Incorporating Human-Centered Design to Restructure a Materials Science and Engineering Capstone Course

Matthew D Goodman; Saadeddine Shehab; Nicholas Robert Pozza; Blake Everett Johnson; jean-charles stinville

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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: June 26, 2024
Conference Session: Materials Division (MATS) Technical Session 2
Tagged Division: Materials Division (MATS)
Page Count: 12
DOI: 10.18260/1-2--47609
Permanent URL: https://peer.asee.org/47609
Download Count: 51

Paper Authors

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Matthew D Goodman University of Illinois Urbana-Champaign

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Dr. Goodman received degrees in Materials Science and Engineering from Iowa State (B.S. & M.S.) and the University of Illinois (Ph.D.). He is a lecturer in the Materials Science and Engineering Department at University of Illinois since 2014. Since 2023, he has also been a Siebel Center for Design Affiliate, utilizing Human-Centered Design in the Materials Science and Engineering Capstone courses.

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Saadeddine Shehab University of Illinois 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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Nicholas Robert Pozza

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Blake Everett Johnson University of Illinois Urbana-Champaign

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Dr. Blake Everett Johnson is a Teaching Assistant Professor and instructional laboratory manager in the Department of Mechanical Science and Engineering at the University of Illinois Urbana-Champaign. His research interests include experimental fluid mechanics, measurement science, engineering education, engineering leadership, and professional identity development.

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jean-charles stinville University of Illionis Urbana-Champaign

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Abstract

Capstone design is the culmination of a learner’s academic progress, where students utilize knowledge gained throughout the program’s curriculum to complete a design project. This paper investigates the ongoing work of restructuring a traditional one-semester, 3-credit spring capstone experience in materials science and engineering into a two-semester fall (1-credit) and spring (2-credit) experience. During the restructuring of the capstone experience, the Human-Centered Design (HCD) framework, a method to formalize the design process in discrete stages, was integrated into the course content. Due to course catalog constraints, a 1-credit fall course was piloted in Fall 2022 as an elective for seniors (enrollment was approximately 30% of the senior population); the traditional 3-credit course was still required of all seniors in Spring 2023. Aspects of HCD were introduced and practiced in the fall pilot course and (re)introduced in the spring course.

To examine the uptake of these changes by students, the research team used a qualitative case study approach to closely investigate the work of two small groups in the second materials science and engineering capstone design course in Spring 2023. Both groups had four students; however, the members of one group had taken the one-credit pilot course in Fall 2022. The posters, final reports, and individual reflections from each group were collected. In addition, a group interview was conducted with each of the two groups during the final poster presentations event. Thematic analysis was used to analyze the data. The Human-Centered Engineering Design (HCED) framework was used to develop a coding scheme to categorize the content of the posters, final reports, individual reflections, and interview transcripts under the HCED practices.

Findings from analyzing the interview transcripts indicate that both groups have incorporated HCED practices into their design projects, especially when building knowledge and prototyping. Both groups did not incorporate HCED practices to connect with all stakeholders and generate ideas before narrowing down concepts. Moreover, the group that took the one-credit pilot course prior to the capstone course utilized the HCED practices in their project more than the other group. The analysis of the content of the posters, final reports, and individual reflections will provide more evidence to support or modify these findings. The analysis will provide insight and feedback on the courses’ content, activities, and structure, allowing for evidence-based course modifications. Additionally, it will also facilitate connections between the course and the ABET outcomes and other frameworks, such as Entrepreneurial Mindset Learning (KEEN), that support the development of key mindsets that prepare undergraduate engineering students to become lifelong learners and problem solvers.

Citation
Format

Goodman, M. D., & Shehab, S., & Pozza, N. R., & Johnson, B. E., & stinville, J. (2024, June), Incorporating Human-Centered Design to Restructure a Materials Science and Engineering Capstone Course Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47609

TY - CPAPER
AB - Capstone design is the culmination of a learner’s academic progress, where students utilize knowledge gained throughout the program’s curriculum to complete a design project. This paper investigates the ongoing work of restructuring a traditional one-semester, 3-credit spring capstone experience in materials science and engineering into a two-semester fall (1-credit) and spring (2-credit) experience. During the restructuring of the capstone experience, the Human-Centered Design (HCD) framework, a method to formalize the design process in discrete stages, was integrated into the course content. Due to course catalog constraints, a 1-credit fall course was piloted in Fall 2022 as an elective for seniors (enrollment was approximately 30% of the senior population); the traditional 3-credit course was still required of all seniors in Spring 2023. Aspects of HCD were introduced and practiced in the fall pilot course and (re)introduced in the spring course.

To examine the uptake of these changes by students, the research team used a qualitative case study approach to closely investigate the work of two small groups in the second materials science and engineering capstone design course in Spring 2023. Both groups had four students; however, the members of one group had taken the one-credit pilot course in Fall 2022. The posters, final reports, and individual reflections from each group were collected. In addition, a group interview was conducted with each of the two groups during the final poster presentations event. Thematic analysis was used to analyze the data. The Human-Centered Engineering Design (HCED) framework was used to develop a coding scheme to categorize the content of the posters, final reports, individual reflections, and interview transcripts under the HCED practices.

Findings from analyzing the interview transcripts indicate that both groups have incorporated HCED practices into their design projects, especially when building knowledge and prototyping. Both groups did not incorporate HCED practices to connect with all stakeholders and generate ideas before narrowing down concepts. Moreover, the group that took the one-credit pilot course prior to the capstone course utilized the HCED practices in their project more than the other group. The analysis of the content of the posters, final reports, and individual reflections will provide more evidence to support or modify these findings. The analysis will provide insight and feedback on the courses’ content, activities, and structure, allowing for evidence-based course modifications. Additionally, it will also facilitate connections between the course and the ABET outcomes and other frameworks, such as Entrepreneurial Mindset Learning (KEEN), that support the development of key mindsets that prepare undergraduate engineering students to become lifelong learners and problem solvers.
AU - Matthew D Goodman
AU - Saadeddine Shehab
AU - Nicholas Robert Pozza
AU - Blake Everett Johnson
AU - jean-charles stinville
CY - Portland, Oregon
DA - 2024/06/23
PB - ASEE Conferences
TI - Incorporating Human-Centered Design to Restructure a Materials Science and Engineering Capstone Course
UR - https://peer.asee.org/47609
DO - 10.18260/1-2--47609
ER -