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Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

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journal contribution
posted on 09.09.2015 by Guy Bingham, Darren Southee, Thomas Page
This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning.

History

School

  • Design

Published in

European Journal of Engineering Education

Citation

BINGHAM, G.A., SOUTHEE, D.J. and PAGE, T., 2015. Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students. European Journal of Engineering Education, 40 (4), pp.410-431.

Publisher

Taylor and Francis Ltd. (© 2015 SEFI)

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2015

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in European Journal of Engineering Education on 19th January 2015, available online: http://dx.doi.org/10.1080/03043797.2014.1001813

ISSN

0304-3797

eISSN

1469-5898

Language

en

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