June 20, 2010
June 20, 2010
June 23, 2010
Design in Engineering Education
15.1175.1 - 15.1175.13
Teaching Human-Centered Design with Service-Learning
Effectively teaching human-centered design can pose challenges within the undergraduate curriculum as it requires access to users and stakeholders. Service-learning, a growing pedagogy within engineering, offers many synergistic opportunities to create a human-centered design experience. In service-learning, students are paired with a real user in a real community and asked to address a real need. This paper presents the implementation of a human-centered design approach using service-learning at Purdue University. The approach is multidisciplinary with participation from students within and outside of engineering. The design process and curricular structure is discussed along with example projects that illustrate the approach from the perspectives including mechanical, electrical and software design. Successes and challenges are also discussed.
Design has long been a core function of engineers. Recently it has been argued that there is a paradigm shift occurring in design from a “technology-centered design” to “human-centered design” approach1. IDEO defines human-centered design as “a process and a set of techniques used to create new solutions for the world. Solutions include products, services, environments, organizations, and modes of interaction. The reason this process is called “human-centered” is because it starts with the people we are designing for.” 2 The human-centered approach to design is a recognized contributor to innovations in engineering design3. This approach also helps students to develop skills in creativity, practical ingenuity, and communication necessary for the Engineer of 20204. It provides competitive advantage to engineers in a global workplace5, and help engineers address the Grand Challenges identified by the National Academy of Engineering6. Utilizing human-centered design processes have been shown to increase productivity, improve quality, reduce errors, reduce training and support costs, improve people's acceptance of new products, enhance companies' reputations, increase user satisfaction and reduce development costs.7,8
There are many examples cited in the literature that point to the lack of understanding of the user, or an understanding of the way in which the product would be used, that contributed to its failure8,9,10. ”Without effective user involvement in all stages of planning and design the organization is simply storing up problems for the future. When the problems emerge post- implementation they are likely to be serious and more intractable because system changes become more expensive as the design progresses and ‘hardens.’”8 Effectively teaching human- centered design can pose challenges within the undergraduate curriculum as it requires access to users and stakeholders. Service-learning, a growing pedagogy within engineering, offers many synergistic opportunities to create a human-centered design experience.
Zoltowski, C., & Oakes, W., & Chenoweth, S. (2010, June), Teaching Human Centered Design With Service Learning Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16506
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: © 2010 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