electronically using an electronic portfolio system. Both notebooks were completed as part of a 10week communitybased engineering design course in different quarters. An assessment method was developed to quantify the quality and frequency of particular types of artifacts including visuals, steps of the engineering design process, and reflective elements. Overall, the implementation of the electronic portfolio has largely been successful with clearly visible benefits. In this paper, we report on the results of the assessment process from both types of notebooks, the results from a survey on changes in student skills, and our conclusions. Introduction An engineering notebook is simply any notebook an engineer uses to record design thoughts and
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
performance goals, andapproach for which they hold themselves mutually accountable." [2]Teamwork is identified as one of the most important abilities sought by employers of engineers[3-4]. This skill need is reflected in ABET criteria for accrediting engineering programs:Programs must demonstrate that their students have “an ability to function on multidisciplinaryteams.” [5] To enable the success of their graduates and employers of their graduates,engineering programs must prepare and document that their graduates can effectively developand consistently contribute value to multidisciplinary teams.Teaching engineering students teamwork, although vital to success of the student and theprogram, is attempted in many different ways, with varied success
outcomes.This paper will explore successful engineering and design pedagogy case studies, taken from courseworkand curricula at Ohio State University and at Columbus College of Art & Design. These stories andchallenges will be explained to highlight what can emerge from creating curricula around open-endeddesign pedagogy, which serves to mimic real world, often ‘wicked’ scenarios. By describing engineeringand design programs doing similar pedagogical activities, the authors will reflect on their own classroomexperiences, discuss lessons learned, and propose a framework that instructors can call upon to encouragestudents to embrace ambiguity, thus becoming more agile and resilient in the future.Each author has taught the case study courses for
(3) determined which individual criteria in our rubric werenot reflected within the frameworks. We evaluated the draft criteria against three establishedsustainability frameworks: the ENVISIONTM infrastructure rating system, the STAUNCH©higher education sustainability assessment, and the UN Sustainable Development Goals. Asexpected, the evaluation revealed significant overlaps across the three frameworks and our set ofcriteria but also indicated a few key gaps that were addressed in a future version of the draftrubric [12].The third step completed for substantive construct validation was to seek feedback from expertsacross varying engineering disciplines. We sought a ranking of how important each of ourcriteria was in the eyes of a
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
. Page 25.343.2IntroductionDesign based Technology Education is designed to provide students with greater levels ofautonomy, increased problem solving skills and creativity combined with the opportunity tocritically reflect on their own learning3. The importance of Design based TechnologyEducation lies in its educational goals4. These goals are designed to equip students with a setof transferable skills, which will enable them to adapt to the technological and societal needsof the future. The goals of technology education must however look past the need to preparestudents for a particular profession, and look to develop students who are technologicallyliterate1. In the Irish context, the National Council for Curriculum and Assessment (NCCA)state
andacademic practices outside the classroom while also mediating interpersonal interaction insidethe classroom. In addition, portfolios document student work, help students reflect upon theirown creative process, and make this process visible to other students and the instructor.My backstory: what does an academic add to practice?This story starts with a novel teaching model that I developed for collaborating with industryprofessionals in the classroom, what I call Industry Fellows. Industry Fellows involves a collegeprofessor and a practicing professional who plan and teach a course together so as to exploitwhat each does best. During winter 2009, I collaborated with Adam Barker, a User ExperienceDesigner at Google, to teach a course at the
by doing” constuctionist pedagogies (Papert & Harel,1991) and reflective formative assessment strategies that emphasized process in addition to finalartifact products; and 4) on-going discussion of diverse purposes for making, including directapplication of content standards and connections, personally meaningful creation and expression,and creative experimentation and problem-solving.The course focused on the integration of makerspace themes into a variety of K-12 educationalsettings and included scaffolded activities covering non-digital and digital techniques for thefollowing topics: subtractive manufacturing, textiles, additive manufacturing, and simpleelectronics. The majority of the activities took place in the classroom makerspace
