COURSE SYLLABUS Technology and Applied Design

TAD 140 Design and Production in Wood Typically offered Fall and Spring Terms COURSE PREREQUISITE(S): None Required Text Macdonald, Nancy (2009). Woodworking. Clifton Park, NY: Delmar COURSE DESCRIPTION: A study of design and production processes from the identification of a need through completion of production to an appropriate scale. Major concepts will include strategies for establishing design parameters, identification of potential design and production problems, identification and appropriate application of materials and processes, and production cycles. At least one design will be developed as a member of a team. Specific content will focus on materials and processes, testing of designs/redesign, production engineering, and production scheduling and routing. This course will meet the active learning experience requirement. Course fee: $10. Service Learning Project Description: Throughout the first half of the semester students will be working on a project with Save the Children to design and manufacture office furniture to be used at the Lexington office. Save the Children is the world's leading independent organization for children. Our vision is a world in which every child attains the right to survival, protection, development and participation. Our mission is to inspire breakthroughs in the way the world treats children and to achieve immediate and lasting change in their lives. (www.savethechildren.org) Denessa McPherson, Operations Specialist for Save the Children, has graciously agreed to be the primary contact throughout the duration of the project, to see that designs meet the specifications and needs of the organization. As such Mrs. McPherson will periodically attend the class to present the goals and expectations of the project, observe the progress, as well as critique designs and communication skills during presentations. Students will work both individually and in teams to accomplish the goals and objectives set forth for the above mentioned products. Students are expected to conduct themselves in a professional manner at all times when working with the community partner. The students will design both a prototype and the jigs and fixtures to accompany the product for which they design. It is anticipated that students will spend approximately 3-5 hours per week outside of regular class time working on the project. This time may include open labs or group meetings as necessary to assure that the project is completed on time with the highest level of quality. Communication with the partner: Students will be introduced to the community partner via a presentation by a community partner representative. The representative will provide information regarding the mission and values of

the organization as well as the goals and expectations for the project. Upon completion of the initial presentation, students will have an opportunity to ask pointed questions regarding design and potential outcomes. However, as problems or questions arise throughout the duration of the project, I encourage students to first ask the Instructor or TA for assistance. Outside of classroom visits, the Instructor will act as the primary contact between students and the community partner. Therefore make sure that your questions/concerns are clear and precise. REQUIRED MATERIALS
As stated in the signed lab contract, students are required to wear eye protection and appropriate clothing in the lab at all times. Failure to do so will result in the student being asked to leave the lab until appropriate attire is attained. Dust masks, appropriate wearing apparel, and hearing

protection are to be worn at appropriate times. These materials can be purchased at the bookstore. Every effort has been made to hold material cost to a minimum. Students should anticipate material costs in the range of $20 to $50; this will be determined by the specific materials the student chooses to use. All requirements for the course can be met at the minimal costs. Students can and may elect to use materials exceeding this price range. Students should also purchase 2 3 ring binders to be used for documentation of each project and ultimately the development of a well organized portfolio.

Safety

Successfully Completeing Class Projects

Design

Manufacturing/ Development

COURSE GOALS AND OBJECTIVES: As a result of this course, the student should be able to: Course Goals Understand how to operate the wood working equipment in a safe and efficient manner. Demonstrate an understanding of the design principles and processes as related to modern woodworking practices. Associated Objectives Perform lab work in a safe manner and recognize when others are safely operating a machine. Be able to implement the concepts of each design principle to develop a working product for the customer. Be able to identify the end use of product and consider these aspects throughout the design process. Develop a comprehensive portfolio that demonstrates the design, understanding, and

Understand the importance of formal documentation procedures

Develop an understanding of how to work through the various techniques of problem solving.

development of class projects. Be able to design products that are easily modified to meet customer specifications. Be able to quickly adjust designs and procedures when encountering problems with the original product design. Demonstrate the understanding of assigning specific roles/tasks for each team member and showing individual ownership of the assigned role. Demonstrate effective communication between teams to make sure that each product complements the others. Demonstrate professionalism during interactions with community partner. Be familiar with the client expectations for the intended project. Demonstrate an understanding of personal responsibility and ownership of completing work on time with high quality.

Understand the role and importance that collaborative team work plays in successfully completing a multifaceted project in a timely fashion.

Understand the importance, impact, role, and possible implications of working with a community partner.

Understand the goals and objectives of the community partner.

Become familiar with the mission and goals of the client and develop ways of incorporating these into the products. Be able to convey, via written and oral communication, how a final product supports the company mission and acts as an image for the company.

Understand the various types of woods and the appropriate application of such woods.

Be able to identify wood species using the techniques as presented throughout the term. Be able to select the appropriate wood species based on the intended project.

Understand the various joints and fastening methods commonly found in wood products.

Design and implement a variety of joints and fastening methods into class projects.

