Teaching conceptual design using axiomatic design to engineering students and practitioners

Abstract

As the demand for new designs increases in the engineering community, the importance of conceptual design increases. Students practice discussion type methodologies such as brainstorming; however, they usually do not learn conceptual design methods. To meet the demand for new designs, a logical method should be taught in a conceptual design class. This class will provide students with hands-on experience from a design project using the logical method. Axiomatic design is selected for the conceptual design method and taught to undergraduate students, graduate students and practitioners. In this paper, the author reports on the teaching experience with different levels of students. The axiomatic design framework is taught and design projects are given. The syllabus has been developed for each group, and teaching methods are discussed as well as the pedagogical aspects. While undergraduate students easily agree with the instructor's viewpoint, many of them have difficulties in designing a real product. Some graduate students doubt the usefulness of axiomatic design. However, they can successfully apply the method to projects, whereas experienced practitioners have difficulties in attacking a new method. Once they understand the method, they can solve the problems they face in the workplace. The educational outcome does not manifest immediately and should be evaluated in a long-term study.