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Educators can leverage a variety of process models to scaffold students from beginning designer practices to practices aligned with more experienced designers. The Center for Socially Engaged Design at the University of Michigan developed a Socially Engaged Design (SED) Process Model to explicitly emphasize important aspects of design that are often underemphasized or not included in commonly-used design process models, including, for example, designers embracing the limitations of their own perspective and acknowledging the power they hold, the benefits of integrating contextual considerations, and the use of prototypes throughout a design process rather than as single phase in a design process. To better understand the role of design process models, broadly, and the perceived value of process models that emphasize the importance of people and context in design work, specifically, we investigated upper-level mechanical engineering students' perceptions of this SED Process Model. Our findings from this initial exploratory study showed both variability and several consistent themes in participants’ perceptions, for example, there were several interpretations of relationships between different aspects of the model, iteration in design was salient to all participants, and while this SED Process Model does have recommendations, several participants noted it does not specify exactly how to achieve those recommendations. Understanding engineering students’ perceptions of this SED Process Model can help us (1) iterate on the process model itself and (2) better understand how to leverage multiple process models in engineering curricula.
Dugan, K., & Daly, S., & Michaels, C., & Skerlos, S., & Verhey-Henke, A. (2022, August), Investigating a Socially Engaged Design Process Model Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/41211
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