Johnson-Glauch, N., & Kivy, M., & Haykoupian, E. (2022, August), Describing Students’ Approach to Design Thinking in Introductory Materials Engineering Courses  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41639

\bibitem{asee_peer_41639}
  Johnson-Glauch, N., \& Kivy, M., \& Haykoupian, E. (2022, August), \emph{Describing Students’ Approach to Design Thinking in Introductory Materials Engineering Courses}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41639

Nicole Johnson-Glauch, Mohsen Kivy, and Emily Haykoupian.  "Describing Students’ Approach to Design Thinking in Introductory Materials Engineering Courses".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41639 Internet.  25 Jun, 2024

\bibitem{asee_peer_41639}
  Nicole Johnson-Glauch, Mohsen Kivy, and Emily Haykoupian.
  "Describing Students’ Approach to Design Thinking in Introductory Materials Engineering Courses".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41639 Internet.  25 Jun, 2024

@INPROCEEDINGS{asee_peer_41639
author = "Nicole Johnson-Glauch, Mohsen Kivy, and Emily Haykoupian"
title = "Describing Students’ Approach to Design Thinking in Introductory Materials Engineering Courses"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41639}
number = {10.18260/1-2--41639}
}

TY  - CPAPER
AB  - This qualitative study concerns innovations and best practices in introductory materials courses and integrating design in introductory materials course that incorporates materials selection. Most introductory engineering courses primarily teach students the basics of engineering design, teamwork, and project management. However, an essential part of the design process for materials engineers is materials selection. Therefore, the past year we modified our introduction to materials design courses to integrate materials selection into several of the in-class projects. This paper will focus on two of these class projects: a penetration-resistant shoe insole, and a plaster-based composite for structural applications.

In these projects, we evaluated students’ design thinking through self-reported design reflections. In these reflections, students identified what order they did the steps in the design process and time spent on each step. Our results indicated that students did not go through the design process in the intended order. Instead, students took two types of approaches, which we classify as “planners” and “doers”. The “planners” focused on the knowledge gaining steps of the design process extensively before doing any testing or prototyping. In contrast, the “doers” jumped straight to testing and prototyping before using the knowledge gaining activities to inform future testing.

We believe this work helps fill a gap in the design thinking literature by showing how students engage with the design thinking process. Rather than do one step at a time, students bounce between steps, repeat some steps, and skip others. By understanding how students naturally engage with the design process, we can better target curriculum reform in introductory materials design courses.
AU  - Nicole Johnson-Glauch
AU  - Mohsen Kivy
AU  - Emily Haykoupian
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Describing Students’ Approach to Design Thinking in Introductory Materials Engineering Courses
UR  - https://peer.asee.org/41639
DO  - 10.18260/1-2--41639
ER  -