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THE CANADIAN DESIGN ENGINEERING NETWORK, (C-DEN)
A PROPOSAL TO ENRICH THE TEACHING AND PRACTICE OF ENGINEERING DESIGN WITHIN CANADIAN UNIVERSITIES
Table of Contents
Executive Summary
1. Introduction 5
2. Structure of the Network 6
3. Mandate and Activities 11
4. Design Focus Areas 16
5. Budget 18
Appendices
Appendix 1 C-DEN Membership 21
Appendix 2 C-DEN Design Focus Areas 23
Environmental Design 24
Product Design 29
Electronic Packaging 33
Appendix 3 C-DEN Activities 38
Activity A: The Enhancement of Design Skills: 39
A1 - The communication skills of all engineering students, A2 - The development tools to promote team skills, and A3 - Exposure to the design process and related methodologies.
Activity B: Development of Design Lecture Components: 43
B1 - Guest Lecture SeriesB2 - Case study libraryB3 - Lecture ModulesB4 - Industrial design modulesB5 - In-class Demonstrations
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Activity C: The Formulation of Design Projects 48
C1 - Categorization of First & Second Year Projects; A library of projectsC2 - Categorization of Third and Fourth Year Projects: Design ToolsC3 – Design ProjectsC4 - Industry Specific Projects
Activity D: Design Database and Resource Sharing 52
D1- Resource Database of Facilities, Software etc.D2 - Interactive Network ApplicationsD3 - Gallery of Successful ProjectsD4 - Graduate Students, Graduate RegistryD5 - Evaluation Methods & Examination Materials. Notebooks etc.D6 - Listings of Texts, Publications, Patents
Activity E: Innovation in Design Methodology and Education: 58
E1 - ResearchE2 - New Program DevelopmentsE3 - EntrepreneurshipE4 - Faculty Development
Appendix 4 Letters of Support 65
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EXECUTIVE SUMMARY
The value of a product, its efficiency, environmental impact and consumer appeal, are all determined by design, the same holds true for processes and systems. It is unfortunate then that the practice of design, the development of design methodologies and the supervision of young designers are activities which have not been highly valued within our Universities. The current situation forces many Engineering Departments to hire academics to teach design and many faculty members to abandon any interest in professional design practice to concentrate upon engineering science. The C-DEN proposal is intended to address both the structural problem within the Universities and to provide direct and collaborative support to those faculty across the country who are attempting to develop innovative, professional, design courses.
The NSERC Design Chair Initiative is seen as an excellent first step along the path to improving the visibility and status associated with engineering design. The NSERC program will enrich University programs through the integration of new faculty with significant professional experience and a mandate to encourage the practice of design. The intent of the proposed C-DEN network is to enable the communication of best practices between schools, to enable the production and sharing of courseware, to help inject real design experience into the Universities, and to allow all schools to access the best available expertise in areas of detailed interest. The network will thus form a support mechanism for the new NSERC Design Chairs. At the same time the network will allow significant economies of scale to be brought to the process of developing innovative professional, design based programs.
The C-DEN network will facilitate the joint development of multi-discipline design related courseware modules, including lectures, case studies and design projects. The C-DEN servers will facilitate the sharing of this material as well as basic reference, standard and catalogue information to support the design activities. It is intended that the network promote the sharing of both people and facilities between schools. The latter function will allow a much broader range of design to be taught and help faculty members gain valuable experience within a team environment.
Finally C-DEN will encourage Canadian industry to take a direct role, both in the provision of design problems and student supervision. The presence of the C-DEN network will allow the latter activity without the necessity for extensive travel and associated costs. The first two years of the C-DEN operation must be recognized as the start-up phase during which time the communication structures will be developed and the beginnings of new linkages with industry established. At the end of this time a dedicated pool of design talent will have been coordinated and the required high speed communications put in place to allow designers in academe and industry to effectively contribute to the C-DEN activities.
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1.Introduction
Engineering design is the process by which raw scientific knowledge is captured, synthesized and encapsulated within useful products. The value of a product, its efficiency, environmental impact and consumer appeal are all largely determined by design. The design process also provides a rich source of research problems. The synthesis of existing knowledge in the creative solution of real world problems very often uncovers the need for new analyses, techniques or materials. Such problems, by virtue of their origin, will often pose more challenge than those arising from pure scientific curiosity.
The design process is clearly critical to the economic well being of any developed country. It is not however an area which has attracted particular attention in society at large, nor does it receive the attention or status it needs within University based Engineering Programs. The intent of this proposal is to put in place mechanisms to ensure that the practice of design will be central to the education of the next generation of engineers. Design researchers and educators in Canada are few and scattered throughout the country. The proposed Canadian Design Engineering Network, (C-DEN), will support existing faculty and encourage schools to collectively build the "critical mass" needed to promote the importance of design and effect significant improvement in existing programs.
It is recognized that there are significant hurdles in first educating the institutions and supporting those faculty who take the lead in this process. The NSERC Design Chair Initiative is an excellent first step along the path to improving the visibility and status associated with engineering design. The NSERC program will enrich university programs through the integration of new faculty with significant professional experience and a mandate to encourage the practice of design. The intent of the proposed C-DEN network is to enable the communication of best practices between schools, to enable the production and sharing of courseware, to help inject real design experience into the Universities, and to allow all schools to access the best available expertise in areas of detailed interest.
The network will thus form a support mechanism for the new NSERC Design Chairs and at the same time provide the impetus for the development of innovative design programs which require the sharing of distributed resources.
It is important to realize that the proposed network will have several dimensions.
From a basic educational viewpoint it will provide both database and communication facilities to those leading the development of new programs. The database
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information will be built over time and comprise basic lecture, case study and reference information to support a broad range of design activity. The communication requirements will range from normal low speed internet access to high speed dedicated facilities which will enable effective sharing of people and resources.
From an advanced practice viewpoint the network must allow students and faculty to access established specialty groups in the key areas of interest. The activity here will build upon areas of existing strength to provide tools and expertise which would not normally be available to all schools.
The network must have an active industrial component. The role of industry is in the provision of problems and active support in the supervision of these projects and associated courses. The network in turn will provide industry with access to reference and learning materials, and an opportunity to work with young people who may well become future employees.
Discussions regarding the basic idea of the network have been underway for approximately 6 months. The initial planning came from within the Mechanical Engineering community at a relatively small number of schools. The enthusiasm generated by the NSERC Chair Program, and the basic ideas underlying C-DEN has lead to the group growing rapidly. At this point contact has been made with all accredited schools of Engineering, the response has been unanimously and unambiguously positive. The process of broadening the membership of the group is proceeding rapidly. It is natural that Mechanical Engineers were first to embrace the idea, they teach the basic design courses to most students in most schools. It is of course absolutely necessary to include all engineering disciplines, (and likely others), within this endeavor. The initial mechanism of broadening will be through the recruiting of champions from other disciplines to the steering committee of C-DEN.
2.Structure of the Network
The fundamental aim of the network is to support all schools in the provision of the very best design education possible. It is evident that there are many ways to design both the organization and the physical communication systems required to support the design activities across the country. Given the difference of size and emphasis between the various schools, the variations in culture between disciplines, and the very different requirements of undergraduate and graduate activities one must be careful to build significant flexibility into the system. The ideal solution, from a system viewpoint is one which allows extreme ease of entry, and considerable flexibility in terms of both the rate and amount of use. The proposed management structure and associated network are shown in Figures (1) and (2) respectively.
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The first stage in the building of the C-DEN initiative is concerned with the provision of the very basic information in a fashion which makes it easily accessible to all schools. This implies local storage of the material, (basic lecture notes, case studies, laboratory manuals and catalogue or reference material). Each school will need a minimum of a single machine connected to both local networks and the C-DEN network to download and update the material on a regular basis. The people considerations, even at this level, are a little more complex. One needs to have a champion at each school who will know what C-DEN has to offer and the best way of accessing and integrating the material with the various design courses using local computing facilities. A local C-DEN committee, chaired by the C-DEN champion, and comprising members from several departments will also be required to ensure that optimal use is made of the material available. The centralized tasks of sharing of information, reviewing of basic material, selection of best practices and identification of new requirements must be done by a distributed program committee with physical meetings as required. The Program Committee will be made up of champions from the various nodes.
There is a significant proportion of the required teaching material which is common to most Programs and can most effectively be produced cooperatively. This basic material will be stored on the C-DEN servers. Each school will have the opportunity to influence which modules are produced and indeed to cooperate in their production. It is not envisaged that the same courses will be given at each school, rather that the basic modules are used in the manner which the instructors at each school regard as best suited to the particular Program and student body. It is expected that each school download the basic modules of interest and use them at their site, the updated versions of these modules would always be maintained at the servers. To ensure that the material is most useful, the modules will be largely self contained and relatively small, (several per regular lecture course). The latter is intended to ease the customization costs at each node. The C-DEN servers will also make standard reference materials, (standards, material properties, catalogue information etc.), available to all schools for use in Design projects. Schools may choose to download large amounts of this material or to have their students access the C-DEN servers directly.
The undertaking proposed at the undergraduate level is very complex. At steady state there may be as many as 300 faculty actively involved, at up to 34 sites (all Schools of Engineering) across the country. The interaction between departments, schools, curriculum committees and the network will have to be managed very carefully. The most pressing issue will be ownership of the basic educational materials, and the granting of license to C-DEN members to use this material. Clearly such materials have large commercial value, and just as clearly one must reward the schools who cooperate in their development. One needs to set up a very simple “accounting” system so that each school either derives equal benefit for all effort put into the system, or there is a financial cost associated with using the materials, (licensed from the network on a per student course basis). The coordination of the program effort will, as mentioned earlier, require a separate committee. The Program Committee will comprise faculty champions from several of the nodes; it would be useful if these were also members of their school’s curriculum development committee.
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It is expected that one or two Universities may wish to cooperate more closely in the customization of courses and perhaps even programs using the modules provided. This should be encouraged but is really an undertaking between the schools and outside the normal mode of operation of the network. The only issue will be in the mode of use of C-DEN supplied educational materials. It is expected that the various modules will be used in courses prepared for on-line use as well as in conventional classroom settings. The method of providing tutorial support to the on-line student will vary by school. The C-DEN servers will however have support for students accessing the reference databases during design project activities.
In addition to the basic information stored at the C-DEN servers, it is expected that design focus groups will mount advanced reference material and software tools for use by all on the network. These groups may have their own internal server capacity or use the C-DEN servers for this purpose. It is believed that these design focus groups will form foci about which innovative Graduate Programs in Design will form. There is a very strong case for allowing industry to have a direct connection to these servers in return for the support of teaching and research supervision. There are again issues relating to teaching tools and materials as well as intellectual property generated by graduate students working in conjunction with industry. It is likely, given direct industry support of students and programs, that most Universities will see any loss of such commercial property as a small price to pay for the improved educational environment. The specialized services available at these centers may include “consulting arrangements” where faculty act as tutors to students at other Universities, they may also allow combinations of software use, equipment utilization and consulting where applicable. Combinations of activities such as those envisaged here would benefit from a broad band communication capacity, this would also be of value in the Under Graduate Programs. (This is especially important when schools decide to share the teaching of whole courses). The Steering Committee of C-DEN is currently assessing these needs, if it appears that such a capacity is of vital importance then a sub-committee will make application to Canarie to put such a network in place, (a letter of intent has already been lodged with Canarie).
Finally it should be said that it is believed that a Steering Committee made up of CDEN members will be the best way to manage the initial, formative, years of the network. Following this initial stage, the major activity within the network will become the use of the material rather than it’s development. The ongoing management of the “production” aspects of the network will require a C-DEN Board comprised of University administrators, industry, government and representation from C-DEN developers. The ongoing development activities will continue to be supervised by the Program and Research Committees, with the Board meeting less often and being concerned with broader administrative issues.
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Current membersBrian Burns, CarltonPeter Frise, WindsorPeihua Gu, CalgaryDenis Proulx, SherbrookeRon Venter, TorontoIan Yellowley, British Columbia+4 to be added from other areas
Steering Committee(To be replaced by a Board after two years)
Program Committee(10 members with full discipline coverage)
Review of courseware
Generation of new requirements
Integration, initiation, and coordination of new Programs
Research and Development Committee(One/two members from each area, 6 now rising to 12 members, to include industry).
Creation and acquisition of tools to support advanced design activity
Supply of data and methods to all nodes
Industrial interaction and outreach
New Program development at the Graduate level
Local CDEN Committees
CDEN Coordinator + representation from all disciplines
Coordination and supervision of local design course requirements
Determination of local issues and specific requirements
Transmittal to Program Committee and Steering Committee/Board.
Local Curriculum Committees
Individual Instructors and Researchers
Figure (1) C-DEN Organisation
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C-DEN Server(s)
All basic teaching modules stored in standard format for client nodes, and for direct access. (Basic lectures, assignments, laboratories and case studies).
