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Student Experiences In An Interdisciplinary Studio-Based Design Course: The Role Of Peer Scaffolding

Conference Session: Design in Engineering Education Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Bushra Tawfiq Chowdhury, Virginia Tech; Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University; Akshay Sharma, Virginia Tech, Industrial Design
Tagged Divisions: Design in Engineering Education

, Fairfax, VA, USA. He studies the use of informa- tion and communication technologies (ICT) for engineering learning and knowledge sharing, with a focus on cognition in informal environments. He is a co-editor of the Cambridge Handbook of Engineering Ed- ucation Research (CHEER), Cambridge University Press (2014). He can be reached at ajohri3@gmu.edu. More information about him is available at: http://mason.gmu.edu/˜ajohri3Prof. akshay sharma, Virginia Tech, Industrial Design Akshay Sharma, an Associate Professor, is passionate about creating thin interfaces in analogue as well as digital media and about using design as a catalyst for the empowerment of women. Currently he is working on projects related to: micro

Relevance Score: 0.019412275

Digital Prototyping by Multidisciplinary Teams

Conference Session: Professional Skills and Teaming in Design
Collection: 2017 ASEE Annual Conference & Exposition
Authors: James M. Leake, University of Illinois, Urbana-Champaign; David Weightman MDesRCA IDSA, University of Illinois,Urbana-Champaign; Baigalmaa Batmunkh, University of Illinois, Urbana-Champaign
Tagged Divisions: Design in Engineering Education

innovative freeform modeling capabilities.The multidisciplinary teams include students, mostly seniors, from systems engineering anddesign, mechanical engineering, bioengineering and industrial design. The design projectsconsist of biomedical products and devices, and each project includes a sponsor from thehealthcare industry. The instructors include faculty from systems engineering and design,industrial design, and bioengineering.Using this testbed, a graduate student conducted research on reflective practice, design thinking,and how students engage in and use digital tools for design and collaboration. The initialresearch was conducted in the fall of 2015. Project results include a five-minute video thatdescribes student impressions of their

Relevance Score: 0.019282352

An Examination of ME449 Redesign and Prototype Fabrication: A New Senior/Grad Design and Fabrication Course at the University of Wisconsin–Madison

Conference Session: Making in Design
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Kim J Manner, University of Wisconsin, Madison; Frank E Pfefferkorn, University of Wisconsin, Madison
Tagged Divisions: Design in Engineering Education

Paper ID #12282An Examination of ME449 Redesign and Prototype Fabrication: A New Se-nior/Grad Design and Fabrication Course at the University of Wisconsin –Madi-sonMr. Kim J Manner, University of Wisconsin, Madison Kim Manner is a Senior Lecturer in the Department of Mechanical Engineering at the University of Wisconsin – Madison. He has been an instructor in the UW- Madison College of Engineering since 1988. He holds both BS and MS degrees from the UW- Madison in Engineering Mechanics. He has taught undergraduate classes in Capstone Design, Geometric Modeling, Computer-Aided Design, Product Dissection, Product Redesign and

Relevance Score: 0.01927672

Developing a Bridging Language: Design Decisions in Informal Making Experiences

Conference Session: Design Methodologies 2
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Kathryn Elizabeth Shroyer, University of Washington
Tagged Divisions: Design in Engineering Education

widely [2], [3]. The shift, over the last few decades, to morepracticed-based experiences through project-based learning (PBL) has resulted in a number ofpositive learning outcomes [1]. However, there is still a call for more practice-based experiencesthroughout the curriculum [4]. Instead of focusing on packing more into engineering curriculum,we explore the idea of leveraging the many design experiences students are already engaging inby advocating for the development of a “bridging language”.Students are already engaging in a breadth of design experiences throughout their lifetime.Engineering students engage in a number of formal design education experiences - such ascornerstone and capstone classes or design electives - throughout

Relevance Score: 0.019139636

Seven Axioms of Good Engineering: Development of a Case Study-Based Course for NASA

Conference Session: Research on Design Learning
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Anthony F. Luscher, Ohio State University; Roger Forsgren, NASA Headquarters
Tagged Divisions: Design in Engineering Education

Paper ID #16821Seven Axioms of Good Engineering: Development of a Case Study-BasedCourse for NASADr. Anthony F. Luscher, Ohio State University Dr. Anthony Luscher has taught engineering design for 23 years at the freshman, sophomore and senior levels. He leads the capstone design effort at Ohio State and is interested in innovative methods of teaching design. At Ohio State he conducts research in innovative fastening strategies and methods, assembly ergonomics and structural optimization.Mr. Roger Forsgren, NASA Headquarters Roger Forsgren is the director of NASA’s Academy of Program/Project and Engineering

