Developing A Framework For Disassemble/Assemble/Analyze (Daa) Activities In Engineering Education

Abstract NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Developing a Framework for Disassemble/Assemble/Analyze (DAA) Activities in Engineering Education Abstract Disassemble/Analyze/Assemble activities (DAA), commonly referred to as dissection and reverse engineering, are found throughout undergraduate engineering curricula in the United States. They involve the disassembly, analysis and assembly of an artifact or process, adding ‘hands-on’ active learning components to the curriculum. Dissection and reverse engineering have been used interchangeably in the engineering education literature, and in course titles. We, however, view dissection and reverse engineering as two different terms, each representing different roles, objectives and outcomes in engineering education. In the context of current DAA activities, we present an organizational framework that places dissection and reverse engineering in the context of desired educational objectives and outcomes. 1.0 Introduction Disassemble/Analyze/Assemble activities (DAA), commonly referred to as dissection and reverse engineering, are found through undergraduate engineering curricula in the United States. These activities are used to meet, amongst others, one of the recommendations from the Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL) workshop: “The traditional educational ideology where knowledge is considered as some kind of material substance and good teaching as the efficient transmission of knowledge from (lecturing) teacher to (passive) student, will no longer serve. Reform of engineering education, if it is to meet the challenge of today’s professional needs, must open up the curriculum to enable active learning. One way to achieve this is through the infusion of design and open-ended experiences throughout the curriculum.” Dissection and reverse engineering both respond to this call by involving the disassembly, analysis and assembly of an artifact or process, adding ‘hands-on’ active learning components to the curriculum. Incorporation of DAA activities into the engineering curriculum has been used to achieve several disparate goals. The proposed model, based on a review of the educational, identifies four main goals: to expose, to inspire, to enquire and discovery. The model and each of these outcomes is explained in detail in the following section. 2.0 Framework for Disassemble/Assemble/Analyze (DAA) Activities in Engineering Education Dissection and reverse engineering have been used interchangeably in the engineering education literature, and in course titles (for example refs1-4). We, however, view dissection and reverse engineering as two different terms, each representing different roles, objectives and outcomes in engineering education. In the context of current DAA activities, we present an organizational framework that places dissection and reverse engineering in the context of desired educational objectives and outcomes. 1