2. Teaching of Engineering Design (with Industrial Support) Dr David Lindley Visiting Professors in Principles of Engineering Design The Royal Academy of Engineering Churchill College, Cambridge 14th September 1999

3. Objectives - 1 n To excite, enthuse, motivate students and staff as to the fundamental importance of engineering design in the definition of profitable and useful products, projects, processes or systems to satisfy a market need.

4. The Channel Tunnel

5. The Oosterschelde Barrier

6. A solar power station

7. Objectives - 2 n Expose students to a “proper mixture of analysis, synthesis, conceptual design, detailed design and other wider issues” n No “blueprint” beyond this. University departments to be creative in the use of the scheme to fit local circumstances and resources

8. The Munich Olympic Stadium

9. Hydro Power

10. Great Seto Bridge Honshu to Shikoku - 1988

11. Metrics -Number of VP’s & Universities-

12. Metrics-2 -Budgets-

13. Role of the Visiting Professor n “To demonstrate and transmit to students and staff that design is the integrating theme in all the engineering disciplines within the University” n To excite, motivate, enthuse and to create “profitable” links with industry, government, and commerce and society at large

14. Qualities of a Visiting Professor n Highly regarded in their field n Support of employers n Offer other resources n Selection & acceptance of Department/Faculty n Complements Department strengths to achieve its mission n Has Time /Employed in adjacent community

15. Relationships n VP Membership of a “Design Forum” n Establish a VP’s Forum n Membership of other Departmental and Faculty Groups n VP to lead in development of relationships with industry n Enthuse, excite, motivate staff & students

16. Do Not Use VP’s n to deliver core design teaching n to write publications n where no clear aims and objectives have been defined n where staff do not “own” and accept the VP’s contribution n who live and work too far away and/or have insufficient time to commit

17. Do Use VP’s to: n Develop policy for design teaching n Design & develop curriculum & new courses n Review design teaching n Give special lectures, seminars & workshops n Give/arrange motivational talks, workshops & seminars to staff and students n Supervise deign projects n Network with industry, commerce and government for a “purpose” [e.g. identify and develop relationships, projects, support, job opportunities] n Contribute to research strategy

18. Good Practice-1 The University of Cambridge - 6 VP’s contribute to: n the development of UG & PG design teaching n the development of design research at the Cambridge Engineering Design Centre n Development of policy, design teaching reviews,special lectures and seminars,project supervision,networking with industry,research strategy n Full integration with & selected by staff

19. Good Practice-2 Imperial College, London -5 VP’s n Chosen technical “theme” of Power Generation to link VP inputs n Design of Advanced Turbine Generator was thrust of activity over 3 years n Involved staff in Mechanical, Aeronautical,Electrical and Materials Engineering Departments and students in all years of the course

20. Good Practice-3 University of Strathclyde (1) n Provided students with design experience on real projects n Close working relationships with industry n Provide companies with access to University resources, new technologies and new methods n assistance to companies to develop new products, processes & concepts

21. Good Practice-4 University of Strathclyde (2) Projects included: n A ship waste disposal system n Ship’s husbandry improvement n Redesign of a yacht windlass n Design of a ships cradle n Design of production line equipment for pet food manufacture n Design of a crane n Design of a yacht bow thruster

22. Good Practice -5 At University of Strathclyde 3 VP’s were employed predominantly to run the scheme. Key activities were to: n make contact with potential product companies to establish product development projects n visit & liaise with these companies throughout duration of projects n meet project teams on weekly basis to assist in project progress n provide tuition on elements of project and team management n assist in evaluation & development of scheme’s structure n be members of Department industrial design panel n provide input to research programmes

23. Good Practice-6 University of Newcastle-3 VP’s n Provide inputs to EPSRC supported Engineering Design Centre. n VP’s have backgrounds in Mechanical, Civil, Process and Offshore Engineering n Industry Oriented design with North East industry applications n One VP responsible for projects with SME’s in NE n Faculty design committee agrees priorities, objectives, work programmes & timetable

24. Good Practice -7 n Other good examples of beneficial application of the VP scheme reported at many other Universities where design is a central integrating activity in engineering teaching. These include: –Central Lancashire University –Brighton University –Durham University

25. Design teaching: A check list n Is interdepartmental collaborative work possible n Is there a faculty design teaching forum n Is there a faculty design coordinator n What use is made of project work n What use is made of design & problem solving workshops n How good is collaboration with industry for defining projects and obtaining industrial placements n Is there any design oriented research underway n Is there a relationship between Research and Design teaching

26. Questions for Workshop Syndicates -1 n A) How best can VP’s/industrial lecturers present their design& decision making experience to motivate, enthuse & excite students and staff- and to stress the fundamental importance of creativity and design to life & the key role that all engineers have. n B) Should “training” be provided to VP’s in communicating with students n C) Is there a need for radical reforms in both curriculum and teaching methods [Could engineering teaching benefit from studio based methods similar to those of Architectural schools]

27. Questions for Workshop Syndicates -2 n D) Can the extent of interdisciplinary teaching or project work be increased to include interests of architects, surveyors, planners, economists, lawyers [etc] as well as complementary engineering skills n E) What role can “design competitions” play in stimulating enthusiasm and motivating students and staff n F) What support could be provided by the Engineering institutions in “enabling” better collaboration with industry so that projects are real and to the “benefit” of industry, students, staff and the University