The following is the pedagogical approach that will be adhering to: “Bloom’s Taxonomy”.
The steps in this approach are as follows:
Critical thinking is essential to identify the unobvious facets of a situation, which when evaluated with a feel for numbers, makes practical sense. Visualization can not be limited only to drawing and reading. It could be figuring out how a mechanism works or the stress distribution in a complex geometry. Problem solving is the ability to connect varied facets of a situation, after identifying via critical thinking and visualizing. The traits must be complimented by knowledge of design process, engineering materials and basic familiarity with assembly and manufacture. Thus our pedagogies build a holistic engineering skill.
Developed in-house, this is a powerful pedagogy based on the philosophy that problem solving is easier than problem coining. A simple concept of the Poisson’s ratio is related to several engineering applications be it a pipe joint, geology, finite element method, plates, composites, or a rotating bolted joint. This makes learning integrated and holistic which is the expectation of an industry. To explain one situation “When a Poisson’s ratio assumes a value 0.5, the bulk modulus becomes infinite, locking the volumetric response”.
This pedagogy is designed from practical analysis. Viewpoint of an interference fit – the loads must be identified which is followed by material modelling. The next step is to analyze the integrity of the fit either via an XLS or a detailed finite element analysis. Certain failure modes, such as fretting, must be analyzed with component history and liaising with manufacture and assembly teams during the design phase.
- 28 Gamified Assessments
- 250 plus concept checks
- 49 interview questions and solutions (in line with OEM and research lab requirements)
- 210 industry bench marking situations that effectively map traits such as: engineering visualization, critical thinking and design intent
|Original engineering thinking||In new product development as the boundary conditions, materials, loads and operating envelope can significantly change to analyse situations||This is achieved via analysis of unobvious facets of real-time case studies.|
|Ability to create 1D physics models||In order to understand system/component behaviour and analytical relationship is needed||This is achieved via structural situations designed to develop mathematical modelling skills.|
|Engineering visualization (spatial, mechanical and abstract/mathematical)||Be it geometric tolerances, load path or complex stress pattern, all demand powerful visualization||This is achieved via analysis of tolerance stack-up, result interpretation|
|Creativity and problem solving||In new product introduction (NPI), many components change the architecture radically||This is achieved by concept sketching for new situations that demand original idea generations.|
|Engineering communication and behaviour:||Generally, an organizational hierarchy, that is multicultural, demands efficient engineering communication coupled with behavioural etiquettes||This is achieved via detailed best practices and mock situations designed for OEM and research lab.|
From Academic aptitude to Industry skill definition. These assessments are designed to qualify ideal aptitude requirements to handle industry relevant structural mechanical problems. The evaluations are conducted in stages incepting from basic academic situations, where facts and concept registration is checked, to gradually increasing in level of complexity. Finally it assesses real time engineering skills.
|Level||Type of evaluation||Purpose of design|
|Level 0||Concept registration||It is designed to test factual understanding|
|Level 1||Gamified (unique fun based learning)||It is designed to test the ability to visualise without the aid of mathematics|
|Level 2||Summative assessment||It is designed to test concept application and ability to compute|
|Level 3||Service industry-Benchmark||It is designed to check routine design hand calculation skills|
|Level 4||Concept mapping : 42 concepts are mapped via 164 questions||
It is designed to check the critical traits from an industry perspective.
|Level 5||OEM and Research Benchmark||
It is designed to check the critical traits needed for new product development.
|Basic||Fundamentals of simulation||It checks the familiarity of the candidate with simulation tool for efficient application of the same|
|Advanced||Proficiency in simulation culture||
This is designed to evaluate