2. Design Across the Curriculum Rudy J. Eggert Boise State University reggert@boisestate.edu http://coen.boisestate.edu/reggert/

3. Determine 1. What specific topics /activities does industry consider important? 2. What specific topics /activities are actually being taught? 3. When were they taught? (i.e. fresh, soph, junior, senior)

4. Who was surveyed? Emails sent to: >25,000 industry engineers >350 Universities & colleges Web Responses from: 1006 industry engineers 182 faculty

5. Type of Institution? 67% Ph.D. 15% M.S. 18% B.S.

6. Supply vs. Demand: Topics

7. Supply vs. Demand: Activities

8. Conclusions Topics Supply Gap: Creativity Methods Project management Design for Manufacture Design for Assembly Product Testing

9. Conclusions (cont’d) Activities Supply Gap Individual Design Projects Interdisciplinary Design Projects

10. Conclusions (cont’d) Academia appears to overemphasize oral and written design report activities. 56% of institutions have 25% or less of their department faculty participating in … the design stem.

11. Acknowledgements ASME Design Engineering Division, ASME Design Automation Committee, ASME Manufacturing Engineering Division, ASEE Design Education Division, R. Furness, M. Gantor, F. Goldfarb, J. Klegka, K. Lewis, J. Liu, D. Segalman, F. Salustri.