Paper ID #25365includes serving as a high school engineering/technology teacher and a teaching assistant professor withinthe College of Engineering & Mineral Resources at West Virginia University. c American Society for Engineering Education, 2019 Examining Beginning Designers’ Design Self-Regulation Through LinkographyAbstractDesign process representations often attempt to show the iterative pattern of design through acircular or spiral representation. Expert designers iterate, constantly refining their understandingof both the design problem and solution. In other words, a designer’s ability to manage thedesign process—plan, reflect, and incorporate new insights—may be
, and gears, which generate and convey mechanical motion. Inaddition to studying these physical elements, the students investigated the mechanics ofstorytelling, and they explored the historical and creative relationship between automation andnarrative. Through hands-on projects, students designed and fabricated basic automata that givelife to stories of their own design. From the project deliverables and student reflections, theauthor finds that incorporating storytelling and automaton creation had three major impacts onstudent learning. First, it allowed students to create connections between elements of storytellingand engineering and provided a new perspective to approach engineering problems. Second, itallowed students to think out-of-the
much detail as they were able.Reflection Entries: Reflective entries were intended to complement the field notedocumentation by prompting students to reflect on their experiences creating more synthesis andmore personal accounts. Students were given structured prompts to guide their reflections.Throughout the quarter, these prompts became more open ended, based on group discussions.Prompts related to A) student experiences B) resources C) design and fabrication, D) topics fromthe previous meeting, E) project choice, and F) different modes of learning. In this analysis wedraw from reflection entries where students speak about design or instruction sets and tutorials.In six of the ten weeks, prompts explicitly related to design were posed. These
spirit, we contend that in design, build, and test courses studentslearn when they are required to reflect on their experiences and identify theirlearning explicitly. Further, we posit that utilization of an assessment instrument,the learning statement (LS), can be used to both enable and assess studentlearning. In our course, AME4163: Principles of Engineering Design, a senior-level,pre-capstone, engineering design course, students learn by reflecting on doing bywriting statements anchored in Kolb’s experiential learning cycle. In Fall 2016we collected over 11,000 learning statements from over 150 students. To addressthe challenge of analyzing and gleaning knowledge from the large number oflearning statements we resorted to text mining
epistemology, teamwork and equity). While seminar goals aligned with the goals ofLA programs nationally, our seminar design team also articulated several values which guidedthe design of our seminar: a) helping LAs reframe their role as supporting growth rather thanevaluation, b) valuing a broad set of metrics of success from day one, c) celebrating that differentstudents bring in different expertise, and disrupting overly simplistic expertise/novicedichotomies, d) acknowledging that we all have different starting points and valuing a pluralityof goals, e) helping our students track their own progress through reflecting on concreterepresentations of their thinking, and f) supporting LAs in developing deep disciplinaryknowledge of design thinking. This
abilityto transfer the closed-ended skills used on a typical math problem to an open-ended problem.The Reflective Practitioner. A study by Valkenberg and Dorst discussed the use of descriptive andreflective practices in design [6]. This paper drew heavily on Schön’s paradigm of reflective practice [7].Schön contends that every design problem is necessarily a unique challenge. Teaching students the skillsto reflect on their design while innovating, in order to advance the design, is essential to teaching design.This also can lead to problems, since if every problem is unique, and the students want a single concreteroadmap for how a project should go, there is bound to be conflict. Valkenberg and Dorst discussed fourdifferent design activities
abbreviations and icons specific to engineering and design processes, andreflects interaction behaviors in the relationships between students, groups, and teachers. Thislanguage can then be taught to students and teachers to test its efficacy in supportingdocumentation, reflection, and assessment.IntroductionEngineering standards are being adopted in public education to expose K-12 students toengineering thinking and concepts at earlier ages1, 2, hoping to impact STEM interest and long-term career decisions. Design is an integral theme and skill in engineering3, thus making designthinking important in engineering education and K-12 STEM courses. “Design thinking is anapproach toward learning that encompasses active problem solving by engaging with