Basic reference material, standards, physical properties etc.
Basic industrial catalogue information, this to be largely supplied by industry. Typical examples being standard components and raw material forms. These must be searchable and updated on a regular basis. Examples of use should also be available.
Links to C-DEN Design Focus Groups for specific tools and detailed information.
Links to other Design Engineering sites
Transient databases for use by groups developing new courses and programs
Accounting information and security. There will be a need to keep track of the contribution to and utilization of the network by all users. The servers will be used to log information, this will include access and download from all shared machines
There will be system support available to the nodes at each server for the first two years of operation. This need will decrease once each node becomes more active in the generation of on line courseware.
C-DEN NODES
Local Courses, (WebCT or similar). These will be constructed using the standard modules from the server, but may be customized to the particular application.
Basic software tools for CAE, to include analysis, simulation and basic mathematical tools as well as the expected CAD/CAM elements.
Access to local area networks for teaching and course development and control of access to C-DEN servers.
DESIGN FOCUS GROUP SERVER
Detailed and specialized information for advanced design courses
These will be arranged by design activity, each by nature is multi disciplinary
The material will be accompanied by examples and tutorial assistance will be made available.
Access to the servers for general use will come through the CDEN servers only. There needs to be direct access among the nodes supporting each such focus group server.
Direct use of software at server by local CDEN nodes.
Figure (2) C-DEN Information Network
3.Mandate and Activities
The C-DEN Mandate: Prior to detailing the planned activities of C-DEN, it is important to provide an overview of the mandate. The mandate comprises six distinct foci each of which is briefly summarized below:
Undergraduate and Graduate Design Education: C-DEN is dedicated to the improvement of design education for undergraduate and graduate students in engineering and cognate disciplines. There are at least three distinct groupings to consider, namely junior undergraduate students [years one and two], senior undergraduate and graduate students, both Masters and Ph.D. It is important to be clear and concise on these different functions.
Project Based Learning: C-DEN will promote a project based learning approach as distinct from the traditional engineering science approach that has been the traditional norm. Greater integration of concepts, open-ended problems, design based reverse engineering and case studies are contributory elements of this approach. Engineering education will change substantially in the next ten years and it is essential that engineering educators concern themselves with adding real value to the education of our students. Basic science and engineering science courses will increasingly evolve as pre-packaged canned material available through either the Internet based or distance education modules. This will demand greater focus on information access, systems and the integration of concepts through design.
The Design Breadth: C-DEN supports and recognizes a broad view of the design process encompassing disciplines other than Engineering. Key areas must include industrial design, manufacturing, business, marketing, ergonomics, aesthetics etc. All C-DEN Member Universities will endeavor to be multi-disciplinary in its outlook, involving designers (faculty members) from an effective range of disciplines.
Design Based Programs: C-DEN supports the development of innovative design-based program development across Canada through its Member Universities. Design-based programs are a worthy objective, these could take various forms growing from a selection of elective course offerings available within a program, to design streams and or options within a program, to an independently structured program in product design engineering. Near term options might also include a one semester (or summer) national post graduate training in design following graduation. New graduates from each of the participating Member Universities would be eligible to attend such a program to be offered at a central location, such as IRDI (Ontario) or Tekdata (Montreal). The program would serve to round out the design educational experience and present best practices from across Canada. This approach could be very effective at creating a design force in the country and selected credits could be assigned to students towards a Masters degree.
Research in Engineering Design. C-DEN will actively promote research into aspects of design approaches, methodologies and innovation as it relates to fundamental
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studies in the design discipline and the integration of design tools into human machine interfaces, time to market, manufacturing, prototyping operations etc. C-DEN plans to develop effective interactions with industrial partners by using industrial design projects for graduate theses, research projects and transferring new developments to industry.
Raising the Profile of Engineering Design in Partnership with Industry: C-DEN will work to increase the awareness of the importance of design education and practice in all sectors of the economy. The value added by bringing diverse teams together to address new products, processes and systems with effective engineering, materials, modularity, styling, marketing etc. to strengthen our international competitive position. Industrial awareness, participation and support of C-DEN is an essential ingredient.
The C-DEN Activities: Within this mandate it is necessary to define specific activities through which valued sharing of information and skills can be exchanged among all C-DEN University participants. C-DEN will be a living structure and like all biological systems it will require nurturing and patience to build the collective confidence and ability. We need to put the building blocks in place so that accessible gateways can be defined which will enable C-DEN to move from a sharing of information on servers to a broad band high-speed design network with active University and Industry participation. The specific building block functions have been grouped into five specific activities, Activities A through to E; each of these are introduced below. Additional details of the components of each Activity are provided in Appendix 3; each Activity will be accessible through the website matrix of Activities
Activity A: The Enhancement of Design Skills: The essential tools of a design engineer must be the ability to effectively communicate, to be able to work within a team and provide leadership and to understand the value of effective planning through the product realization process. These building blocks are addressed in Activity A, and are directed to the enhancement of the design skills of young engineering professionals.
A1: The communication skills of all engineering students, A2: The development tools to promote team skills, and A3: Exposure to the design process and related methodologies.
Numerous surveys undertaken by professional bodies repeatedly highlight the urgent need to better address these important issues among young engineering graduates. Engineering Schools have recognized these deficiencies and are working to strengthen the curriculum to improve such deficiencies. In all design activity communication is paramount and permeates all aspects of team building and the clarity of the design process adopted.
Through C-DEN it is anticipated that a comprehensive knowledge base on this subject matter will be developed. Emphasis will be placed upon the various design and product realization approaches to focus attention on the importance of customer needs. The
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approach will need to consider, product performance requirements, product evolution, concurrency of design and manufacturing as well as design of the entire product life cycle. The latter must include considerations of distribution, support, maintenance, recycling and disposal. In the market place this requires teamwork, students should then recognize the power of team working skills, of team dynamics, the need to practice conflict resolution and the importance of maintaining timely work schedules. These are all significant skills, which build upon a strong communication and organizational ability.
Downstream it is envisioned that teamwork opportunities will be developed where students will collaborate among Universities, and provide team building skills in their collaboration with industry. In these undertakings the industry will define the project requiring resolution by the team, which will be comprised of student participants at any number of Universities.
Activity B: Development of Design Lecture Components:Numerous activities combine to bring a lecture series to life. Lecture series in design courses require even greater creativity and are distinctly different in all aspects when compared to the teaching of mathematics, basic science and even engineering science courses. The question is one of how to teach design? There is no simple answer to this question. All good design lecturers will bring a unique and inspiring perspective to their lectures and projects. Their mission is to get their students involved and excited about the prospect of actually building something which involves decision making, choices based on experience and knowledge that needs to be found and cultivated from with a design team and or external expertise and non-engineering perspective.
Activity B is targeted primarily at sharing hours of preparatory time through the C-DEN collaboration to support the presentation of lecture material. Users and contributors will select what they wish to use from each of the five following categories:
B1: Guest Lecture Series,B2: Case Study Library,B3: Lecture Modules,B4: Industrial Design Modules, andB5: In-class Demonstrations.
It is evident from this listing that the benefit of sharing any such resources offers tremendous leverage. The experience that has already been gained from the initial C-DEN meetings is that colleagues who are sufficiently interested to take on the additional loading that is required to teach design courses within their respective schools do sincerely welcome this opportunity. The multiplicative advantage in the ideal situation is high; it also provides for the critical mass of good design lecturers to move forward and to collectively embrace innovative teaching approaches across the country. Activity C: The Formulation of Design Projects:Experimental learning is an astonishingly effective way to learn; retention is at its best and the journey more often that not can be exhilarating. Most engineering schools across
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the country have embraced internship and or co-op education and recognize the wealth and benefit of the undertaking to students. It is essential to continue to strengthen and develop this educational experience in our undergraduate and graduate programs wherever possible and not simply tie this important responsibility to design focused courses.
The planned Activity C is to develop the structure through which design projects of all types can be defined, compiled and made available to all C-DEN members. The particular categories are listed below:
C1: Categorization of First & Second Year Projects: A library of projectsC2: Categorization of Third and Fourth Year Projects: Design ToolsC3: Design ProjectsC4: Industry Specific Projects
The four categories represent distinctly different users. C1 addresses the establishment of a library of low cost team projects that can be used in first and second year classes and which serve to highlight any number of design approaches [team work, design for manufacture, creativity etc.] but occur over short time periods, either days or a few weeks. The definition and write-up of such projects requires clarity of purpose, non-ambiguity in interpretation, evaluation criteria etc. whilst ensuring that the solution can be varied and simultaneously challenging within the knowledge bounds of the students. Considerable work is expended in such project definition preparations and more often than not such projects need to be test driven in advance of being assigned. A library of such projects would be most advantageous.
Categories C2, C3, C4 focus more specifically on single team projects as distinct from the first and second year projects which are assigned to multiple teams within a particular design class. Single team projects can be assigned to third and fourth students and or graduate students. The teams, while usually within one school, could equally be assigned from different schools as the co-operative intent of the C-DEN initiative takes hold? It is the intent to identify successful projects undertaken at Universities, to identify all national and international student competitions, such as the Solar Car, Concrete Boat, or Multi-Task Chip and to explore greater interaction on these fronts such that national teams, representing regional areas of the country can compete. There are obvious cost benefits, which represent real engineering practice, for schools to combine forces in certain of the international competitions, and to participate on an inter-university level rather than not to participate at all.
Industry also needs and wants to be involved. Many Canadian industries would be interested to identify new product and process challenges and to list such opportunities for students, working in teams, to become involved in bringing forward new design solutions. The Connections program, supported by Materials Manufacturing Ontario with participation by many Ontario Universities, has demonstrated this to be an excellent vehicle of industrial interaction and involvement by industry in the education of young engineers.
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Activity D: Design Database and Resource Sharing:
This group of activities is directed to the development of a design engineering information database system and resource sharing scheme to support the entire network activities including undergraduate and graduate design engineering educational programs, research collaborations and industrial interactions. The group of activities includes:
D1: Resource Database of Facilities, Software etc.D2: Interactive Network Applications D3: Gallery of Successful ProjectsD4: Graduate Students, Graduate RegistryD5: Evaluation Methods & Examination Materials. Notebooks etc.D6: Listings of Texts, Publications, and Patents
These activities will result in the establishment of a comprehensive C-DEN database system including the existing sharable resources related to design engineering across Canada [hardware, software, experimental facilities, capabilities], teaching materials [text, international design references, libraries of successful projects, exam materials and evaluation methods etc.], research and development resources, graduate studies and registry [graduate theses abstracts, current research projects], and interactive network applications, opportunities and experimentation.
The result of the development of the Interactive Network Applications activity [D2] would realize significant on-line interactions and resource sharing. With the infrastructure in place, C-DEN could facilitate a significantly real collaboration and sharing of valuable resources across Canada. For example component elements of computer design undertaken at Node 1, could be rapid prototyped at Node 2, returned and assembled at Node 1, and forwarded to Node 3 for testing in a wind tunnel or indeed other unique facility.
Activity E: Innovation in Design Methodology and Education:
Change and the need to constantly embrace change is the essential theme of this activity. The identification of research initiatives offers the longer term potential for enhanced collaboration and the opportunity to define those projects that can be intelligently pieced together so that the whole is greater than the sum of the parts. The C-DEN initiative itself is an excellent illustration of such a project, which will offer significant national advantages in the design education of engineers. The specific focus themes within this activity are listed:
E1: ResearchE2: New Program DevelopmentsE3: EntrepreneurshipE4: Faculty Development
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In addition to the research initiatives which will nucleate within planned focus groups, [three of which are identified within this proposal], it is important to bring new thinking to innovative and collaborative design programs, the promotion and acceptance of entrepreneurship and new ways to strengthen and recognize faculty development for the promotion and teaching of design.Details for each of these sub-activities as well as all other Activities are outlined in Appendix 3.
4. Design Focus Groups
The process of design is extremely broad, and hence a large proportion of the C-DEN activity is aimed at supporting the basic educational process at the undergraduate level. The support of senior undergraduate design projects and graduate level design programs requires access to specialized databases, software tools and human experts. The mechanism used by C-DEN to accommodate these activities is the inclusion of a set of design focus groups each having representation from several schools. These Design Focus Groups of C-DEN may be regarded as both expert consultants and as centers around which major research activities will be initiated. Each of the sub-groups will provide advice and tools to the network as a whole. It is necessary to provide a dynamic indexing mechanism to ensure that the facilities are always easy to locate. The major use of the information is expected to be in the support of network wide design projects. It is likely that the sub-groups will initially be the most natural areas in which to attract industrial funding. It is expected that all focus groups, by virtue of their design, will be multi disciplinary. It is also likely that many will cooperate in the design of common, industrially supported, design programs at the graduate level. C-DEN has initially chosen to identify and recognize 3 such Design Focus Groups, these are,
Environmental Design: Gilles PatryProduct and Process Design: Ian YellowleyElectronic Packaging: Michael Yovanovitch
By way of illustration, Figure (3) shows the type of information which would be made available by the Product Design web site and the interrelationship between this material and the more basic data which would remain at the C-DEN servers. Details of each of the C-DEN Design Focus Groups are given in Appendix 2. It is expected that a small number, of some 3 to 6 additional focus groups will be added as other disciplines are more fully integrated into C-DEN.
