June 14, 2015
June 14, 2015
June 17, 2015
Design in Engineering Education
26.100.1 - 26.100.12
A review of practical design integration methods for existing engineering curriculumDesign is a fundamental aspect of engineering education. Traditionally, students are challengedwith acquiring a skillset for design during their first year in introductory design courses and theirlast year in senior capstone design courses. In most engineering undergraduate curriculums,throughout the sophomore and junior years, design is not necessarily a focus. Efforts have beenmade in an attempt to incorporate design throughout every year of the engineering curriculum.Some of these notable efforts include the CDIO Initiative implemented at various universitiesand the IDEA program at Northwestern University, both of which showcase a completelyrestructured curriculum. While the CDIO framework and the IDEA program have been proveneffective, not all institutions desire or are practically able to drastically restructure theircurriculum. Therefore, practical methods of design integration to existing curriculum may provemore useful to these institutions. This paper includes a review of practical methods used toincorporate design in various engineering courses, particularly courses taught at the sophomoreand junior level. Specific design integration methods reviewed in this paper include examples ofinquiry-based learning, problem-based learning, project-based learning, and reverse engineeringfrom various universities such as the Missouri University of Science and Technology, Universityof Texas, Massachusetts Institute of Technology, and Purdue. Assessments have been providedto validate effectiveness through a comparison of qualitative results from before and afterimplementation of the aforementioned design integration methods into existing engineeringcurriculum.
Morris, E. T., & McAdams, D. A. (2015, June), A Review of Practical Design Integration Methods for Existing Engineering Curriculum Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23441
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015