Relevance Score: 0.019068051

A Comparison of Design Education Across Two Fields: Lessons from Industrial Design and Mechanical Engineering

Conference Session: Design Across Disciplines
Collection: 2011 ASEE Annual Conference & Exposition
Authors: William Besser, University of Saint Thomas; AnnMarie Thomas, University of Saint Thomas
Tagged Divisions: Design in Engineering Education

34. Lastly, the program at the University ofAuckland is focused on teaching a multidisciplinary approach that integrates the various parts ofmechanical engineering to prepare students to be successful upon graduation5. These are classessimilar to the capstone design courses in US engineering universities, but instead of simplypairing students with professional engineers, they are also paired with individuals from art,business and design disciplines in order to work on a truly multidisciplinary project. Theseindustrial design-style classes were created and carried out by the mechanical engineeringdepartments of their respective universities. The result of this style of program is thatundergraduate students are not only educated on the

Relevance Score: 0.0190589

Work in Progress: Visualizing Design Team Analytics for Representing and Understanding Design Teams’ Process

Conference Session: DEED Postcard Poster Session
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Corey T Schimpf, The Concord Consoritum; Rob Sleezer, Minnesota State University, Mankato; Charles Xie
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

program which may make the sample less comparable toother engineering students at similar points in their academic career. As such, we delve deeperinto the context of the study. The study happened in an upper division project-based engineeringprogram which is part of the extended campus of a medium size public university in theMidwest. The course had a total of 28 students and 17 of the 28 fully participated and consentedto the research. Each semester the students in the program are placed on vertically integratedteams, meaning first and second semester juniors (J1s and J2s) are working with seniors (S1s andS2s), and assigned a project of the scope and scale of a typical capstone project. Students earnsix credits for completing this project

Relevance Score: 0.019030575

Student Use of Design Ethnography Techniques during Front-end Phases of Design

Conference Session: Developing the Design Skillset
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Ibrahim Mohedas, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan
Tagged Divisions: Design in Engineering Education

that student views onstakeholders during design varied significantly; from a complete lack of appreciation forstakeholders during design to the development of significant relationships with stakeholders asdesign collaborators14.As an increasingly appreciated methodology in engineering design, the use of designethnography and the ways in which students learn to practice design ethnography requirethorough study. An understanding of these techniques can help improve their application duringdesign and support the development of relevant and effective design pedagogy. The researchdescribed in this paper contributes to addressing these gaps in knowledge by studying howengineering students apply design ethnography techniques in their capstone design

Relevance Score: 0.019011196

Work in Progress: Introducing Students to Human-Centered Design in a Design for Manufacturability Course

Conference Session: Empathy and Human-Centered Design 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Alexander Pagano, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Leon Liebenberg, University of Illinois at Urbana-Champaign
Tagged Divisions: Design in Engineering Education

, Berlin, Heidelberg: Springer Berlin Heidelberg, 2012, pp. 13–33.[5] R. Razzouk and V. Shute, “What Is Design Thinking and Why Is It Important?,” Review of Educational Research, vol. 82, no. 3. pp. 330–348, 2012.[6] A. M. Agogino, S. D. Sheppard, and A. Oladipupo, “Making Connections to Engineering During the First Two Years,” in Frontiers in Education, 1992, pp. 563–569.[7] R. H. Todd, C. D. Sorensen, and S. P. Magleby, “Designing a Senior Capstone Course to Satisfy Industrial Customers,” J. Eng. Educ., vol. 82, no. 2, pp. 92–100, 1993.[8] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A Review of Literature on Teaching Engineering Design Through Project-Oriented Capstone Courses,” J. Eng

Relevance Score: 0.018737148

Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

Conference Session: Design Methodologies 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

and nature of asset-based practices both in theory and practice, andhelped identify a variety of practical asset-based pedagogical strategies from community-inspireddesign projects and asset-mapping to translanguaging and cross-institutional faculty professionaldevelopment initiatives. We believe that these findings will potentially motivate the engineeringeducation community to actively implement asset-based approaches in design instruction, andfurther develop and test more nuanced strategies that draw upon students’ funds of knowledgeand cultural wealth.IntroductionEngineering design is typically recognized and taught as a team activity, with cornerstone andcapstone project-based courses requiring students to work on teams and to navigate

Relevance Score: 0.018574141

Work in Progress: Exploring the Nature of Students’ Collaborative Interactions in a Hands-on, Ill-structured Engineering Design Task

