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Strategic Design Engineering: A Contemporary Paradigm for

Engineering Design Education for the 21st Century

Farrokh Mistree L.A. Comp Professor School of Aerospace and Mechanical Engineering,
University of Oklahoma, Norman, Oklahoma 73013 e-mail: farrokh.mistree@ou.edu

Abstrak
Based on the premise that the purpose of engineering education is to graduate engineers
who can effectively balance two very different thought paradigms, design thinking and
analytic thinking, this article briefly reviews the history of design in the engineering
curriculum. The many different conceptualizations of design thinking are then detailed,
underlining both the importance of design thinking and why its is hard to teach and to
learn. Different pedagogical models for teaching design are explored next, along with
available assessment data on their success, including project-based learning (PBL), first-
year cornerstone courses, capstone courses, and globally-dispersed PBL courses. Design
engineers will increasingly be called on to serve different segments of the global product
value chain associated with the realization of complex systems. Hence, in this editorial, I
focus on the education of Strategic Design Engineers—engineers who are adept at
conceiving and realizing engineered complex systems and balancing technical realization.

The preliminary analysis of the pre-test results between the two experimental
groups 1 drew a projection of the American system and the experiment group 2 drew a
projection of the European system suggests that the original capability of the two
experimental groups is the same. And in the absence of the original capability, the two
groups of experiments have met the criteria for further research.
The result of learning the student's ability to understand the projection image in both
experimental groups is the experiment group
1 drawing a projection of the American system and experiment group 2 drawing a
projection of the European system increases after treatment with video cad. This agrees
with what anni DKK implies that learning results are changes in behavior that learners
acquire after learning activities.
The learning activity is a form of learning treatment using a video cad.
 The improvement between the two groups of experiments is also similar to the
previous study of projected images by anam concluded that the use of lecture methods
accompanied by animated media has led to better averages than the normal lecture study
method approach that has been used by most of the technical drawing teachers.
Comparison of this study and previous research that distinguishes is the treatment done
where in previous studies using animated media study while in this study USES video
cad study. But if you look deep into that animated media is actually part of the video.
This according to what the video vehicle brings is a series of animated clip files, audio
files and image files made by animation and then edited, edited and affected. So that the
agreement can justify that learning media use mainly video cad can enhance students'
ability to understand projection images.
The use of video cad in presenting the picture's projection material can provide more
insight and learning motivation because inside a video cad contains a more attractive,
more vivid, audio or picture display. In addition to video cad described the construction
of three-dimensional workobjects, the view of the field of action and the picture of its
own projection.
Europe. Each video cad, the illustrated projection by determining a picture view,
proportionately placing the picture, conferencing picture lines and measuring readings.
In the rendering of a picture picture, the picture described is a picture of a front view, a
picture of a right sideview andan upper view.
This amplifies what was proposed To project objects on the projection field, as if
they were drawn to the projection field.
Thus, when the projection fields are opened, the front view will be up, the top view is up,
the right side view is on the right side, the left side view is on the left side, the bottom
view is below, and the back view is on the right of sam-ping on the right.
Instead of a post-test descriptive analysis of the experiment group 2 drawing a projection
of the European system, it showed a result lower than that of the experiment group 1
drawing a projection of the American system. This is possible because European system
projections had little understanding of the position of the system's projection views
Europe
destination

 make it easier for students to read design drawings

 improve the quality of the old version to the new with research on design progress