing the quality of ESG as: proportion in ensuring the total volume of discipline, proportion in ensuring the self-directed student work, quality of design, the effectiveness of multimedia, adaptability, level of remote access. The result of the analysis was the development of requirements for the ESG design for the discipline «Structure and calculation of engines». This discipline includes the basics of structure and calculation elements and systems of internal combustion engines and the processes occurring in them. In Perm National Research Polytechnic University, according to the curriculum, the discipline is studied for 2 semesters; the labor intensity is 7 credits. Classroom lessons consist of lectures, laboratory and practical classes, additionally, coursework was provided. The difficulty of organizing and maintaining a laboratory in working condition is due to high labor and material costs for fuels and lubricants, electricity, forced-air ventilation, maintenance and repair of internal combustion engines, etc. In this regard, it is relevant to use simulation methods and create virtual laboratory benches to determine the characteristics of the internal combustion engine. These benches may be considered as an alternative to field experiments and stands. As a result of the generalization experience, it was possible to draw up general requirements to the structure and content of the ESG and to provide recommendations on the development of ESGs taking into account the specifics of applied bachelor’s programs.
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Maples, Glenn, Ms Bette Harris, and Ms Anna M. Greco. "Using A 360-Degree Appraisal Approach To Re-Design Advising Programs." Contemporary Issues in Education Research (CIER) 3, no. 1 (November 5, 2010): 1. http://dx.doi.org/10.19030/cier.v3i1.156.
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Over the past 30 years, researchers have repeatedly demonstrated the need to improve academic advising. Nonetheless, at many Universities academic advising remains a neglected endeavor—poorly measured, managed and rewarded. This paper considers the implementation of an academic advising program which parallels the 360-Degree feedback approach drawn from the Human Resources Management discipline. The details of the program are outlined and preliminary results of the program, which literally transformed academic advising at our institution, are discussed.
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Hu, Jiming, and Yin Zhang. "Measuring the interdisciplinarity of Big Data research: a longitudinal study." Online Information Review 42, no. 5 (September 10, 2018): 681–96. http://dx.doi.org/10.1108/oir-12-2016-0361.
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Purpose The purpose of this paper is to measure the degree of interdisciplinary collaboration in Big Data research based on the co-occurrences of subject categories using Stirling’s diversity index and specialization index. Design/methodology/approach Interdisciplinarity was measured utilizing the descriptive statistics of disciplines, network indicators showing relationships between disciplines and within individual disciplines, interdisciplinary communities, Stirling’s diversity index and specialization index, and a strategic diagram revealing the development status and trends of discipline communities. Findings Comprehensively considering all results, the degree of interdisciplinarity of Big Data research is increasing over time, particularly, after 2013. There is a high level of interdisciplinarity in Big Data research involving a large number of disciplines, but it is unbalanced in distribution. The interdisciplinary collaborations are not intensive on the whole; most disciplines are aggregated into a few distinct communities with computer science, business and economics, mathematics, and biotechnology and applied microbiology as the core. Four major discipline communities in Big Data research represent different directions with different development statuses and trends. Community 1, with computer science as the core, is the most mature and central to the whole interdisciplinary network. Accounting for all network indicators, computer science, engineering, business and economics, social sciences, and mathematics are the most important disciplines in Big Data research. Originality/value This study deepens our understanding of the degree and trend of interdisciplinary collaboration in Big Data research through a longitudinal study and quantitative measures based on two indexes. It has practical implications to study and reveal the interdisciplinary phenomenon and characteristics of related developments of a specific research area, or to conduct comparative studies between different research areas.
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Pollard, Vikki, Andrew Vincent, and Emily Wilson. "Learning-to-be in two vocationally-oriented higher education degrees." On the Horizon 23, no. 1 (February 9, 2015): 7–15. http://dx.doi.org/10.1108/oth-06-2014-0021.
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Purpose – This paper aims to explore the pedagogical approach of two higher education programmes aiming to develop both discipline-specific and key employability skills in graduates. Design/methodology/approach – This paper presents two case studies of degree programs in the broad field of the creative industries and focusses on the innovative pedagogy adopted based on a “learning to be” approach (McWilliam, 2008). Findings – The two case studies describe a different type of pedagogy taken up at one mixed-sector institution over two degree programs. The degrees offered within this institution are recognised as being vocationally oriented yet productive of the higher-order skills expected of degree programs. The case studies illustrate this through a pedagogy designed to orientate the students towards the development of a sense of identity whilst also placing them within the broader professional context of the discipline. Practical implications – The paper has practical implications for educators in the field and points towards the need to consider the broader professional context of the students in the course design and review phases of programmes in the creative industries. Originality/value – It is hoped the findings will be useful to educators and curriculum developers in other creative industries’ higher education programs with a vocational orientation to inform future course design, review and planning.
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Boldyreva, Elena. "Approach to automation of workshop design processes based on opinions of employers." Vestnik of Astrakhan State Technical University. Series: Management, computer science and informatics 2020, no. 1 (January 27, 2020): 94–104. http://dx.doi.org/10.24143/2072-9502-2020-1-94-104.