Conference Session: Design Teams 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Taylor Tucker, University of Illinois at Urbana Champaign
Tagged Divisions: Design in Engineering Education

observations in asimilar environment, was consulted before sessions to guide the observer’s focus. Allobservations were written freeform and the protocol was not present during sessions.Observations were recorded with corresponding timestamps. A change in notable participantbehavior and/or the passing of roughly one minute constituted a new timestamp andcorresponding entry.Design ProjectThe semester-long design project [15] tasked students with the following: to dissect acommercially-available product, model the individual pieces using Autodesk Inventor™, anddevise possible improvements to the design of the product. The dissection process, in whichstudents reverse-engineer a product through physical deconstruction, provides experientialopportunity for

Relevance Score: 0.018549033

A Learner- and Equity-Centered Approach to Maker Spaces

Conference Session: Maker Spaces in Design Education
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

Innovation CenterOur university currently has several spaces that support making, including workshops thatsupport our theater program, art studios, and engineering and technology shop spaces. Thesespaces support independent student projects, class projects, capstone design projects, studentorganization projects, and research projects.These spaces are well used and professionally operated. Students receive safety training and areable to use the spaces for free. Gaps in our existing makerspaces include: 1 • a lack of tie-in to our entrepreneurship program; • insufficient space to support the amount of work needed to be carried out

Relevance Score: 0.018280216

User Testing with Assessors to Develop Universal Rubric Rows for Assessing Engineering Design

Conference Session: Student Evaluation in Design Education
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto; Gayle Lesmond, University of Toronto
Tagged Divisions: Design in Engineering Education

://www.engineerscanada.ca/sites/default/files/accreditation_criteria_procedures_2015.pdf. [Accessed 27 January 2016].3. The Higher Education Quality Council of Ontario (HEQCO), "Learning Outcomes Assessment Consortium," Queen's Printer for Ontario, 2016. [Online]. Available: http://www.heqco.ca/en- ca/OurPriorities/LearningOutcomes/Pages/Assessment-Consortium.aspx. [Accessed 30 April 2016].4. D. Petkov and O. Petkova, "Using Projects Scoring Rubrics to Assess Student Learning in an Information Systems Program," Journal of Information Systems Education, vol. 19, no. 2, pp. 241-251, 2008.5. D. Davis and P. Rogers, "Work-in-Progress: Structuring Capstone Design Assessment to Achieve Student, Faculty, and Employer Priorities," in 2015 ASEE Annual

Relevance Score: 0.01814033

Statistical Outlier Detection for Jury Based Grading Systems

Conference Session: Design Methodology and Evaluation 1
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Mary Kathryn Thompson, Technical University of Denmark; Line H Clemmensen, Technical University of Denmark; Harvey Rosas, Valparaiso University
Tagged Divisions: Design in Engineering Education

., Kavanaugh, S. (1996) Capstone senior design at the University of Alabama. Proceedings of the 26th IEEE Frontiers in Education Conference, 1, pp. 258-262.2. Newman, D. J. and Amir, A. R. (2001) Innovative first year aerospace design course at MIT. Journal of Engineering Education, 90 (3), pp. 375-382.3. Raucent, J. (2004) What kind of project in the basic year of an engineering curriculum. Journal of Engineering Design, 15 (1), pp. 107-121.4. Song, S. and Agogino, A. M. (2004) Insights on designers' sketching activities in new product design teams. Proceedings of the ASME Design Theory and Methods Conference, pp. 351-360.5. Saunders-Smits, G. N., Roling, P., Brügemann, V., Timmer, N., Melkert, J. (2012) Using the Engineering

Relevance Score: 0.01814033

Negotiating Tensions of Autonomy and Connection in Makerspace Cultures: A Qualitative Examination of a University's Makerspaces

Conference Session: Making, Hacking, and Extracurricular Design
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University; James Deverell Watkins; Melissa Wood Aleman, James Madison University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

Communication Studies at James Madison University and has published research using qualitative interviewing, ethnographic and rhetorical methods to examine communication in diverse contexts ranging from aging families to university campus cultures. She has advised undergraduate and graduate students in ethnographic and qualitative interview projects on a wide-range of topics, has taught research methods at the introductory, advanced, and graduate levels, and has trained research assistants in diverse forms of data collection and analysis. c American Society for Engineering Education, 2017 Negotiating Tensions of Independence and Connection in Makerspace Cultures: A Qualitative

