The Economic Principles of Engineering Design (A Workshop)

工程学院强化研讨会：工程设计的经济原则人们普遍认为，产品生命周期内总成本的70%-80%是在概念/初步设计期间确定的。然而，在美国的大多数工程课程中，设计活动对产品最终成功(或失败)的影响并没有完全与经济学结合起来。这个工作坊的使命是通过“教育工程教育者”如何在本科课程中整合经济学和设计来解决这一缺陷。因此，我们的主要目的是提供一个工作坊，将有关工程设计经济学的知识传授给所有教授设计密集型课程的工程学教师。这些知识部分来自国家科学基金会为期三年的多学科、多机构资助，题为“将经济学原理与本科课程中工程科学部分的设计相结合”(DUDE-9155917)。1996年期间，NSF的UFE方案资助了两个为期三天的讲习班和一个为期一天的后续讲习班。鉴于1996年有关“工程设计的经济原则”的工作坊反应热烈，我们将在1997年增设两个工作坊(每个工作坊为期两天)。每项活动的参加人数将限制为25人，以鼓励与研讨会讲师进行对话和深入互动。在这些讲习班之后，将于1998年举行为期一天的座谈会，在讨论会期间，在各自机构实施这些想法的学员将讨论与讲习班所介绍的课程有关的教学经验和课程问题。

An Engineering Faculty Enhancement Workshop on: THE ECONOMIC PRINCIPLES OF ENGINEERING DESIGN It is widely accepted that 70-80 percent of a product's total costs over its life cycle are determined during conceptual/preliminary design. Yet the impact of the design activity upon the ultimate success (or failure) of a product is not fully integrated with economics in most engineering curricula across the United States. The mission of this workshop is to address this shortcoming by "educating the engineering educators" in how to integrate economics and design in the undergraduate curriculum. Our central purpose, therefore, is to provide a workshop to transfer knowledge regarding the economics of engineering design to all engineering faculty who teach design-intensive courses. This knowledge was gained, in part, from a three-year multi-disciplinary, multi-institutional National Science Foundation grant entitled, "Integration of Economic Principles with Design in the Engineering Science Component of the Undergraduate Curriculum" (DUE-9155917). During 1996 two three-day workshops and a one-day follow-on workshop were funded by NSF's UFE program. In view of the strong reception for our 1996 workshops dealing with "The Economic Principles of Engineering Design," we will offer two more workshops in 1997 (each 2 days in duration). Participation in each will be limited to 25 individuals in order to encourage dialog and in-depth interaction with the workshop instructors. These workshops will be followed by a one-day colloquium in 1998 during which teaching experiences and curricular issues associated with courses presented in the workshop will be discussed by participants who have implemented these ideas at their respective institutions.