recognize theneed to advance certain abilities, take responsibility for personal development, engagepurposefully to achieve desired development, and reflectively assess and validate theeffectiveness of these achievements for meeting present and long-term needs.Learning Context and TheoriesLearning professional skills in the context of capstone design courses or similar team-basedproject experiences can be described by a mix of cognitive, constructivist, and motivationalmodels 25. In the semi-authentic professional communities of project teams with realstakeholders, social interactions will shape student learning 20, 23, 25. Interdependence andaccountability to teammates also produce learning through negotiation and by modeling ofbehaviors
of other perspectives and ways of being andunderstanding and specifically changing the practitioners themselves rather than the ‘designpractice’ removed from the practitioners.This framework involves six steps: 1. Make practitioners aware of their own practice through reflection 2. Make practitioners aware of other ways of practicing by bringing in the results from studies 3. Help practitioners to reflect on the similarities and differences between their practice and other ways of practicing 4. Help practitioners with the adoption of some changes to their practice to ‘trial’ a new way of practicing 5. Help practitioners further reflect on the effectiveness of the changes made 6. If positive, help introduce a wider
understanding of biomedical engineering design processPriority2. Adams, Turns, & Design Basic Research Discusses the importanceAtman (2003) Journal of reflective practice for student learning in design11. Brinkman & Communica Applied Describes studentvan der Geest tion Journal Research feedback on technical(2003) (student focus) communication in engineering design
to improve such courses incrementally. In our course AME4163 –Principles of Engineering Design, a senior-level engineering DBT course, we haveincorporated David Kolb’s experiential learning construct into the fabric of courseactivities, assignments, and structured exercises. We now seek to additionallyleverage Piaget’s cognitive constructivism and Vygotsky’s sociocultural theoryinto structured learning exercises. One such exercise is the ‘Learning Statement,’(LS) a reflective exercise in which students directly translate experience intolearning and articulate expected future value from that learning. In employing theLS as an instrument for a formative assessment, we attempt to identify the students’Zones of Proximal Development (ZPD
observing all teams when teaching and providing feedback on theirprocesses, a metacognitive structure was used to engage students in self reflection and groupprocessing. The MERIT kit has three key components that are designed to address commonchallenges we face in teaching and assessing collaborative learning and teaming skills. Thesethree components are: (a) “Vicarious Learning Experiences” using case study videos (e.g., PBSDesign Squad clips) along with group processing with MERIT cards, (b) the “I Know My TeamMembers” document, and (c) a “Performance Assessment Task” used for pre and postevaluation. Next steps, in the validation of the MERIT kit, is wide dissemination and evaluationof the kit in supporting individual student learning.Factors
feedback can be more constructive for students in adesign curriculum [36]. As such, verbal feedback plays a significant role in success and teamperformance for students in engineering design curriculums [37]. Prior research shows evidencethat elementary students have navigated the demands of giving engineering design peer feedback[38]. Even more, student discourse helps students to understand how their drawn designs (e.g.conceptual models) can be used during an engineering design challenge in an elementary scienceclassroom [39].Peer comparison can also facilitate student reflection. Through reflection, students can evaluatethe pros and cons of student models, intentionally select solutions, and purposefully chooseimprovements. Prior studies
designed with the help of contemporaryunderstandings of effective instruction methods (e.g. table 1 below), also relying extensivelyon available mechanical design texts such as Dieter & Schmidt.7Table 1: Instructional practices that create effective learning experiences8Affective • Arouse interest to students of contrasting abilities and goals • Provide stimulating, interesting, and varied assignments that are within the range of students abilities but challenge them to reach for the top of that range • Make connections to students interests and intended careersMeta-cognitive • Build self-regulative abilities by explicitly teaching students about them • Promote reflection to enhance attention to meta-cognitive
