Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Design in Engineering Education
Project-based design classes are increasingly common in undergraduate engineering programs. However, educators face challenges in developing and implementing structured programs that allow for the inherently open-ended nature of design processes while ensuring that students achieve the intended learning objectives. In part, these challenges are due to difficulties in monitoring student activities in classes where each student may pursue a different design problem and solution, and where the majority of class activity takes place outside of scheduled contact hours. To date, it has been almost impossible for educators to directly compare the actual design processes followed by students working on different teams, to each other and to intended learning objectives.
This paper presents a method for evaluating the efficacy of project-based design classes. It describes a case study using data from a project-based engineering design class in a graduate engineering program. The research consisted of an interview with the lead instructors of the classes (n=1), observation of the class weekly progress, and design process data of four student teams (n=12) gathered using a web-based tool, the Design Evaluation and Feedback Tool (DEFT). The data was used to evaluate the experiential learning course by analyzing the time and activities student underwent. The paper concludes by outlining modifications that will be made to the class based on this analysis. It is hoped that other design educators and researchers could benefit by using the proposed framework for the evaluation of projectbased design classes. Future work involves using this analysis framework to compare and analyze design classes from two different universities in different countries, to understand the impact of the educational environment on student learning and design activities.
Moyne, M. M., & Herman, M., & Walsh, C., & Holland, D. P. (2018, June), An Evaluation of an Engineering Design Class using Mixed Methods Techniques Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29782
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: © 2018 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