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C-DEN Web Site
Product Design Web SiteFacultyIndustryResearch Programs and Projects
MaterialsProperties:Strength, ductility.Manufacture and recyclingElectrical properties Thermal properties.Chemical properties
Available Forms
Examples
Cost Indices
Manufacturing
Processes
Capabilities:Machine TypesProduction ratesForms producedAccuracy
Examples
Cost Indices
Industrial Design
Human Factors, Ergonomics, and Anthropometrics
Graphics and Communication Tools
Form and Color
Examples
Methodology
Product Design Frameworks
Detailed Methodologies:Functional Analysis/Value EngineeringDesign for ManufactureDesign for QualityLife Cycle Analysis
Application Examples
Automated Design of Specialized Elements
Case Studies
Programs
Industrial outreach and research
Basic Component Design Catalogs
Basic CAD, geometric modeling, Engineering standards and systems
Product Design Nodes
Figure (3) Product Design Focus Group Information
5.Budget
Summary: The major cost elements are itemized below. The request is to NSERC to establish C-DEN is for $1,124,000. It is anticipated that the Universities will contribute an additional $752,000 of cash and in-kind support toward this undertaking. These funds will enable the co-operative base to be put in place whilst concurrently seeking out industrial and business support, in collaboration with provincial and federal government, to permit the outreach of C-DEN into the broad community that is design education.
Budget Itemsa) Central support staff to develop C-DEN. 150K
2 X ½ person for 2 years.
[University contribution to supervision, space, 40K]
b) Basic contribution to 16-34 nodes. 408KSingle workstation, nodes to install, pay for basic software, maintenance etc. This is estimated at $12Kper node.
[University contribution $8 K per workstation (cash and in-kind), 272K]
c) Shared cost of two initial CDEN servers. 66K(Potentially at Toronto and Vancouver) [University contribution in cash $40K]
d) Shared cost of three servers to support Focus Groups in 100KProduct DesignEnvironmental Design, andElectronic Packaging[University or Industry contribution of $100K]
e) Software development costs, distributed to nodes on contractual basis for the development of the C-DEN Modules and organization.
400K[University contribution in in-kind support, 300K]
Total cost to NSERC is $1,124,000. [Estimated contribution by Universities: $752K]
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Budget Notes(a) It is proposed to allocate $150K in support of technical personnel who would focus
on the standardization of the interfaces and extension of network capability. These individuals, working out of two locations, (the projected server sites), would also responsible for liaison with computer specialists at each of the other nodes. The costs include an 18% benefits package.
(b) It is estimated that 34 Schools of Engineering will wish to participate within C-DEN. Within the budget it is important to identify a $12K allocation to each School to secure the node gateway. Many of the Schools will have this capability and not require the full allocation funds. Funds not directed to secure a suitable entry standard should be channeled into item (d). Each University will be required to contribute towards the cost of the University Node. This cost is estimated at $8K to cover software, installation, connections, space, maintenance & support.
Possible configurations representing the range of capabilities of node computers are as follows:
PC-BASED SYSTEM: This system would be a high-end PC computer running Windows NT or Linux, or an Apple PPC, with sufficient memory and disk space to serve both as a browsing station, and as a station for authoring web-based material for C-DEN activities.
PC and OS: 5,000Peripherals (scanner, printer, etc.) 2,000Extra software or peripherals 1,000 TOTAL 8,000
UNIX-BASED SYSTEM: This configuration is based on a Sun Ultra 10, or comparable SGI computer. Most of the best software for UNIX is available freely, so software costs are minimal.
Computer 10,000Peripherals 2,000
TOTAL 12,000
NOTE: This category of UNIX workstation could also play the role of a small-scale web server, or easily support multiple simultaneous user sessions for undergraduate or graduate students.
For both these configurations, some commercial software may be available through site licenses at individual schools. In such cases, the fractional cost of the software for use on the C-DEN node computer could be used as part of the school's in-kind matching contribution. Such packages might include Microsoft Office and FrontPage, ANSYS, I-DEAS, ProEngineer., AutoCAD, etc.
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(c) Potential sites [two in number], will be identified. The host University will be required to contribute towards the cost of the server. This cost is estimated at $20K to cover software, installation, connection, maintenance & support.
(d) The establishment of the focused Sub-Groups in Product Design, Environmental Design and Electronic Packaging would benefit from a dedicated server. Since this activity will increasingly have a research window on industry, matching support will be derived from both Universities and the associated industries.
(e) All C-DEN Universities will contribute to the C-DEN information base. Universities will also be eligible to receive software development support that will match in-kind support provided by the University. All such activities will be undertaken on a contractual basis with clear deliverables identified which will serve to promote the role of C-DEN.
Budgetary observations:
At the completion of two years it is planned to have a fully operational C-DEN structure in place supportive of all common equipment. It is important to recognize and to avoid duplication costs of all existing software licenses.
Flexibility is key. C-DEN's computer network is intended to evolve in response to emerging needs and opportunities, rather than growing in a predetermined direction that may limit its abilities in the long term.
Data Exchange standards. To facilitate the transfer of information between C-DEN nodes, certain standards for data exchange will be adopted. These standards will be constituted by file and format standards. No restrictions will be placed on the tools used to generate them. For example, both Microsoft Word and Netscape Composer can be used to create web pages. C-DEN's standard for web page content is HTML, but no restriction is placed on individuals regarding which of the two tools they use to create that content. In this way, each node can support the software base it prefers while remaining compatible with the rest of C-DEN for data transfer.
University contributions have already been extensive. A total of fifty academics have attended the three workshop meetings held in Toronto. The cost of travel and accommodations is estimated to average some $800 per individual per visit or $40,000 in total. The Universities of Toronto, Windsor and McGill have also contributed to room rental and refreshment costs.
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APPENDIX 1
C-DEN MEMBERSHIP
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Names* University Notes 1 2 3 4
Gary Faulkner Alberta 4Ian Yellowley British Columbia 1 3 4Peihua Gu Calgary 1 2 4Brian Burns Carleton 1 4Suong Hoa Concordia 4Joe Pegna Concordia 2 4Adam Bell Daltech 4Bernard Sanschagrin Ecole Poly 4Rene Mayer Ecole Poly 4Anh Dung Ngo ETS 4Lambert Otten Guelph 4Paul Lindon Laurentian 4Claude Gosselin Laval 4Douglas Ruth Manitoba 4Al Post Mcgill 4Allan Spence McMaster 4D. R. Metzger McMaster 4Andy Fisher Memorial 4Gilles Cormier Moncton 4David Bonham NewBrunswick 2 4Atef Fahim Ottawa 4Gilles Patry Ottawa 3 4Pierre Cousineau Quebec at Chicoutimi 4Jean Brousseau Quebec at Rimouski 4Francois Gauthier Quebec at Trois
Rivieres4
Peter Wild Queen's 2 4Paitoon Tontiwachwuthikul Regina 4Habib Benabdallah RMC 4Fil Salustri Ryerson 4Greg Schoneau Saskatoon 4Denis Proulx Sherbrooke 1 4Duncan Newman Toronto 4Ron Venter Toronto 1 4Ged McLean Victoria 4Rick Culham Waterloo 3 4Ed Jernigan Waterloo 4Roy Pick Waterloo 4Michael Yovanovich Waterloo 3 4Chris Mechefske Western Ontario 4Peter Frise Windsor 1 4Grant Allan MMO 4
1. Six Member Steering Committee2. Four Regional coordinators: West, Ontario, Quebec, East3. Three Design Focus Group Coordinators4. Letter of support from Dean attached
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* Participated in C-DEN Meetings or have followed up with letters of support from the Dean. All Schools of Engineering across Canada were contacted through the Office of the Dean and invited to participate in C-DEN.
APPENDIX 2
C-DEN DESIGN FOCUS AREAS
ENVIRONMENTAL DESIGN, PRODUCT DESIGN AND ELECTRONIC PACKAGING
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Design Focus Area:Environmental Design Engineering
prepared for C-DEN by
Gilles Patry, Christian Blanchette, Atef Fahim, Kevin Kennedy and David McLean
1. Introduction
Environmental Design Engineering (EDE) is a multi-disciplinary area of specialization that is concerned with the design and development of new and improved products, processes and technologies that are environmentally beneficial, sustainable and efficient. While Canadian universities have developed first-class environmental engineering programs at both the graduate and undergraduate levels, few institutions have focused their programs on environmental design engineering as previously defined. Moreover it is important to recognize that the environment is but one of the concurrent/competing design considerations in the overall design process. A few of the competing design considerations are shown on the accompanying Figure.
The need for highly qualified environmental design engineers is well established. This initiative will focus on development of teaching / learning materials, innovative methods of teaching and learning, and methods of delivery to ensure that engineering students develop the skills needed to address environmental design engineering challenges. Environmental design engineering requires that we also consider societal impacts of design, impacts that extend well beyond familiar engineering and technical challenges. Accordingly, each node of the EDE initiative will be asked to establish links with experts in social sciences, health sciences, law and the humanities to make certain that students are exposed to the assessment and mitigation of any undesirable effects on society arising from product / process design.
2. Environmental Design Engineering Themes
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The proposal is structured on the development and teaching of state-of-the-art environmental design engineering concepts centered on a limited number of core industries that are critical to the Canadian economy. The EDE initiative will build on the expertise and excellence that already exists in this area. C-Den will serve as the framework to develop this network of collaboration between the various groups (nodes) in order to share resources and information using the most appropriate means.
At this stage, a limited number of industry sectors of critical importance to Canada have been identified as the basis for the Environment Design Engineering initiative. Other industry sectors will be added as the EDE initiative progresses, e.g., the natural resources sector, etc. Current industry sectors include:
The Electronics and Semiconductor Industries The Consumer Products Industries The Transportation Industries The Energy Utilities Industries
In collaboration with key industrial players in each of the industrial sectors, the EDE initiative will develop timely and innovative pedagogical concepts designed to address the environmental design engineering challenges of the industry. The main focus of the network will be the training of highly qualified personnel at both the senior undergraduate and graduate level.
2.1 The Electronics and Semiconductor Industries
From an environmental design engineering perspective, manufacturing the brain of a computer (i.e., the semiconductor chip) is one of the most challenging and complex processes. Consider that the production of an 8-in wafer containing several hundred chips requires1: 27 pounds of chemicals; 4250 ft3 of bulk gases; and 3000 gallons of de-ionized water. The process generates: 3800 gallons of wastewater, 9 pounds of hazardous wastes and close to 30 ft3 of hazardous gases. While competing design objectives are present, tremendous opportunities exist for the development of new and innovative environmental engineering design concepts.
The EDE initiative will focus on ways to integrate environmentally safe technologies into all aspects of the semiconductor industry. Water and energy conservation, greenhouse gas (GHG) reduction and implementation of closed-loop systems will be part of the EDE initiative for the electronics and semiconductor industry.
2.2 Consumer Products
Consumer products, particularly those with short and medium life cycle, will be a major target of the Environmental Design Engineering initiative. By necessity these products have to be low cost and hence, most design efforts have focused on minimizing production costs, be it methods of manufacturing or materials utilized. Materials used in
1 Hayhurst, Chris. "Toxic Technology: Electronics and the Silicon Valley". E/The Environmental Magazine, May-June 1997. (http://www.emagazine.com/may-june_1997/0597curr_2.html)
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the final product and its packaging are often intermingled, such that it becomes difficult and costly to separate them for recycling or reuse at the end of the product’s life. Packaging for storage and transportation accounts for about 33 percent of America's municipal solid waste2.
The EDE initiative centres on innovative design of consumer products such that material is minimized, reusable and /or recyclable with minimal change in product performance and processing costs. Efficient use of energy throughout the product life cycle will also be emphasized due to its significant impact on the environment.
2.3 The Transportation Industries
While the transportation and automotive sectors are of critical importance to the Canadian economy, they present tremendous environmental design engineering challenges, ranging from efficient fuel consumption, alternative fuel programs, air emissions to enhanced recycling of components.
In Canada, the Office of Energy Efficiency3 reported that transportation energy use increased by 9.8% between 1990 and 1996 with a corresponding 9.8% increase in CO2 emissions. The Alternative Transportation Fuels (ATFs) program includes research on new fuels, such as ethanol, and new applications of conventional energy sources, such as propane and natural gas and electric batteries, to power automobiles. Currently, approximately 75 %4 of a car's weight, mostly iron and steel, can be recycled; however, through more innovative design, higher reuse and recycle efficiencies can be achieved.
