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Schematic of Engineering Design Education with Vertical and Lateral Learning
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Engineering practice and design in particular have gone through several changes during the last two decades whether due to scientific achievements including the evolution in novel engineering materials, computational advancements, globalization and economic constraints as well as the strategic needs which are the drive for innovative engineering. A...
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... Mechanism of machines, machine drawing, machine design, fluid mechanics, and hydraulic machines are recognized as fundamental core courses for mechanical engineering since the beginning of engineering practice that every student must undergo for developing lucrative systems that operate in the mechanical world of human beings. The existing way of commanding in these courses is mathematical and analytical, and students are somewhat humdrum academically disengaged and deficient in the latest technologies and in critical thinking skills [2]. Pedagogy for design courses impacts design cognition along with experience and awareness of students about the phases of product development [3]. ...
In the prevailing education system, the present method of learning involves retaining theoretical concepts, math-based problem-solving, and depiction or realization of design through two-dimensional pictorial representations, thus lacking a hands-on experience of the product development and the manufacturing process. The future belongs to product design management via additive manufacturing/3D printing. Giving hands-on experience to students during the course work is the need of an hour for competing with the world of manufacturing automation with quick response strategies. The current work describes the method of augmenting 3D printing technology into the traditional deductive approach of design process learning using case studies that involve real industry-based scenarios to develop a product for a specific operation, allowing students to experience an entire product design cycle. The cases reported under this project-based learning are fastening nut; knuckle joint; rolling contact bearing; Venturi meter; spur gear; epicyclic gear train; Pelton turbine and connecting rod. This paper presents the proposed approach's effectiveness in improving critical thinking, design cognition, motivation, and the preparedness of the students for the industry. Also, the results of an empirical assessment performed on a small group of students show the impact and adaptability of the method toward students, and the scalability of the proposed approach to other disciplines. It was also observed that the student’s learning, understanding of concept, creativity, imagination, confidence, and designing ability were effectively improved after augmenting 3D printing which was validated with the results of the selected group in internal and external examinations of the Institute and in the competitive examinations. Further, these selected students have also been placed in highly reputed companies in the design and automobile engineering domain.
... From their study, they found that the use of this proposed vertical and lateral learning method can narrow the gap between academic, industrial, and students' expectations. Their study was based on a four-year curriculum though and it did not zoom on the challenges of the individual courses [16]. The question remains how to deliver an educational environment where engineering students graduate with a good comprehension of general engineering design skills, practical engineering design exercises, new technologies, and advanced materials together with strong fundamental engineering education and skills that allow creativity and innovation. ...
... As such, lateral entry is often valued in the professional sphere because the diploma holders are equipped with strong hands-on experience. For example, an integrated engineering design education system in which lateral learning is promoted to narrow the gap between academia and industry [18]. In this manner, lateral entry helps avoid becoming vocational education a terminal in character [19]. ...
Lateral entry schemes are intended to admit meritorious Diploma holders to the second year/third semester of various Bachelor degrees in a given discipline. Lateral entry has been accepted as a mode of admission in principle by the Sri Lankan qualification framework. Lateral entry schemes have been basically introduced at medical faculties and agriculture faculties in a couple of universities in Sri Lanka. However, there was no proper review so far undertaken to assess the criterion adopted in admitting students. Thus, this study is to contextualize the meaning of lateral entry at the outset and reveal the level of emphasis given to lateral entry schemes in both local and international arena. A literature survey, desk review and an expert interview were conducted to expose a normative criterion of admission with a future direction.
