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INDUSTRY BASED SHIP DESIGN PROJECT 31
FOR NAVAL ARCHITECTURE STUDENTS

4. CONCLUSIONS

Industry based ship design projects lecture was started three years ago and the success of the new approach has been
observed. Team work and close relations of designers-students-lecturers have helped to improve the quality of design
projects, students’ understanding about the design and especially concept design of their ships. Communication skills
of designers-students-lecturers have also improved tremendously.

Academics and designers should believe and trust the benefits of team work with students. But students, younger
generation, found it more difficult to understand the idea behind team work, but more enthusiastic at the work than the
lecturers and the designers. A mix of different levels of experience and age has resulted in better designs.

The shortcoming of the new system is that the designers have been working overloaded and have virtually very short
time to guide a group of students. There has been some lack of guidance from the designers due to time management.
However, some designers have utilized this course to recruit new staff for their office. Some other designers have
marketed the project resultant designs to the industry by sharing IPR with students.

Also the lecturers have to spend more time on the projects in order to follow closely all of the teams every week. On
the other hand, lecturers have to find out the knowledge for different ship types that they have not worked on before.
Nevertheless, different ship types are included according to the new system and the knowledge is gained both by
students and lecturers.

Interchange of knowledge between students, designer and lecturers also presented a challenge as each participant has
used different software for each task. No restriction has been imposed on the use of software, and hardcopy printouts
or onscreen presentations have been used for the reviews of the project to overcome this problem.

Such joint works should provide challenge for students, lecturers and designers. For example, the best team and the
designer could be publicized and the projects could be exposed in an exhibition. Also the knowledge gained during the
projects could be published as departmental activity.

ACKNOWLEDGEMENTS

The author would like to thank Prof. Omer Goren, the dean of the faculty during that period, for his encouragement to
develop the system, also Assoc. Prof. Emin Korkut and Assist. Prof. Yalcin Unsan for their effort to prepare the rules
of the system. Many thanks to Prof. Zekai Sen for all his support and encouragement.

REFERENCES

ALES, M. and J. TUTTLE. Changing Undergraduate Engineering Communication Needs At The US Merchant Marine
Academy. Education, Training & Continuing Professional Development of Marine Engineers In The Maritime
Industry, 23-24 May 2006, London..

HANS, van V. Some Myths of Software Engineering Education. ICSE'05, May 15-21 2005, St. Louis, Missouri, USA.
ACM 1-58113-963-2/05/0005.

JONES, J.B. http://www.gidb.itu.edu.tr/staff/projedersi/index.htm (Accessed on April 2008). Design at the Frontiers
of Engineering Education, 1991 Frontiers in Education Conference, IEEE, pp:107-111.

LAMB, T. and K. Cooper. The Education Of Naval Architects and Marine Engineers in North America, Education,
Training & Continuing Professional Development of Marine Engineers In The Maritime Industry, 23-24 May
2006, London.

PSARIANOS, A Optimisation of Professional Development for Young Naval Architects and Marine Engineers,
Education, Training & Continuing Professional Development of Marine Engineers In The Maritime Industry,
23-24 May 2006, London.

RATNAJEEVAN, H. H. Engineering Education, Design, and Senior Projects, IEEE Transactions on Education, Vol.
34 No. 2, May 1991.

Sayı 5, 2016 GiDB|DERGi