Under this heading, the EDE initiative will focus on energy consumption, alternative fuels, air emission and product design with greater attention to reducing, reusing and recycling materials.
2.4 The Energy Utilities Industries
While energy use and energy conservation are an integral part of all previous themes, the EDE initiative will also focus on the energy utilities industries. In a recent report entitled "Nuclear Energy: The Future Climate", the Royal Society (U.K.) and the Royal Academy of Engineering (U.K.) states, "We must consider exploiting all possible approaches, including less electricity, using technologies based on renewable resources, and finding ways to prevent CO2 reaching the atmosphere."5
2 U.S. Environmental Protection Agency, Characterization of Municipal Solid Waste in the United States, 1992 Update, EPA /530_R_92_019, July 1992.3 Office of Energy Efficiency. "Energy Trends in Canada 1990-1996". Natural Resources Canada. June 1998.4 "Cars and their Environmental Impact", Volvo Cars of North America, 1998 5 "Nuclear Energy: The Future Climate" Royal Society (U.K., Royal Academy of Engineering, June 1999.
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In fact, Morrison6 (1999) predicts that the total energy consumption worldwide will double between 1990 and 2040, largely as the result of the increase in energy consumption by developing countries. The total greenhouse gas (GHG) emissions from all sources are expected to be 19% higher in 2010 and 36% higher in 20207. If we are to mitigate the threat of climate change resulting from an increase in GHG, it is critical that we continue to focus our efforts on sustainable energy production scenarios.
3. Pedagogical Focus of the Environmental Design Engineering Initiative
In addressing the pedagogical framework of the Environmental Design Engineering initiative emphasis will be placed on well coordinated development and sharing of information, material and resources. Our educational strategies will deal with:
teaching/learning strategies; teaching/learning materials; and modes of delivery.
From a pedagogical perspective, the EDE initiative will make use of the most appropriate learning technologies available in order to enhance the training of students across the network. It is expected that there will be close interactions with experts in the Teaching/Learning and Teaching Technologies Centres at the various universities.
3.1 Teaching/Learning Strategies
Teaching/learning strategies are means to effectively put learning materials in context. Since students learn in different ways, it is important for the network to elaborate and provide a variety of learning strategies to enhance the training of highly qualified personnel in the most appropriate ways. Problem-based learning is generally viewed as more appropriate in the teaching of engineering design than conventional classroom teaching. The EDE initiative will adopt a problem-based learning (PBL) approach centered on well-documented and industrially relevant case studies (Section 3.2).
We expect to make extensive use of model-based and simulator-based8 learning concepts. Tools and strategies will be developed that will allow students to evaluate and assess the impact of a change in design within the concurrent design framework outlined earlier. Such approaches are experiential and well suited for engineering design training.
Under the Environmental Design Engineering initiative special attention will be devoted to life cycle management, life cycle assessment, concurrent design (optimization), integrated design and sustainable development.
6 Morrison, D.R.O. "World Energy and Climate in the Next Century" to appear. Referenced in "Nuclear Energy: The Future Climate". The Royal Academy of Engineering and The Royal Society (U.K.) June 1999.7 "Canada's Energy Outlook: 1996-2020", Natural Resources Canada.8 A key distinction is made here between simulator-based learning and simulation- or model-based learning. Simulator-based learning is characterized by an interactive environment that allows the user to interact with the simulation (in real-time) while the simulation progresses.
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3.2 Teaching/Learning Materials
The EDE initiative will be involved in the development and presentation of teaching/learning materials based on information extracted from research contributions (journals, conference proceedings, etc.), contributions from industry and industry consortia, government reports, policies, and legislation, as well as information gathered from advocacy groups. The objective is to make use of all relevant information in the development of key case studies for each of the core industries under the EDE initiative. The learning materials will include text, mathematical models, interactive simulators and other material relevant to the enhancement of the teaching of environmental design engineering to senior undergraduate and graduate students. Modern state-of-the-art design tools/software relevant to the practice of engineering design will also serve as a cornerstone of the EDE initiative.
3.3 Modes of Delivery
Lastly, the modes of delivery available will determine, in a large part, the richness of learning activities provided by the Network and the Environmental Design Engineering initiative in particular. It is clear that the Network should create a portal for Design Engineering and that web sites would provide access to learning materials, to courses and learning activities. It is also clear that, to provide the full spectrum of synchronous and asynchronous collaborative learning activities, the main C-DEN server should include an entire spectrum of modes of delivery ranging from video-conferencing on the Internet, to electronic discussions, to whiteboard and other collaborative design tools, to conventional hypertext and hypermedia (video, animation, etc.), multi-casting and point-to-point audio and video communication.
We envisage that the EDE initiative will make extensive use of video-conferencing allowing us to hold nation-wide seminars and conferences with direct interaction with the participants across the Network. Ultimately we expect that audiences will receive videoconferences or courses on their personal computer, in their office or in large videoconference classrooms (the H323 standard allows for full compatibility between traditional video-conference equipment and internet delivery). Considerable expertise already exists in various universities related to distance education over computer networks and web-based learning. The Environmental Design Engineering initiative would harness this experience to create a web site rich in both content and modes of delivery.
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Design Focus Area: Product and Process Design
prepared for C-DEN by
Ian Yellowley, Brian Burns, David Bonham, Peihua Gu, Filippo Salustri, Ron Venter, and Peter Wild
1. RationaleThe development of new and innovative products is crucial to the continued health of the Canadian economy. The establishment of specialized Product Design nodes within the C-DEN network will help ensure that all schools have access to specialized tools and techniques as they are developed. It is also expected that these nodes will form a natural focal point for the development of industrially driven educational programs. The design of new products requires input from a wide range of disciplines, moreover the integration, analysis and synthesis of the various inputs must be placed within a framework which encourages innovation and creativity. The wide range of information required and the complexity of the Product Design process makes it difficult for individual Universities to mount credible Programs in Product Design Where such Programs are in place they tend to build on methodology with rather simple examples. The creation of a Product Design “research” capability meets similar obstacles; it is usually only possible for very narrowly defined areas of endeavor, and is generally very dependant on one or two key faculty. The idea pursued here is the development of a vibrant Product Design community and associated Programs through the combination of basic knowledge and design expertise at the Universities with product knowledge and development problems from industry across Canada. It is proposed that specific knowledge and expertise from a series of “experts” both within critical areas of specialty and design methodologies is made available to all Design Programs within the network to help in this regard. Specific Program models for Graduate education will be formulated, Under Graduate interaction will come through all members of the C-Den network who wish to access the material provided to enrich existing design courses and projects.
2. Proposed Structure
The proposal is centered upon the notion of building upon the strength that already exists at a series of independent nodes across the country. These nodes, and others, will be connected by the C-Den network, which will facilitate the sharing of ideas, personnel and physical equipment. Each node will have at its core a group of faculty and staff whose prime interest is in the theory and practice of product design. The Product design effort will be supported by colleagues, both from the traditional engineering design areas, and by a series of “consultants” who have specific detailed scientific or engineering knowledge. The notion of having innovation at the core and to make the demarcation between traditional engineering design and product design is important. The best way of packaging science is within products and the process requires a combination of form,
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function and economics that is not always seen in the required depth within traditional engineering design courses.
The structure proposed at a single node is shown in Figure 1, several efforts to move towards this model are already underway both at the graduate and senior undergraduate level. It is of course difficult to ensure that there are all the prerequisite skills at each location. The seven schools who will take the lead in the Product development exercise will also benefit from the networking of information with a single central web site to index the available information and from the interaction which will occur between their Programs.
The Programs developed at each node and between them will use product and process design problems posed by industry as the primary vehicle for education. The idea, in essence, is to improve upon the normal models of contract research at the graduate level and/ or cooperative education models at the senior undergraduate level through the creation of a Product Design Center, (at each node). It is expected that the creation of a direct role for industry will help in shaping a dynamic educational environment that will encourage breadth as well as specialization. The role of industry, particularly at the graduate level starts with the recognition of a strategic research/development need and should include active joint supervision/collaboration in the pursuit of the solution. Obviously increased industrial interaction can further enhance both the graduate and undergraduate programs by enriching coursework and tutorial services, as well as providing faculty with a continuous interface to current technology and issues. There are some pitfalls to avoid in the pursuit of an integrated environment, however it would seem that the basic idea has many advantages over the more polarized schemes which either bring contract research to the University or take students on co-op work terms or internships to industry. (In this regard one must avoid competition with the engineering or industrial design professions, and one must very quickly involve the university industry liaison offices to bring some order to the intellectual property issues which will very soon emerge).
The presence of perhaps 10 such nodes across the country, each with strong local industry linkages, would allow one to begin to address the need for qualified product designers at the graduate level. One would expect that, in the majority of cases, the students involved in these nodes will find employment with the companies supporting the node. This leads to a very natural mode of technology transfer and a considerably lessened need for product familiarisation or on-site training. While the creation of individual nodes is important in itself, there are huge advantages to be gained in both productivity and efficiency by networking these nodes to allow people to communicate and facilities to be shared. Most important here is likely the possibility for all members of the C-DEN network to access the information provided and enrich the undergraduate design programs and individual projects.
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Figure 1 Product Design Node and Linkages
3.Implementation
It is proposed that several Product Design Nodes be established within the C-DEN network. Each node should have several champions, perhaps distributed across various Engineering Departments. The core program at each node would most likely be a masters level program in Product Design with joint supervision by academic advisors and by industry. The nodes could also support senior undergraduates working on real collaborative projects with industry. Lastly of course the people, facilities and databases generated by the Product Design nodes would be available to all students across the C-DEN network. The latter possibility should allow considerable enrichment of existing Design courses and projects and should contribute well to the basic mandates of C-Den..The particular strengths at each node will dictate their contribution to C-DEN. One would wish to have information on Materials, Manufacture, Methodology, Aesthetics and Environmental considerations available at particular nodes, for all to capitalize upon. The first step will obviously be concerned with the identification of this expertise and any gaps that are critical to success will be addressed. It is intended that a central Product design Server have links to the areas of expertise required, the overall scheme is shown in Figure 2.
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C-DEN Web Site
Product Design Web SiteFacultyIndustryResearch Programs and Projects
MaterialsProperties:Strength, ductility.Manufacture and recyclingElectrical propertiesThermal properties.Chemical properties
Available Forms
Examples
Cost Indices
Manufacturing
Processes
Capabilities:Machine TypesProduction ratesForms producedAccuracy
Examples
Cost Indices
Industrial Design
Human Factors, Ergonomics, and Anthropometrics
Graphics and Communication Tools
Form and Color
Examples
Methodology
Product Design Frameworks
Detailed Methodologies:Functional Analysis/Value EngineeringDesign for ManufactureDesign for QualityLife Cycle Analysis
Application Examples
Automated Design of Specialized Elements
Case Studies
Programs
Industrial outreach and research
Basic Component Design Catalogs
Basic CAD, geometric modeling, Engineering standards and systems
Product Design Nodes
Figure (2) Product Design Focus Group Information
Design Focus Area: Electronic Packaging
prepared for C-DEN by
J.R. Culham and M.M. Yovanovich
1. Introduction
Current trends in microelectronics design require increased product functionality at the expense of extremely high heat flux densities. This necessitates the use of novel, yet reliable cooling strategies in order to ensure product life cycles in excess of ten years. In some instances power dissipation levels exceed from the surface of a silicon die with dimensions of order 1 cm by 1 cm. With heat fluxes of , it is imperative that the all sources of thermal resistance in the thermal path between the chip and the surrounding fluid sink be minimized if safe operating temperatures and in turn reliability targets are to be met over the extended life of the product.
Efforts at improving the design of electronic packaging through enhanced thermal and thermomechanical design are being directed to the following key areas:
2. Compact Models for Electronic Packaging
It is impossible to perform a timely thermal analysis of a printed circuit board if all packages are expected to be analyzed using a detailed meshing network, such as those found in most numerical software packages. Complex electronic packages need to be analyzed as a simple set of thermal resistors that capture the proper thermal behaviour of the heat flow from source to sink. These compact models, as they are referred to, must accurately estimate the magnitude and the direction of heat flow from the chip to both the printed circuit board and to the package casing, which could include a thermal enhancement device such as a heat sink or a heat spreader.
In addition to resistor networks which take into consideration bulk material properties fora wide range of package types, as shown in Fig. 1, spreading resistancemodels are also needed to capture the thermal resistance associated heat flow from the chip to the surrounding casing material.
