New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
New Engineering Educators
Learning from failure during large ill-defined design projects provides students with opportunities to practice their abilities to explore other solutions, demonstrate that a required feature may violate physics, and propose design changes. This learning requires students to embrace their failures, something they have been trained to avoid in the past. This paper presents a case study where design students were encouraged to discuss failure in the context of design loops using reflection journaling and continuously evolving design requirements.
Sleezer, R., & Swanson, J. J., & Bates, R. A. (2016, June), Using Failure to Teach Design Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27145
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