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The article presents the results of studying the characteristics of the workshop design process of the actively developing science-intensive areas that have a high degree of variability
of the technologies used and the requirements for the skills of specialists in the industry. The approach to organizing the automated design process for the daily workshops on the basis of expert opinions of the trainees’ employers has been proposed. The approach implements the model of pedagogical design ADDIE at the stages of analysis and design and involves four stages: calculating the degree of trust in experts, selecting learning tasks for the discipline, developing the structure of the workshop taking into account the relevance of each learning task of the discipline for a particular training profile, and calculating the complexity and assessments (points) tasks for each profile. According to the introduced rule of assessment, calculation of weight coefficients for each of the learning tasks and the rule of ranking the selected tasks are arranged in the optimal order for studying, and an individual learning path for each professional profile is formed. The methods and algorithms described can be used to develop information systems for designing a workshop.
A software package for instrumental and information support has been developed. It implements all the calculation and ranking functions and appears a system for the workshop automated design. Using this system and the proposed approach, the structure and the list of learning tasks of the workshop on the discipline “Embedded Systems” are formed. The proposed solutions allow an iterative assessment of the relevance of learning tasks of the discipline taking into account the expert opinions of potential employers and improve the real model of training specialists due to the high practical importance of the workshop and, as a result, to the high motivation of the trainees to obtain professional practical skills that are in demand in the labor market.
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Scalfi, Luca, Furio Brighenti, Nino Carlo Battistini, Alessandra Bordoni, Alessandro Casini, Salvatore Ciappellano, Daniele Del Rio, Francesca Scazzina, Fabio Galvano, and Nicolò Merendino. "University Education in Human Nutrition: The Italian Experience—A Position Paper of the Italian Society of Human Nutrition." Journal of Biomedical Education 2015 (August 5, 2015): 1–8. http://dx.doi.org/10.1155/2015/143083.
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As a broad range of professionals in clinical and nonclinical settings requires some expertise in human nutrition, the university system must offer academic courses tailored to these different specific needs. In the Italian university system there is still uncertainty with regard to the learning objectives regarding human nutrition. In the ministerial decrees defining the criteria for establishing university courses, the indications about education in human nutrition are rather inconsistent, sometimes detailed, but often just mentioned or even only implied. Education in human nutrition requires both an appropriate duration (number of university credits included in the degree format for different disciplines) and course units that are designed in order to achieve specific expertise. The university system should appropriately design and distinguish the nutritional competencies of the different types of graduates. Physiology and biochemistry are the academic disciplines mostly involved in teaching fundamentals of human nutrition, while the discipline sciences of applied nutrition and dietetics more strictly focuses on applied nutrition and clinical nutrition. Other academic disciplines that may contribute to education in human nutrition, depending on the type of degree, are internal medicine (and its subspecialties), hygiene, endocrinology, food technologies, food chemistry, commodity science, and so forth.
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Amri, Puspa, Eric M. P. Chiu, Greg Richey, and Thomas D. Willett. "Do financial crises discipline future credit growth?" Journal of Financial Economic Policy 9, no. 3 (August 7, 2017): 284–301. http://dx.doi.org/10.1108/jfep-03-2017-0020.
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Purpose The purpose of this paper is to test whether financial crises themselves provide some degree of ex post discipline. In other words, is there learning from the mistakes associated with crises? The authors test this hypothesis on credit growth, a frequent contributor to banking crises. Design/methodology/approach The study uses statistical tests (comparison of means) on a sample of 72 banking crises, the onset of which occurred between 1980 and 2008. Tests for significance of the difference are conducted using Kolmogorov–Smirnov equality in distribution tests. Findings The results show that real credit growth fell substantially (relative to average) by about 8 per cent points from pre- to post-crisis periods, and that average banking regulation and supervision strengthens after a crisis. Originality/value This paper provides empirical support for the proposition that while financial markets may fail to give sufficient warning signals before a financial crisis, they may discipline governments to undertake reforms in the aftermath of a crisis.
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Al-Ahmed, S., and J. P. Fielding. "Vulnerability prediction method for use in aircraft conceptual design." Aeronautical Journal 103, no. 1024 (June 1999): 309–15. http://dx.doi.org/10.1017/s0001924000064903.
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Abstract A methodology has been developed to integrate the vulnerability discipline into the conceptual/preliminary design process of combat aircraft. An interactive and programmable solid modelling Computer Aided Design (CAD) system is used to generate a CAD solid model of the aircraft’s critical components. The aircraft’s components’ sizes and shapes are pre-defined by a conceptual/preliminary design synthesis computer model. A systematic Child-Parent assembly process is used to model the aircraft vulnerability, by defining the criticality degree of each component in the aircraft assembly. Solid Modelling CAD techniques have been modified to develop techniques to perform the two main standard vulnerability assessments, namely the shotline and vulnerable area methods.
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Oladiran, M. T., Jacek Uziak, and Venkata P. Kommula. "Tracking Design Elements in a Mechanical Engineering Curriculum." Advanced Materials Research 367 (October 2011): 601–10. http://dx.doi.org/10.4028/www.scientific.net/amr.367.601.
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Design activity is core to modern engineering practice. Some design experience is demanded by professional bodies that accredit degree engineering programmes (e.g. ABET and ECSA). The purpose of this paper is to track design related topics through the curriculum of the mechanical engineering degree programme at the University of Botswana. A questionnaire was designed and administered to staff teaching on the programme. The responses were used to map design components in the curriculum and assess the design experience of students. The results showed that design topics were delivered in various courses and the knowledge gained by students increased steadily from Year 3 to Year 5. Some observed deficiencies in the teaching of design included lack of industry recommended projects, negligible application of design software, and the use of only single discipline based problems (i.e. no multi disciplinary teaching approach). It was concluded that a programme review is needed to improve the pedagogy of design and enhance programme robustness. It is envisaged that the study will help in designing a new mechanical engineering curriculum to satisfy accreditation requirements.