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Single Chip or Multi Chip
Ceramic Quad Flat Pack (CQFP)
Pin Grid Array (PGA)
Ceramic Packages with Multilayer Substrates
Surface Mount Array (SMA)
Figure 1: Typical Package Geometries
3. Thermal Contact Resistances for Microelectronics Manufacturing and Assembly
The thermal path between an integrated circuit and the surrounding cooling medium consists of a complex network of materials and interfaces that resist the flow of heat from source to sink. In many instances contacting interfaces, such as solder joints, laminated substrates or heat sink attachments, provide the greatest resistance to heat flow and in turn are the controlling factors which must be optimized in the design, manufacture and testing of electronic packages.
A common example of a heat sink attached to the back-side of a silicon wafer in a C4 attachment is shown in Fig. 2. While the use of a heat sink lowers the fluid-side resistance, it also introduces an interface resistance across the contact formed between itself and the silicon wafer. In applications such as that shown in Fig. 2, where in excess of 100 W can be dissipated, a thermal interface resistance of results in an added to the temperature of the chip. It is imperative that the interface resistance be reduced to a minimum through the use of compliant materials, greases, foils etc. that conform to surface irregularities in order to control chip temperature levels.
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Figure 2: Chip-Heat Sink Interface
Previous studies of interface resistance have mostly involved experimental measurements by interface material manufacturers and suppliers. No comprehensive analytical models are currently available which allow the thermal engineer to predict the performance of a particular heat sink component interface. It is expected that the C-DEN group will pursue the development of models for basic design use. The analytical models will have to be verified by experiments and will consider bare joints, joints with thermal greases or pastes, and interfaces with thermal compounds or elastomeric sheet materials.
Existing thermal contact resistance models for high contact pressure, industrial applications have been modified for the relatively low contact pressures encountered for typical microelectronics components, . The resulting model predicts joint resistance for bare and thermal grease filled joints as a function of:
- surface roughness and microhardness of contacting surfaces- thermal and physical properties of the interstitial material- thickness of the interstitial material initially and during load- long time effects of interface materials
Again to be of comprehensive practical use, this work must be extended using both micro- and macro-models to include other interface materials, such as thermal compounds, or the elastomeric sheet materials commonly used in many current microelectronics applications.
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4. Heat Sink Design and Optimization
Heat sinks are primarily introduced into thermal circuits to minimize the thermal resistance to heat transfer between the integrated circuit and the surrounding cooling fluid. The simultaneous optimization of all design parameters involved in the holistic design of heat sinks cannot be obtained in an effective or efficient manner through trial-and-error modeling with traditional thermal analysis models.
The conventional approach used for thermal “optimization” is to conduct parametric evaluations of design conditions against given design constraints, such as temperature rise or heat flow rate. Because these types of parametric studies can only evaluate one design option at a time, this approach provides an inefficient means of ranking the importance of design choices and it does not guarantee that an optimum design is obtained.
A more basic approach will be tried here which should greatly ease the efficiency of the optimisation process involved in the design process. The thermal models developed will be based on a minimization of entropy with respect to each independent design option. This entropy minimization procedure, not only factors in the significance of each design option but it determines the proper relationship between each parameter to produce a truly optimized heat sink with respect to given input conditions.
The models envisioned will be based on analytical procedures that do not rely on geometric specific, empirical fitting parameters or time consuming numerical simulation. In addition, the low computational overhead associated with analytical models allows the design tool to be easily implemented within the hardware and software capacity of Personal Computers.
5. Design of a WEB-based Network for Technology Transfer
One key to successful collaboration between Canadian Universities is the establishment of a timely and effective means of technology transfer. Conventional mechanisms for transferring information, such as conference calls, do not allow for visual descriptions or attention to detail while hardcopy transmission of documents through the mail, courier or fax communication can be slow and limit multi-party interactions. The inception of the internet and the Web during the past several years has introduced a mechanism for transferring information that incorporates the strengths of other forms of data communications while imposing none of the limitations. Given the tremendous potential of the internet as a tool for technology transfer, it still remains essentially untapped as a means of passing information directly between collaborating universities.
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Recent years have seen a proliferation of companies depending on the internet for conducting business, ranging from routine sales transactions to the transferring of documents and design specifications between contractors and subcontractors. This evolution towards electronic communication has seen three major milestones in the past five years:
- The public domain Internet and World Wide Web: A variety of data formats, including text documents, pictures, sound, animation and video can be transmitted to any Web-enabled computer or workstation worldwide. - The Intranet: Intranets are secured areas that utilize the Internet and WWW to
conduct internal communication and collaboration activities. Adopted by companies at a rapid rate, Intranets have produced efficiencies for business that allow companies to manage their organization more effectively while protected behind a firewall.
- The Extranet: The Extranet represents the bridge between the Internet and the private corporate Intranet. Extranets connect multiple and diverse organizations on-line between virtual firewalls, where those who share in trusted circles can network in order to achieve commerce-oriented objectives.
The development of this C-DEN Specialty will, like all others require the development of an infrastructure that connects various collaborating University researchers, faculty, staff, students, and administrators through an extranet. This will allow all personnel involved with the CDEN initiative to have immediate access to a data base of models, experimental data, design tools, product specifications, training courses and workshops.
The use of the World Wide Web as a tool for technology transfer between Universities offers tremendous potential especially for collaborative research projects, such as those administered by governmental agencies. The Web based software provides an ability to selectively prioritized pages such that general information can be made available to the world but sensitive or strategic information can be made available via password control. The extranet entails the development of HTML and Java based software tools that will provide a data base of information that can be shared equally or selectively accessed through assigned user priority controls. The data base will contain interactivethermal-fluid models, reference material, such as material properties and correlations, special functions calculators, experimental data, technical publications plus many other support tools for rapid design and analysis.
The Microelectronics Heat Transfer Laboratory has developed many analytical modelling tools that allow designers to obtain feedback on preliminary design concepts. These models are constantly undergoing enhancements to keep pace with a dynamic electronics industry that sees new products introduced on a regular basis. The updating of databases and software tools to ensure currency will be aided greatly by the presence of the extranet proposed as part of the C-DEN framework.
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APPENDIX 3
C-DEN ACTIVITIES
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Activity A: The Enhancement of Design Skills:
A1 - Communication Lead Contributors: Habib Benabdallah, Royal Military College & Chris Mechefske,
UWO
Objectives of the Activity: To establish a database and network of communications focused learning strategies, practice methodologies and expertise specifically for design engineering undergraduate and graduate students.
Descriptor of the Activity: Request communications focused information specific to design engineering from
all Canadian engineering and industrial design schools and colleges. Categorize the information based on the following sections:
guidelines on formal engineering report preparation, including proposals, progress reports, final reports, executive summaries, scientific papers, internal vs. external reporting, quantitative vs. qualitative data presentation, economic analysis, business plans, public disclosure, environmental impact,
guidelines on formal engineering presentation preparation and delivery for different purposes,
guidelines for conducting meetings effectively; both internal task focused and open forum for information collection or dissemination.
Compile a list of “experts” with specific knowledge in communications from all Canadian engineering and industrial design schools and colleges and the private sector.
Introduce materials on to the C-DEN website to support of this Activity.
Implementation:Many universities have added course materials to their curriculum to provide guidance for written and oral communications. The resources available through this activity within C-DEN will provide for guidance on the topic of effective communication based on requirements expressed by industries and specialists. The creation of a network through which project teams from different universities (and subsequently with industries) could collaborate requires dynamic information exchange, which in turn requires effective and uniform ways of communication.
Engineers face challenge when writing and making oral presentations. These activities can take on many different forms and it is increasingly important that engineers be able to recognise the target audience and deliver their message appropriately. In today’s working and social environment, information flow is a significant determining factor of success of industries and businesses. The simple possessing of information is inadequate to ensure
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business success. Information must be disseminated within a company and to clients in an effective manner and new information must be collected or generated where appropriate. This new way of interaction between different branches of an industry and different companies requires a great deal of communication in all forms.
A2 - Team Skills Development Tools
Lead Contributors: Joe Pegna, McGill & Denis Proulx, Sherbrooke
Objectives of the Activity: To assist engineering students to become more efficient at working in teams. Specifically, students should: be able to explain what is meant by a high-performance team as well as its
essential elements. understand the importance of teamwork in efficient design projects. understand the concept of team dynamics and be able to apply it when working in
teams. be introduced to different tools and techniques that will assist them to become
effective team members or team leaders.
Detailed description of the Activity:Calling a group of students a team implies that it has a particular process of working together, one in which students identify and fully use one another’s resources and facilitate their mutual interdependence toward more effective problem solving and task accomplishment. This is more easily stated than accomplished. How to assist engineering students to attain this level of team effectiveness? It is our intention, through C-DEN, to make available a group of modules that each university could draw from, and apply in their own design environment at their own pace. An initial listing of modules is provided below; more will be added:
Work scheduling. What are the tasks to be accomplished? [work breakdown structures – WBS]; Who is responsible for what? [responsibility matrix].
How to run effective meetings? Preparing, conducting, deciding, allocating tasks, documenting and follow up; the six thinking hats [Edouard De Bono].
Introduction to team dynamics. Why do people differ in opinions and how to manage and synergize this difference? Notion of high-performance teams. Understanding our differences with the help of the Myers-Briggs Type Indicator [MBTI].
Conflict resolution. A performance team is necessarily conflictual. Conflict resolution modes [Thomas-Kilmann].
Decision making. Decision making modes: choosing the proper mode according to the situation. How to reach a consensus?
Feedback and active listening. How to give and receive feedback in a positive way without hurting the other person? Bad listeners – how to improve our listening skills? [The seven Habits of Highly Efficient People].
Evaluating teamwork. Data collection on what already exists. Analysis of data and screening of the most interesting approaches and tools.
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Implementation:The implementation of the activity consists in assembling, packaging and the preparation of modules for access to participants C-DEN. In addition, C-DEN will be used to share case studies, identify particular expertise, and allow for the establishment of virtual teams composed of students from different universities, etc.
A3- Design Process and Methodologies
Lead Contributors: Atef Fahim, Ottawa, Peter Frise, Windsor & Denis Proulx, Sherbrooke.
Objectives of the Activity: To introduce engineering students to the product realization process [PRP] and its methodologies to enhance their design ability. Specifically, the students should: be able to understand and explain why design is mainly a process and what are the
different parameters involved; be introduced to a formal PRP, and apply such principles to design projects while
at the university; be introduced to the tools that support the PRP which will assist students to
manage the process and to integrate their various technological skills.
Descriptor of the Activity:A product realization process [PRP] is the means by which new products are conceived, developed, and brought to market. It is the backbone of the design activity; a road map that facilitates the designer’s choices and process. An effective PRP incorporates the following steps: define customer needs and product performance requirements; plan for product evolution beyond the current design; plan concurrently for design and manufacturing; design the product and its manufacturing processes with full consideration of the entire product life cycle, including distribution, support, maintenance, recycling and disposal; and produce the product and monitor product and processesWithin this C-DEN activity modules will be developed to explain and elaborate on various tools and methodologies associated with the PRP. Each partner in C-DEN could elect to use these modules to support their design activities. A preliminary list of modules is outlined:
Understanding the PRP. What is the purpose of using a PRP in design? Different models of PRP’s. The key steps in a PRP and how these are linked together.
Methods of identifying the client’s needs. The link between marketing and engineering. Qualitative & quantitative methods.
Functional analysis. Applying the method. Incorporating the results in the PRP. Quality function deployment [QFD]. Applying the method. Using the method as a
management tool for the PRP. Concepts emergence and selection. Emergence & Convergence tools. Pugh’s
method. Failure mode and effect analysis. Applying the method. Incorporating the method
in a PRP.
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Design for manufacture and assembly [DFMA]. Applying the method. Incorporating the method in a PRP.
Design reviews. The purposes and content. How to conduct a design review. Their integration in a PRP.
Prototyping and testing. Understanding prototyping and testing as closing the loop in a PRP.
Implementation: It is of the utmost importance for our engineering programs to teach engineering design in the larger context of a PRP so our future engineering are trained with modern design methodologies and tools, as used in competitive companies. By incorporating our design instructions in a formal PRP, students will naturally be led to work in multifunctional teams, thereby acquiring skills that are invaluable to industry.
This approach constitutes quite a challenge for C-DEN as the majority of our engineering schools do not teach design in the larger context described above. Formal modern design methodologies have to be part of our required design courses. Design projects, capstone or otherwise, have to be PRP based and carried out in a multifunctional environment as much as possible. Structuring the modules would imply drawing on various expertise within our academic community and from industry.
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Activity B: Development of Design Lecture Components:
B1 - Guest Lecture Series
Lead Contributors: Peter Frise, Windsor & Ron Venter, Toronto.
Objectives of the Activity: To develop a list of guest lecturers who can present material of relevance to design engineering students and faculty members and to organize and facilitate the offering of these lectures to interested C-DEN members across Canada.
