Design Across the Curriculum

Rudy J. EggertBoise State University

reggert@boisestate.eduhttp://coen.boisestate.edu/reggert

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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)

Who was surveyed?

Emails sent to: >25,000 industry engineers >350 Universities & colleges

Web Responses from: 1006 industry engineers 182 faculty

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

Supply vs. Demand: Topics

Supply vs. Demand: Activities

Conclusions  Topics Supply Gap:

Creativity MethodsProject managementDesign for ManufactureDesign for AssemblyProduct Testing

Conclusions (cont’d) Activities Supply Gap

Individual Design Projects Interdisciplinary Design

Projects

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. 

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.