McKIlligan, S., & Daly, S. R., & Seifert, C. M., & Gonzalez, R., & Gray, C. M. (2015, June), Expanding Evidence-based Pedagogy with Design Heuristics  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24048

\bibitem{asee_peer_24048}
  McKIlligan, S., \& Daly, S. R., \& Seifert, C. M., \& Gonzalez, R., \& Gray, C. M. (2015, June), \emph{Expanding Evidence-based Pedagogy with Design Heuristics}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24048

Seda McKIlligan, Shanna R. Daly, Colleen M. Seifert, Richard Gonzalez, and Colin M. Gray.  "Expanding Evidence-based Pedagogy with Design Heuristics".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24048 Internet.  22 Apr, 2024

\bibitem{asee_peer_24048}
  Seda McKIlligan, Shanna R. Daly, Colleen M. Seifert, Richard Gonzalez, and Colin M. Gray.
  "Expanding Evidence-based Pedagogy with Design Heuristics".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24048 Internet.  22 Apr, 2024

@INPROCEEDINGS{asee_peer_24048
author = "Seda McKIlligan, Shanna R. Daly, Colleen M. Seifert, Richard Gonzalez, and Colin M. Gray"
title = "Expanding Evidence-based Pedagogy with Design Heuristics"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24048}
number = {10.18260/p.24048}
}

TY  - CPAPER
AB  - Expanding Evidence-based Pedagogy with Design HeuristicsCreative thinking during concept generation has been identified as a key source of successfulinnovations; thus, techniques to support creative conceptual design are imperative in engineeringeducation. However, teaching students to “think innovatively” has been difficult for manyeducators, often because of a lack of effective instructional methods. While a variety of methodsfor concept generation have been published, only one method has been systematically derivedfrom observing engineers during design creation and empirically validated in scientific studies:Design Heuristics. In empirical studies, Design Heuristics have been successfully tested inengineering and design classrooms, have been readily adopted by students, and have been shownto result in more creative, and more diverse, concepts.The focus of this project is to create a set of lessons for engineering students based onempirically-validated Design Heuristics that can be incorporated directly into existingundergraduate courses. The project is designed to refine these pedagogical methods through co-creation of lessons with engineering instructors from diverse institutions and backgrounds. Ourgoals include: 1) raise awareness of the importance of teaching students to generate creativeconcepts; 2) educate instructors on how to teach Design Heuristics within existing engineeringclasses; 3) assess learning outcomes from Design Heuristics pedagogy from diverse instructors,courses, and universities; and 4) incorporate the lessons learned to develop an effective, easy-to-adopt pedagogy for educating students about how to generate creative ideas.In this paper, we focus on a sustainable foundation for our development of design pedagogy fortransforming undergraduate education in engineering. We present our progress and vision forthis foundation, and illustrate some instructional lessons that have emerged from our work.
AU  - Seda McKIlligan
AU  - Shanna R. Daly
AU  - Colleen M. Seifert
AU  - Richard Gonzalez
AU  - Colin M. Gray
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Expanding Evidence-based Pedagogy with Design Heuristics
UR  - https://peer.asee.org/24048
DO  - 10.18260/p.24048
ER  -