. With experiential education,young students have the opportunity to learn by doing in-class experiments. The goal of theWestern Michigan University (WMU) student team was to design and construct an apparatus tobe used in a K-12 classroom that properly displays the properties of light as they occur in nature.The reflection, refraction, transmittance and absorption properties of light are recurrently shownin textbooks as if they occur individually, while in reality they occur simultaneously. Based onthe expressed need of a local middle school teacher for such a device, the team drafted designs asan assignment in an entry-level freshman engineering course. After one design was decidedupon, the device itself was produced, and given to the teacher
developcategories of students for further inquiry. Students (n = 22) completed a systems engineeringdesign task, The Solar Urban Design, in which they worked to optimize solar gains of high-risebuildings in both winter and summer months within Energy3D as a part of their engineeringscience classroom. Energy3D is a Computer-Aided Design (CAD) rich design tool withconstruction and analysis capabilities. As students design in Energy3D, a log of all of theirdesign actions and results from analyses are logged. In addition, students took reflective noteswithin Energy3D during and after designing. We computed percentile ranks for the students’design performance for each of the required design elements (i.e. high rise 1 and high rise 2) foreach of the required
settings, the workshop provides studentswith an opportunity to learn about and practice giving and receiving feedback on peers’ projectplans, and chosen design methods and artifacts.In the remaining sections of this paper, we describe the contents of the workshop in detail andsummarize student feedback on each implementation. Further, we reflect on how the workshopcan be further developed to better meet its intended learning outcomes and suggest ways inwhich instructors can alter it to suit different student disciplines, academic levels and courseobjectives.Importance of FeedbackFeedback is reaction or opinion regarding a product, the performance of a task, etc., that is usedto support improvement or confirm success. The education literature
. Off the six groups in the class, only two did a complete analysis of the water balloon drop incorporating both the physical device and video footage. While all groups tested their devices and redesigned them for second and third attempts, it was a little disappointing to see only two groups actually incorporate the video footage into their design recursion process. For instance, the group “Team Six” used the video footage from the first drop to see how the balloon actually broke. One member of Team Six, reflected on this process saying “the high speed camera was extremely useful in the process of designing the
grades. To determine whether studentsengaged in the kind of reflection and planning that was intended, the post-performancesubmissions from four of the nine course sections were collected and analyzed. Each of thesesections had nine teams of four, for a total of 144 students on 36 teams. All of these teams didwell enough that they did not have to submit analyses for the first two performance tests, andonly two teams were required to do an analysis for performance test four. This pattern wasconsistent with the rest of the course sections, as more than half of the teams fared poorly on thethird test, but passed the others, often with bonus points. Therefore, the analysis will focusexclusively on the responses to the third performance test
instructional redesign process. Two majorcharacteristics of threshold concepts, integrativity and transformativity were used to identifyhorizontal alignment candidate-concept for the highway design process.Using concept maps generated as guides through the integrativity of learning associated with thehorizontal alignment, several adjustments to the structure of lecture materials and project taskswere made. In addition, reflective assessment items were administered after each redesignedinstructional task and at the end of the course. Students’ answers to these reflective assessmentshelped identifying trends associated with the transformativity of horizontal alignment in thecontext of highway design. The analysis of students’ reflective assessment
” were structured to encouragestudents to reflect, respond, and share new ideas. Early topics introduced different designaesthetics and covered broad background, such as the theory of design, a historical approach todesign, or how design paralleled art in the 20th century. Other class sessions explored theaesthetic properties of styles from Romanticism and Gothic Revival to current trends like 8-bitand steampunk. Case studies from art, industrial design, architecture, music, and engineeringincluded successful designs such as the Treepodb, Philips Pavillionc, Piaggio Vespad, BoxAppetite, REMLshelff, Paipei 101g, Soccketh, Zendrumi, Oyster Pailj, London Telephone Boothk,John Deere Tractorl, and the Apple IIm.a Two of the six Flow Vis assignments