Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Design in Engineering Education
Spatial site-design, accessed through GIS mapping, teaches three-dimensional data analysis skills invaluable for the contemporary engineering student. Integrating design-thinking strategies into such spatial processes allows students additionally to access the cognitive operations of creative design processes. This study will investigate student responses to an innovative site-design workshop in which GIS mapping becomes a tactical device for introducing both site planning and design-thinking to civil & environmental engineering students.
After a pre-test site-design exercise, 48 undergraduate engineering students were given a basic introduction to layered mapping (GIS) techniques, exploring both digital and analogue strategies for divergent exploration of site-design. In the follow-up post-test design exercise, students were taken through a more structured design-thinking approach for a similar site design project as the pre-test. This mixed-methods study explores student self-assessment survey responses to the two design exercises, as well as their written design commentaries, evaluating them for changes in attitude as well as in approach. Data show that even in such a short introductory exercise, students reported an increase not only in GIS skills, but in creative self-confidence, and their responses revealed a more iterative design process, with generally higher values given by the students to their later-developing ideas over a fixation on preliminary concepts.
The value of such a teaching model is that student engineers are able to gain access to open-ended creative design skills, widely accepted as critical to the educational development of the engineer. Furthermore, this exploration, rather than an additive course or exercise, is integrated into valuable GIS mapping and environmental site design coursework.
Zarazaga, J. M. (2018, June), Mapping as Design Thinking: Can GIS Help Engineering Students Approach Design? Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30788
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015