Authors: Shinichiro Haruyama; Sun K. Kim; Kurt A. Beiter; Gerard P.J. Dijkema; Olivier L. De Weck
Addresses: Graduate School of System Design and Management, Keio University, Room C6N12, 4-1-1, Hiyoshi, Kohoku-ku, Yokohama, 223-8526, Japan ' Graduate School of System Design and Management, Keio University, Room C6N12, 4-1-1, Hiyoshi, Kohoku-ku, Yokohama, 223-8526, Japan ' Mechanical Engineering Department, Stanford University, Building 530, 440 Escondido Mall, Stanford, CA 94305-3030, USA ' Energy and Industry Group, Delft University of Technology, Jafflaan 5, room: a3.260, 2628 BX Delft, The Netherlands ' Department of Aeronautics and Astronautics and Engineering Systems Division, Massachusetts Institute of Technology, Building E40-261D / 33-410, 77 Massachusetts Ave., Cambridge, MA 02139, USA
Abstract: Active learning project sequence (ALPS) is a new education curriculum that emphasises team project-based learning based on design thinking and systems engineering methodologies along a 'V-model' roadmap. Throughout six months, students identify requirements and propose solutions as product-service systems. The multi-university faculty team come from Japan (Keio University), USA (Stanford University and MIT), and Netherlands (TU Delft). Each year, the course selects a social theme such as 'enhancing senior life in Japan' (2008), 'creation of sustainable community' (2009), 'safety and security' (2010), and 'symbiosis and synergy' (2011) to guide projects. Since 2010, the teaching team invited companies, government and non-profit organisations to propose projects based on the social theme. Final deliverable is an in-depth analysis and recommendations based on the latest insights using design methodologies. By proposing an ALPS project, proposer organisations can encounter fresh, innovative ideas from the mixed student body of multinational/cultural/professional backgrounds and experience sophisticated system design methods.
Keywords: design thinking; voice of customers; voice of society; V-model roadmap; active learning; team project-based learning; scenario development; multidisciplinary teams; systems engineering; culture; cultural backgrounds; multinational backgrounds; professional backgrounds; engineering education; social themes.
International Journal of System of Systems Engineering, 2013 Vol.4 No.2, pp.162 - 173
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