New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Design in Engineering Education
We contend that it is imperative that we recognize the internalization of the principles of engineering design as a career sustaining competency. Accordingly, we have piloted a pre-capstone course called Principles of Engineering Design. We aim to empower the students to internalize the principles of engineering design, learn through doing (reading, designing, building, testing, and post-project analysis), learn to frame, postulate, and implement a plan of action for their Spring 2016 Capstone projects, and transition from being a student to a junior engineer in a company. In this course through a scaffolded set of assignments and activities we provide an opportunity for junior engineers internalize the principles of engineering design. In Fall 2015 our junior engineers were introduced to a problem which involved designing, building, and testing a device capable of navigating a track filled with various sections of “difficult” terrain and pop a buried balloon. Periodic in-class and out-of-class activities enabled the instructors to assess learning and coach the budding engineers. In keeping with Kolb’s experiential learning  construct activities included requiring students in class to write “learning statements.” Learning statements are a structured statement that enables students to articulate learning in the context of an authentic, immersive experience. These statements are evaluated for content and the depth of insight expressed therein and then returned to the students with comments. In this paper, we cover the salient features of a course AME4163 – Principles of Engineering Design and the findings from an analysis of the learning statements. Findings from an analysis of student learning statements include the degree to which the principles of engineering design have been internalized by students as well as whether or not the assessment of the student learning statements can be used to predict student performance in courses that are patterned after Kolb’s experiential learning construct.
Autrey, J. L., & Mistree, F., & Siddique, Z. (2016, June), Fostering Learning Principles of Engineering Design Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26948
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