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Viewing: MAE 426 / MAE 526 : Fundamentals of Product Design

Last approved: Wed, 07 Mar 2018 15:36:57 GMT

Last edit: Wed, 07 Mar 2018 15:36:53 GMT

Change Type
Major
MAE (Mechanical & Aerospace Engr)
426
032391
Dual-Level Course
Yes
526
Cross-listed Course
No
Fundamentals of Product Design
Fund Of Prod Design
College of Engineering
Mechanical & Aerospace Engr (14MAE)
Term Offering
Spring Only
Offered Every Year
Spring 2017
Previously taught as Special Topics?
Yes
5
 
Course Prefix/NumberSemester/Term OfferedEnrollment
MAE 495/589Spring 201234 UG / 22 G
MAE 495/589Spring 201331 UG / 8 G
MAE 495/589Spring 201430 UG / 12 G
MAE 495/589Spring 201544 UG / 15 G / 34 DE
MAE 495/589Spring 201637 UG / 13 Grad / 19 DE
Course Delivery
Face-to-Face (On Campus)
Distance Education (DELTA)

Grading Method
Graded with S/U option
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Dr. Scott Ferguson
Associate Professor
full

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture6060NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC3535NoN/A
Prerequisite: MA 241
Prerequisite: Graduate standing
Is the course required or an elective for a Curriculum?
No
Many think of design as more of an art than a science. However, the growing body of research in the engineering design community teaches us ways to navigate the design of consumer products using interdisciplinary design tools and rational decision making. This course introduces students to scientific design techniques that are more effective than "ad hoc" tactics. By exploring how engineering principles integrate with "real world" design challenges, students will learn to solve product design problems that encompass heterogeneous markets, multiple disciplines, and large-scale complex systems.

Design is an essential element of engineering. In the current MAE curriculum, there is no course that specifically focuses on the scientific advancements in the areas of engineering design theory and methodology. This course provides students with the ability to identify customer needs, mathematically model heterogeneous customer markets, learn advanced conceptual design techniques, understand scientific methods for down-selecting to a final concept, establishing a product architecture and the functional relationships between components, and how uncertainty in engineering design should be modeled and leveraged.


By incorporating topics associated with market modeling, innovation, and creativity, this course considers the interdisciplinary challenges associated with engineering design. This course is dual-listed, as the material covered in this course is necessary for MAE students pursuing a bachelor’s in ME/AE engineering or an advanced degree. Often, many incoming graduate students have not been exposed to a class that formally introduces modern design theory and design methods. Undergraduate students should take this course in their junior or senior years, as it provides valuable material for their capstone design experience. 


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of DesignSharon JoinesI am comfortable providing you with this email as a 'no objection' document to the College of Engineering and the MAE department regarding your conversion of a special topics course MAE 426/526: Fundamentals of Product Design to a regular course number.
Poole College of ManagementSteve AllenI shared the material with my faculty who teach product design from a management perspective. They support creating the courses. If they are happy, needless to say I am happy as well.

Steve
College of TextilesNancy CassillFaculty in both of our College's academic departments (TATM; TECS) have reviewed the MAE 426/526 Fundamentals of Product Design, and have no concerns nor conflicts with this course.

We wish you and your Committee success with the course curriculum approval process.

Should you need further documentation, please do not hesitate to contact me.
This course has been offered as a special topics course the last five years with enrollment of 40-50+ students. No additional resources are expected.

The objective of this course is to introduce students to the engineering design process and the tools / techniques that are available to them during product design. This course will require students to link customer needs and requirements to a product architecture and consider the ramifications of their design decisions. Assessment will occur via homeworks and a semester-long course project.


Student Learning Outcomes

By the end of the course, the students will be able to:



  • Define and analyze customer needs in product design

  • Apply appropriate techniques for capturing and representing the heterogeneous preferences of a consumer market

  • Demonstrate the use of customer preferences and requirements in models of demand

  • Create alternative solutions in a way that demonstrates creativity / innovation and usefulness

  • Define the core components of a product

  • Analyze alternative solutions and scientifically identify the best candidates

  • Demonstrate how uncertainty can be modeled in the design process

  • Synthesize information from multiple disciplines and multiple objectives when designign a product

  • Apply product design strategies to meet consumer variability

  • Critique how current design research advancements will see use in the next 15-20 years (MAE 526)


Evaluation MethodWeighting/Points for EachDetails
Homework20%/25%20% for graduate course, 25% for undergraduate course
Final Exam30%/35%30% for graduate course, 35% for undergraduate course
Project35%/40%35% for graduate course, 40% for undergraduate course. Multiple submissions throughout the course.
Major Paper15%Graduate version only.
TopicTime Devoted to Each TopicActivity
Introduction to the Course1 WeekWhat is product design and systems level thinking? Exploring the product development process
Marketing / Engineering Domain4 WeeksGenerating requirements lists
Elements of a product architecture
Kano Model
Identifying customer needs
Modeling demand and estimating market size
Discrete choice theory in engineering product design
Engineering Domain4 WeeksPrinciples driving innovation and creativity
Brainstorming techniques
Understanding functional relationships
Establishing a product architecture
Concept selection tools and limitations
Decision traps and multi-attribute utility theory
Limitations of modeling
Impact of model scales
Engineering / Manufacturing Domains4 WeeksEstablishing a product platform
Modeling uncertainty in engineering design problems
Ramifications of uncertainty in engineering design problems
Multiple designers, multiple disciplines, and multiple objectives
Game theory in engineering design
Design of complex engineered systems
Emerging areas3 WeeksDesign for variety and product customization
Design of sustainable products
Design for the developing world
mlnosbis 6/27/2016: Adjust abbreviated title to use uppercase and lowercase (not all caps). Effective date should be Spring 2017. Student learning outcomes need to use actionable verbs, see attachment "Learning Outcomes Guidelines." Consultation with Design is good. Suggest consultation with College of Textiles (David Hinks dhinks@ncsu.edu) and College of Management (Steve Allen sgallen@ncsu.edu) because of related course content.

Syllabus comments: This is a letter-graded course, but the syllabus indicates S/U. Add/edit grading policy on syllabus . Syllabus also indicates that there are no scheduled meetings.

ghodge 6/29/16 Explain how this course is conducted as the syllabus indicates no class meetings. Only graduate students have a term paper. Are there any student learning outcomes specific to graduate students? Ask for the above consultations. Also, their students may be interested in this class as their are no prerequisites at the graduate level.

smfergu2 8/16/16 - Fixed abbreviated title and added meeting times to syllabus. There appears to be a bug in the syllabus tool where required meetings are not displayed after being entered. Added grading policy on syllabus. Updated student learning outcomes. Added learning outcome specific to graduate students (MAE 526).

9/30/2016: Awaiting consultation from College of Textiles.

10/5/2016: Consultation notes from Textiles added above.

ABGS Reviewer Comments:
-Abbreviated title need not be so abbreviated.
-Required paragraph 14 is missing from the grad syllabus
reeves (Thu, 18 Feb 2016 20:56:59 GMT): For ease of reading by students, suggest the abbreviated title have spaces, e.g., "Fund of Prod Design". Robyn, we can expect there to be a requirement for a consult with the college of design. We might as well go ahead and get that now rather than later.
reeves (Thu, 18 Feb 2016 20:57:55 GMT): Rollback: See comments - need consult with College of Design, even though expected outcome is "no problems".
rfillin (Thu, 03 Mar 2016 16:05:54 GMT): still no email from Sharon Joines of their approval to proceed. "Not sure why you need my approval to move forward but I would be happy to consult with you as you need." Best, Sharon
Key: 7955