From Product Dissection to Product
Archaeology: Understanding the Global,
Economic, Environmental, and Societal
Foundations of Engineering Design
Workshop - 11
Kemper Lewis
University at Buffalo-SUNY
Steve Shooter
Bucknell University
Chris Williams
Virginia Tech
Introductions
2013 ASME IDETC
Product Archaeology Workshop
Workshop Plan
•
•
•
•
•
product archaeology paradigm
module creation
module presentations
campus implementations and impact
assessment instruments & results
2013 ASME IDETC
Product Archaeology Workshop
ABET Outcome h
• “the broad education necessary to understand
the impact of engineering solutions in a global,
economic, environmental, and societal
context”
• Possible Approaches:
– Early cornerstone design course
– Later capstone design course
– Study abroad experience
2013 ASME IDETC
Product Archaeology Workshop
An Alternative Perspective: Archaeology
• “archaeologists try to reconstruct life and
culture of past ages through the study of
objects created by humans, known as artifacts”
• phases:
– Preparation: survey and photograph site, research
the history of inhabitants
– Excavation: digging, exploring, searching for
evidence
– Evaluation: chronological, social, environmental,
and technical analysis
– Explanation: theory development and discussions
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology
• the process of reconstructing the lifecycle of a
product – the customer requirements, design
specifications, and manufacturing processes
used to produce it – to understand the
decisions that led to its development.
• Phases:
– Preparation: background research about a product,
including market research, patent searches,
benchmarking existing products
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology
• Phases:
– Excavation: product dissection, component
analysis, functional description, reassembly
– Evaluation and Explanation: active
experimentation, abstract meaning, reflect on
how global, economic, environmental, and
societal factors influence design decisions.
2013 ASME IDETC
Product Archaeology Workshop
Pedagogical Framework
Why?
III.
INQUIRE
EVALUATION
gr
Rev En
Max
PREPARATION
EXPOSE
• 1st/2nd year courses
• Familiarize
students in a
structured way
I.
Required Engr Knowledge
• 3rd/4th year courses
• Hands-on activities
to reinforce theory
• Highly structured
IV.
• 3rd/4th year courses
• Design process
integration
• Self-discovery
EXPLORE
EXPLANATION
Guidance
n
Dissectio
How?
Min
EXCAVATION
INSPIRE
II.
• 1st/2nd year courses
• Design, graphics,
statics
• Less structured
2013 ASME IDETC
Product Archaeology Workshop
Example Product
Archaeology Implementations
MAE277: Introduction to ME
• Basic tenets of professional and ethical
practice as a mechanical engineer; intro
to engineering design; basic estimation,
modeling, and analysis techniques.
• Sophomore, ME students (required)
• 125-150 students
• Lecture & Dissection Lab sessions
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• Semester-long product dissection project
– Groups of 5-6
– Focus on Preparation, Excavation &
Evaluation phases of PA
– In-class GSEE formation, outside of class
dissection and research
– Gated approach, with four gates related to
Kolb’s 4-stage learning model
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
Kolb’s 4-Stage
Learning Model
Project Gates
1: Preparation and Initial Assessment
Reflective
Students research their assigned project and perform an
initial assessment of the product, how it works, and the
Observation
tools needed to dissect it.
2: Product Dissection (Excavation)
Concrete
Students dissect the assigned product, document
detailed information on its components, the connectivity
Experience
of components, and the overall assembly of the product.
3: Product Analysis (Evaluation)
Students analyze components, their materials, shapes,
Active Experimentation
manufacturing in relation to the functionality, impact,
and performance of the product.
4: Product Explanation
Abstract Conceptualization Students synthesize the information they gathered to
draw higher-level design decision conclusions.
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
GSEE Prompts
Gate 1:
• What were the key economic and global concerns at
the time of development?
• In what countries or regions was the product intended
to be sold?
• What was the intended impact on the consumer and the
society in which it was used?
Gate 2:
• How do global, societal, economic, and environmental
concerns influence how subsystem connections are
made?
• Is the product intended to be disassembled? Why or
why not?
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
GSEE Prompts
Gate 3:
• How did global, societal, economic, and environmental
(GSEE) factors influence the selected manufacturing
method?
• Determine an alternative manufacturing method that
could have been used. How might GSEE factors
influence the decision to use this new method?
• What are the advantages and disadvantages of the new
method relative to the current one?