Descriptor of the Activity:No faculty member possesses the complete knowledge of all the topics within his or her discipline so that it is routinely necessary to call upon the relevant expertise of others to share such materials, experiences and insights with students so that they are better equipped to carry out their design tasks. This enriches the entire educational experience. The best way to provide this breadth of exposure to the experts is to invite guest lecturers from other universities, government organizations and industry.This activity will build a database of people willing to give lectures in various topics of interest to the design engineering community within Canada. Typical topics would include both:
specialized technical material such as geometric dimensioning and tolerancing (GD&T), design for manufacture and assembly (DFMA) or failure modes and effects analysis (FMEA) etc. as well as
overview material such as a strategic view of the shipbuilding, automotive or aerospace industries, sustainable energy systems, intellectual property, e-commerce etc.
The lectures will be delivered in several formats depending on the number of schools, which are interested in the particular lecture topic. Some lectures will only be of interest to one school while others have an audience of several or many schools. To facilitate the lectures C-DEN will:
advertise the availability of the lecture and alternate schedules to all design engineering educators across Canada.
facilitate the video taping of the lecture or the setting-up of cross-Canada video feeds so that students in other parts of the country can watch the lecture live using the a future high speed data transmission system which C-DEN could implement in subsequent years.
Satellite distribution as availability dictates.
Implementation:The C-DEN members responsible for this activity will maintain the database of available lecturers and will continuously seek out new quality design contributors through their contacts within the network and in industry. This database will be available on the central C-DEN website and it will be searchable by attributes such as lecture topic, keyword, industry sector and educational level.
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B2 - Case study library Lead Contributors: Peter Wild, Queen's & Joe Pegna, Concordia
Objective of the Activity: To establish a database of design engineering case studies, which will be accessible to engineering educators across Canada.
Detailed Description of the Activity:Case studies are well recognized as an effective educational tool especially in engineering. This web-based library will contain a broad range of design engineering case studies suitable for use in undergraduate engineering courses. The studies will illustrate specific engineering principles by placing them in the context of “real world” design engineering practice. The format of the case studies will be flexible but it is anticipated that each case study will contain the following elements:
a factual description of the engineering design problem [background, problem statement, design specifications and criteria].
specialized information which is required for the case study but which is not covered in other undergraduate courses
opportunities and mechanisms to allow students to formulate and assess their own design solutions.
notes for the instructor as well as reference materials and to assist in the successful delivery of the case study
descriptions of the design solution(s) which were actually implemented and details of the performance of the solution(s).
All case studies will be accessible from the C-DEN web site. Engineering educators will be able to search and select case studies, which are relevant to their course material. Case studies will be catalogued in a database and will be accessible using to a variety of parameters including: subject, title, date, and author.
The C-DEN web site will also contain links to other established sources of design engineering case studies such as: National Engineering Education Delivery System (www.needs.org), Rose-Hulman/Carleton University Engineering Case Study Catalog (www.civeng.carleton.ca/ECL/)
Implementation: C-DEN will generate a strategy for the development of case studies. This strategy will be based on a review of engineering curricula, which will identify a list of topics to be targeted for illustration with case studies. In particular, C-DEN will target case studies, which can be used in courses where design context has traditionally been lacking. C-DEN will solicit proposals for the development of these case studies from member universities and from industry. Unsolicited proposals will also be welcome.
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B3 - Lecture Modules
Lead Contributors: Al Post, McGill & Rene Mayer, Ecole Polytechnique
Objectives of the Activity: To develop a library of well organized, effective lecture modules on specialized topics of relevance to design engineering students and faculty members and to organize and facilitate the offering of these modules to interested C-DEN members.
Descriptor of the Activity:In addition to our core knowledge as design engineering educators each C-DEN member has specialized knowledge which he or she has developed through industrial experience, consulting assignments or because of a personal interest in a particular topic. Such unique lecture material, which is not available in traditional textbooks, can be shared. C-DEN will facilitate the sharing of such lectures within the design engineering education community. This activity will build a library of lecture materials, which may be accessed by C-DEN members to enhance the educational and teaching experiences of their students. It is not proposed to dictate the precise format of these lectures; but it is expected that all lectures in the library will include the following:
material on the historical significance of the topic as well as the context in which it exists today (how it fits in modern design engineering practice)
the theoretical foundations for the topic a well developed treatment of the topic including example problems and
solutions. figures and illustrations to support the lecture material a set of tutorial problems, with solutions being available to the instructor [only] to
facilitate grading a list of reference materials which will enable the recipient-instructor to enrich his
or her own knowledge of the topic.
Implementation: Most teachers do not find it easy to use the lecture notes of others directly. It is expected that the materials provided by the C-DEN lecture library will enable recipients to develop their own lectures more rapidly and efficiently. The worked examples and tutorial problems will be a particularly useful asset of each lecture package.
A format of lecture distribution could be by CD-ROM. Small files and subsequently when the network is capable of shipping larger files, distribution of the lecture material will be directly from the C-DEN website. A similar educational material sharing system known as NEEDS is available in the US and it is expected that C-DEN will provide a link to NEEDS so that effective cross-border sharing of resources can take place.
Issues to be explored and fully clarified. The intellectual property of the any material in the C-DEN lecture library resides
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with the original author of the material and recipients are required to acknowledge the author on all material extracted from the C-DEN library. If they create their own lectures from the C-DEN material then, in the spirit of professionalism and collegiality, it is expected that credit will be accorded to the original author as a contributor and to C-DEN itself in all materials distributed to students.
The precise format of the lecture material is yet to be resolved. Recommendations will be forthcoming from the C-DEN Computing Committee. Most C-DEN members will be able to read virtually any file format and most likely will develop their own notes rather than use the lecture material verbatim. A lecture on GD&T has recently been distributed to a number of C-DEN members in the form of a Powerpoint presentation on a CD-ROM; feedback on this experimentation is expected.
C-DEN library material will not be given directly accessible to students - i.e. recipients must not simply copy the CD-ROM’s or the website material as handouts to students. Solutions to C-DEN-provided problems are not to be posted on university bulletin boards [real or virtual] unless the agreement of the original author is obtained. It is important that colleagues posting material on the C-DEN website clearly identify material of a secure nature and ensure that it is in the “Members Only” part of the site.
B4 - Industrial Design Modules
Lead Contributors: Brian Burns, Carleton
Objective of the Activity: To provide a forum for industrial design activities within C-DEN and to educate C-DEN in particular and Canada’s industry in general about the capabilities and value of industrial design and industrial designers.
Descriptor of the Activity:Design is a highly team-based activity and it is important that all young professionals come to realize how valuable the contribution of other disciplines is to the total success of all projects. The inclusion of Industrial Designers and Schools of Industrial Design in C-DEN is a natural outgrowth of the close relationship of the two professions and of collaboration that exists between Engineers and Industrial Designer in industry.
Industrial Design brings a distinct appreciation of many of the more human aspects of design including ergonomics, form and colour as well as an extensive knowledge of manufacturing methods and a keen creative bent which all engineering educators try to foster within their respective student bodies.
This activity will take several forms including: a web-based library of industrial design projects recently undertaken at Schools of
Industrial Design
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a means of having engineering students and industrial design students collaborate on projects so that the two groups learn more about each other and will develop an appreciation of the skills of the other profession.
Implementation: It is expected that this activity will be a natural outgrowth of a number of other C-DEN activities including the inter-university projects initiative and the guest lecture series.
B5 - In-class Demonstrations
Lead Contributors: Peter Wild, Queen's
Objective of the Activity: To establish a database of in-class demonstrations, which will be accessible to engineering educators across Canada.
Descriptor of the Activity:This web-based library will contain a broad range of in-class demonstrations to illustrate engineering principles in undergraduate engineering courses. These demonstrations will be:
suitable for use with large classes [>100 students] relatively inexpensive to construct simple to execute and repeatable relatively brief [5 to 15 minutes] based on standard engineering components, where possible.
In addition, demonstrations with entertainment value will be encouraged for their ability to stimulate and sustain student interest.
Implementation: C-DEN will conduct a survey of engineering instructors to identify and collect existing demonstrations in a central library. C-DEN will also survey the corporate sector for demonstrations, which are used for the education of engineers and technicians within industry. In addition, engineering curricula will be reviewed to identify material, which could benefit from in-class demonstrations. The development of these demonstrations and their dissemination to the engineering education community within Canada will be encouraged and assisted by C-DEN funding once it becomes available.
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Activity C: The Formulation of Design Projects:
C1 - Categorization of First & Second Year Projects; A library of projects
Lead Contributors: Peter Frise, Windsor, Ed Jernigan, Waterloo & Duncan Newman, Toronto
Objectives of the Activity: To develop a library of effective design projects suitable for use at the first and second year level to introduce students to design engineering topics and to organize and facilitate the offering of these projects to C-DEN members across Canada.
Descriptor of the Activity:Teaching design to first and second year students is a challenging but rewarding task. Student enthusiasm and receptiveness to learning new types of knowledge balance their lack of knowledge in many key areas and their inability to do complex calculations. C-DEN members have extensive experience in teaching first year students and understand that students respond well and benefit from working on open-ended conceptual design tasks. These design projects will not require extensive calculations or research since first and second year students are not sufficiently equipped to carry out these tasks.
Given the above limitation, such projects are very effective in teaching the students the value of teamwork, the importance of considering the full range of issues when solving engineering problems (economics, marketing, ergonomics, the environment etc.) and the importance of proper documentation and they provide a welcome break from the rest of the first year program.
Developing effective first and second year projects is a time-consuming and difficult task. C-DEN will share and promote such project materials among members of the design engineering education community.
Implementation: This activity will build a library of project materials, which may be accessed by C-DEN members whenever they need a project to assign to a first or second year class. Each will include the following:
a clear and concise needs statement which makes it clear to the students why this project is worthwhile.
any necessary theoretical material for the topic a list of useful reference materials which will enable the recipient-instructor to
enrich his or her own knowledge of the topic and point the way for additional student research.
It expected that recipients would make available contributions to this body of projects as they use the materials in the library so that the activity has a give and take flavour to it.
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Similar to the other library-based C-DEN activities, the ownership of the intellectual property of the any material in the C-DEN project library resides with the original author of the material and recipients are expected to acknowledge the author of materials extracted from the C-DEN library.
C2 - Categorization of Third and Fourth Year Projects: Design Tools
Lead Contributors: Atef Fahim, Ottawa & Bernard Sanschagrin, Ecole Polytechnique, Ron Venter, Toronto and Ian Yellowley.
Objectives of the Activity: To develop an inventory of projects and design tools used by C-DEN participants which will highlight the current best practices employed in both third and fourth year, specifically directed to open-ended design problems, solutions and design tools.
Descriptor of the Activity:In most Canadian engineering schools the focus of the third and fourth years of engineering study is generally directed at discipline specific engineering knowledge and practices. With the exception of a very limited number of engineering schools, and for a very limited courses in these cases, third and fourth year core courses are not often shared among the different engineering disciplines. As a result of these traditional approaches the ability of students to deal with open-ended engineering design problems is diminished considerably. This is primarily due to the rigors of the engineering knowledge to which they are subjected leading to the solution of closed ended assignments and examinations used to assess the knowledge they acquire in the various courses.
To alleviate this shortcoming, design projects and tools suitable for third and fourth engineering students are required to be identified. These projects, tools and or programs should cross the traditional engineering boundaries and focus on developing the students abilities to deal with open-ended problems. The projects and approaches should bring together students of different disciplines who are keen to contribute their discipline specific knowledge, mathematics and basic sciences etc. to address, in consultation with others, challenging open-ended problems.
Implementation:All C-DEN participants will be invited to identify the extent to which open-ended problem solving has been developed within their programs. A limited number open ended problem definition statements used by C-DEN participants as well as brief case studies type solutions to these posed problems will be developed to share best practices among the C-DEN participants.
C3 - Design Competitions
Lead Contributors: Roy Pick, Waterloo & Anh Dung Ngo, ETS
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Objectives of the Activity: To promote and identify design competitions. To encourage and facilitate the collaboration among universities so as to provide a greater number of students with this beneficial design experience
Descriptor of the Activity:Design competitions often provide a vehicle for teaching engineering design by providing experience in design methodology while motivating students to higher levels of activity than in a normal assignment/examination environment. However the development of effective design competition is a major undertaking. Through the use of a web site this activity would:
link interested Schools and student groups. share information on existing competitions explore potential for the development of competitions to develop specific design
areas or future trends. provide a vital link between Schools in similar fields. This will present
opportunities for annual awards, student exchanges, work opportunities, traveling scholarships etc.
Implementation: Initially existing design competitions, and there are many of these, would be promoted through dissemination of information and contact people on the web site. Subsequently case studies would be developed of successful design competitions within courses. Attempts will be made to develop competitions within the regions of Canada to promote the concept while minimizing the costs.
