Elizabeth Tilley: Catalogue data in Spring Semester 2022 |
| Name | Prof. Dr. Elizabeth Tilley |
| Field | Global Health Engineering |
| Address | Global Health Engineering ETH Zürich, CLD D 10.1 Clausiusstrasse 37 8092 Zürich SWITZERLAND |
| Telephone | +41 44 632 88 28 |
| tilleye@ethz.ch | |
| URL | https://ghe.ethz.ch/ |
| Department | Mechanical and Process Engineering |
| Relationship | Associate Professor |
| Number | Title | ECTS | Hours | Lecturers | |||||||||||||||||
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| 151-3202-00L | Product Development and Engineering Design  Number of participants limited to 60. | 4 credits | 2G | K. Shea, T. Stankovic, E. Tilley | |||||||||||||||||
| Abstract | The course introduces students to the product development process. In a team, you will explore the early phases of conceptual development and product design, from ideation and concept generation through to hands-on prototyping. This is an opportunity to gain product development experience and improve your skills in prototyping and presenting your product ideas. The project topic changes each year. | ||||||||||||||||||||
| Learning objective | The course introduces you to the product development process and methods in engineering design for: product planning, user-centered design, creating product specifications, ideation including concept generation and selection methods, material selection methods and prototyping. Further topics include design for manufacture and design for additive manufacture. You will actively apply the process and methods learned throughout the semester in a team on a product development project including prototyping. | ||||||||||||||||||||
| Content | Weekly topics accompanying the product development project include: 1 Introduction to Product Development and Engineering Design 2 Product Planning and Social-Economic-Technology (SET) Factors 3 User-Centered Design and Product Specifications 4 Concept Generation and Selection Methods 5 System Design and Embodiment Design 6 Prototyping and Prototype Planning 7 Material Selection in Engineering Design 8 Design for Manufacture and Design for Additive Manufacture | ||||||||||||||||||||
| Lecture notes | available on Moodle | ||||||||||||||||||||
| Literature | Ulrich, Eppinger, and Yang, Product Design and Development. 7th ed., McGraw-Hill Education, 2020. Cagan and Vogel, Creating Breakthrough Products: Revealing the Secrets that Drive Global Innovation, 2nd Edition, Pearson Education, 2013. | ||||||||||||||||||||
| Prerequisites / Notice | Although the course is offered to ME (BSc and MSc) and CS (BSc and MSc) students, priority will be given to ME BSc students in the Focus Design, Mechanics, and Materials if the course is full. | ||||||||||||||||||||
| 151-8102-00L | Research Beyond the Lab: Open Science and Research Methods for a Global Engineer  | 4 credits | 3G | E. Tilley, L. Schöbitz | |||||||||||||||||
| Abstract | From the proverbial 'field' to the heart of Zurich, engineering research is guided by the same fundamental principles. With the goal to improve the human condition with technology, we designed this course to teach learners how to conduct a research project out of the lab, and apply open science principles to their data analysis projects. | ||||||||||||||||||||
| Learning objective | By the end of the course, learners will be able to: • articulate a foundational understanding of 'research' • identify and implement an appropriate research paradigm for a given study • identify the importance of, and challenges related to research ethics • create a SMART research question • articulate appropriate research aims and objectives for specific questions • create survey questions using a variety of question types and understand the limitations and uses for each type of survey question • apply 12 principles for data organisation in spreadsheets in the layout of a collected dataset • clone a repository from GitHub into the RStudio Cloud and can use the RStudio IDE to commit and push changes to GitHub • create a repository on GitHub and start a new R Project using the RStudio IDE in the RStudio Cloud • can use three different ways of getting support in solving coding problems online • can apply 10 functions from the dplyr R Package to generate a subset of data for use in a table or plot • use GitHub to publish their Course project report as a website • can use exported references from Zotero in Better BibTex Format to generate an automated reference list • cross-reference figures and tables within an R Markdown file | ||||||||||||||||||||
| Content | Over the course of the semester, students will develop a research project and learn the necessary qualitative and quantitative methods required to collect data from people. We will use tidyverse R packages to work with data, and git and GitHub as tools for version control and collaboration. By the end of the course, students will have a complete overview of how a typical field-based research project is designed, implemented and communicated. Content will be delivered through lectures and tutorials. The success of the course will depend on the student's own willingness to engage with local challenges, stakeholders, citizens and agencies in order to develop a comprehensive body of work that answers a relevant, local problem. Topics covered include: • Theory and foundations of field-based Research • Research Ethics: your role as a researcher, data privacy, ethical approval processes • Qualitative and Quantitative research methods • Research Design and implications for analysis • Data Collection using digital tools • Version control and collaboration with git and GitHub • Exploratory analysis with tidyverse R packages for data visualisation and communication • Concept of tidy data and tidyverse R packages for data transformation | ||||||||||||||||||||
