Analysis vs. Design: Why the Versus?

Christopher D. Pionke, Elaine Seat, and J. Roger Parsons
The Jerry E. Stoneking Engage Program, Engineering Fundamentals Division
University of Tennessee, Knoxville, USA
E-mail: cpionke@utk.edu

Abstract:
It is the position of the authors that `Analysis’ and `Design’ should be taught as complementary skills rather than competing ones. Furthermore, the authors believe that the instructors of most (if not all) engineering courses should teach analysis and design skills and methodologies in a simultaneous and integrated manner. This paper outlines the efforts of the Engage program to integrate design and analysis in the freshman engineering curriculum at the University of Tennessee. Details of the curriculum structure and the process by which the integration of design and analysis is achieved are presented. Discussions of quantitative and qualitative assessment techniques and results as well as intended future initiatives are also presented.

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