The design pyramids

The learning pathway PS&D has been designed by the Faculty of Engineering Science of KU Leuven, and is built in function of the design pyramids shown in figure 1. Designing has been defined as follows:

Designing is a structured process in which, after analysis of a technical and/or socio-economic problem, knowledge and science is applied and/or developed in order to create new or improved products, processes or systems. Several variants need to be lined up, evaluated, validated and optimized to achieve a usable end result with clear added value that meets several clearly defined constraints or boundary conditions.

Figure 1: Design Pyramids

Our design pyramids, based on Davis et al. (1996), have operationalized this concept, showing the different steps of the design process that are involved. These are described in more detail below.

At the top left of the pyramid we have Information gathering. This includes identifying, locating and obtaining the required data, learning to use the university library, conducting searches of literature, use data bases and other sources of information. It also includes an appreciation of the different sources of data and a critical evaluation of the information found.

At the top right of the pyramid we find Problem Definition. This includes the identification of the problem, detection of the technical and non-technical requirements, and as such clarifying the specification. Students must also take into account societal, health and safety, and environmental constraints. In some cases also commercial constraints are taken into consideration.

In the middle of the main pyramid lies the heart of the designing process which is iterative and may comprise many cycles! It generally consists of:

 Generating ideas. Students are taught the techniques of brain storming, and are encouraged to hold such sessions, using a board to gather and consolidate their ideas. They are encouraged to be creative, to bring together different ideas to generate new concepts, and to develop new and original ideas and methods. They always need to integrate knowledge from different branches, taught to them in different courses, and to combine theory and practice.

 Calculating, schematically representing diagrams, modelling, experimenting. Students are taught to make sketches, and to model according to rigorous techniques, using state-of-the-art modelling tools. Students have to select and apply relevant analytic and modelling methods, including mathematical analysis and computational modelling. They learn how to conceptualize engineering models, systems and processes. Students have to design and set up practical experiments and collect the appropriate data from these experiments. Workshop and laboratory skills must be applied. Computer simulations can be used where experiments are not feasible.

 Evaluation and decision. Of crucial importance is the critical evaluation of results. The recorded experimental data must be interpreted. The designs must be assessed. Students learn to evaluate their choices and are asked to describe their arguments pro and contra. They have to critically compare different options and solutions. They learn to draw the necessary conclusions, which might lead to redefining the problem and/or the need to generate new ideas. Most often a new iteration of the design process needs to be executed.

 Construction/Realization. In the learning path, there is also room for the development, implementation and realization of the designs made. Often students will build a prototype. They will need to select appropriate equipment, materials and tools, they will need to consult technical literature, codes of practice and safety regulations. It will be important to understand applicable techniques and methods, and their limitations. Students might need to investigate the application of new and emerging technologies. Also here workshop and laboratory skills will need to be applied.

The large design pyramid rests on two smaller pyramids, which are indispensable in the whole of problem solving and design. The left one is about communication and closely cooperating in a group. Students are actively coached in this process. They learn to hold formal meetings, using an agenda and writing minutes. They alternate in taking the lead in such meetings. They learn to function effectively as an individual and as a member of a team. Peer evaluation is used to give feedback to the students about their functioning. In PS&D3 some groups are composed of different disciplines and levels, where our students and students from the faculty of industrial engineering work together on a project.

For all projects written reports need to be written, often an oral presentation is also required. For PS&D3, a demonstration day is organized for the public at large, and students need to orally report on their project. In some master projects, multicultural/international groups are formed, giving the students the opportunity to work in an international context. Attention is paid to the critical attitude of the students: do they see the limitations of their design, and can they give the necessary arguments for the choices they made during the whole process.

For the aspects of technical reporting, the Faculty established a specific learning path. A website about technical reporting across the engineering curriculum (https://eng.kuleuven.be/english/education/reporting/) offers advice and good practices, grading criteria and feedback sheets, both for written as for oral communications. These are used in the PS&D learning path, but also in other courses of the engineering program, and for the master thesis.

The right pyramid upon which the main design pyramid is resting, concerns project management. From the first PS&D, emphasis is put on planning. The projects always span a large time frame, from several months to a whole semester, to a whole year. Furthermore, as the work is done in teams, planning should be done both in time and in human resources. Financial resources are part of PS&D2: students get a budget for the realization of their prototype. Also risk management is taken into account. Next to project planning and management, students are asked to demonstrate awareness of health and safety issues. Sometimes economic and legal issues should also be taken into consideration.

4 Learning outcomes and quality assurance of the PS&D learning