Gate 4:
• Recommend a set of innovative design changes that
address functionality, architecture, environmental
interaction, user interaction, or cost.
2013 ASME IDETC
Product Archaeology Workshop
MAE451: Design Process and Methods
• Design Process fundamentals
• Senior, ME & AE (required)
• 175-200 students
• Lecture with outside group work
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• Facebook digs
– Groups compete on course page to guess the
product being described.
– Clues are revealed one per day.
– Groups are allowed one guess only.
Clue 1
Clue 2
Clue 3
Clue 4
Clue 5
Clue 6
Clue 7
Clue 8
Infrared Sensor
Motor
Gear
Storage Compartment
Indicator
The industry for this type of product in North
America emerged in the 19th century.
Tube
Microswitch
Automatic Soap
Dispenser
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
Clue 1
Clue 2
Clue 3
Clue 4
Clue 5
Clue 6
Clue 7
Clue 8
It is estimated that there are between 100-225 million of these
products around the world.
There are potentially significant environmental impacts with the use of
this product.
Economic and technical issues drive the selection of plastic, wood, or
metal for some primary components in this product.
These products are used in less than 100 countries around the world.
Egypt leads the world in the current use of this product.
The product is currently in use in the darker shaded countries.
The darker countries have banned the use of this product.
Approximately half of these products around the world are in use; the
other half are not being used yet.
Landmines
2013 ASME IDETC
Product Archaeology Workshop
Workshop Plan
•
•
•
•
•
product archaeology paradigm
module creation
module presentations
campus implementations and impact
assessment instruments & results
2013 ASME IDETC
Product Archaeology Workshop
Workshop Activities
1. Define Outcomes for your Product
Archaeology Module
2. Develop a Product Archaeology Learning
Module
3. Report out on Your Modules
2013 ASME IDETC
Product Archaeology Workshop
Module Creation “101”
Aligning outcomes,
interventions, and assessment
• What do you want
students to be able
to do as a result of
your course, class,
or activity?
Define student
outcomes
Develop
teaching/learning
materials
• Create intervention
which will enable
students to develop
the outcomes you
just defined
• Collect information
to determine impact
of the materials on
achieving outcomes
Assess impact
2013 ASME IDETC
Product Archaeology Workshop
Defining Outcomes: Bloom’s taxonomy
• Set of verbs that help to articulate specific abilities
– Provides alternatives to stating goals in terms of
wanting students to “understand x” since
understand is vague and not helpful when
developing learning and assessment materials
• Verbs arranged in a cognitive hierarchy to illustrate
lower level to more sophisticated abilities
– Aim to develop a range of cognitive abilities
2013 ASME IDETC
Product Archaeology Workshop
Activity 1: Define Outcomes
• “Think”: work on your own to state specific
student outcomes related to understanding
the Global, Economic, Environmental, and
Societal Foundations of Engineering Design
(5 minutes)
• “Pair”: discuss with your partner/group the
outcomes you created (5 minutes)
• “Share”: whole group discussion (5 minutes)
2013 ASME IDETC
Product Archaeology Workshop
Activity 2: Develop Learning/Module Materials
• Work in pairs to create module/learning
materials that enable students to develop
specific learning outcomes appropriate for
level (15 minutes)
2013 ASME IDETC
Product Archaeology Workshop
Activity 2 – Cont.
Develop learning materials that are mapped to outcomes
• Some things to consider:
– Do you want the module/materials to include team
and/ or individual activities?
– What is the role of the instructor?
– Does the module include physical or hands-on
activities and why?
– Do the activities include on-line activities and why?
– What resources are necessary?
– How do the learning materials support students in
developing stated outcomes?
2013 ASME IDETC
Product Archaeology Workshop
Don’t Forget About Assessment
• In particular, keep in mind that assessment
– can be built into the learning materials, i.e. if
designed well, students should be able to learn
from an assessment activity
– can be both formative (ongoing) and summative
(what happens at the end)
– should be mapped directly to the learning
outcome, i.e. designed to provide evidence of
the effectiveness of the materials in student
achievement of outcomes
2013 ASME IDETC
Product Archaeology Workshop
Workshop Plan
•
•
•
•
•
product archaeology paradigm
module creation
module presentations
campus implementations and impact
assessment instruments & results
2013 ASME IDETC
Product Archaeology Workshop
Workshop Plan
•
•
•
•
•
product archaeology paradigm
module creation
module presentations
campus implementations and impact
assessment instruments & results
2013 ASME IDETC
Product Archaeology Workshop
Bucknell University
Steve Shooter, Charles Kim,
Joe Tranquillo
2013 ASME IDETC
Product Archaeology Workshop
MECH 392 – Mechanical Design
• Course focus: Introduction to design methodology,
kinematics of machinery, machine element design.