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Fleischmann, Katja. "Online design education: Searching for a middle ground." Arts and Humanities in Higher Education 19, no. 1 (March 1, 2018): 36–57. http://dx.doi.org/10.1177/1474022218758231.
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At its heart, design is a studio-based discipline, which makes it difficult for design educators to adopt technology-driven changes into an online teaching and learning environment. Globally, few universities offer online undergraduate degree design courses, despite an overall growth in online higher degree curricula. Anecdotal evidence and limited research studies exploring the design educators’ view lament the potential loss of direct interactions between educator and design students in an online learning environment making it impossible to offer design education online. However, the attitude of design students towards online learning is largely underexplored. Given that today’s design students are considered tech-savvy, and there is a growing student demand for flexible study options, it would seem that design students would embrace online delivery options. The aim of this study is to explore the perception of undergraduate design students towards the idea of studying design online and whether or not blended learning could provide a transitional middle ground to a fully online design course. This study also touches on any student reservations about online delivery and identifies the barriers to study design online.
Books on the topic "Degree Discipline: Design"
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Kurochkin, Anatoliy, and Vladimir Zimnyakov. Technological equipment for the production of bread, confectionery and pasta. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1832088.
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The textbook discusses the classification, the principle of operation, the device, as well as the basic technical data of the equipment for the production of bread, confectionery and pasta. The main technological calculations necessary for the justification and selection of equipment of the corresponding production lines are presented. The structure and content of the textbook are designed to prepare graduates to solve problems of professional activity mainly of technological and project types.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for mastering the discipline "Technological equipment for the production of bread, confectionery and pasta" during the implementation of the bachelor's degree program in the areas of preparation 19.03.02 "Food from vegetable raw materials" and 35.03.07 "Technology of production and processing of agricultural products", as well as for undergraduates in the areas of preparation 19.04.02 "Food from vegetable raw materials" and 19.04.04 "Product technology and the organization of public catering".
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Kaukina, Ol'ga Valer'evna, and Tat'yana Aleksandrovna Aver'yanova. Design of artistic and industrial products. FGUP NTC «Informregistr», 2021. http://dx.doi.org/10.18503/2-2021-2.
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This workshop was developed in accordance with the Federal State Educational Standard 3 ++ and the bachelor's degree curriculum in the field of training 29.03.03 "Technology of artistic processing of materials", profile "Technology of artistic processing of materials" in higher educational institutions. The workshop contributes to the formation of competencies in the discipline "Fundamentals of vocational and technical activities." It presents: all practical work with a description of tasks and examples of the implementation of these tasks, as well as guidelines for the implementation of extracurricular independent work of students. The workshop is intended for students and teachers of higher educational institutions, a wide range of educational workers.
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Kaukina, Ol'ga Valer'evna, and Tat'yana Aleksandrovna Aver'yanova. Practical work on project activities in packaging production. FGUP NTC «Informregistr», 2021. http://dx.doi.org/10.18503/1-2021-2.
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This workshop was developed in accordance with the Federal State Educational Standard 3 ++ and the bachelor's degree curriculum in the field of training 29.03.03 "Technology of printing and packaging industries", profile "Branding and chemical modeling" in higher educational institutions. The workshop contributes to the formation of competencies in the discipline "Fundamentals of vocational and technical activities." It presents: graphic design of packaging, all practical work with a description of tasks and examples of the implementation of these tasks, as well as guidelines for the implementation of extracurricular independent work of students. The workshop is intended for students and teachers of higher educational institutions, a wide range of educational workers.
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Margolin, Leslie. The Etherized Wife. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190061203.001.0001.
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The Etherized Wife provides a comprehensive examination of the evolution of sex therapy through the prism of gender. The book makes the argument that in sex therapy, like other domains of life in which men set the standard of normality, women have been judged normal to the degree they match men’s expectations. What is particularly striking about this bias is that it contradicts therapists’ overt identification with feminism and the battle against women’s inequality. To support these claims, Leslie Margolin maps a series of case studies drawn from the discipline’s own literature—the articles and books that have been, and continue to be, treated as exemplars of the discipline’s collective consciousness. Through examination of case studies that focus on discrepancies in sexual desire, where the man wants more sex and the woman less, the book shows how therapists have favored the man’s side. The Etherized Wife shows how the sex therapy discipline has unintentionally enshrined male sexuality as the model of normal, healthy sexuality.
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Geher, Glenn, David Sloan Wilson, Hadassah Head, and Andrew Gallup, eds. Darwin's Roadmap to the Curriculum. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190624965.001.0001.
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This book integrates the vast literature in the interdisciplinary field of Evolutionary Studies (EvoS), providing clear examples of how evolutionary concepts relate to all facets of life. It provides chapters dedicated to the processes associated with an EvoS education, including examples of how an interdisciplinary approach to evolutionary theory has been implemented successfully at various colleges and universities and in degree programs. Chapters outline a variety of applications to an evolution education, including improved sustainable development, medical practices, and creative and critical thinking skills. Finally, this book explores controversies surrounding evolution education and provides a roadmap to help shape a positive future for this approach to asking and answering questions. Although Darwin’s theories have famously changed the foundational ideas related to the origins of life, shaping entire disciplines in the biological sciences, across the globe today people are famously misinformed and uneducated about Darwinian principles and ideas. Applications of evolutionary theory outside the traditional areas of biology have been slow to progress. Further, scholars doing such work regularly experience political backlash. But there is hope. A slow but study push to advance the teaching of evolution across academic disciplines has been under way for more than a decade, with the editors of this book sitting at the forefront of this trend. This book is designed to provide a model for ways to ask Darwinian questions across all areas of intellectual inquiry.