| Lecture notes | Distributed during the course. | ||||||||||||||||||||
| Prerequisites / Notice | This course does not have any specific prerequisites. No prior experience of working with a programming language is required, nor do we expect statistical knowledge beyond basic summary statistics taught in high school environments. Note on accessibility: Although there are 2 weeks of data collection outside of the classroom, we do not want this, or any other component of the hybrid-style course to be a barrier to anyone who is interested in enrolling. If you have a specific concern about your ability to participate, please contact us, so we can discuss strategies to ensure that you are included. | ||||||||||||||||||||
| Competencies |
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| 701-1504-00L | ETH Sustainability Summer School | 3 credits | 6G | A. Rom, P. Krütli, E. Tilley, C. Zurbrügg | |||||||||||||||||
| Abstract | The ETH Global Development Summer School provides young researchers with the opportunity to work on current and sustainability-related topics in interdisciplinary and intercultural teams. Focus is given not only to teaching theoretical knowledge but also to solving specific case studies. | ||||||||||||||||||||
| Learning objective | Within ETH Zurich's Critical Thinking Initiative (CTI), students further develop their critical thinking and communications skills including: the capability to analyse and reflect critically, to form an independent opinion and develop a point of view, as well as to communicate, argue and act in an effective and responsible manner. Based on this concept, the ETH Global Development Summer School is providing its students with the following qualifications and learning outcomes: - Interdisciplinary and multicultural competence: Students gain basic knowledge in scientific disciplines beyond their own and learn how to work effectively in interdisciplinary and multicultural teams. - Methodological competence: Students gain basic knowledge of different scientific methods beyond their selected study discipline. - Reflection competence: Students learn to critically reflect their own way of thinking, their own research approaches, and how academia influences and interacts with society at large. - Implementation skills: Students will apply creative technologies in solution finding processes to gain knowledge and prototyping-skills to increase hands-on experience by applying knowledge in concrete cases. This year's event on solid waste management is a collaboration between ETH for Development (ETH4D) and Kwame Nkrumah University of Science and Technology (KNUST, Kumasi, Ghana), and will take place at ETH Zurich, Switzerland. To find more information and to register, visit our website: https://eth4d.ethz.ch/Learning/winter-summer-schools.html | ||||||||||||||||||||
| Literature | further information and registration: https://eth4d.ethz.ch/Learning/winter-summer-schools.html | ||||||||||||||||||||
| Prerequisites / Notice | The Summer School 2022 is a collaboration between ETH for Development (ETH4D) and Kwame Nkrumah University of Science & Technology (KNUST) in Kumasi, Ghana. It provides students and young researchers the opportunity to develop and test solutions for a real-world challenge related to solid waste. Students will work in interdisciplinary teams. The summer school will be held in person at ETH Zürich. We will invite Bachelor, Master and PhD students from ETH Zurich and KNUST Ghana, with a wide range of backgrounds and disciplines. Candidates will be selected from all disciplines. Submitting a motivation letter and CV is a prerequisite for the application. Applicants will be evaluated on their academic strength, creativity, technical-related expertise, and their dedication to contribute to solving the world's most pressing challenges. Depending on the Covid-19 situation, the course might have to change format or be postponed. | ||||||||||||||||||||
| 851-0649-00L | International Development Engineering | 1 credit | 2V | I. Günther, K. Shea, E. Tilley | |||||||||||||||||
| Abstract | In this seminar, students will learn from researchers around the globe about technological interventions designed to improve human and economic development within complex, low-resource setting. Students will also get familiar with frameworks from social sciences and engineering, helping them to understand, and evaluate the discussed technologies and to put them into a broader context. | ||||||||||||||||||||
| Learning objective | • Students will get familiar with frameworks from social sciences and engineering needed for innovation in a complex, low-resource setting. • Students will learn about concrete examples of technological interventions designed to improve sustainable development and critically reflect on them. • Students get a broad understanding of some of the most important issues and discussions related to global sustainable development. | ||||||||||||||||||||
| Content | In the introductory class, students will learn about challenges related to global sustainable developments and how they have developed over time. Students will then get exposed to frameworks from social sciences and engineering disciplines, which will help them analyze technologies designed for low-resource settings. In the remaining sessions thought leaders from the field of development engineering will present a wide range of innovations from sectors such as health, water and sanitation, education and governance that will then get discussed with students. Since many of this thought leaders will come from around the globe at least 50% of sessions will be online. | ||||||||||||||||||||