Integrating Information into the Engineering Design Process
Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and enginee...
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| Main Authors: | , |
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| Format: | eBook |
| Language: | English |
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Ashland
Purdue University Press
15.12.2013
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| Edition: | 1 |
| Series: | Purdue information literacy handbook |
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| ISBN: | 9781557536495, 155753649X, 9781557538543, 1557538549 |
| Online Access: | Get full text |
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| Abstract | Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of contributions go into detail about specific steps in the design process and the information needs for those steps. |
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| AbstractList | Engineering design is a fundamental problem-solving model used by the discipline. Effective problem solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information-gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies.
After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering subdisciplines to show how the core concepts can be applied in those situations. Engineering design is a fundamental problem-solving model used by the discipline. Effective problem solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information-gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering subdisciplines to show how the core concepts can be applied in those situations. Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of contributions go into detail about specific steps in the design process and the information needs for those steps. Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (JeremyGarritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of SharingInformation (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding InformationLiteracy (Senay Purzer and Ruth Wertz). |
| Author | Fosmire, Michael Radcliffe, David |
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| Copyright | 2014 Purdue University |
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| Snippet | Engineering design is a fundamental problem-solving model used by the discipline. Effective problem solving requires the ability to find and incorporate... Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate... |
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| SubjectTerms | design EDUCATION EDUCATION / Teaching Methods & Materials / Library Skills Engineering Industrial Design Information literacy learning Library Skills Project method in teaching Science & Technology Society and Social Sciences Teaching Teaching Methods & Materials Teaching skills and techniques Technology TECHNOLOGY & ENGINEERING |
| TableOfContents | Front Matter
Table of Contents
FOREWORD
PREFACE
INTRODUCTION
CHAPTER 1: MULTIPLE PERSPECTIVES ON ENGINEERING DESIGN
CHAPTER 2: INFORMATION LITERACY AND LIFELONG LEARNING
CHAPTER 3: WAYS THAT ENGINEERS USE DESIGN INFORMATION
CHAPTER 4: INFORMATION-RICH ENGINEERING DESIGN:
CHAPTER 5: ACT ETHICALLY:
CHAPTER 6: BUILD A FIRM FOUNDATION:
CHAPTER 7: FIND THE REAL NEED:
CHAPTER 8: SCOUT THE LAY OF THE LAND:
CHAPTER 9: MAKE IT SAFE AND LEGAL:
CHAPTER 10: DRAW ON EXISTING KNOWLEDGE:
CHAPTER 11: MAKE DEPENDABLE DECISIONS:
CHAPTER 12: MAKE IT REAL:
CHAPTER 13: GET YOUR MESSAGE ACROSS:
CHAPTER 14: REFLECT AND LEARN:
CHAPTER 15: SCAFFOLD AND ASSESS:
CONCLUSION
CONTRIBUTORS
INDEX
Back Matter Cover Title Page and Copyright Contents Foreword Preface Introduction Part I: Information-Rich Engineering Design Chapter 1: Multiple Perspectives on Engineering Design Chapter 2: Information Literacy and Lifelong Learning Chapter 3: Ways That Engineers Use Design Information Chapter 4: Information-Rich Engineering Design: An Integrated Model Part II: Designing Information-Rich Engineering Design Experiences Chapter 5: Act Ethically: Design with Integrity Chapter 6: Build a Firm Foundation: Managing Project Knowledge Efficiently and Effectively Chapter 7: Find the Real Need: Understanding the Task Chapter 8: Scout the Lay of the Land: Understanding the Broader Context of a Design Project Chapter 9: Make It Safe and Legal: Meeting Broader Community Expectations Chapter 10: Draw on Existing Knowledge: Taking Advantage of Prior Art Chapter 11: Make Dependable Decisions: Using Information Wisely Chapter 12: Make It Real: Finding the Most Suitable Materials and Components Chapter 13: Get Your Message Across: The Art of Gathering and Sharing Information Chapter 14: Reflect and Learn: Capturing New Design and Process Knowledge Part III: Ensuring That Students Develop Information Literacy Skills Chapter 15: Scaffold and Assess: Preparing Students to Be Informed Designers Conclusion Contributors Index Cover -- Copyright -- Contents -- Foreword -- Preface -- Introduction -- Part I: Information-Rich Engineering Design -- Chapter 1: Multiple Perspectives on Engineering Design -- Chapter 2: Information Literacy and Lifelong Learning -- Chapter 3: Ways That Engineers Use Design Information -- Chapter 4: Information-Rich Engineering Design: An Integrated Model -- Part II: Designing Information-Rich Engineering Design Experiences -- Chapter 5: Act Ethically: Design with Integrity -- Chapter 6: Build a Firm Foundation: Managing Project Knowledge Efficiently and Effectively -- Chapter 7: Find the Real Need: Understanding the Task -- Chapter 8: Scout the Lay of the Land: Understanding the Broader Context of a Design Project -- Chapter 9: Make It Safe and Legal: Meeting Broader Community Expectations -- Chapter 10: Draw on Existing Knowledge: Taking Advantage of Prior Art -- Chapter 11: Make Dependable Decisions: Using Information Wisely -- Chapter 12: Make It Real: Finding the Most Suitable Materials and Components -- Chapter 13: Get Your Message Across: The Art of Gathering and Sharing Information -- Chapter 14: Reflect and Learn: Capturing New Design and Process Knowledge -- Part III: Ensuring That Students Develop Information Literacy Skills -- Chapter 15: Scaffold and Assess: Preparing Students to Be Informed Designers -- Conclusion -- Contributors -- Index Intro -- Halftitle Page -- Title Page -- Copyright -- Contents -- Foreword -- Preface -- Introduction -- Part I: Information-Rich Engineering Design -- Chapter 1: Multiple Perspectives on Engineering Design -- Chapter 2: Information Literacy and Lifelong Learning -- Chapter 3: Ways that Engineers Use Design Information -- Chapter 4: Information-Rich Engineering Design: An Integrated Model -- Part II: Designing Information-Rich Engineering Design Experiences -- Chapter 5: Act Ethically: Design with Integrity -- Chapter 6: Build a Firm Foundation: Managing Project Knowledge Efficiently and Effectively -- Chapter 7: Find the Real Need: Understanding the Task -- Chapter 8: Scout the Lay of the Land: Understanding the Broader Context of a Design Project -- Chapter 9: Make it Safe and Legal: Meeting Broader Community Expectations -- Chapter 10: Draw on Existing Knowledge: Taking Advantage of Prior Art -- Chapter 11: Make Dependable Decisions: Using Information Wisely -- Chapter 12: Make it Real: Finding the Most Suitable Materials and Components -- Chapter 13: Get your Message Across: The Art of Gathering and Sharing Information -- Chapter 14: Reflect and Learn: Capturing New Design and Process Knowledge -- Part III: Ensuring that Students Develop Information Literacy Skills -- Chapter 15: Scaffold and Assess: Preparing Students to Be Informed Designers -- Conclusion -- Contributors -- Index |
| Title | Integrating Information into the Engineering Design Process |
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