Book chapters on the topic "Degree Discipline: Design"
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Archer, Melenie, Dawn A. Morley, and Jean-Baptiste R. G. Souppez. "Real World Learning and Authentic Assessment." In Applied Pedagogies for Higher Education, 323–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_14.
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Abstract Archer, Morley and Souppez critique the value of building authentic assessment to reflect better a real world learning approach that prepares students more explicitly for employment after graduation. The two case studies within this chapter are drawn from the different disciplines of festival and event management and yacht design; both aim to prepare students for their respective industries from the onset of their degree programmes. The case studies present how the use of well-managed pedagogic strategies, such as peer review and assessment, reflective practice and the use of formative feedback, can prepare students successfully for authentic and high-risk summative assessments. The authors argue for a learning and teaching approach that emphasises sequential, real world assessment that focuses on student longitudinal development.
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Dyer, Christopher. "Family and household." In Peasants Making History, 113—C5.P73. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780198847212.003.0005.
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Abstract This chapter looks at households, which typically consisted of parents and children, amounting often to between four and six members, but variants could include siblings or members of the older generation, or unrelated individuals, most often servants. The inhabitants, or at least the head of the household, decided on the design of houses, which provided a varying degree of comfort. The character of family life depended on the norms and expectations of the church and the adult male heads of households. Expectations of discipline and hierarchy were designed to provide enough labour from household members, and to secure an orderly succession of property.
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"Curriculum Issues in Industry Oriented Software Engineering Education." In Software Industry-Oriented Education Practices and Curriculum Development, 153–65. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-797-5.ch010.
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Software engineering education has been emerging as an independent and mature discipline. Accordingly, various studies are being done to provide guidelines for the software engineering education curriculum design. This chapter summarizes the case for the need for software industry related courses and discusses the significance of industry oriented software engineering education to meet the educational objectives of all stakeholders. Software industry oriented curricula for the undergraduate and postgraduate levels are discussed. An industry oriented postgraduate level (Master’s degree level) software engineering course is also proposed which includes foundational and applied courses to provide effective training to future software engineers. This will lead to the enhancement of their employment prospects in industrial and allied sectors.
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"Heuristic Inquiry." In Autoethnography and Heuristic Inquiry for Doctoral-Level Researchers, 66–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9365-2.ch004.
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This chapter presents current research insights into the selection of heuristic inquiries for a doctoral-level inquiry. Heuristic inquiry within social science research allows for self-as-subject representations in search of the essential meaning of phenomena or constructs explored and through the analysis of the individual experience, results may inform larger sociocultural contexts. While receptivity of heuristic inquiry as rigorous doctoral-level research varies by discipline and institution, the research design in doctoral education remains widely accepted for doctoral-level inquiry as it often appeals to the doctoral scholar due to the deep introspection expected in the phases of analysis. While heuristic inquiry emerged within psychology, doctoral scholars use the introspective research design across fields of study, the doctoral degree program, and institution to meet all institutional requirements and ethical assurances. Like autoethnography, the relational aspects between doctoral scholar and research supervisor are vital to successful heuristic inquiry and the doctoral scholar's development as a new investigator.
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Dasgupta, Subrata. "Glimpses of a Scientific Style." In It Began with Babbage. Oxford University Press, 2014. http://dx.doi.org/10.1093/oso/9780199309412.003.0014.
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In august 1951, David Wheeler submitted a PhD dissertation titled Automatic Computing with the EDSAC to the faculty of mathematics (D. F. Hartley, personal communication, September 7, 2011) at the University of Cambridge. The year after, in November 1952, another of Maurice Wilkes’s students, Stanley Gill, submitted a thesis titled The Application of an Electronic Digital Computer to Problems in Mathematics and Physics. Wheeler’s was not the first doctoral degree awarded on the subject of computing. That honor must surely go to Herman Hollerith for his thesis submitted to Columbia University in 1890 on his invention of an electrical tabulating system (see Chapter 3, Section IV). Nor was Wheeler’s the first doctoral degree on a subject devoted to electronic computing. In December 1947, Tom Kilburn (codesigner with Frederic C. Williams of the Manchester Mark I [see Chapter 8, Section XIII]) had written a report on the CRT-based memory system he and Williams had developed (but called the Williams tube). This report was widely distributed in both Britain and the United States (and even found its way to Russia), and it became the basis for Kilburn’s PhD dissertation awarded in 1948 by the University of Manchester (S. H. Lavington, personal communication, August 31, 2011). Wheeler’s doctoral dissertation, however, was almost certainly the first on the subject of programming. And one might say that the award of these first doctoral degrees in the realm of computer “hardware” (in Kilburn’s case) and computer “software” (in Wheeler’s case) made the invention and design of computers and computing systems an academically respectable university discipline. As we have witnessed before in this story, establishing priority in the realm of computing is a murky business, especially at the birth of this new discipline. Thus, if by “computer science” we mean the study of computers and the phenomena surrounding computers (as three eminent computer scientists Allan Newell, Alan Perlis (1922–1990), and Herbert Simon suggested in 1967), then—assuming we agree on what “computers” are—the boundary between hardware and soft ware, between the physical computer and the activity of computing, dissolves.
