Brown, S. A., & Frye, N., & Montfort, D. B., & Smith, P. M. (2011, June), Understanding Faculty and Practitioner Involvement in a  Capstone Interdisciplinary Design Experience   Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18510

\bibitem{asee_peer_18510}
  Brown, S. A., \& Frye, N., \& Montfort, D. B., \& Smith, P. M. (2011, June), \emph{Understanding Faculty and Practitioner Involvement in a  Capstone Interdisciplinary Design Experience }
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18510

Shane A. Brown, Nadia Frye, Devlin B. Montfort, and Paul M. Smith.  "Understanding Faculty and Practitioner Involvement in a  Capstone Interdisciplinary Design Experience ".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18510 Internet.  24 Apr, 2024

\bibitem{asee_peer_18510}
  Shane A. Brown, Nadia Frye, Devlin B. Montfort, and Paul M. Smith.
  "Understanding Faculty and Practitioner Involvement in a  Capstone Interdisciplinary Design Experience ".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18510 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_18510
author = "Shane A. Brown, Nadia Frye, Devlin B. Montfort, and Paul M. Smith"
title = "Understanding Faculty and Practitioner Involvement in a  Capstone Interdisciplinary Design Experience "
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18510}
number = {10.18260/1-2--18510}
}

TY  - CPAPER
AB  -             Understanding Faculty and Practitioner Involvement in a         Capstone Interdisciplinary Design Experience through the Lens of                     Diffusions of Innovation Theory and the                         Concerns Based Adoption ModelEvery year a multitude of engineering education innovations are developed and disseminated, withthe hope that adoption of these innovations will lead to broad transformation of engineeringeducation. However, little effort is made to understand the processes of adoption, including how andwhy individuals choose to implement or be involved with these innovations. Even if the adoptionprocess is investigated, it is unusual to do so within a theoretical framework to guide this effort andsubsequently improve the generalizability of the results. Diffusions of Innovation (DI) and theConcerns Based Adoption Model (CBAM) have been used extensively to evaluate adoption in manyareas, including innovations ranging from curricular programs and computer-based learning modulesto consumer products. However, these tools have not commonly been utilized, evaluated and re-designed for application to engineering education innovations.An Interdisciplinary Design Experience (IDeX), involving undergraduate and graduate students andfaculty from several disciplines, including engineering, architecture, construction management, andlandscape architecture, was established in the fall of 2009 at a major land grant university in thenorthwest. The IDEX program focuses on the sustainable design of an interdisciplinary project overthe course of a year, and includes extensive involvement from engineers and architects from industryin the form of workshops and mentoring students on their design efforts. Applying the DI andCBAM frameworks to a complex program involving wide-ranging curriculum and industryinvolvement, among others, like IDEX is unique from previous uses of these frameworks.The goal of this research is to apply portions of DI and the CBAM to understand why faculty andpractitioners choose to participate in the IDEX program. The five characteristics; relative advantage,complexity, compatibility, trialibity, and observability, of an innovation that affect adoption from DIand the innovation configuration from CBAM were used to investigate the adoption decision.Qualitative interview techniques were used to determine why seven engineering and architecturefaculty and the five engineering practitioners, the project clients for the 2010-2011 program, chose toparticipate in IDEX. The interviews were used to determine how faculty and practitioners defined thecourse and their participation, as well concerns they had with their perceived structure of the course.Faculty most commonly spoke of their interest in working with the developer of the IDEX programand their interest in sustainable design as incentive to participate. Both faculty and practitionerscommonly mentioned as a reason to participate the potential value to students in being able to engagein an authentic interdisciplinary design experience and how this would be helpful for preparingstudents for the workforce. Both groups cited the involvement of students from diverse backgroundsboth as vital to the program and a continuing challengeThis research provides guidance to other universities understanding why faculty and engineeringpractitioners choose to participate in interdisciplinary capstone design courses. Results alsocontribute to how DI and CBAM can be implemented to a complex social phenomenon like IDEX.
AU  - Shane A. Brown
AU  - Nadia Frye
AU  - Devlin B. Montfort
AU  - Paul M. Smith
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Understanding Faculty and Practitioner Involvement in a  Capstone Interdisciplinary Design Experience 
UR  - https://peer.asee.org/18510
DO  - 10.18260/1-2--18510
ER  -