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Approaches to Coaching Students in Design Reviews

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2018

Conference Session

Student Feedback and Assessment in Design

Tagged Division

Design in Engineering Education

Page Count

37

Permanent URL

https://peer.asee.org/27608

Download Count

29

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Paper Authors

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Robin Adams Purdue University, West Lafayette (College of Engineering)

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Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, acting and being; design learning; and engineering education transformation.

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Tiago R. Forin Rowan University

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Tiago Forin is a PhD candidate in Engineering Education and researcher at Purdue University affiliated with XRoads Research Group, the Global Engineering Program and the Office of Institutional Research, Assessment, and Effectiveness. He received a Bachelor's degree in civil engineering from Florida State University and a Master's degree in environmental engineering from Purdue University.

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Cole H. Joslyn Purdue University, West Lafayette (College of Engineering)

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Cole Joslyn is a Ph.D. candidate in the School of Engineering Education at Purdue University. His research interests include: professional formation of engineers; interdisciplinary engineering design for reconciling the social and technical nature of engineering/engineering education; transformative/emancipatory learning for humanizing engineering education; empowering faculty through educational collaborative action research. He holds a B.S.I.E. in Industrial Engineering and a M.Ed. specializing in mathematics education. Cole has worked as an engineer in the manufacturing industry, a pastor in full-time ministry, and a high school math teacher.

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Abstract

Design reviews offer a unique window into understanding how design teachers help their students develop as designers. They are a prevalent practice for helping students develop design thinking expertise, although their structure and content may vary across disciplines. Understanding the teaching that occurs during design reviews can illuminate the ways teachers support students in becoming design thinkers. In this paper, we extend prior work to illustrate disciplinary perspectives of how design teachers help their students develop as design thinkers. The guiding framework is design pedagogical knowledge (PCK), the content-specific and practice-based specialized knowledge of teaching design. We analyzed five sets of longitudinal data (four individuals and one team) from an existing multi-disciplinary design review dataset (mechanical engineering, industrial design, and choreography). Where prior work focused on identifying patterns of design pedagogical content knowledge, this paper focuses on summarizing the teaching techniques used and design thinking knowledge conveyed across different design contexts. Results indicate: (1) design teachers across contexts share a common repertoire of design teaching techniques and design thinking process knowledge and (2) insights into what design teachers may be most concerned about regarding their students’ development as designers. One contribution of this study is a language for making visible teachers’ design thinking knowledge, the teaching techniques they use to convey this knowledge, and the kinds of design thinking knowledge they demonstrate or encourage with their students. Teachers can use this to make sense of their own experiences and discuss their experiences within a larger community of practice. Sharing results with students may provide opportunities to help them develop an awareness of design thinking (beyond a method to follow) and make sense of the ways their teachers help them learn to design and strengthen their design processes and products.

Adams, R., & Forin, T. R., & Joslyn, C. H. (2017, June), Approaches to Coaching Students in Design Reviews Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/27608

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