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Wei, Jianliang, Jianhua Chen, and Qinghua Zhu. "Service Science, Management and Engineering Education." In Technological Applications and Advancements in Service Science, Management, and Engineering, 134–51. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1583-0.ch009.
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Service Science, Management and Engineering (SSME) is an emerging discipline which studies service industry under an integrated framework. SSME education trains scientists and skilled service workers to promote innovation and productivity in service industry. Although quite a number of universities started SSME programs years ago, most of them are still in the stage of experiment, and only address a small portion of the total subject. This paper first discusses the objectives of SSME education program—the abilities that service workers and scientists should have. Then, three types of foundation courses of the current programs are discussed in depth; the bachelor, master and PhD degree programs offered currently are analyzed, which include the course contents and teaching methods. Based on the inspirations from these practical programs, a unified model for SSME education is developed and presented, which proposes to unify bachelor, master and PhD programs, and establishes a new service science department comprising areas of service management, service engineering and design, service arts and humanities.
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Amato, Luanne M. "Improving Diversity and Equality in STEM Education." In Handbook of Research on Active Learning and Student Engagement in Higher Education, 339–65. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9564-0.ch016.
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Within the global business environment there is a critical need for a diverse pool of employees with higher education degrees in the fields of science, technology, engineering, and mathematics (STEM). Unfortunately, in the United States, graduation statistics suggest marginalized groups are underrepresented in the awarding of STEM degrees. This chapter explains why diversity in STEM careers is reported to be a critical need for U.S. economic sustainability and competitiveness in the global business arena. It highlights the major challenges and barriers in STEM education related to instructional design that severely limit student engagement and derail degree attainment in STEM disciplines, especially for marginalized groups. The chapter also explains how Universal Design for Learning (UDL) acts a template for improved instructional design and introduce the LEVEL instructional model, which was created based on the principles of UDL and, when utilized in higher education coursework, promotes active learning and support for diverse learning styles.
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Urrea, Claudio, and Héctor Araya. "New Redundant Manipulator Robot with Six Degrees of Freedom Controlled with Visual Feedback." In Advances in Multimedia and Interactive Technologies, 231–55. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1025-3.ch011.
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The design and implementation stages of a redundant robotized manipulator with six Degrees Of Freedom (DOF), controlled with visual feedback by means of computational software, is presented. The various disciplines involved in the design and implementation of the manipulator robot are highlighted in their electric as well as mechanical aspects. Then, the kinematics equations that govern the position and orientation of each link of the manipulator robot are determined. The programming of an artificial vision system and of an interface that control the manipulator robot is designed and implemented. Likewise, the type of position control applied to each joint is explained, making a distinction according to the assigned task. Finally, functional mechanical and electric tests to validate the correct operation of each of the systems of the manipulator robot and the whole robotized system are carried out.
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Urrea, Claudio, and Héctor Araya. "New Redundant Manipulator Robot with Six Degrees of Freedom Controlled with Visual Feedback." In Robotic Systems, 142–66. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1754-3.ch007.
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The design and implementation stages of a redundant robotized manipulator with six Degrees Of Freedom (DOF), controlled with visual feedback by means of computational software, is presented. The various disciplines involved in the design and implementation of the manipulator robot are highlighted in their electric as well as mechanical aspects. Then, the kinematics equations that govern the position and orientation of each link of the manipulator robot are determined. The programming of an artificial vision system and of an interface that control the manipulator robot is designed and implemented. Likewise, the type of position control applied to each joint is explained, making a distinction according to the assigned task. Finally, functional mechanical and electric tests to validate the correct operation of each of the systems of the manipulator robot and the whole robotized system are carried out.
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Keller, Morton, and Phyllis Keller. "The Professional Schools." In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.
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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.
Conference papers on the topic "Degree Discipline: Design"
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Akinfeyeva, I. I. "REVIEW OF CREATIVE TASKS IN THE DISCIPLINE «GRAPHICS AND PAINTING» DIRECTION 54.04.01 DESIGN (MASTER'S DEGREE LEVEL)." In INNOVATIONS IN THE SOCIOCULTURAL SPACE. Amur State University, 2021. http://dx.doi.org/10.22250/iss.2021.2.9.
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Fortuna, Fabio, Gino Bella, Mirko Barbuto, Riccardo Conti, Raffaello Cozzolino, Silvia Di Francesco, Alfredo Donno, et al. "Virtual Academic Teaching for Next Generation Engineers." In ASME 2014 12th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/esda2014-20446.
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Recent advances in web technology have transformed the World-Wide-Web from delivering static text to providing an easily accessible multimedia channel for dynamic, interactive communication. By using such technologies, academic teaching may evolve toward the next-generation way to transfer knowledge. At present time, there are two approaches that can be found: the Massive Open Online Courses (MOOC) approach that delivers video interactive classes to the vast audience with an open-access philosophy and Restrict-Access Courses (RAC) that deliver classes and, more important, standard degrees to limited audience [1]. While the two approaches are comparable when dealing with most academic disciplines, teaching engineering has some peculiarities that let the restricted–access course a more viable solution. First of all, engineering schools must prepare the student for the profession. In most countries, after the degree there is a professional practice period, thus a closer relation between teacher and students allows bringing the professional knowledge embedded in the academy. Being also a scientific discipline, engineering takes advantage from a close contact between teaching and research, especially for cutting-edge technologies. Finally, student projects are one of the most important steps of the educational path of the young engineers. Good student projects need one to one supervision, an adequate environment in particular for lab practice, and campuses that only restricted-access academies may provide.