Understand the various finishing processes associated with wood products. Develop professional skills in oral and written communication with a clients and peers

Identify and apply the finishing technique that is appropriate for the developed product. Be able to analyze through written reports the processes and methodologies used throughout class projects. Be able to effectively communicate a product design through oral presentations to customers, faculty, and fellow students.

Evaluation Grading Procedure: Weight of various items Laboratory work and class activities* Service-Learning Project 15% In Class Activities .. 10% Individual Project ... 15% Reading assignments and quizzes Tests Presentations** Service-Learning Project 5% Individual and Class Activities.. 5% Reaction papers Service-Learning Project 5% Individual and Class Activities.. 5% Portfolio Service-Learning Project 5% Individual and Class Activities.. 5% 40%

5% 25% 10%

10%

10%

* Lab work and class activities are graded based on the students participation in projects, being prepared for work in the lab, engagement in demonstrations, and using the provided lab time to complete the assigned task. ** Presentations will be graded based on the students ability to effectively communicate the design concepts to the audience, as well as use of time and graphics to help reinforce the designs. *** Reaction papers will be graded based on the students ability to effectively communicate via writing the goals of the project, tasks undertaken during the project, as well as the skills learned. Grading Scale 100-92 = A 91-90 = A89-88 = B+ 87-82 = B 81-80 = B79-78 = C+ 77-72 = C 71-70 = C69-68 = D+ 67-62 = D 61-60 = D59-0 = F See the Berea College catalog for an explanation of the level of student performance represented by each letter grade.

Reaction Papers: Throughout the course of the semester students will be asked to develop several 2-part reaction papers that focus on how a course topic (material selection, joints, finishes, machining processes, etc.) relates to the production of the product for the community partner. For the first part of the reaction papers, students are expected to find articles pertaining to the design and construction of similar products and relate the methods and practices described in the articles to the classroom discussion and ongoing project. Upon completing various steps of manufacturing the product (i.e. machining, assembly, and applying finishes) students will return to the reaction paper to discuss how developing a plan helped make the project come together and what was learned throughout the process. The purpose of these reaction papers is to promote critical thinking and project planning prior to attempting to manufacture the product. Reaction papers will be graded based on the students ability to effectively communicate via writing the goals of the project, tasks undertaken during the project, as well as the skills learned. Example reaction paper topic: Part 1: Using the links below or other credible sources, conduct research to find articles that pertain to the construction of tables, chairs, or bookcases. Use the information presented in the articles to develop a short review of how you will select the materials to be used in your product. Develop a list of potential materials that could be used and list the pros and cons of each. Part 2: How did developing a list of materials and listing the pros and cons of each help you make a final decision for your product? After completing the assembly of the project, does the material choice still seem appropriate? Discuss the ease of use with the material, any difficulties encountered, and what you might change for future projects. Reflective writing: At the conclusion of major milestones in the project, students will be asked to write short reflective pieces that discuss how the project is progressing (i.e. discuss any issues encountered up to that point, either design or group related, how such issues have been resolved, as well as how the course goals and objectives have been incorporated throughout the project). These papers are meant to be open ended as each person will have his/her own experience, thus these papers will be graded based on the students ability to effectively communicate via writing his/her individual experience and how they feel that they are meeting the goals and objectives of the course. Presentations: Throughout the semester students will develop presentations (power point, poster, etc.) that demonstrate the progress of the community partner project as well as the individual project. Students should come fully prepared with drawings, models, and information that explain the proposed designs. Students will be critiqued by faculty, staff, peers, and the community partner representatives. Therefore be prepared to answer questions and be open-minded for new ideas.

Portfolio: Every student will develop 2 portfolios: community partner project, and individual project. These portfolios should include the following: All reaction papers All reflective writing papers Hard copies of project presentations CAD models and technical drawings Photographs of the processes and products Attendance: Due to the nature of this course attendance is imperative. If an absence is unavoidable, the student is expected to notify the instructor prior to the absence and make arrangements with the instructor to demonstrate the absence was made up (i.e. written report). This is solely the responsibility of the student. Failure to make up an absence will be reflected in the final grade. Absences in excess of two will result in the lowering of the final grade. The penalty is one letter grade per absence for all absences over two. Every two tardies will be equated to one absence. Missed tests will not be made up (unless the instructor determines the excuse is valid). Note that Moodle will not reflect the effect that absences have on your grade. Medical related absences are only excusable after being deemed so by the professor. Example: Mr. Doe received a B+ based on the quality of work turned in, however he missed 3 courses and failed to make up any of them. Therefore, while Moodle shows that Mr. Doe earned a B+ in the course, he will receive a C+ as his final grade.
Disability Statement for Course Syllabus

Students who have a disability that may prevent them from fully demonstrating their abilities should contact the Disability Services Coordinator, Cindy Reed at (859) 985-3212, or e-mail cynthia_reed@berea.edu, to discuss accommodations necessary to ensure full participation in this course. Upon request, this syllabus can be made available in alternative forms.