• Course objectives:
1. To learn and apply principles and techniques for creative design
of machines in relation to specifications and user requirements.
2. To learn how to select/design specific mechanical components
and sub-systems.
3. To learn to use computer-aided tools for the design of mechanical
systems
• Junior Mechanical Engineering (required)
• 31 Students
• Course structure: Lab and Lecture. Problem-based
learning and flipped classroom.
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• Rice Cooker Product Archeology
– Students read and discussed an excerpt from Where
There are Asians, There are Rice Cookers by Nakano
exploring the development of the rice cooker market in
Hong Kong in post WWII by a Japanese home
electronics maker (National Panasonic).
– In lab, students dissected rice cookers that varied in
cost, size, and manufacturer. Students also explored
the economic, environmental, global, and societal
aspects of historical and future product development.
– Students delivered 10 minute presentations on one of
the GSEE aspects of the development of rice cookers.
• Details
– Duration: 1.5 weeks
– Lab exercise in groups of 4 or less.
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
• Written lab assignments were graded by the course teaching
assistant; oral presentations were assessed by the professor.
• After the presentations, the professor conducted critical
reflection with the students about the value of the assignment
and why it is essential for engineers to consider GSEE aspects
of product development.
• Assessment
– Students grasped the importance of societal challenges of
product development (e.g., introducing a Japanese product
in post-WWII Hong Kong) and the need to consider the role
of globalization and urbanization for inexpensive household
appliances like rice cookers.
– Students understood the need to approach design problems
from a “50,000 foot” level to answer “why” questions.
2013 ASME IDETC
Product Archaeology Workshop
MECH 402 – Senior Design 2
• Course focus: Second semester of a two-semester
sequence where students work in teams to learn and apply
design methodology culminating in a working physical
prototype.
• Course objectives:
1. Work in multi-functional teams.
2. Learn and apply design methods.
3. Develop professional communication
4. Place engineering activities in a global, societal, economic and
environmental context.
• Seniors in Mechanical Engineering (required)
• 42 Students
• Course structure: Lecture and Lab. Students work in teams
of 4 on a project advised by a faculty member.
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• Coffee Maker Product Archaeology
– Students dissected coffee makers to perform Failure
Modes and Effects Analysis (FMEA).
– Coffee makers that varied in cost, size, and
manufacturer.
– Students then explored the global, societal, economic
and environmental aspects of coffee production and
consumption.
– Students prepared reports on their product archaeology
and a class presentation.
– Janice Butler spoke about Bucknell Brigade and
fairtrade coffee, Andy Oakes from Fresh Roasted
Coffee spoke about environmentally conscious roasting,
and Prof. Charles Kim spoke about a senior design
project to bring water to El Porvenir (a coffee-growing
village in Nicaragua).
• Details
– Duration: 2.5 weeks
– Lab and class exercise in groups of 4 or less.
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
• Students completed reports detailing the dissection of the coffee makers,
an FMEA of their coffee makers, and a discussion of the production and
consumption of coffee from GSEE perspectives.
• The professor conducted critical reflection with the students asking what
was valuable about the assignment and why it is essential for engineers
to consider GSEE aspects of product development.
• Assessment
– Students gained a greater appreciation for the challenges in
designing consumer products such as a coffee maker.
– Students gained a broader perspective about coffee and the broad
socio-economic aspects of coffee.
– Students learned about the economic and business aspects of
environmentally friendly coffee roasting.
– Students learned about coffee production from a global perspective,
but then associated it back to the Bucknell ecosystem.