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Sun, Xuan, Kjell Andersson, and Ulf Sellgren. "Towards a Methodology for Multidisciplinary Design Optimization of Haptic Devices." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47181.
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Design of haptic devices requires trade-off between many conflicting requirements, such as high stiffness, large workspace, small inertia, low actuator force/torque, and a small size of the device. With the traditional design and optimization process, it is difficult to effectively fulfill the system requirements by separately treating the different discipline domains. To solve this problem and to avoid sub-optimization, this work proposes a design methodology, based on Multidisciplinary Design Optimization (MDO) methods and tools, for design optimization of six degree-of-freedom (DOF) haptic devices for medical applications, e.g. simulators for surgeon and dentist training or for remote surgery. The proposed model-based and simulation-driven methodology aims to enable different disciplines and subsystems to be included in the haptic device optimization process by using a robust model architecture that integrates discipline-specific models in an optimization framework and thus enables automation of design activities in the concept and detail design phase. Because of the multi-criteria character of the performance requirements, multi-objective optimization is included as part of the proposed methodology. Because of the high-level requirements on haptic devices for medical applications in combination with a complex structure, models such as CAD (Computer Aided Design), CAE (Computer Aided Engineering), and kinematic models are considered to be integrated in the optimization process and presenting a systems view to the design engineers. An integration tool for MDO is used as framework to manage, integrate, and execute the optimization process. A case study of a 6-DOF haptic device based on a TAU structure is used to illustrate the proposed methodology. With this specific case, a Multi-objective Genetic Algorithm (MOGA) with an initial population based on a pseudo random SOBOL sequence and Monte Carlo samplings is used for the optimization.
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Roquette, Juan, Fernando Alonso, and Pilar Salazar. "Human-Centered Design since the Degree Kickoff: from Alumni Experience to Designer and User Experience." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001377.
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This article seeks to investigate the new paradigms of digital form and their application to the design process as a way to integrate service design from the very beginning of the process. It addresses a review of the generation of design in the key of "activity of conformation of open strategies". The aim is to open a deep reflection that allows an evolution of the understanding of the discipline of design linked to the outdated definition of "task of formalization of finished objects", which is widespread and still widely assumed. It is undeniable that engineering, urban planning, architecture, graphic design, product design, experience design and fashion design all share a common objective: all of them, in the end, can be considered as "service design".Indeed, each of the modalities of contemporary design and creation involves providing conceptual and oper-ational responses to needs (functional, aesthetic, symbolic, structural, social, individual). In short, creative activity consists of interpreting requirements and constraints in the most creative and efficient way possible. Design is not so much concerned with the need to produce "finished" objects, whether tangible or intangible. Contemporary design aims to create "formal laws", flexible and open, that can be applied according to the changing scenarios posed by today's users. To design digitally today is to create logical structures of data, algorithms and open results. This article rais-es the possibility of designing -from the genesis of the design- by integrating data referring to users and their algo-rithms as the basis of the formal, diagrammatic or structural law of the design solution. From clear mathematical rules and their parameterization, we propose the generation of the base structure of the "digital contemporary design"; from the exposition of data to the generation of “empty form”. In order to that, a preliminary reflection on the Technical drawing / CAD / BIM is proposed as well as describing the languages of the contemporary Design project (data and algorithms necessary for the construction of the form by topological transformations on simple forms). This is a con-temporary way of understanding the generation of the “empty form”. A "prepared" and "structured" format for the subsequent acquisition of successive layers of information (user data) that would trigger the "virtual twin" of the de-sign. Designing by means of topological transformations is an essential exercise in the foundations of digital culture: working with this type of algorithm is the main work of CAD programs. The conception of contemporary design must increasingly take into account the digital era, which constitutes the paradigm of our culture. The ideation and formalization of the actions that define design, architecture, urbanism and the physical environment, go through the management of formal operations within information systems that com-bine identity, visuality, materiality, measurement, financing, parameterization, industrialization, construction mainte-nance and, of course, interaction with users and systems. This phenomenon once again highlights the importance of geometry and drawing as fundamental disciplines that sustain the solid foundations of design education in the Univer-sity.Finally, the article addresses the urgency of defining new methodologies for the design process to ensure that design does not remain a mere "cultural response" to the technical advances produced by science, nor is it a purely intuitive process that proposes images but dispenses with the technical language of its time. We defend the activity of design as a purely contemporary task, which must be generated with the languages and methodologies of our current (and future) time, and for which it must have the possibility of integrating data and adapting to them with flexibility. In this way, any kind of design can be considered "service design" because it will "serve" effectively, avoiding the unnecessary iterations pursued by the LEAN system, which make human actions on reality inefficient and unsustaina-ble. Such a design would prevent the industry from having to generate an overabundance of designs and then discard the inadequate ones (by natural selection, through trial and error, dictated by the market and by user needs).Keywords: Design Training · Design Methodologies · Human-centered Design · Alumni experience · Designer experience ·User Experience · Service Design · Form · Contemporary Design process
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Mountain, Jeffrey R., and Angela D. Riddick. "Process Control System Design Experiences: A Real World Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80306.
