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Reframing Engineering Capstone Design Pedagogy for Design with Communities

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Capstone Design

Tagged Division

Design in Engineering Education

Page Count

20

Page Numbers

24.1034.1 - 24.1034.20

DOI

10.18260/1-2--22967

Permanent URL

https://peer.asee.org/22967

Download Count

238

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Paper Authors

biography

Briana Lucero Colorado School of Mines

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Briana Lucero is a Systems Engineering doctoral candidate at Colorado School of Mines with minors in Humanitarian Engineering and Science, Technology, Engineering and Policy (STEP). She holds engineering degrees from Colorado School of Mines in mechanical and electrical engineering. Her research is grounded in engineering design and design by analogy with a focus on analogy retrieval. She is employed by Ball Aerospace as a Systems Engineer and has worked on two successful satellite launches.

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biography

Cameron J Turner P.E. Colorado School of Mines

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Dr. Cameron Turner is an Assistant Professor in Mechanical Engineering with a research interest in the foundations of design across multiple disciplines. Dr. Turner earned his Ph.D. at the University at Texas in 2005, focusing on Surrogate Model Optimization for Engineering Design. He also holds an MSE from the University of Texas at Austin, with a focus on robotics, and a BSME from the University of Wyoming. He has more than 13 years of experience at Los Alamos National Laboratory, and in 2009 accepted a position at the Colorado School of Mines. From 2009-13, he directed the Engineering Design Program at CSM, covering the departments of Civil and Environmental Engineering, Mechanical Engineering, and Electrical Engineering and Computer Science as well as the BS Engineering program.

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Abstract

Abstract TitleReframing Engineering Capstone Design Pedagogy for Design with CommunitiesKey Words: design, capstone, partnership, communities, humanitarian engineeringAbstract Text:This paper presents a programmatic review of several engineering capstone courses and their methodology forincorporating communities in the design process. Teaching students to design with communities and not forcommunities is dependent upon the context of the design process. This paper addresses the pedagogy of socialengineering in the capstone design projects rooted in the framing of the design process for collaborative creativity.The programs that enact multidisciplinary curriculums are exemplar in satisfying the ABET a-k guidelines.Institutions of higher education that additionally use multi-year projects and employ design progression though theundergraduate curriculum have more success in generating projects that have lasting effects on the communities.Due to the long-term commitment of the students to a specific project or community, there is greater potential formore social interaction and communication between the students and the communities as equal constituentscollaborating to solve the same problem.The coursework and teaching objectives for specific courses feeding into the Senior Design programs offer greatinsight into a more human-centered design process. The scope of the developed design process is framed aroundhuman interaction and communication with delineation between the communities and end-users. Through thesecourses, the project-based learning objectives of an engineering capstone program begin to specifically focus onthe community aspect of engineering as an explicit “Design with Communities” pedagogy.With engineers graduating into a more global economy, it is no longer sufficient to teach students about design formanufacturing or reliability alone; they must be taught to design with humans, not simply for humans. This papercompiles the programs already encouraging design with communities and determines which methodologies aresufficient for empowering students and communities to collaborate together in mutual respect. Brief suggestions ofthe conceptual, methodological and pedagogical frameworks developed by these programs and potential areas ofimprovements are additionally investigated for revising the student-community relationship.

Lucero, B., & Turner, C. J. (2014, June), Reframing Engineering Capstone Design Pedagogy for Design with Communities Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22967

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