Instructor: Prof. Alice Agogino, Department of Mechanical Engineering, 415 Sutardja Dai Hall (CITRIS Building), (510) 642-6450, email@example.com
Graduate Student Instructors: Yael Perez, Doctoral student in Architecture, 494 Wurster Hall (Cal Design Lab)
Cynthia Cruz, Masters Student in Mechanical Engineering, firstname.lastname@example.org.
Reader: Alexei Bordas, PhD Student in Civil and Environmental Engineering. (Bachelor's in Mech E and Physics), email@example.com
This course provides hands-on and real world experience in the development of innovative and realistic customer-driven engineered products. Design concepts and techniques are introduced, and the student's design ability is developed in a design project or feasibility study chosen to emphasize ingenuity and provide wide coverage of engineering and business topics. Innovative thinking is nurtured. Students will be expected to use tools and methods of professional practice (e.g., optimal design, solid modeling, life cycle assesment) and use these tools to consider the social, economic, environmental and political implications of their products. Both individual and group oral presentations will be required. Students can expect to depart the semester understanding new product development processes as well as useful tools, techniques and organizational structures that support new product development practice in the context of the "triple bottom line" - economy, environment and society. Topics covered include: Product development processes and organization, product planning, high functioning teamwork, CAD/ solid modeling, customer/user needs assessment, personas and empathic design, translating the "voice of the customer", concept generation, concept selection, concept development, decision analysis, concept testing, taguchi method and experimental design, product architectures, design for variety, design for environment, life cycle assessment, design for assembly/ manufacture, prototyping, design costing, information technologies, design optimization, engineering ethics, universal design and entrepreneurship, innovation and intellectual property.
We have periodically assigned individual exercises to have you experiment with some of the concepts we are teaching. These are due at the start of each class. Late assignments are accepted for one week, but heavily penalized for being late. ALL INDIVIDUAL ASSIGNMENTS ARE TO BE SUBMITTED VIA THE BSPACE “ASSIGNMENTS” TAB UNDER THE APPROPRIATE HEADING PRIOR TO THE START OF CLASS ON THE DAY THEY ARE DUE. ALWAYS BRING ONE COPY OF YOUR HOMEWORK TO CLASS, AS WE WILL FREQUENTLY ASK YOU TO SHARE YOUR RESULTS.
Each individual in the class is required to maintain a design journal throughout the semester, to be turned in at the final project presentation. The journal will be returned at the end of the semester. This journal should include a student's individual thinking (both imagery and words) pertaining to her/his project. Students may include sketches, paste in pictures, write words, or choose any other approach that works to capture their ideas, thoughts, and reflections about their product and project. The journal should be used both to capture ideas about the product itself as they move through the process, as well as to document thoughts and insights on the process of product development, group dynamics, project process, etc. Inventors keep design journals to document their original ideas (useful in the patenting process); engineers keep them to work out complex technical details; and designers keep them to help generate and organize lots of ideas (as ideas feed off of one another); project managers keep journals as a management tool to generate "lessons learned" and "best practices" to help run future product development projects more effectively
The goal of the class project is to learn principles and methodologies of product development in a real world context. Most product development professionals work under tremendous time pressure and do not have an opportunity to reflect on the development process. In this course, the stress level will be low enough to allow time to experiment and learn. You will be asked to form project teams of 3 to 5 students. Some teams will have the opportunity to work with students from multiple disciplines. You will have opportunities during the first two weeks of class to scope out the possible projects and get to know potential teammates.
Last updated: 16 March 2013