MAE 5630

Advanced Product Design

Course Description

Course information provided by the Courses of Study 2021-2022.

In this class we will use a combination of first-principles and bioinspired-design approaches to achieve unique, useful, and non-obvious technology. We will approach product design from both a "push" and "pull" customer demand focus. Individual and small team mentoring, in-class presentations, crowd-assisted development, and hardware prototyping and testing where possible will aid in refining the key innovations. This course presumes the enrolled students either: (i) have an existing application space in which they are developing a technological solution, or (ii) have enough training (i.e., B.S. degree) in a core engineering discipline to formulate a technical solution to an as-yet unidentified engineering contradiction (per the TRIZ paradigm).

When Offered Spring.

Permission Note Enrollment limited to: graduate students.

• Students will understand how to frame and address complex problems: 1a: Students identify the elements of a complex problem, make appropriate assumptions, and formulate reasonable approaches to solving it. 1b: Students select an appropriate approach to a complex problem, apply principles of engineering, science and mathematics to solve it, and evaluate its solution.
• Students will be able to design a product from an engineering basis: 2a: Students identify objectives and constraints of an engineering design problem. 2b: Students apply engineering design principles to develop and evaluate possible solutions that meet specified needs.
• Students will be able to communicate with public speaking and in documentation: 3a: Students organize content in a coherent and structured way. 3b: Students tailor communications to meet audience needs. 3c: Students communicate clearly and effectively through written, oral, and visual media.
• Students will understand what traits are required to function on teams: 4a: Students demonstrate project management skills, including the ability to set goals, make and follow a timeline, share and incorporate feedback, and communicate progress. 4b: Students share leadership to cultivate a climate that is inclusive, fair and respectful.

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