Keywords and Phrases
Risk in Early Design (RED)
"When engineers retire, they take their expert knowledge with them. Preservation of this expert knowledge in a usable form is beneficial for the advancement of any engineering field. Risk in Early Design (RED) is one method for preserving expert risk analysis knowledge. The first purpose of this paper is to examine the usability of RED when incorporated with a hybrid problem-based and just-in-time inductive teaching method for failure analysis instruction. The second purpose of this paper is to propose and perform steps toward verification and validation of the RED methodology and implementation. Evaluation metrics were developed, and several of these evaluation metrics were gathered in a case study. This case study was performed in a sophomore level lab class at the Missouri University of Science and Technology in the fall of 2010. The lab was designed to assist in teaching mechanics of materials, and was composed of approximately 200 students. Lab questions and a questionnaire were used to determine the students' ability to assess and mitigate risk both with and without this teaching method. The questionnaire was also used to prioritize and uncover usability issues with RED, and initial improvements were made to the RED application based on this feedback. While students were unlikely to produce an accurate failure mode assessment with or without the teaching method, results showed that students were using RED to aid their failure assessments"--Abstract, page iv.
Grantham Lough, Katie, 1979-
Murray, Susan L.
Engineering Management and Systems Engineering
M.S. in Systems Engineering
Missouri University of Science and Technology
Journal article titles appearing in thesis/dissertation
- Evaluation of risk in early design's usability in failure analysis instruction
x, 63 pages
© 2010 Ryan Michael Arlitt, All rights reserved.
Thesis - Restricted Access
Library of Congress Subject Headings
Instructional systems -- Design
Instructional systems -- Evaluation
Print OCLC #
Electronic OCLC #
Link to Catalog RecordElectronic access to the full-text of this document is restricted to Missouri S&T users. Otherwise, request this publication directly from Missouri S&T Library or contact your local library. http://laurel.lso.missouri.edu/record=b8544727~S5
Arlitt, Ryan Michael, "A hybrid problem-based and just-in-time inductive teaching method for failure analysis instruction" (2010). Masters Theses. 4457.