C4 - Industry Specific Projects
Lead Contributors: Roy Pick, Waterloo, Ron Venter, Toronto, Peter Wild, Queen's & Joe Pegna, Concordia
Objectives of the Activity: To coordinate Industry Specific Projects utilizing the expertise of two or more design nodes.
Descriptor of the Activity:In general individual design nodes may undertake industry specific projects. However the tasks are often beyond the capability of a single design node. This activity would attempt to provide a clearing house for joint undertakings by:
providing a summary of the design capability of each design node. solicit major design projects from industry. define design projects that would capture essential advancements in an industry. taking on the responsibility for assembling inter-university design teams to
address such projects. become a point of contact for industry to access the design network.
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Implementation: Survey and posting of expertise in the various design nodes. This survey would include the identification of experts in industry that could provide an overview of industrial needs with the object of defining industry specific design projects. The experts would be interviewed to develop ideas for design projects that could be undertaken as a network activity making use of two or more nodes.
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Activity D: Design Database and Resource Sharing:
D1- Resource Database of Facilities, Software etc.
Lead Contributors: Atef Fahim, Ottawa, Andrew Fisher, Memorial, Joe Pegna (Concordia), Filippo A. Salustri, Ryerson, & Allan Spence, McMaster
Objectives of the Activity: To facilitate the of sharing of resources through (a) cataloging existing shareable resources, (b) searching for resources that may be available via industry partnerships, and (c) monitoring expenditures from C-DEN, industry and university funding to purchase required equipment.
Descriptor of the Activity:This activity is one of infrastructure support and, as such, will support every aspect of the C-DEN mandate. The resource database will be used to catalog the results of many other C-DEN activities (e.g. gallery of successful projects). It will facilitate discovery of existing resources to aid in teaching and learning as well as research and industry collaboration. In this regard, it will essentially fulfil the role of library card catalog. Additionally, this activity will monitor the usage of available resources and accept requests for the acquisition of new resources. The database will be updated regularly to include resources, as these become available.C-DEN nodes will identify existing equipment, computer hardware and software, and other specialized facilities that the node wishes to make available to other nodes. The resources will be sorted according to application area, geographical location, etc. An indication of usage fees will be provided.For example, should a fourth year project group or graduate student at Node A be designing an aerodynamic shape, they might have used the Fluent software package to assist in the design, and subsequently carve the approximate shape as a wooden model. Later, when a thin walled plastic model is required, they could ship the wooden model to Node B, which has a Coordinate Measuring Machine (CMM) equipped with a laser surface scanner. The CMM would be used to scan the model and create a standard Computer Aided Design (CAD) file. This file could be shipped to Node C, which has advanced surfacing software, such as Alias/Wavefront, to "fair" the model surfaces, and possibly contribute some industrial design expertise. Node C might then send the CAD file to Node D so that a Finite Element Analysis (FEA), and possibly small adjustments can be made. Node D can then send the CAD file to Node E so that a plastic rapid prototype could be made, and returned back to Node A for wind tunnel testing. This illustrative example is perhaps more involved than the typical case. It does, however, show the potential for student groups to collaborate in a timely manner, on design projects.
Implementation: Sharing of all catalogued physical resources within C-DEN is planned and would be most beneficial. For example, an inland node might have a project that involves testing in sea water. This node could use C-DEN to contact a coastal node to identify a means of executing the test. Similarly, an industry might require access to a sound proof room for
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an acoustics test. If such a facility were catalogued at a C-DEN node, arrangements can be made to conduct the experiment. Such effective collaboration could subsequently lead to new shared purchased facilities among nodes. Additionally, nodes could share unique items such as super computers, particular software, facilities etc. that normally are not available for teaching purposes. The CA*net2/3 could potentially be used to provide a network connection for such sharing. This could occur in the initial C-DEN configuration with the shared WWW servers.
D2 - Interactive Network Applications
Lead Contributors: Andrew Fisher, Memorial, Joe Pegna, Concordia, Filippo A. Salustri, Ryerson & Allan Spence, McMaster
Objectives of the Activity: To facilitate of interactive collaboration using the high bandwidth capabilities of CA*net 2/3. The primary applications are computer desktop sharing using NetMeeting software, streaming video instruction from a central WWW server, and teleconferencing for interviewing, etc.
Descriptor of the Activity:This activity is essential to personal, interactive collaboration. The designated site and computer will facilitate easy establishment of the network connection. Ultimately, the success of the C-DEN initiative will depend on personal contact. This is very difficult for most teaching applications; travel for most teaching purposes is economically unrealistic as well. Video at a modest frame rate will allow students to see what is occurring at another distant node, and will provide the best technically available approximation of in the same room, face to face contact.
Implementation: Each C-DEN node will designate a site on the campus that will be used for interactive collaboration. Ideally this site will be in or adjacent to a lecture room so that groups as well as individuals can participate. A telephone will be available for conference calls, and to facilitate initial establishment of the computer network connection. A high quality graphics computer, with a common configuration at each node, will be located in the room, with potentially a connection to CA*net 2/3. That is, there will be minimum on-campus distance to the ISP (ONet, etc.). More sites per campus may be added as popularity grows.Computer desktop sharing via software such as Microsoft NetMeeting will be used to demonstrate software, remotely debug C-DEN shared software, and collaborate on CAD models, etc. Much of design now uses Computer Aided Design (CAD) graphics models. In cases where one node prepares the design, and another node is to manufacture, remote desktop sharing will allow discussion as the design proceeds. With the network desktop sharing approach, only one node need actually own the CAD software. This capability has been successfully tested using a connection between McMaster-ONet-CA*net2-WEDnet-UWindsor. With suitable safety measures, future applications could include tele-operation of robots, etc. Other C-DEN node campuses also have adequate existing network connections.
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Streaming video instruction will be used to deliver special lectures, and to provide technical electives not normally offered by a particular node due to lack of instructor, insufficient class size, etc. This can include video segments that are prerecorded and stored with the main WWW servers, or interactive instruction. For example, lectures on industrial design could be recorded by experts at Carleton University, and stored on the C-DEN central WWW server for retrieval by students engaged in design projects and needing instruction on this subject. Occasionally, the instructors could meet with the students using an interactive video link. For graduate students, a library of courses will be maintained so that a variety of “reading” courses can be offered. Permission to enroll in the course will depend on the instructor being available to grade submitted assignments and projects. Interactive video teleconferencing could be used for interviews to select student project teams, graduate students, communicate with remote partners, etc., also to facilitate collaborative design projects involving students from different nodes. . D3 - Gallery of Successful Projects
Lead Contributors: Brian Burns, Carleton & Denis Proulx, Sherbrooke
Objectives of the Activity: To develop a web-based gallery of successful projects to act as a resource for both students and faculty throughout the network. The projects will be recorded both visually and descriptively within a strong contextual framework.
Descriptor of the Activity:The format will be standardized with a consistent cover page information comprising:
the name of university and department. the title of the project. the date of the project brief project details (maximum 50 words). list of participants, students etc. contact person overall project photograph.
Photographs, sketches and significant drawings, will be provided with additional reference to:
objectives and needs. innovative features. multifunctional approach. duration of project. course and curriculum. budget and financing. industrial and other partners. support staff participation.
Each project will be confined to a limited file size and number of pages.
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Implementation: Once the format has been finalized and preliminary projects are shown as examples on the web site, submissions will be solicited from all members. Control on the editing of materials exercised and materials will be removed and or recycled after some predetermined period. It is important that the projects in the Project Gallery are not overly simplistic, and adequately address an appropriately broad spectrum of disciplines.
Maintenance and maintainability are vital considerations for such a Gallery to be successful.
D4 - Graduate Students, Graduate Registry
Lead Contributors: Ian Yellowley, UBC, Peihua Gu, Calgary & David Bonham, UNB
Objective of the Activity: To establish a database of design engineering graduate students and their design projects (thesis titles, abstracts, etc.) in Canadian universities.
Descriptor of the Activity:The activity includes the following tasks:
request graduate studies information in design engineering from all Canadian engineering and industrial design schools and colleges
request design engineering graduate students registry information for all Canadian engineering and industrial design schools and colleges
request list of the last 5-10 years’ design engineering graduates (Masters and Ph.D) names, thesis titles, and abstracts
request a list of the current design engineering graduate student names, thesis titles (project titles)
develop a web-page for this Activity
One of the C-DEN mandates is to improve graduate education in design engineering. The first step towards the goal is to establish a database which stores all the important information relating to graduate studies in design engineering for all Canadian universities. The research projects and thesis information will be very valuable information source for the current and future graduate students and their supervisors. The database can also be used for establishing graduate and research collaborations among Canadian universities and with industrial partners. The information will also be useful for Canadian industry to access not only highly qualified design graduates, but also expertise, theses and potential technologies in Canadian universities.
Implementation: The information gathering starts by first defining information categories. For design engineering graduate programs, the categories will include: artifact design (mechatronic system design, embodied system design, machine/system/component design, etc), design analysis/synthesis, design methodology and theory research, design tools development,
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and so on. Specific questionnaires will be designed to request information from all Canadian universities. All the engineering and industrial design schools and colleges in Canada will be contacted for graduates (Masters and Ph.D) thesis information including past and present graduate students. We also want to include as much information as possible such as thesis abstracts in the database.
D5 - Evaluation Methods & Examination Materials. Notebooks etc.
Lead Contributors: Andrew Fisher, Memorial, Ron Venter, Toronto & Ian Yellowley, UBC
Objective of the Activity: To provide comparative information on methods of design evaluation and assessment formats. To compile data on examinations both written and oral as well as promote the use and value of design notebooks and of electronic pads.
Descriptor of the Activity:Assemble information on the various approaches being employed in the systematic evaluation of team design projects to include the assessment by team members of fellow members; grading of oral presentations of teams by insiders as well as outsiders unfamiliar with the project; optimum team size for various projects, interim reporting formats; holding to planned schedules; feedback from students on the value of project and design based learning as compared to engineering science formats etc. Develop a compendium of examination formats and questions that have been specifically developed for design related courses. Formats, such as case study comprehension reports, followed by a series of questions on the design as well as the subjective constraints are in short supply. Similarly, examination questions that build on QFD data requirements or even multiple choice questions are time consuming to prepare and can be available to C-DEN participants.
Promote the use of the design note book and or electronic note-pads to record networking and information exchanges.
Implementation:A small pilot study involving three university participants will be undertaken to prepare a matrix of information on how best to assess most, if not all, design evaluation approaches. This skeletal data will form the basis to build a convenient means for input from all other participants. On the examination file compendium, a standard but representative design course examination paper will be requested from all C-DEN participants. Individual questions will be broadly categorized, as above, and shared with participants on the web site. Based on this information, individuals will be invited to submit new questions on particular topics related to their specific experiences.
D6 - Listings of Texts, Publications, Patents
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Lead Contributors: Ian Yellowley, UBC, Peihua Gu, Calgary & David Bonham, UNB
Objective of the Activity: To develop a database of design engineering textbooks, publications and patents. This would serve as a reference resource for the entire network and sponsors and industrial partners.
Descriptor of the Activity:The lists of the text and reference books in design and related subjects will include all the books available in the field. Publications in design engineering will be divided into two sections: Canadian authors and non-Canadian authors. Patents would be primarily focused on Canadian inventors in design engineering and related fields. The activity includes the following tasks:
categorize the text and reference books for easy access and search. categorize the publications for easy access and search. categorize the patents for easy access and search. request books (last 20 years), publications (last 10 years) and patents (last 15
years) information in design engineering from all Canadian engineering and industrial design schools and colleges
develop a web-page for this Activity
One of the C-DEN mandates is to share the resources for design education and industrial collaborations in design engineering. The first step towards the goal is to establish a database which stores all the important information relating to text and reference books, publications and patents in design engineering. The book information will be useful for selection and evaluation for undergraduate and graduate courses for all Canadian universities. The reference books would be useful for design education, research and industrial partners. The publications provide the research and development information so that all graduate students and their supervisors would be able to access and develop collaborative projects and/or relationships based on their research interests. The patent listing will be useful for technology transfer. Industrial partners will quickly learn what inventions that Canadian researchers have developed and access for possible technology transfer and/or collaborations.
Implementation: The information gathering starts by first defining information categories. Specific questionnaires will be designed to request information from all Canadian universities. All engineering and industrial design schools and colleges in Canada will be contacted for textbooks, publications and patent information. Contact with all major libraries, design studios, societies as well as publishers will be established. This information will be available on the C-DEN web-site.
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Activity E: Innovation in Design Methodology and Education:
E1 - Research
Lead Contributors: Ian Yellowley, UBC, Peihua Gu, Calgary & David Bonham, UNB
Objective of the Activity: To collect information of the current research and graduate projects undertaking by Canadian researchers in design engineering, and then identify the research topics and programs which are important for collaborative research involving members of C-DEN and industrial partners.
