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2008 LESSONS LEARNED

2008 LESSONS LEARNED. EXIT QUESTIONAIRE RESULTS. E/ME 105 STUDENTS.

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2008 LESSONS LEARNED

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  1. 2008 LESSONS LEARNED EXIT QUESTIONAIRE RESULTS

  2. E/ME 105 STUDENTS 80% of the students came from the mechanical engineering division at Caltech and the Industrial Design departments at the other two schools. There is always a small percentage, less that 20%, joining in from Biology, Physics, Mathematics and the like sciences from Caltech.

  3. Results of Exit Questionnaire (100% participation) Student’ perception of the class. Its potential to “make in difference”. Its significance to student Students’ assessment of class resources (including educational elements, materials, lecturers) Students’ critique of the syllabus.

  4. Student’s enthusiasm and commitment 90% (26 students of the 29 participating students) affirming “yes, they would recommend this course to others”. There wasn’t a single “no”; two people responded “sort of”. Commitment to projects: 21 students (72%) planning on continuing their project.

  5. Additional lessons and resources Project ideas from earlier class iterations Research trip to Pasajquim The importance of early field work during the class period by Landivar students. Learning from the success of the first E/ME105 product sales (corn sheller) Relationship with multinational export company (Maya Pak)

  6. More innovations and additions… Maya rural university student’ participation Addition of paid Field Coordinator for coordination, communications and follow up Caltech Y partnership experience A grant from donor and matching grant from Caltech Break through participation (One of Landivar student came up with a creative “tricycle” design) for IMI wheel chair development

  7. Student Expectations for the class

  8. At mid term

  9. At the end of the class • Average fulfillment of expectations 8/10 • Lowest grade 7/10 • Highest grade 9/10

  10. Most interest for

  11. “What suggestions do you have to improve the interactions with our customers/partners/teammates?” • More than 70% of students, responded with a desire for improved focus on teamwork.

  12. Their answers also help identify other relevant issues:More balanced teams • Students consider the methodology of forming teams should produce more balanced teams. One idea to achieve this goal is to ask students to come prepared to first class to give a short (5 minute) presentation of their previous work/research and deliver a virtual portfolio.

  13. Need a more effective bridge… • They perceived as important to have a more effective and reliable “Field Coordinator” who would act as bridge between village and teams, with more language skills and guidance from local NGO

  14. More direction, guidance • Interaction with instructors and mentors should be more organized since students recognized that other than the schedule time around midterms, there were few times they called for assistance. They expressed interest for better communication and a calendar of mandatory appointments.

  15. Balanced Syllabus • Goal: A creative combination of three components: 1) Engineering & Design, 2) Anthropology and 3) Business. • Some students thought that the curriculum needed to be more focused with fewer ideas discussed in more depth. • Others thought the syllabus needed even more subjects to cover the material or even another course following E/ME105. “It has always been a difficult task to find the correct balance for the syllabus” Professor Pickar said.

  16. Better website use • Even if this year a greater effort was made to improve the website, in terms of design, content and resource allocation for its development, students discussed the need for even more development, such as a better disclosure of resources for the different projects and weekly deliverables to be placed on website.

  17. Use Guatemalans in LA • Lastly, students mentioned there should be a better use of resources of the Guatemalan community in the greater Los Angeles area (Among Central American emigrants in Los Angeles, Guatemalans are in majority).

  18. Topics presented in class

  19. Students need to be presented with clearer goals for the class. • To this end a film is being produced as a new teaching tool focusing on the last week of class, next E/ME105 (Fall 2009) students will have a visual document of deliverables & class expectations; showing the final process and work of each team, the documentary will be a testimony of the work in progress and the final presentations of all teams. • FEB. 17 2009 at Art Center Sustainability Summit

  20. Most valuable lessons learned: • Learning teamwork and effective interactions is key (with increase difficulties due to long distance), identifying serious work to do in communications; communications is an indicator of team success/multidisciplinary teams; working in a group/team, working with people in poor countries, ethics & culture, brainstorming show importance of scheduling and organization” (23/29)

  21. Most valuable lessons learned • Working with cultural differences, learn about business in Guatemala (in the developing world) biggest lesson was realizing the gap between cultures. Knowing your costumer and their needs is critical for developing a successful product and the corresponding business plan. Business is important, finding the best way to solve a unique business challenge, marketing, proper entrepreneurship; I learned a lot about business concerns” (21)

  22. Most valuable lessons learned Learning how to design for low-income markets (people who live in very different circumstances), products must be CHEAP (they face extreme cost constrains and have limited technological experience), as well as consider other limiting factors: materials, process and other options. Designing for the developing world is like designing for a foreign country; learn what makes products fail in the developing world; attention to maintainability, affordability and robustness in the design” (16)

  23. Most valuable lessons learned • Culture, environment and easy of use are issues to consider in addition to mechanical function when designing; • All new environments must be understood thoroughly to overcome personal biases” (10)

  24. Most valuable lessons learned • Understanding the development process, going through iterations to redefine product based on mfg specs and ergonomic considerations; iterations of ideation and drawings are important to word out small & big problems; • The value of raw data to shift projects and modify solutions, prototyping is key (but hard), need pre-plan, attention to detail may be critical” (10)

  25. Most valuable lessons learned I like the idea that with technology applied to simple ideas, materials and processes we can come up with products that really can change lives and improve quality of life” (4) The need for emphasis on sustainability (business) in our design and society in general (charity is unsustainable)” (4)

  26. To visualize the level of performance, usefulness and effectiveness of the various resources displayed during the course

  27. Specific Improvement Suggestions • “ Weekly deliverables should be posted on website’s front page” • “ More involvement from Guatemalan teachers” (3) • “ Scrap lectures unrelated to product design” • “ Focus clear critics on the weekly project’s homework based on the topic of the class” • “ The class could be more organized in general” • “ Include references/sources for information presented on lectures” • “ Post lectures on website on time” • “ Teams should use a wiki” (good for recording any/all work) • “ Post previous project reports on website as examples” • “ Get stuff graded faster” • “ TA should post lectures; answer emails more promptly and check that everybody is on the mailing list.” • “ You need someone more reliable in Field Coordinator’s position, with a stronger grasp of English and more responsive”

  28. Pursuing detailed information

  29. Student’s answers also help identify other relevant issues: • Even if only 11 of the 27 students participating in the research trip (1 Caltech, 7 Landivar and 2 San Juan La Laguna students) took the class. All students placed great importance on the opportunity to participate in the Research Trip. • The research Trip is an activity that E/ME 105 has carried out twice (2007/2008). It was conducted as an E/ME105 team effort for the first time in 2007 (supported by volunteer work and in kind donations) and with partnership of the Caltech Y and a grant for the 2008 experience. It is relevant and key for the success of the course, but has proven to be resource (staff) and time demanding.

  30. Concluding remarks • “E/ME105 looks more like an ongoing program than just a 10 week class” Professor Oscar Arce, Landivar University. • “We see new windows of opportunity in both academic collaborations and research trip solutions for the coming year (2009)”. Professor Ovidio Morales,Landivar and professor Tony Luna, Art Center College of Design Pasadena.

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