Relevance Score: 0.017978009

Assessing the design of a rapid product design cycle activity that develops student understanding of engineering design and professional practice

Conference Session: Design Pedagogy and Curriculum 1
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto; Jason A. Foster, University of Toronto
Tagged Divisions: Design in Engineering Education

beenstructured as an engineering design report and uses engineering design terminology. Selectedheadings include both design-focused and education-focused terminology to assist the reader innavigating this structure.Institutional and ProgramThe University of Toronto is a large, publicly funded, research-intensive Canadian university.The Faculty of Applied Science and Engineering offers undergraduate and graduate engineeringprograms, and admits approximately 1300 undergraduate students per year into one of 10programs. All of these programs require that their students take a capstone engineering designcourse in their senior year, and a cornerstone engineering design and communication course intheir freshman year.Our program, the Division of Engineering

Relevance Score: 0.017840995

Cognitive Processes Instruction In An Undergraduate Engineering Design Course Sequence

Conference Session: Design Cognition
Collection: 2009 Annual Conference & Exposition
Authors: Eric Pappas
Tagged Divisions: Design in Engineering Education

. "Online Collaborative Design Projects: Overcoming Barriers toCommunication." International Journal of Engineering Education, Vol. 17, No. 2, 2001, 189-196.9 Paulik, M. and M. Krishnan. "A Competition-Motivated Capstone Design Course: The Result of a Fifteen-YearEvolution." IEEE Transactions on Education, Vol. 44, No. 1, 2001, 67-7510 McMasters, J. and S. Ford. "An Industry View of Enhancing Design Education." Journal of EngineeringEducation, Vol. No. 79, No. 3, 1990, 526-529.11 Culver, R., Woods, D. and Peggy Fitch. "Gaining Professional Expertise Through Design Activities." Journal ofEngineering Education, Vol. 79, No. 3, 1990, 533-536.12 Ernst, E., and J.R. Lohman. "Designing Undergraduate Curricula." Journal of Engineering Education, Vol. 79

Relevance Score: 0.017666776

Development of an Open-Source Concurrent Enrollment Course that Introduces Students to the Engineering Design and Documentation Process

Conference Session: Design Pedagogy and Curriculum 2
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Richard Cozzens, Utah Educational Network; Jeremy Ray Farner, Weber State University; Thomas James Paskett, Weber State University; Elias V. Perez, Utah State University Eastern; Isabella Borisova, Southern Utah University
Tagged Divisions: Design in Engineering Education

this course the Curriculum Development Team was composed of selectedinstructors from across the state to create a web-based book (Portable Document Format and/oreBook) and online course that teaches the principles of drafting and design at the process level topromote curriculum acceptance and implementations from K-12 to Post-Secondary Education.The team members of this project were given the task to teach the underlying basic principles ofdrafting in generic terms and then supply some supplemental training specific to each CADsoftware package. This approach treats the specific CAD software as just a tool to learn theprocess so the student can solve the problem much like a calculator is to math (just a tool, it doesnot matter if it is a Casio

Relevance Score: 0.017589156

The Educative Design Problem Framework: Relevance, Sociotechnical Complexity, Accessibility, and Nondeterministic High Ceilings

Conference Session: Design Methodologies 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Eva Chi, University of New Mexico; Abhaya K. Datye, University of New Mexico; Sang M. Han, University of New Mexico; Jamie Gomez, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York
Tagged Divisions: Design in Engineering Education

Paper ID #32964The Educative Design Problem Framework: Relevance, SociotechnicalComplexity, Accessibility, and Nondeterministic High CeilingsDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological En- gineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments

Relevance Score: 0.017565653

Work in Progress: Quantifying Learning by Reflecting on Doing in an Engineering Design, Build, and Test Course

Conference Session: Design Mental Frameworks
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Shan Peng, University of Oklahoma; Zhenjun Ming, University of Oklahoma; Zahed Siddique, University of Oklahoma; Janet Katherine Allen, University of Oklahoma; Farrokh Mistree, University of Oklahoma
Tagged Divisions: Design in Engineering Education

Siddique is a Professor of Mechanical Engineering at the School of Aerospace and Mechanical Engineering of University of Oklahoma. His research interest include product family design, advanced material and engineering education. He is interested in motivation of engineering students, peer-to-peer learning, flat learning environments, technology assisted engineering education and experiential learning. He is the coordinator of the industry sponsored capstone from at his school and is the advisor of OU’s FSAE team.Dr. Janet Katherine Allen, University of Oklahoma Janet Allen came to the University of Oklahoma in August 2009 where she and Professor Farrokh Mistree are establishing the Systems Realization Laboratory at the