2013 ASME IDETC
Product Archaeology Workshop
Northwestern University
Wei Chen, David Gatchell
2013 ASME IDETC
Product Archaeology Workshop
ME 398: Capstone Engineering Design
•
•
•
•
Senior/Mechanical Engineering
Capstone option
~20 students
Lecture with one dissection lab
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• In-class lecture and product dissection (1.5 hours)
supplemented with a product dissection lab (3 hours)
• PA assignments
– Preparation
• Product archaeology resources assignment (Individual)
• Product dissection postulation (Individual)
– Excavation
• Product dissection lab (Team)
– Evaluation/explanation
• Product dissection report (Team)
• Other deliverables integrating GSEE concepts/questions
–
–
–
–
Conceptual design presentation/Final presentation
Product design specifications/Detail design specifications
Quizzes
Final report
2013 ASME IDETC
Product Archaeology Workshop
Product Dissection Lab - 2012
2013 ASME IDETC
Product Archaeology Workshop
Dissected products and engineered solutions - 2012
Polyethylene Terephthalate (PET) Bottle Crusher
2013 ASME IDETC
Product Archaeology Workshop
Dissected products and engineered solutions - 2012
Pediatric Blood Pressure Cuff
2013 ASME IDETC
Product Archaeology Workshop
Dissected products and engineered solutions - 2012
MedStep
2013 ASME IDETC
Product Archaeology Workshop
Virginia Tech University
Chris Williams, Matthew Wisnioski, Lisa McNair,
Marie Paretti, Cory Brozina
2013 ASME IDETC
Product Archaeology Workshop
Engineering Design and Economics
• Course details
– Intro to Design Process and
Engineering Economics
– 2nd Year Mechanical
Engineering required course
– Nine sections of 30 students
• Pedagogical Approach
– Active classroom with instructor
mentoring
– 10 minute discussion followed
by 40 minute hands-on activity
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• Format
– Completed in groups during 50 minute class period
– In-class dissection guides, floating instructor, and STS faculty-led
discussion provide necessary scaffolding
– Experimental and Control groups across different course sections
• Topics
Archaeology (Experimental Group)
Dissection (Control Group)
Electric Drill Dissection
Electric Drill Dissection
IC Engine Dissection
IC Engine Dissection
PA Intro: Humanitarian Aid Package & IC Engine
Archaeology
Disposable Camera Archaeology
Disposable Camera Dissection
3D Printer Archaeology
Air Compressor Dissection
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• PA Intro: IC Engine Archaeology &
Humanitarian Daily Ration
–
–
–
–
Why is the HDR pink?
What is inside the HDR?
Identify a GSEE characteristic of the ICE.
How would the GSEE characteristics differ for
an ICE alternative?
• Disposable Camera
– How does the camera embody “green
engineering” ?
– Why did Kodak choose to design the camera this
way?
• 3D Printer
– What are the potential GSEE impacts of 3DP?
– What new social challenges does 3DP pose?
– Are there similarities in the GSEE impacts of
3DP & the ICE?
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
• Local Assessment Methods
– Pre/post survey of control and experimental groups
– In-class observations
• Assessment Results
– Experimental group had statistically significant (0.05 alpha)
increase in self-efficacy survey items
Pre – Post Change
Experimental
Control
Self-Efficacy
Composite
Mean
17.42*
-1.89
Std
3.14
3.33
Skill/Ability
Composite
Mean
0.23
0.15
Std
0.16
0.16
2013 ASME IDETC
Product Archaeology Workshop
Arizona State University
Ann McKenna, Morgan Hynes,
Adam Carberry
2013 ASME IDETC
Product Archaeology Workshop
EGR 101: Foundations of Eng Design I
• Introduces engineering as a profession,
critical thinking in engineering design and
modeling, team dynamics, engineering
communication.
• Engineering
• Required
• 200 students, 5 sections
• Lecture/Project-based
2013 ASME IDETC
Product Archaeology Workshop
EGR 202: Multidisciplinary Eng Project
• Students follow a user-centered design
process to develop a prototype for a
consumer-based product.
• Sophomore Engineering
• Required
• 90 students, 2 sections
• Lecture/Project-based
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Implementation
• Dental Hygiene Dig & Redesign
– 2 weeks
– Group
– Preparation, Excavation, Evaluation, and
Explanation
– In-class
– Homework and final presentations
2013 ASME IDETC
Product Archaeology Workshop
Dental Hygiene Dissection & Dig
2013 ASME IDETC
Product Archaeology Workshop
Dental Hygiene Redesign
2013 ASME IDETC
Product Archaeology Workshop
2013 ASME IDETC
Product Archaeology Workshop
2013 ASME IDETC
Product Archaeology Workshop
2013 ASME IDETC
Product Archaeology Workshop
2013 ASME IDETC
Product Archaeology Workshop
2013 ASME IDETC
Product Archaeology Workshop
University at Buffalo - SUNY
Kemper Lewis, Deborah Moore-Russo,
Phil Cormier
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
• Locally, we used a pre- and post-test for
both sophomore and senior courses.
