Khan, R., & Romkey, L. (2022, August), Scaffolding reflection across the design curriculum: Triangulating Student, Alumni, and Faculty Perspectives of the Role of Design within an Engineering Science Program  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41691

\bibitem{asee_peer_41691}
  Khan, R., \& Romkey, L. (2022, August), \emph{Scaffolding reflection across the design curriculum: Triangulating Student, Alumni, and Faculty Perspectives of the Role of Design within an Engineering Science Program}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41691

Rubaina Khan and Lisa Romkey.  "Scaffolding reflection across the design curriculum: Triangulating Student, Alumni, and Faculty Perspectives of the Role of Design within an Engineering Science Program".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41691 Internet.  16 Dec, 2024

\bibitem{asee_peer_41691}
  Rubaina Khan and Lisa Romkey.
  "Scaffolding reflection across the design curriculum: Triangulating Student, Alumni, and Faculty Perspectives of the Role of Design within an Engineering Science Program".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41691 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_41691
author = "Rubaina Khan and Lisa Romkey"
title = "Scaffolding reflection across the design curriculum: Triangulating Student, Alumni, and Faculty Perspectives of the Role of Design within an Engineering Science Program"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41691}
number = {10.18260/1-2--41691}
}

TY  - CPAPER
AB  - Today, in most engineering departments, design is taught across the curriculum - moving away from the bookend fashion in the past. These design courses, strategically strewn across the undergraduate program, help students to experience design thinking frequently and provide a space for curriculum innovation. The design courses can be thought of as part of a learning progression in which students develop their professional identity through epistemic activities, social networks, and sense-making. The program under study provides design courses across its curriculum known as the design spine. Through a thematic analysis of semi-structured interviews with 15 instructors, 12 alumni, and 6 focus groups with students, we developed a better understanding of the purpose of the design spine in professional identity development and the caveats that need to be addressed through curriculum intervention. Qualitative results of the evaluation indicated that all participants viewed design as the space in the curriculum where real-world challenges and practices can be brought into the classroom. Significant differences were found in the relative importance of other components of the engineering design curriculum. In response to the program evaluation findings, a conceptual framework is presented that supports reflective assignments which we co-designed with instructors across the design spine curriculum.
AU  - Rubaina Khan
AU  - Lisa Romkey
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Scaffolding reflection across the design curriculum: Triangulating Student, Alumni, and Faculty Perspectives of the Role of Design within an Engineering Science Program
UR  - https://peer.asee.org/41691
DO  - 10.18260/1-2--41691
ER  -