págs. 324-326
págs. 327-331
Design engineers: fast, cheap, or good pick any two of the three
págs. 332-335
págs. 336-341
Engineering design and communication: the case for interdisciplinary collaboration
Penny L. Hirsch, Barbara L. Shwom, Charles Yarnoff, John C. Anderson, David M. Kelso, Gregory B. Olson, J. Edward Colgate
págs. 342-348
Learning from the architecture studio: implications for project-based pedagogy
págs. 349-352
Training faculty to coach capstone design teams
D. Taylor, Spencer P. Magleby, Robert H. Todd, Alan R. Parkinson
págs. 353-358
págs. 359-366
págs. 367-369
págs. 370-374
SynThesis: Integrating real world product design and business development with the challenges of innovative instruction
págs. 375-380
Balancing capability, enthusiasm and methodology in a first-year design program
Christopher D. Pionke, J. Roger Parsons, J. Elaine Seat, Fred E. Weber, D. C. Yoder
págs. 381-385
Curriculum-integrated engineering design and product realization
Thomas M. Regan, James W. Dally, Patrick F. Cunniff, Guangming Zhang, Linda Schmidt
págs. 386-390
Strategies for Successful InterdisciplinaryProjects:: s California State Polytechnic University, Pomona, perspective
págs. 391-395
págs. 396-399
Selecting appropriate industrial projects for capstone design programs
Spencer P. Magleby, Robert H. Todd, D. Len Pugh, Carl D. Sorensen
págs. 400-405
págs. 406-409
Product-based learning in an overseas study program: the ME110K course
págs. 410-415
págs. 416-420
págs. 421-425
págs. 426-430
págs. 431-435
Integrating engineering science and design: a definition and discussion
págs. 436-439
págs. 440-445
págs. 446-454
págs. 455-459
Educating designers of complex systems: information networks as a testbed
págs. 460-467
págs. 468-471
págs. 472-475
págs. 476-478
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