Reframing Engineering Capstone Design Pedagogy for Design with Communities

Briana Lucero; Cameron J Turner

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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: 434

Paper Authors

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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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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.

Citation
Format

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

TY  - CPAPER
AB  - 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.
AU  - Briana Lucero
AU  - Cameron J Turner P.E.
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Reframing Engineering Capstone Design Pedagogy for Design with Communities
UR  - https://peer.asee.org/22967
DO  - 10.18260/1-2--22967
ER  -