Item 1: You have been tasked with dissecting a
competitor’s electric power generator as your first task
in your new role as New Product Development engineer
at Honda. Your goal is to better understand how it
works, and what influenced their design. List the major
modules you would expect to find. For each module,
list the primary issues or requirements that you think
drove the design of function and form.
Item 2: When developing the next power generator you
expect to work with engineers, as well as individuals in
the following fields:
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
• The same coding schema was used for
technical and GSEE issues.
• Prof. Moore-Russo led the assessment.
Factor:
Item 1
Technical
Global***
Societal***
Economic***
Environmental***
Pretest:
Count (% of
Matched Pairs)
111 (95%)
1 (1%)
10 (9%)
11 (10%)
2 (2%)
Posttest:
Count (% of
Matched Pairs)
115 (98%)
13 (11%)
49 (42%)
37 (32%)
25 (21%)
Significance (two-tailed) indicated as follows: * p < .05, ** p < .01, *** p < .001
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
Factor:
Item 2
Technical***
Global
Societal***
Economic***
Environmental*
Pretest:
Count (% of
Matched Pairs)
98 (84%)
1 (1%)
17 (15%)
25 (21%)
9 (8%)
Posttest:
Count (% of
Matched Pairs)
113 (97%)
2 (2%)
70 (60%)
64 (55%)
20 (17%)
Significance (two-tailed) indicated as follows: * p < .05, ** p < .01, *** p < .001
2013 ASME IDETC
Product Archaeology Workshop
Penn State University
Tim Simpson, Conrad Tucker,
Sarah Zappe, Gül Kremer
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology @ Penn State
Product Dissection Course
This course examines the
way in which products and
machines work: their
physical operation, the
manner in which they are
constructed, and the
design and societal
considerations that
determine the difference
between success and
failure in the marketplace.
2013 ASME IDETC
Product Archaeology Workshop
ME 240: Product Dissection
•
•
•
•
20-25 juniors/seniors in ME & IE
3-credit, 15-weeks, General Elective
Required for Product Realization Minor
30-min lecture + 3.5 hrs hands-on lab
• 3 first-year seminars taught in parallel
• 15-20 freshmen (x3), ME, 1-credit
– 5 weeks: Bicycles, Appliances, & Engine
2013 ASME IDETC
Product Archaeology Workshop
Rice Cookers Archaeology Exercise
• Rice cookers
– Global/societal
•
•
•
•
30 min lecture
3.5 hr hands-on lab
2-3 students/team
Assignment designed
to cover all four phases
of product archaeology
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Phases
• Preparation:
– Lecture material
– Make and model
– Power usage
• Evaluation:
– On/off mechanism
– Heating control
– Keep warm option
• Excavation:
– Lid and cover
– Housing and inner pot
– Heating element
– Temperature sensor
– Springs and switches
• Explanation:
– Functionality
– Improve features
– Addressing global
and societal needs
2013 ASME IDETC
Product Archaeology Workshop
Examples of Excavation Phase
2013 ASME IDETC
Product Archaeology Workshop
Single-Use Camera Exercise
• Single-use Cameras
– Environmental
•
•
•
•
30 min lecture
3.5 hr hands-on lab
2-3 students/team
Assignment designed
to cover all four phases
of product archaeology
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Phases
• Preparation:
– Lecture material
– Make and model
• Excavation:
– Cover and casing
– Inner housing
– View finder
– Film spool/winding
– Lens and shutters
– Spring mechanisms
• Evaluation:
– Exposure timing
– Film advancement
– Recycling/reuse
• Explanation:
– Improvements for
disassembly/reuse
– Environmental
impact
– Commonality
2013 ASME IDETC
Product Archaeology Workshop
Examples of Explanation Phase
Compare to original design
Compare manufacturers
Evaluate
commonality
2013 ASME IDETC
Product Archaeology Workshop
EDSGN 100: Introduction to Engineering Design
• 25-30 freshmen/section, spanning all
major engineering disciplines
• 22+ sections of EDSGN 100/semester
• 3-credit, 15-weeks
• Required for most engineering disciplines
• 60-min lecture + 2 hrs hands-on lab
+ 2 hrs CAD session/week
2013 ASME IDETC
Product Archaeology Workshop
Launchpad Toy Helicopter Archaeology Exercise