Descriptor of the Activity:Compilation of the current research interests of the C-DEN members and information on research projects that the C-DEN members are working on. Identification of industry interests to be addressed. Effort will be directed to research and assemble the important and promising research topics relating to artifacts, design process, design theories and methodologies, design tools and design case studies. The design research information will be made available on the web-site.
The activity includes the following tasks:
request research and development projects and research interests from all C-DEN members across Canada.
categorize the research interests, topics and projects to organize the information. search and analyze design research topics which are important for collaborative
research efforts.. develop the web-page for this Activity
This information would be very useful for Canadian industry who could access the expertise and identify potential collaborators in universities.
Implementation: The information gathering starts by first defining information categories. Specific questionnaires will be designed to request information from all Canadian universities. All the engineering and industrial design schools and colleges in Canada will be contacted for their research interests, research projects and potential research topics. The same requests will be sent to industrial partners and research institutes. Some organization and research are needed to finalize the research programs and topics.
E2 - New Program Developments
Lead Contributors: Ron Venter, Toronto, Peter Frise, Windsor, Ian Yellowley, UBC, & Peter Wild, Queen's
Objectives of the Activity: To develop new design programs which encourage the broad practice of design, use the process of Design as a vehicle for the teaching of
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Engineering Science, and involve industry to a greater extent through the use of real industrial design problems and co-supervision of courses.
Descriptor of the Activity:This activity is designed to evaluate several levels of innovation in the teaching of design and the use of Design as a method of teaching engineering. At the most basic level the activity will encourage and support the development of Programs where students are exposed to wide ranging industrial Design problems as part of their senior undergraduate education. There are several good examples of this within the network already, (e.g. MMO's Connections Program at University of Toronto, Queens, Western etc). We will attempt to build from these models and propagate the best practices through the network.
The activity will also support, as a relatively new initiative the organization of a series of Masters level design based Programs. Again developing models of this within the network such as the proposed Advanced Design and Manufacturing Institute initiative being developed within some Ontario Schools. The Programs envisaged are "design based" and will likely, in the first instance be focused on areas identified for specialization, (environmental design, product design and electronic packaging). The research undertaken by these students will be based upon real industrial design problems. It is envisaged that supervision of students will require a team approach with representatives from both University and industry. It is also expected that the students involved will be supported by industry, clearly many of the sponsoring companies will choose to employ these students after graduation.
The activity will seriously examine the practicality of developing new approaches to undergraduate education based on design, with engineering science being acquired as necessary to undertake increasingly technical design problems. Clearly, this has much in common with approaches based upon problem based learning, however one needs to ensure that the student is not only exercising critical thought in the synthesis of knowledge, but is also exposed to the breadth of real world design. Such programs would be ideally shared over the C-DEN network so that one could afford the cost of developing the design databases and engineering science courses in a web based format. The presence of a modern, browser based environment for both design and reference, is central to the success of the program which would be based upon a flexible study schedule in a studio type environment. It is also envisaged that these students have a very high "laboratory" component, and be required to fabricate and test the prototypes of their own designs.
Implementation:The first step must be to involve a group of innovative Canadian companies in this endeavor. These companies would be charged with the provision of advice, real problems for students, joint supervision and in some cases direct support for specific development tasks.
The next stage would see the mounting of a network based, cross discipline, industrially based capstone design project. It is envisaged that faculty members from several nodes
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will be involved in helping a particular project develop; prime supervision will reside with the local faculty member and industrial sponsor.
The industrially supported graduate programs will be driven by the areas of focus i.e. product design, electronic packaging etc. Suitable industrial projects and support for this activity will be sought from industry partners. Mechanisms for attracting the very best students, for ensuring adequate supervision, and a continuing high standard of examination will be developed.
The most ambitious aim is that of formulating and moving to define a design based undergraduate program. This could be initiated by bringing together a select group of new graduates to participate in a common design term [May to August]. Such a Design Term would focus on the integration of design and manufacturing work experience and could be hosted, on a cost recovery basis, by industry working in collaboration with C-DEN members. IRDI in Midland and Tekdata in Montreal have expressed a strong interest in working with C-DEN on this initiative. Subsequent developments could result in a smaller set of Universities working within C-DEN to build on this experience and to offer a design program in which students were exchanged among Universities to benefit from the various design expertise across the country.
E3 - Entrepreneurship
Lead Contributors: Roy Pick, Waterloo & Andy Fisher, Memorial Objective of Activity: To foster an entrepreneurial spirit in both faculty and students
involved in the engineering design process. This is in recognition that design activities are fundamentally involved in wealth generation and that problem solutions have to fit in a commercially, socially and environmentally viable context. The activity would promote various aspects of entrepreneurship and provide information, web sites, points of contact, to graduate and undergraduate students with commercial aspirations. Where possible, interaction with the private sector and business faculties will be encouraged.
Descriptor of the Activity: development of a web site to provide information on entrepreneurship, including
links to other applicable web sites and a list of courses, etc., available to interested faculty and students.
development of modular seminars on aspects of entrepreneurship (and intrapreneurship). These seminars could be locally attended, broadcast through the C-DEN network and archived as a permanent resource for entrepreneurial education.
links would be established between C-DEN and existing groups focusing on entrepreneurship to determine potential synergies. Given the wide range of existing groups from student clubs to Design Chairs, the specific outcomes of this initial activity will need to be developed over time. Sponsorship would be
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sought for recognition of entrepreneurial design activity e.g. student entrepreneur of the year, etc.
development of a system to encourage realistic, multi-disciplinary, entrepreneurship. An example of this would be a competition requiring completion of both the technical design and the business planning aspects of a fairly simple product. This activity could be based on industry generated market opportunities. Other potential interaction would have the private sector involved in evaluating the results. Teams could be expected to include both engineering and business students who would learn a great deal from each other in the process.
development of a forum for interaction between designers and investors. This would be universally accessible and would provide an opportunity for designers (students or faculty) to connect with investors. Designers could attempt to lure investment in their concepts and investors could identify business opportunities requiring design input. Specific arrangements would be left to the individuals involved, but the activities would improve the picture on commercialization of intellectual property developed in the country. Success stories would be published where possible.
E4 - Faculty Development
Lead Contributors: Peter Frise, Windsor & Andy Fisher, Memorial
Objectives of the Activity: To pursue mechanisms for the systematic provision of opportunities and resources for the development of faculty across the country in support of design education and research. This is in response to the recognized challenges in recruiting faculty with any significant design experience and the expressed needs of faculty currently teaching in design areas.
Descriptor of the Activity:Faculty development is the key to enhancing Canadian engineering design education output. It is clear that any positive impact on faculty capabilities will be quickly reflected in all levels of teaching and research. Many of the proposed activities under the C-DEN initiative will offer passive opportunities for faculty development. This particular activity is designed to offer much more direct support for faculty development and to underscore the importance of the professorate in achieving the C-DEN mandate. The industrial sector will be a valued partner in this activity since a key activity will be to seek out designers in industry who would want to actively contribute to C-DEN and who might even be potential NSERC Engineering Design Chairs in the future within or collaborating with universities.
Implementation:Design courses / focus groups will be developed specifically to enhance the capabilities of the design professorate. These activities will directly involve industrial partners. While directly accessible to some participants, the material would be broadcast across the C-DEN network and archived for reference and new faculty. The materials developed
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and delivered would likely cover a very wide range of topics and be offered under various formats. Examples of generic areas might include Design for Manufacturability / Assembly or Life-cycle Design and how to teach these concepts. More specific activities might include activities such as a two-day focus group on the product realization process as implemented within a particular company.
Development of a nationally recognized "engineering design educator" designation. This would provide recognition for the effort, time and resources which individuals will necessarily put in to professional development and would offset the lack of internal credit/reward for such activities.Development of the requirements of such a designation would require a great deal of discussions and a broad and flexible framework. However, it would provide a metric which would enable students, industry, NSERC and the CEAB to determine the degree to which design was a focus of the faculty in general and of a particular faculty member in a particular university.
Development of a system which provides opportunities for collaborative design efforts across discipline and university boundaries. Such initiatives would provide experiential development for the faculty involved. An example might be industrially sponsored design competitions open to teams of faculty members across the country. While universities in the Canadian industrial heartlands can solicit relevant design problems through local activity, this opportunity is not as available to numerous faculties located in areas of Canada. To this end, a mechanism will be identified to provide the opportunity for interested faculty members to participate in industrially relevant problems in order to gain design experience.
Development of short-term, project-based work attachments for faculty to gain insight into company design practices and to enhance communication between universities and the private sector. The opportunities could be offered competitively with the private sector client determining the best fit for their requirements. This activity will provide a framework to solicit these opportunities and communicate them to the membership.
Faculty members who do not have significant industrial experience would benefit greatly from periods of attachment with the private sector in a design capacity. This could be as part of an internal team or as a consultant to an internal team. The potential rewards of this direct interaction between sectors, through enhanced understanding and increased communication, are significant. which project teams from different universities (and possibly industries) could collaborate requires dynamic information exchange, which in turn requires effective and uniform ways of communication.Engineers face challenge when writing and making oral presentations. These activities can take on many different forms and it is increasingly important that engineers be able to recognise the target audience and deliver their message appropriately. In today’s working and social environment information flow is a significant determining factor of success of industries and businesses. The simple possessing of information is inadequate to ensure business success. Information must be disseminated within a company and to clients in an
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effective manner and new information must be collected or generated where appropriate. This new way of interaction between different branches of an industry and different companies requires a great deal of communication in all forms.
Summary Chart of all Activities and Lead Contibutors:
ACTIVITY # DESCRIPTOR of ACTIVITY LEAD
Activity A: The Enhancement of Design Skills Denis ProulxActivityA1
Communication Habab Benabdallah, Chris Mechefske
Activity A2
Team Skills Development Tools Denis Proulx, Joe Pegna
Activity A3
Design Process and Methodologies Denis Proulx, Peter Frise,Atef Fahim
Activity B: Development of Design Lecture Components Peter FriseActivity B1
Guest Lecture Series Peter Frise, Ron Venter
ActivityB2
Case study library Peter Wild, Joe Pegna
Activity B3
Lecture Modules Al Post, Rene Mayer
Activity B4
Industrial design modules Brian Burns
Activity B5
In-class Demonstrations Peter Wild
Activity C: The Formulation of Design Projects Brian BurnsActivity C1
Categorization of First & Second Year Projects; A library of projects
Peter Frise, Ed Jernigan,Duncan Newman
Activity C2
Categorization of Third and Fourth Year Projects: Design Tools Atef Fahim, Bernard SanschagrinRon Venter
Activity C3
Design Competitions Roy Pick,Anh Dung Ngo
Activity C4
Industry Specific Projects Roy Pick, Ron Venter, Peter Wild, Joe Pegna
Activity D: Design Database and Resource Sharing Peihua GuActivity D1
Resource Database of Facilities, Software etc. Alan SpenceAtef Fahim,AndrewFisherJoe Pegna.Fil Alustri
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Activity D2
Interactive Network Applications Allan Spence, Fil Salustri,Joe PegnaAndrew Fisher
Activity D3
Gallery of Successful Projects Brian Burns, Denis Proulx
Activity D4
Graduate Students, Graduate Registry Ian Yellowley, Peihua Gu,David Bonham
Activity D5
Evaluation Methods & Examination Materials. Notebooks etc. Andy Fisher, Ron Venter,Ian Yellowley
Activity D6
Listings of Texts, Publications, Patents Ian Yellowley, Peihua Gu, David Bonham
Activity E: Innovation in Design Methodology and Education Ian YellowleyActivity E1
Research Ian Yellowley, Peihua Gu.,David Bonham
Activity E2
New Program Developments Ron Venter, Peter Frise, Ian Yellowley, Peter Wild
ActivityE3
Entrepreneurship Roy Pick, Andy Fisher
ActivityE4
Faculty Development Peter Frise, Andy Fisher
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APPENDIX 4
LETTERS OF SUPPORT
University of AlbertaUniversity of British Columbia
The University of CalgaryCarleton University
Concordia UniversityDalhousie University/DalTech
École de technologie supérieureUniversity of GuelphLakehead UniversityLaurentian University
Université LavalUniversity of Manitoba
McGill UniversityMcMaster University
Memorial Univ. of NewfoundlandUniversité de Moncton
University of New BrunswickUniversity of OttawaÉcole Polytechnique
Université du Québec à ChicoutimiUniversité du Québec à Rimouski
Université du Québec àTrois-RivieresQueen’s University
University of ReginaRoyal Military College of CanadaRyerson Polytechnic University
University of SaskatchewanUniversité de Sherbrooke
University of TorontoUniversity of VictoriaUniversity of Waterloo
University of Western OntarioUniversity of Windsor
Metals and Manufacturing Ontario
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