June 26, 2011
June 26, 2011
June 29, 2011
Educational Research and Methods
22.1563.1 - 22.1563.15
Title:Undergraduate Conceptions of the Engineering Design Process: Assessing the Impact of aHuman-Centered Design CourseAbstract:Throughout their education, engineering design students not only learn the design process,but also form and refine their own conception of what it means to do engineering design.Building on the results from a study of professional engineers’ conceptions of design, wepresent survey results from students of ME 110 (n=63), a senior-level human-centered designcourse, comparing their conceptions from before the course to those after the course. Weparticularly look at how the course affects their perceived importance of specific design skills,and their identification with a series of statements on the nature of design. We also comparethe students’ conceptions of design to those of professional engineers from the previous study.Our results show that engineering students and professional engineers disagree on theimportance of prototyping. They also disagree on the importance of the decision-making aspectsof design, including identifying constraints, generating alternatives, and making trade-offs. Our dataalso show that the students on average have less-polarized conceptions of design thanprofessional engineers.
Oehlberg, L., & Agogino, A. M. (2011, June), Undergraduate Conceptions of the Engineering Design Process: Assessing the Impact of a Human-Centered Design Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18519
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