Starkey, E. M., & Miller, S. R., & Hunter, S. T. (2019, June), Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach  Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32585

\bibitem{asee_peer_32585}
  Starkey, E. M., \& Miller, S. R., \& Hunter, S. T. (2019, June), \emph{Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach}
  Paper presented at 2019 ASEE Annual Conference \& Exposition , Tampa, Florida.
  10.18260/1-2--32585

Elizabeth Marie Starkey, Scarlett Rae Miller P.E., and Samuel Todd Hunter.  "Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach".  2019 ASEE Annual Conference & Exposition , Tampa, Florida, 2019, June.  ASEE Conferences, 2019.  https://peer.asee.org/32585 Internet.  19 Jan, 2025

\bibitem{asee_peer_32585}
  Elizabeth Marie Starkey, Scarlett Rae Miller P.E., and Samuel Todd Hunter.
  "Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach".
  \emph{2019 ASEE Annual Conference \& Exposition , Tampa, Florida, 2019, June}.
  ASEE Conferences, 2019.
  https://peer.asee.org/32585 Internet.  19 Jan, 2025

@INPROCEEDINGS{asee_peer_32585
author = "Elizabeth Marie Starkey, Scarlett Rae Miller P.E., and Samuel Todd Hunter"
title = "Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach"
booktitle = "2019 ASEE Annual Conference \& Exposition "
year = "2019"
month = "June"
address = "Tampa, Florida"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/32585}
number = {10.18260/1-2--32585}
}

TY  - CPAPER
AB  - Product dissection is a problem-based learning activity that is often integrated into engineering courses in order to help students learn to systematically disassemble and analyze a product and all of its parts. Product dissection was first introduced into engineering education in the early 1990’s and has since been a staple in introductory courses. Although many studies have been conducted in relation to product dissection, research has not been systematic, leaving us to question how variations in product dissection impact learning, creativity, or both for students when used in the classroom. To fill this gap, our research group has conducted numerous studies over the last 4 years in order to systematically investigate variations in deployment of product dissection in an engineering classroom. Using the findings from these studies we have developed a virtual product dissection module and deployed it in an introductory engineering course. We provide recommendations for the use of product dissection in the classroom and provide insights into the deployment of this module. The results from the case study that follows the impact of the module indicate that students found the dissection modules helped them understand how the products worked and that it could be used to inspire creative ideas during idea generation, but that some of them struggled to see how their dissected product related to the design task they were completing. These results are used for continued development of the product dissection classroom lesson modules.
AU  - Elizabeth Marie Starkey
AU  - Scarlett Rae Miller P.E.
AU  - Samuel Todd Hunter
CY  - Tampa, Florida
DA  - 2019/06/15
PB  - ASEE Conferences
TI  - Deploying Virtual Product Dissection Lesson Modules in Introductory Engineering Classrooms: A Research-Driven Approach
UR  - https://peer.asee.org/32585
DO  - 10.18260/1-2--32585
ER  -