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Lessons Learned and Best Practices in Multidisciplinary Teamwork and Teaching of a Small Product Realization Course

机译:经验教训和多学科团队合作和小型产品实现课程教学的最佳实践

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The Small Product Realization course has been offered for two semesters (Spring 2003 & Fall 2003) at Penn State Erie, The Behrend College. The course is 3 credits, meeting for 50 minutes 3 times a week. In addition to the scheduled class periods, the students spend one weekend at the beginning of the semester attending a seminar at an off-campus location. This weekend seminar is similar to that described by Swamidass and Bryant, except in addition to having students work on team-related activities, there are also guest speakers who present their entrepreneurial activities, and the teams begin to concentrate on identifying a single product idea. For each offering, 3 teams of between 3-5 students were selected. Course outcomes include being able to: Understand and experience selected elements of the product realization process. Demonstrate that students can function effectively on multidisciplinary teams. Develop a complete business plan for the introduction of a new product. Have a demonstrated understanding of intellectual property and ethical issues associated with new product development. The course is interdisciplinary in nature, with students in both the School of Engineering and Engineering Technology (SEET) as well as the Sam and Irene Black School of Business enrolling in the course and working together in teams. The course is taught by two faculty members in SEET (one engineering professor, one engineering technology professor), and one faculty member in the school of business. Much of the content is similar to that presented by Cagan, et. al. for their Integrated Product Development course, and by Lumsdaine for the ME 490 course. However, due to time constraints, teams are not required to construct and test a prototype. One engineering design text and one business plan text are the primary textbooks for the course. Currently, the course is taught without industrial sponsorship, to provide teams with more flexibility for brainstorming product ideas.
机译:彭恩登大学宾夕法尼亚州埃里的两个学期(2003年春天和2003年秋季)提供了小型产品实现课程。该课程是3学分,每周3次会议50分钟。除了预定的课程期间,学生们在学期开始时度过一个周末,在校外位置参加研讨会。本周末研讨会类似于SwaMidass和Bryant描述的研讨会,除了让学生对与团队相关的活动工作外,还有展示他们创业活动的访客讲话,并且团队开始专注于确定单一产品的想法。对于每项产品,选择3-5名学生的3支队伍。课程结果包括:能够:了解和体验产品实现过程的选定元素。证明学生可以有效地在多学科团队上运作。开发完整的业务计划,以引入新产品。对与新产品开发有关的知识产权和道德问题有所了解。该课程本质上是跨学科,与学生在工程和工程技术(SEET)以及Sam和Irene Black Board of Counterning课程中,并在团队中共同努力。该课程由SEET(一个工程教授,一个工程技术教授)和一名工程技术教授)和商学院的一名教师授课。大部分内容类似于Cagan,ET所呈现的内容。 al。对于他们的集成产品开发课程,以及Lumsdaine为我的490课程。但是,由于时间限制,团队不需要构建和测试原型。一个工程设计文本和一个商业计划文本是课程的主要教科书。目前,该课程在没有工业赞助的情况下授课,为集团提供更灵活的集体产品的想法。

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