• Helicopters
– Global, Societal
– Environmental, Economic
•
•
•
•
60 min lecture
2 hr hands-on lab
3-4 students/team
Assignment designed
to cover all four phases
of product archaeology
2013 ASME IDETC
Product Archaeology Workshop
Helicopters: Global and Societal
Global: London
Helicopter Crash
Societal: Need
for Helicopters
2013 ASME IDETC
Product Archaeology Workshop
Helicopters: Environmental & Economic
Environmental: Penn
State Sustainability Tour
Economic: Net
Present Value
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Phases
• Preparation:
– Lecture material
– Make and model
• Excavation:
– Launching mechanism
– Propeller design
– Landing system
– Spring mechanisms
• Evaluation:
– Flight Distance
– Landing/safety
– Recycling/reuse
• Explanation:
– Improvements for
disassembly/reuse
– Environmental
impact
– Commonality
2013 ASME IDETC
Product Archaeology Workshop
Examples of Excavation Phase
2013 ASME IDETC
Product Archaeology Workshop
Examples of Explanation Phase
Compare to original design
Compare manufacturers
Evaluate
commonality
2013 ASME IDETC
Product Archaeology Workshop
Product Archaeology Assessment
• Activities occurred in middle of semester
– Pre-test (end of Week 7)
– Rice cooker lecture and assignment (Week 8)
– Spring break
– Camera lecture and assignment (Week 9)
– Post-test (start of Week 10)
• Results are included in the national
assessment data.
2013 ASME IDETC
Product Archaeology Workshop
Workshop Plan
•
•
•
•
•
product archaeology paradigm
module creation
module presentations
campus implementations and impact
assessment instruments & results
2013 ASME IDETC
Product Archaeology Workshop
Data Collection (all sites)
81
2013 ASME IDETC
Product Archaeology Workshop
Data Collection Approach
Learning
Dimension
Instrument
Type of Analysis
Extending
Knowledge
Scenarios
Qualitative-coding
based on rubric
Using Knowledge
Students’ work
products
Qualitative-coding
based on rubric
Attitude/perception Engineer 2020
survey/Design selfefficacy
82
Quantitativestatistical analysis
across institutions
2013 ASME IDETC
Product Archaeology Workshop
NAE’s Engineering of 2020
• Prototype to Production (P2P), a NSF-funded study,
assesses the alignment between engineering
program goals, curricula, and instruction and the
goals of NAE’s E2020 initiative
(http://www.ed.psu.edu/educ/e2020/p2p).
• Course specific instruments based on P2P’s
broader curriculum-wide assessment instruments.
2013 ASME IDETC
Product Archaeology Workshop
Assessment Instruments
Prototype to Production (P2P) NSF-EEC-0550608
• Developed to assess the alignment between undergraduate engineering
program goals, curricula, and instruction and the goals of the National
Academy of Engineering’s recent The Engineer of 2020.
• The "P2P" study investigates the educational experiences of
undergraduates in two- and four-year colleges, examining how diverse
students (women, low-income, and historically underrepresented
students) experience their engineering programs and perceive the
engineering profession.
• The project sample includes 33 four-year institutions and 15 community
colleges (http://www.ed.psu.edu/educ/e2020/p2p-participating-institutions).
• The Penn State research team developed six survey instruments for the
E2020 study.
(http://www.ed.psu.edu/educ/e2020/surveys-1/E20204yrStudentSurvey.pdf).
2013 ASME IDETC
Product Archaeology Workshop
Now What?
• www.productarchaeology.org
– Exercises & Assessment instruments
• Email list to share ideas & modules, to announce
new courses and teaching material
• Other resources
► DEC-10-1
Application of Design Methods in Engineering Education
(8:30AM Wed, Aug 7)
Lewis, K. Moore-Russo, D., Cormier, P., Olewnik, A., Kremer, G.,
Tucker, C., Simpson, T., and Ashour, O., 2013, “The Assessment of
Product Archaeology as a Platform for Contextualizing Engineering
Design,” DETC2013-13075.
► Advances in Engineering Education, Special Issue on “Product
Dissection and Beyond”, Ann McKenna, Gül Kremer, and Deborah
Moore-Russo, editors.
• Thanks and have a great conference!
2013 ASME IDETC
Product Archaeology Workshop