Relevance Score: 0.017565653

Learning from Experiences: Examining Self-Reflection in Engineering Design Courses

Conference Session: Research on Design Learning
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Jennifer Wegner, University of Michigan College of Engineering; Stefan M Turcic II, University of Michigan; Gail Hohner, University of Michigan
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

student reflective learning outcomes during a final Leadership/Mentorshipcourse, after their participation in significant, experiential design projects in the University ofMichigan’s Multidisciplinary Design Program in the College of Engineering. Throughout thecourse, class discussions and assignments prompted students to reflect and examine theirpersonal experiences in engineering design projects, their learning (both technical andprofessional), leadership, and team styles as well as understand group development anddynamics.A feature of the projects was the integration of students from diverse disciplines in engineeringwith other programs such as: Art, Architecture, Primary Sciences, Kinesiology, and Business.The diverse teams provided a rich

Relevance Score: 0.01744328

Team-Based Learning Theory Applied to Engineering Education: A Systematic Review of Literature

Conference Session: Design in Engineering Education Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Homero Gregorio Murzi, Virginia Polytechnic Institute and State University
Tagged Divisions: Design in Engineering Education

Greenwood Press: Westport Connenicut. p. 115 - 133.32. Johnson, D., R. Johnson, and K. Smith, Cooperative Learning Returns to College: What evidence is there that it works? Change, 1998. 30(4): p. 26-35.33. Nembhard, D., K. Yip, and A. Shtub, Comparing competitive and cooperative strategies for learning project management. Journal of Engineering Education, 2009. 98(2): p. 181-192.34. Keyser, M.W., Active learning and cooperative learning: understanding the difference and using both styles effectively. Research Strategies, 2000. 17(1): p. 35-44.35. Pimmel, R., Cooperative learning instructional activities in a capstone design course. Journal of Engineering Education, 2001. 90(3): p. 413-421.36. Finelli, C.J., A

Relevance Score: 0.017345652

Emergency Transition of Intro Communication and Design Course to Remote Teaching

Conference Session: Best in DEED
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis
Tagged Divisions: Design in Engineering Education

are outcomes of the mixed-methods analysis of student datawith discussion of results.Background “Engineering design is a process of devising a system, component, or process to meet desiredneeds and specifications within constraints” [1]. To help meet these goals, developingopportunities for students to experience engineering design prior to their capstone projects hasbeen identified as a priority [2], [3]. The development of communication and teamwork skills inengineering undergraduates is also important [4], [5], and previous researchers have noted thatengineering design and communication share essential features, allowing their co-incorporationinto curriculum to provide a valuable learning experience.The ENG 003 engineering design and

Relevance Score: 0.017242394

Validation of a Mental Model Elicitation Instrument through Deployment of Control Groups in an Undergraduate Engineering Program

Conference Session: Design Methodologies 1
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Alexander R. Murphy, Georgia Institute of Technology; Henry David Banks, James Madison University; Matt Robert Bohm, Florida Polytechnic University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

optimization, trade-off analysis, and failure mode analysis between the two points ofdata collection. Homework assignments consisted of developing and assessing proof-of-conceptsfor their overall capstone project. For juniors, lecture content focused mostly on Labview (asoftware used by systems engineers for testing, measurements, and control of hardware [43]) andhow to interface with and interpret data from physical hardware. Homework assignmentsfocused on Labview to interface and record data from existing physical systems. While thiscontent is related to engineering design, the authors do not believe any of this material wouldhave an effect on their mental model scores.In summary, seniors with knowledge of functional modelling were given the

Relevance Score: 0.01687577

High School Students as Novice Designers

Conference Session: Engineering Design in Pedagogy
Collection: 2011 ASEE Annual Conference & Exposition
Authors: Nathan Mentzer, Purdue University, West Lafayette; Kyungsuk Park, Utah State University
Tagged Divisions: Design in Engineering Education, K-12 & Pre-College Engineering

development, this research project will have implications forhigh school curriculum development, learning, and teaching methodologies.Design problems in these previous studies are ill-structured and open-ended. These kinds ofproblems have many potential solution paths stemming from an ambiguous identification of aneed. The Carnegie Foundation for the Advancement of Teaching has prepared a series ofstudies including a focus on educating engineers 14. Sheppard’s research identified reflectivejudgment as an appropriate framework for understanding the cognitive development of designthinking. “As individuals develop mature reflective judgment, their epistemological assumptionsand their ability to evaluate knowledge claims and evidence and to justify their