Developing a Human-Centered Engineering Design Self-Assessment Survey

Alexander Pagano; Taylor Tucker Parks; Saadeddine Shehab

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 25
Tagged Division: Educational Research and Methods Division (ERM)
Permanent URL: https://peer.asee.org/47149

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Paper Authors

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Alexander Pagano University of Illinois at Urbana - Champaign

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Alex Pagano is a PhD student studying engineering design. His work is focused on the early phases of design and the use of human-centered design or design thinking as a teaching tool. Alex holds a BS in Materials Science and Engineering from University of

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Taylor Tucker Parks University of Illinois at Urbana - Champaign

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Taylor Parks is a research fellow in engineering education at the Siebel Center for Design. She earned her bachelor's in engineering mechanics and master's in curriculum & instruction from the University of Illinois Urbana-Champaign. Her research focuses on promoting teamwork in complex engineering problem solving through collaborative task design. She currently co-leads the integration of human-centered design principles within select courses across the Grainger College of Engineering.

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Saadeddine Shehab University of Illinois at Urbana - Champaign

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I am currently the Associate Director of Assessment and Research team at the Siebel Center for Design (SCD) at the University of Illinois at Urbana-Champaign. I work with a group of wonderful and talented people at SCD’s Assessment and Research Laboratory to conduct research that informs and evaluates our practice of teaching and learning human-centered design in formal and informal learning environments.

My Research focuses on studying students’ collaborative problem solving processes and the role of the teacher in facilitating these processes in STEM classrooms.

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Abstract

This paper outlines initial steps in the design, development, and validation of a human-centered engineering design (HCED) self-assessment survey. The survey consists of 17 items intended to measure students’ degree of confidence in HCED practices associated with the five conceptual spaces of the HCD framework: Understand, Synthesize, Ideate, Prototype, and Implement. The purpose of this instrument is to measure learning progression as a corollary of engagement with the various HCED learning experiences being deployed in diverse courses across the College of Engineering. The long-term goals of this work are to assess the impact of these various HCED learning experiences and to better understand how to facilitate the introduction of HCED into existing engineering curricula. This work will be relevant to readers interested in engineering education college-wide, working across multiple discipline-specific departments. We present the motivations for this work, including relevant education and learning science research supporting such endeavors. We explain the design and development of the instrument and its theoretical underpinnings. We explore the validity of the items using Confirmatory Factor Analysis and Cronbach’s Alpha. An early deployment of this instrument reached students in six total courses at the 100-, 200-, and 300-levels. The responses from these groups are compared and discussed. We conclude by discussing the implications of these early findings as well as our intentions for future work. We believe that this tool will support engineering educators in assessing students’ confidence in HCED practices. This paper outlines the first steps in the design, development, and validation of a human-centered engineering design (HCED) self-assessment survey. This survey consists of 17 items intended to measure students’ degree of confidence in HCED practices associated with the five conceptual spaces of the HCD framework: Understand, Synthesize, Ideate, Prototype, and Implement. The purpose of this instrument is to measure learning progression as a corollary of engagement with the various HCED learning experiences being deployed in diverse courses across the Engineering College. The long-term goal of this work is to assess the impact of these various HCED learning experiences, and to better understand how to facilitate the introduction of HCED into the existing Engineering curriculum. This work will be relevant to readers interested in engineering education college-wide, working across multiple discipline-specific departments. We present the motivations for this work, including relevant education and learning science research supporting such endeavors. We explain the design and development of the instrument and its theoretical underpinnings. We explore the validity of the items using Confirmatory Factor Analysis and Cronbach’s Alpha. An early deployment of this instrument reached students in six courses at the 100-, 200-, and 300-levels. The responses from these groups are compared and discussed. We conclude by discussing the implications of these early findings as well as our intentions for future work. We believe that this tool will support engineering educators in assessing students’ confidence in HCED practices.

Citation
Format

Pagano, A., & Parks, T. T., & Shehab, S. (2024, June), Developing a Human-Centered Engineering Design Self-Assessment Survey Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47149

TY - CPAPER
AB - This paper outlines initial steps in the design, development, and validation of a human-centered engineering design (HCED) self-assessment survey. The survey consists of 17 items intended to measure students’ degree of confidence in HCED practices associated with the five conceptual spaces of the HCD framework: Understand, Synthesize, Ideate, Prototype, and Implement. The purpose of this instrument is to measure learning progression as a corollary of engagement with the various HCED learning experiences being deployed in diverse courses across the College of Engineering. The long-term goals of this work are to assess the impact of these various HCED learning experiences and to better understand how to facilitate the introduction of HCED into existing engineering curricula. This work will be relevant to readers interested in engineering education college-wide, working across multiple discipline-specific departments. We present the motivations for this work, including relevant education and learning science research supporting such endeavors. We explain the design and development of the instrument and its theoretical underpinnings. We explore the validity of the items using Confirmatory Factor Analysis and Cronbach’s Alpha. An early deployment of this instrument reached students in six total courses at the 100-, 200-, and 300-levels. The responses from these groups are compared and discussed. We conclude by discussing the implications of these early findings as well as our intentions for future work. We believe that this tool will support engineering educators in assessing students’ confidence in HCED practices.
This paper outlines the first steps in the design, development, and validation of a human-centered engineering design (HCED) self-assessment survey. This survey consists of 17 items intended to measure students’ degree of confidence in HCED practices associated with the five conceptual spaces of the HCD framework: Understand, Synthesize, Ideate, Prototype, and Implement. The purpose of this instrument is to measure learning progression as a corollary of engagement with the various HCED learning experiences being deployed in diverse courses across the Engineering College. The long-term goal of this work is to assess the impact of these various HCED learning experiences, and to better understand how to facilitate the introduction of HCED into the existing Engineering curriculum. This work will be relevant to readers interested in engineering education college-wide, working across multiple discipline-specific departments. We present the motivations for this work, including relevant education and learning science research supporting such endeavors. We explain the design and development of the instrument and its theoretical underpinnings. We explore the validity of the items using Confirmatory Factor Analysis and Cronbach’s Alpha. An early deployment of this instrument reached students in six courses at the 100-, 200-, and 300-levels. The responses from these groups are compared and discussed. We conclude by discussing the implications of these early findings as well as our intentions for future work. We believe that this tool will support engineering educators in assessing students’ confidence in HCED practices.
AU - Alexander Pagano
AU - Taylor Tucker Parks
AU - Saadeddine Shehab
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Developing a Human-Centered Engineering Design Self-Assessment Survey
UR - https://peer.asee.org/47149
ER -