Engineering Design Studio Notes

The course emphasizes engineering design through open-ended, real-world style projects rather than just textbook problems.
Success is possible without a physical copy of a specific resource, but the provided material is highly useful.
An upcoming assignment due Monday is a simple layout/visual graphic tabular form to capture your semester schedule and a reminder to use Microsoft Teams.

Teams typically consist of about four students; some teams may have five.
Projects cover a variety of technical skills, industries, and sponsor demands, resulting in 21–22 completely different projects in parallel.
Projects are external-facing (sponsors outside the class) and require collaboration with people who aren’t in the class.
You will not have a single, fixed solution path; there is no one-size-fits-all approach. You must adapt tools and methods to your project.

The class is designed to take problems from sponsor-defined needs through to a functional prototype.
There is a clear distinction between a project’s scope, the actual problem to solve, and the product you’ll deliver.
Early steps involve identifying the problem statement, needs, wants, priorities, and how technology relates to those needs.
Sponsors provide the what; you must uncover the why and the context through questions and observations.
The instructor’s role is to guide via questions that push you to clarify your understanding rather than hand you the answer.
You will discover that there can be no definitive givens or knowns; you must interact with sponsors and colleagues to define the problem.

External sponsors define the problem and needs; they are not participants in the class.
A faculty mentor (often with a PhD in engineering) supports the process and provides technical guidance.
You will typically interact with sponsors more than the instructor, gathering requirements and validating assumptions.
It’s normal for sponsor questions to lead to deeper questions as you refine what you’re solving.
Communication with sponsors and mentors is essential to steer the project toward a viable solution.

The class uses a traditional engineering teaching philosophy: for each hour of in-class time, plan for about three hours of outside work.
Practical expectation given this course: roughly $10\text{ to }15\text{ hours per week}$ of effort.
Assignment planning: you are working on a project with teammates that affects a real external stakeholder, adding accountability and potential consequences.
The real-world nature of projects means misunderstandings and complexity are common, but that’s part of the learning process.

This class teaches the engineering design process, not just tinkering:
- Speaking to the concept of measurement and data-driven decisions.
- Distinguishing between assembly instructions and manufacturing instructions as separate but sometimes overlapping requirements.
- Ensuring the product moves beyond a vision sketch toward verifiable specifications and a usable prototype.
A chair is used as an example to illustrate what constitutes an engineered design versus a craftsman’s work:
- Elements needed for engineering: measurement details, assembly instructions, and manufacturing instructions.
- What’s missing in a simple drawing without these elements? Testing, cost/profit analyses, and other analyses that evaluate feasibility and safety.
In short, the class emphasizes that evaluation must include testing, cost considerations, and practical viability, not just form and function in isolation.

Step 1: Define the project scope and describe the challenges and intended product.
Step 2: Move toward defining the actual problem by understanding needs, wants, desires, and priorities.
Step 3: Determine which needs are highest priority and how they map to technologies and challenges.
Step 4: Progress from problem definition to a functional prototype, with rigorous analysis parallel to building/testing.
The end goal is a viable product that satisfies the sponsor’s needs and can be tested in a realistic context.

Safety and reliability are central: engineers must ensure solutions are safe and do not cause harm.
The fear of getting it right is a natural part of engineering practice when real people may use the product.
Testing and validation steps are integral to the process, not afterthoughts.
Cost, manufacturing feasibility, and profit implications must be considered alongside performance.

Students should be familiar with Microsoft Teams for collaboration and coordination.
The course emphasizes independent problem solving and sponsor interaction over group replication of a solution found elsewhere.
Blackboard (learning management system) is used for administrative details, such as listing availability and non-availability, and scheduling.
You should be able to quickly communicate availability and work constraints so teammates can plan effectively.

The course is designed to simulate real engineering work environments where external sponsors expect deliverables.
There are no guaranteed “correct” answers; success comes from thorough exploration, robust questioning, and a well-supported prototype.
The learning process focuses on transferable skills: identifying needs, framing problems, performing analyses, communicating with stakeholders, and delivering a functional product.
The experience is designed to be challenging and, at times, intimidating, but it mirrors authentic engineering practice where uncertainty is inherent.

Expect open-ended projects with diverse teams and external sponsors; you must define the problem through sponsor dialogue.
The process spans from problem definition to a functional prototype, with integrated analysis and validation.
Time management is critical: anticipate a substantial weekly effort (roughly $10\text{ to }15\text{ hours}$ ) and maintain consistent communication with teammates, sponsors, and mentors.
Costs, manufacturing considerations, and safety are essential components of the engineering design process, not afterthoughts.
Use Teams and Blackboard to stay organized, coordinate with teammates, and track availability and milestones.
The course aims to produce usable, real-world products, which inherently carries complexity, ambiguity, and responsibility—but also relevance and value to society.