Board 111: IUSE: A Web-Based Tool for Engineering Design Pedagogy Research

Martina Margaret Moyne; Maxwell Herman; Conor Walsh; Donal Padraic Holland

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: NSF Grantees Poster Session
Tagged Topic: NSF Grantees Poster Session
Page Count: 9
DOI: 10.18260/1-2--29879
Permanent URL: https://peer.asee.org/29879
Download Count: 560

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Paper Authors

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Martina Margaret Moyne University College Dublin orcid.org/0000-0002-2798-7883

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Martina Moyne is a PhD candidate in the School of Mechanical and Material Engineering, University College Dublin (UCD) and a Lecturer in Product Design in the Institute of Technology Carlow. She received her BDes in Industrial Design and MSc in Medical Device Design in the National College of Art and Design (NCAD) and ME in Management in UCD. She is a part time lecturer in UCD and prior to pursuing her PhD, she worked for six years in Nypro Healthcare as a Senior Product Engineer. Her research interests are in design engineering pedagogy, medical device design and human factors engineering.

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Maxwell Herman Harvard University

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Maxwell Herman is a researcher working in the John A. Paulson school of Engineering and Applied Sciences at Harvard University. He received his BS and MS from Carnegie Mellon University in 2013. He is currently working as an software engineer designing and building online education tools for use in the classroom.

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Conor Walsh P.E. Harvard University

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Conor Walsh is the John L. Loeb Associate Professor of Engineering and Applied Sciences at the John A. Paulson Harvard School of Engineering and Applied Sciences and a Core Faculty Member at the Wyss Institute for Biologically Inspired Engineering. He is the is the founder of the Harvard Biodesign Lab, which brings together researchers from the engineering, industrial design, apparel, clinical and business communities to develop new disruptive robotic technologies for augmenting and restoring human performance. This research includes new approaches to the design, manufacture and control of wearable robotic devices and characterizing their performance through biomechanical and physiological studies so as to further the scientific understanding of how humans interact with such machines. He is passionate about educating future innovators and his research group also helped launch the Soft Robotics Toolkit that is an open source resource to promote and disseminate materials for soft robotics to educators and researchers. Conor received his B.A.I and B.A. degrees in Mechanical and Manufacturing engineering from Trinity College in Dublin, Ireland, in 2003, and M.S. and Ph.D. degrees in Mechanical Engineering from the Massachusetts Institute of Technology in 2006 and 2010.

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Donal Padraic Holland University College Dublin

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Dónal Holland is an Assistant Professor in Mechanical and Materials Engineering at University College Dublin (Ireland) and an Associate at the Harvard John A. Paulson School of Engineering and Applied Sciences.

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Abstract

Project-based design classes are increasingly common in undergraduate engineering programs. However, there is a paucity of guidelines to support the development, implementation and efficacy evaluation of such new courses. Engineering design projects frequently serve as experiential learning activities for students to appropriately apply a methodical design process to specific design contexts. However, it is challenging for instructors to ensure that students achieve the intended learning objectives within project-based design classes. It is also difficult for researchers to directly compare design processes followed by students within different learning environments. These challenges are partly due to difficulties in monitoring and tracking student activities in classes where each student may pursue a different design problem and solution, and where the majority of class activity may take place outside of scheduled contact hours. This poster presents preliminary results from a project aiming to gain an improved understanding of how engineering design is taught and learned in order to provide foundation for a new pedagogical framework to guide the development, evaluation and improvement of learning environments for project-based engineering courses.

The poster describes the Design Evaluation and Feedback Tool (DEFT), a custom-built web-based system that collects and reports data to support teaching, learning and research in project-based engineering design education, and a case study to demonstrate its capabilities as a method of collecting and analyzing data from student design teams. The system is intended to support educators in coaching and monitoring student designers, encourage students in reflective reporting on their experiential learning, and to serve as a data collection tool for education researchers. This poster also presents the results of a case study of a proposed framework involving DEFT data to evaluate project-based design courses. The research consisted of interviews with the lead instructor of the classes (n=1), weekly observation of the student groups and the analysis of self-reported student design process data (n=12) to review the efficacy of the design class. The poster concludes by discussing class-specific modifications, plans to make the tool publicly available and to scale the use of DEFT in large numbers of engineering design courses.

Citation
Format

Moyne, M. M., & Herman, M., & Walsh, C., & Holland, D. P. (2018, June), Board 111: IUSE: A Web-Based Tool for Engineering Design Pedagogy Research Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--29879

TY  - CPAPER
AB  - Project-based design classes are increasingly common in undergraduate engineering programs. However, there is a paucity of guidelines to support the development, implementation and efficacy evaluation of such new courses. Engineering design projects frequently serve as experiential learning activities for students to appropriately apply a methodical design process to specific design contexts. However, it is challenging for instructors to ensure that students achieve the intended learning objectives within project-based design classes. It is also difficult for researchers to directly compare design processes followed by students within different learning environments. These challenges are partly due to difficulties in monitoring and tracking student activities in classes where each student may pursue a different design problem and solution, and where the majority of class activity may take place outside of scheduled contact hours. This poster presents preliminary results from a project aiming to gain an improved understanding of how engineering design is taught and learned in order to provide foundation for a new pedagogical framework to guide the development, evaluation and improvement of learning environments for project-based engineering courses. 

The poster describes the Design Evaluation and Feedback Tool (DEFT), a custom-built web-based system that collects and reports data to support teaching, learning and research in project-based engineering design education, and a case study to demonstrate its capabilities as a method of collecting and analyzing data from student design teams. The system is intended to support educators in coaching and monitoring student designers, encourage students in reflective reporting on their experiential learning, and to serve as a data collection tool for education researchers. 
This poster also presents the results of a case study of a proposed framework involving DEFT data to evaluate project-based design courses. The research consisted of interviews with the lead instructor of the classes (n=1), weekly observation of the student groups and the analysis of self-reported student design process data (n=12) to review the efficacy of the design class. The poster concludes by discussing class-specific modifications, plans to make the tool publicly available and to scale the use of DEFT in large numbers of engineering design courses. 

AU  - Martina Margaret Moyne
AU  - Maxwell Herman
AU  - Conor Walsh P.E.
AU  - Donal Padraic Holland
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Board 111: IUSE: A Web-Based Tool for Engineering Design Pedagogy Research
UR  - https://peer.asee.org/29879
DO  - 10.18260/1-2--29879
ER  -