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Hands-on, design oriented experiences have been shown to increase the visibility of the engineering profession; inspiring pre-college students to better prepare in math and science, and pursue an engineering degree. Most of these programs are successful, but they primarily focus on the creative aspects of highly specialized industries with little regard to the detail process of real world engineering design. Many students enroll in engineering programs believing the profession is solely focused on creativity and “building stuff” from a provided set of components. Once faced with the analysis and detail-oriented aspects of engineering practice, or the reality that most engineers are not employed by NASA or in robotics related industries, many students abandon engineering programs for other degree plans. The University of Texas at Tyler is using process control systems design as a theme to expose pre-college and college-level students to “common” engineering practices. This outreach program is part of a National Science Foundation funded project to provide hands-on opportunities to design, build, and test thermal/fluid based process control systems in an effort to attract and retain increased numbers of engineering students. This paper describes the proof of concept Process Control Breadboard System developed to provide a broad spectrum of students with exposure to the design of “common” engineering systems. Pre-college students come to realize that a wide range of engineering disciplines including: agricultural, chemical, electrical, mechanical, and petroleum engineering, consider process controls a part of their discipline. In addition, middle school students get exposed to the detail oriented aspects of real world engineering design; gaining experience in CAD modeling and producing bills of material prior to the hands-on build and test of their systems. Results from a variety of outreach and university level curriculum integration activities, conducted during the first two years of grant funding, will be presented, along with a summary of lessons learned and plans for future activities.
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Venables, Anne, and Grace Tan. "Thinking and Behaving Scientifically in Computer Science: When Failure is an Option!" In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3048.
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In a Finnish study of four different academic disciplines, Ylijoki (2000) found that in Computer Science there was a disparity between the conceptions held by undergraduate students and staff about their discipline; students viewed it as being far more pragmatic and results focused than did their instructors. Not surprisingly, here at our Australian university where the undergraduate Computer Science program emphasizes programming and problem solving skills, the authors had noticed a similar inconsistency between staff and student beliefs. This paper reports on an effort to realign these conceptions and broaden student experience using an assessment task. Centered on solutions to the popular ‘Sudoku’ puzzle (Sudoku, 2005), the task was designed and introduced into an Intelligent Systems course, a final year elective of a Computer Science degree. The goal was to expose students to some of the ‘pure’ rather than applied aspects of the Computer Science discipline (Becher & Trowler, 2001), by using assessment to encourage experimental learning (Kolb & Fry, 1975). The assessment specification instructed students to design and conduct several ‘in silica’ Computer Science experiments to solve and/or create Sudoku puzzles. Importantly, students were asked to keep a Research Diary documenting their thoughts, attempts, backtracking and progresses as they attempted the assignment. Most unique from a student’s perspective was that ‘failure’ to solve the given problem by experimentation was a viable option; their efforts would be rewarded given they conducted themselves ‘scientifically’ in their attempt.
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Colopy, Andrew. "(Digital) Design-Build Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.25.
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Architectural education is often held up as an exemplar of project-based learning. Perhaps no discipline devotes as much curricular time to the development of a hypothetical project as is found in the design studio model prevalent in US architecture schools. Whether the emphasis is placed on more ‘classical’ design skills—be they typological, tectonic, or aesthetic—or on more ‘socio-political or eco-cultural aims,’ studios generally include the skills and values we deem instrumental to practice.1 The vast majority of such studios, therefore, emphasize the production of drawings, images and models of buildings, i.e., representation.2 This is not altogether surprising, as these are, by definition, the instruments of p ractice.3 But the emphasis on drawings and models also reflects the comfortable and now long-held disciplinary position that demarcates representation as the distinct privilege and fundamental role of the architect in the built environment. That position, however, continues to pose three fundamental and pedagogical challenges for the discipline. First, architectural education—to the degree that it attempts both to simulate and define practice—struggles to model the kind of feedback that occurs only during construction which can serve as an important check on the fidelity and efficacy of representation in its instrumental mode. Consequently, design research undertaken in this context may also tend to privilege instrumentation (representation) over effect (building), reliant on the conventions of construction or outside expertise for technical knowledge. This cycle further distances the process of building from our disciplinary domain, limiting our capacity to effect innovation in the built world.4 Second, and in quite similar fashion, the design studio struggles to provide the kind of social perspective and public reception, i.e., subjective political constraints, that are integral to the act of building. Instead, we approximate such constraints with a raft of disciplinary experts—faculty and visiting critics—whose priorities and interests seldom reflect the broad constituency of the built environment. The third challenge, and a quite different one, is that the distinction between representation and construction is collapsing as a result of technological change. In general terms, drawing is giving way to modeling, representation giving way to simulation. Drawings are increasingly vestigial outputs from higher-order organizations of information. Representation, yes, but a subordinate mode that remains open to modification, increasingly intelligent in order to account for direct translation into material conditions, be they buildings or budgets.
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Kuzlyakina, Valentina V., and Jury N. Slepenko. "Automation of Structuring and Research of Lever Mechanisms Kinematics." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34612.
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The procedure of lever mechanisms structuring being the basis of the majority of mechanical systems is complicated and labor-consuming. The generalized structural modules allow to automate and repeatedly to speed up process of lever mechanisms schemes creation and research of their kinematics in the specialized system “Visual Structure Editor (VSE)”. Ten types of generalized structural modules are offered, which allow to create schemes and to investigate kinematics of lever mechanisms of the second class of any degree of complexity. In this work structuring of various flat mechanisms schemes with any possible number of members based on only 5 types of generalized structural groups is presented. These are a rotating initial link, an onward moving link, a two-driver group with three rotary kinematics couples and two-driver groups with two rotary and one external forward kinematics couples of two types. VSE is broadly used in education process when performing the course designing on engineering discipline.
