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Expanding Evidence-based Pedagogy with Design Heuristics

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

13

Page Numbers

26.711.1 - 26.711.13

DOI

10.18260/p.24048

Permanent URL

https://peer.asee.org/24048

Download Count

39

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Paper Authors

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Seda McKIlligan Iowa State University Orcid 16x16 orcid.org/0000-0001-7446-3380

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Dr. Yilmaz is an Assistant Professor of Industrial Design. She teaches design studios and lecture courses on developing creativity and research skills. Her current research focuses on identifying impacts of different factors on ideation of designers and engineers and developing instructional materials to foster a more effective ideation process. She often conducts workshops on design thinking to a diverse range of groups including students, practitioners and faculty members from different universities. She received her PhD degree in Design Science in 2010 from University of Michigan. She is also a faculty in Human Computer Interaction Graduate Program and the ISU Site Director for Center for e-Design.

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Shanna R. Daly University of Michigan Orcid 16x16 orcid.org/0000-0002-4698-2973

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Shanna Daly is an Assistant Research Scientist and Adjunct Assistant Professor in Engineering Education in at the University of Michigan. She has a B.E. in Chemical Engineering from the University of Dayton (2003) and a Ph.D. in Engineering Education from Purdue University (2008). Her research focuses on strategies for design innovations through divergent and convergent thinking as well as through deep needs and community assessments using design ethnography, and translating those strategies to design tools and education. She teaches design and entrepreneurship courses at the undergraduate and graduate levels, focusing on front-end design processes.

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Colleen M. Seifert University of Michigan

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Colleen M. Seifert is an Arthur F. Thurnau Professor in the Department of Psychology at the University of Michigan, where she has taught since 1988. She received her Ph.D. in Cognitive Science and psychology at Yale University. She was an ASEE postdoctoral fellow at the University of California – San Diego and the Navy Personnel Research Development Center. Her research interests center on learning, memory, and creativity.

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Richard Gonzalez University of Michigan

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PhD, Stanford University in Psychology. Studies decision making, applied statistics and mathematical modeling in psychology.

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Colin M. Gray Iowa State University Orcid 16x16 orcid.org/0000-0002-7307-1550

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Colin M. Gray is a Postdoctoral Research Associate at Iowa State University in the Center for e-Design. He holds a PhD in Instructional Systems Technology from Indiana University Bloomington, a MEd in Educational Technology from University of South Carolina, and a MA in Graphic Design from Savannah College of Art & Design. He has worked as an art director, contract designer, and trainer, and his continued involvement in design work informs his research on design activity and how it is learned. His research focuses on the role of student experience in informing a critical design pedagogy, and the ways in which the pedagogy and underlying studio environment inform the development of design thinking, particularly in relation to critique and professional identity formation in STEM disciplines. His work crosses multiple disciplines, including engineering education, instructional design and technology, design theory and education, and human-computer interaction.

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Abstract

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.

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

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