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The Engineering Design Log: A Digital Design Journal Facilitating Learning and Assessment (RTP)

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

June 29, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

K-12 & Pre-College Engineering Division: Research to Practice: K-12 Engineering Resources: Best Practices in Curriculum Design (Part 1)

Tagged Division

Pre-College Engineering Education Division

Page Count

37

DOI

10.18260/p.26153

Permanent URL

https://peer.asee.org/26153

Download Count

610

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Paper Authors

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Roxanne Moore Georgia Institute of Technology

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Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innovations from K-12 up to the collegiate level. She received her Ph.D. in Mechanical Engineering from Georgia Tech in 2012.

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Meltem Alemdar Georgia Institute of Technology

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Dr. Meltem Alemdar is Assistant Director and Research Scientist II at Georgia Tech's Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Dr. Alemdar has experience evaluating programs that fall under the umbrella of educational evaluation, including K-12 educational curricula, K-12 STEM programs after-school programs, and comprehensive school reform initiatives. Across these evaluations, she has used a variety of evaluation methods, ranging from a multi-level evaluation plan designed to assess program impact to methods such as program monitoring designed to facilitate program improvement. She received her Ph.D. in Research, Measurement and Statistics from the Department of Education Policy at Georgia State University (GSU).

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Jeremy A. Lingle Georgia Institute of Technology

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Dr. Jeremy Lingle is a Research Faculty at the Center for Education Integrating Science, Mathematics, & Computing (CEISMC) at the Georgia Institute of Technology. He received his Ph.D. in Educational Policy Studies in Research, Measurement, and Statistics in 2010 from Georgia State University. His primary research focus is upon STEM integration in K-12 education and program evaluation.

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Sunni Haag Newton Georgia Institute of Technology

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Sunni Newton is currently a Research Associate II at the Georgia Institute of Technology in the Center for Education Integrating Science, Mathematics, and Computing (CEISMC). Her research focuses on assessing the implementation and outcomes of educational interventions at the K-12 and collegiate levels. She received her MS and Ph.D. in Industrial/Organizational Psychology from Georgia Tech in 2009 and 2013, respectively. She received her BS from Georgia Tech in 2006, double-majoring in Psychology and Management.

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Jeffrey H Rosen Georgia Institute of Technology

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After 14 years in the middle and high school math and engineering classroom where Mr. Rosen was working on the integration of engineering and robotics into the teaching of the core curricula classrooms. He has now been at Georgia Tech's CEISMC for the past 8 years working on curriculum development and research on authentic STEM instruction and directing the state's FIRST LEGO League competition program. Mr. Rosen has authored or co-authored papers and book chapters that address issues of underrepresented populations participation in engineering programs and the integration of robotics and engineering into classroom instruction.

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Marion Usselman Georgia Institute of Technology

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Marion Usselman is a Principal Research Scientist and Associate Director for Federal Outreach and Research at the Georgia Institute of Technology's Center for Education Integrating Science, Mathematics and Computing (CEISMC). She earned her Ph.D. in Biophysics from the Johns Hopkins University and has been with CEISMC since 1996 developing and managing university-K-12 educational partnership programs. She currently leads up a team of educators and educational researchers who are exploring how to integrate science, mathematics and engineering within authentic school contexts and researching the nature of the resultant student learning

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Abstract

Students engaging in design and engineering processes are frequently encouraged to keep a notebook, journal, or log containing their drawings, reflections, decisions, and justifications. In the professional world, such a notebook is primarily for the benefit of the designer, to keep track of important ideas and data and to protect intellectual property. In engineering education, a notebook or other process documentation is often incorporated into instruction as a pedagogical tool and is used by teachers for assessment; the intent is to assess the student’s solution process separately from their design artifacts. However, there is little agreement among curriculum developers and practitioners about how best to ensure that students keep a thorough enough document trail to allow teachers to follow and assess a student’s design process. Even at the college level, design processes are typically assessed only through reports and presentations without a standardized format or rubric. While previous work in this area has focused on the development of a rubric for engineering design portfolios at the college level, there was no suggested portfolio format, and the rubrics were not piloted specifically at the K-12 level.

To help students and teachers in K-12 settings navigate and assess engineering design, researchers at ___________ have developed an electronic Engineering Design Process Log (EDP Log) to guide the engineering design process, its documentation, and its assessment. This log, when coupled with supplemental reflections, can be used in conjunction with a newly adapted set of rubrics to assess student understanding and application of the Engineering Design Process (EDP) at the middle and high school level. For students who are novices in following the EDP, such a log can also serve as a guide through the EDP, providing cues about the necessary components and activities associated with each step in the process and ensuring that students do not miss or fail to complete steps.

There are two primary contributions in this paper. The first is to present a detailed description of the EDP log and rubrics for middle and high school classrooms, along with student data and artifacts. The rationale for the EDP log will be explained, including parallels to engineering design courses at ______. The second contribution is a comparison of the EDP log with other engineering notebook paradigms. Qualitative from both middle and high school teachers is provided to investigate the use of different engineering notebook paradigms in classroom settings. Interview and focus group results are presented using thematic analysis, a process-oriented approach involving a systematic technique of identifying and coding themes.

Moore, R., & Alemdar, M., & Lingle, J. A., & Newton, S. H., & Rosen, J. H., & Usselman, M. (2016, June), The Engineering Design Log: A Digital Design Journal Facilitating Learning and Assessment (RTP) Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26153

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: © 2016 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