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Martin, Michael W., and Cale T. Polkinghorne. "Breaking Down Classroom Walls: Fostering Improved Communication and Relations Between Engineers and Tradesmen Through a Joint Semester Project." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-62229.
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Recent engineering education research has suggested that most engineering curricula does not promote attainment of many characteristics desired in practicing engineers [1][2]. One such characteristic is effective communication with workers in other disciplines. A method to attain improved communication is simulation of workplace situations in the educational environment [3][4]. In an effort to improve communication between trades and to foster a higher appreciation for the other field, a project simulating the working relationship between engineers and machinists was implemented via a joint semester project coupling a Computer Numerical Control (CNC) machining course and an engineering design course. A significant body of knowledge exists regarding multidisciplinary education for engineering students. Nearly all of the multidisciplinary projects involve one discipline of engineering working with another engineering discipline (i.e. mechanical engineering students working with electrical engineering students). The multidisciplinary work between different disciplines of engineering students has documented benefits; however, the two groups of students are on a similar communication level. By coupling junior and senior level bachelor degree-seeking engineering students with students primarily pursuing a 1 year CNC machining certificate, many communication barriers are encountered that are not seen in typical university multidisciplinary projects. The students from the engineering class were tasked with designing a simple assembly that performs a specified function. The engineering student was responsible for generating a complete set of manufacturing prints. Each engineering student was matched with a group of two or three CNC machining students, who were responsible for manufacturing the parts designed by the engineering student. This type of collaboration closely simulates the design engineer working with the manufacturing shop floor employee in determining how a part is best produced and taking the project to completion by manufacturing and assembly of that part. Data collection methods included student surveys and instructor observations. Primary student outcomes appeared to be; 1) an appreciation for the importance of communication and, 2) greater understanding of the complete process needed to produce a product. The primary difficulties the students encountered were due to communication issues and project management breakdowns. Efforts to address these issues and other lessons learned will be discussed.
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Leleve, Arnaud, Minh Tu Pham, Mahdi Tavakoli, and Richard Moreau. "Towards Delayed Teleoperation With Pneumatic Master and Slave for MRI." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82782.
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Over the last 50 years, master-slave teleoperation has become a widespread and successful field of research. This discipline explores how to perform tasks using a robot on an environment with haptic feedback about robot-environment interaction being provided to the human operator. Most of the master and slave manipulators used in teleoperation are electrically actuated. However, in some particular applications such as inside an MRI for image-guided surgery, ferromagnetic materials including electrical wiring is prohibited. Thus, non-ferromagnetic actuators like pneumatic or hydraulic actuators are a solution to this problem. This specific application also requires teleoperation in the sense of “tele-actuation” because of the lack of space inside the MRI chamber to put the robot’s actuators and the presence of electrical components in pneumatic servovalves. In this paper, we study the case of a teleoperation system composed of two identical pneumatic cylinders (as the master and the slave) equipped with servovalves, making a symmetric teleoperation system. This serves as a one-degree-of-freedom system to outline the design and analysis in terms of teleoperation transparency and stability. Simulation and experimental results check the validity of the theory without and with classical transmission delays.
Reports on the topic "Degree Discipline: Design"
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Bizer, Kilian, and Martin Führ. Responsive Regulierung für den homo oeconomicus institutionalis – Ökonomische Verhaltenstheorie in der Verhältnismäßigkeitsprüfung. Sonderforschungsgruppe Institutionenanalyse, 2001. http://dx.doi.org/10.46850/sofia.393379529x.
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The starting point of the research project was the hypothesis that the "principle of proportionality", which is fundamental to law, is related to the "economic principle". The resulting methodological similarities were intended to enable a cross-disciplinary bridge to be built, which would allow the findings of economic analysis to be made fruitful for legal issues. This was practically tested in three study areas in order to be able to better classify the performance of the analytical tools. The foundations for interdisciplinary bridge building are found in the rational-choice paradigm. In both disciplines, this paradigm calls for an examination of the relationship between the purpose-means-relations: among the design options under consideration, the one must be selected that is expected to be as (freedom- or resource-) sparing as possible, in other words, the most "waste-free" solution to the control problem.The results of the economic analysis can thus be "translated" in such a way that, within the framework of "necessity", they support the search for control instruments that are equivalent to the objective but less disruptive. supports. The core of the positive economic analysis is the motivational situation of those actors whose behavior is to be influenced by a changed legal framework. In this context, the classical behavioral model of economics proved to be too limited. It therefore had to be developed further in line with the findings of research in institutional economics into homo oeconomicus institutionalis. This behavioral model takes into account not only the consequentialist, strictly situational utility orientation of the model person, but also other factors influencing behavior, including above all those that are institutionally mediated. If one takes the motivational situation of the actors as the starting point for policy-advising design recommendations, it becomes apparent that an understanding of governance dominated by imperative behavioral specifications leads to less favorable results, both in terms of the degree to which goals are achieved and in terms of the freedom-impairing effects, than a mixed-instrument approach oriented toward the model of "responsive regulation." According to this model, the law can no longer simply assume that those subject to the law will "obediently" execute the legal commands. It must ask itself what other factors determine behavior and under what boundary conditions changes can be expected in the direction of the desired behavior. For this reason, too, it must engage with the cognitive program of the behavioral sciences. This linkage opens up new perspectives for interdisciplinary research on the consequences of laws.