International Journal of Mechanical Engineering Education Vol 28 No 4 Concurrent teaching of engineering design, analysis and manufacturing MASSOUD S. TAVAKOLI * , Department of Mechanical Engineer- ing, Kettering University, 1700 W. Third Avenue, Flint, MI 48504, 〈mtavakol@kettering.edu〉 and JAWAHARLAL MARIAPPAN, Department of Mechanical Engineering, Rowan University, 201 Mullica Hill Road, Glassboro, NJ 08080, USA. Received 17th August 1998 * Corresponding author. In this paper, we first offer a brief overview of the literature on recent efforts in engineering design education, followed by a discussion of the challenges involved with teaching engi- neering design at an early stage in the curriculum. We then propose an approach utilizing a multi-track teaching style that allows for concurrent teaching of engineering design, analysis and manufacturing. We provide details of how a traditional sophomore-level introductory design course at Kettering University (formerly GMI Engineering & Management Institute) has been modified over the past five years to face pedagogical challenges and accommodate our ideas on the proposed teaching style. The evolution of the ideas, the philosophy behind them and the effects of their implementation on the course are also discussed. Finally, we address teaching quality control, time and budgetary issues. Key words: design education, integrated design, concurrent teaching. 1. INTRODUCTION 1.1 Background search In response to the rapidly changing needs of industries, educational institutions have been making significant changes in their curricula. There have been several discussions on the status of engineering design education, and initiatives have been undertaken by many institutions [1–5] to integrate design into the engineering curriculum. ABET requirements [6] have changed and institutions are expected to integrate design through open-ended problems and hands-on projects. Several courses have been developed [7–9] and offered in engineering institutions that address the synergistic integration of design. Some of these courses are offered at freshmen and/or sophomore level [10–13]. The major objective in making all these changes is to integrate design throughout the curriculum and provide a total design experience to the students.