WIP: Investigating the Impact of Community-Inspired Design Projects

Abigail Clark

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: First-Year Programs Division WIPS 1: Projects, Teams, and Portfolios
Tagged Division: First-Year Programs Division (FYP)
Page Count: 7
DOI: 10.18260/1-2--48312
Permanent URL: https://peer.asee.org/48312
Download Count: 40

Paper Authors

biography

Abigail Clark Ohio Northern University orcid.org/0000-0002-2214-2160

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Abigail Clark is an assistant professor of mechanical engineering at Ohio Northern University. She holds a PhD in Engineering Education from The Ohio State University. She also holds degrees in Mechanical Engineering from Ohio State and Ohio Northern University. Prior to her time at OSU, she worked at Battelle Memorial Institute in Columbus, Ohio. Her research interests include pre-college engineering education, informal engineering education, and identity development.

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Abstract

This WIP paper describes ongoing efforts to better understand the impact of a community-inspired design project for first-year engineering students.

Engineering programs often seek to engage their students in authentic engineering practices in order to better support student learning. This is often seen in the later years, through industry-sponsored capstone projects, cooperative educational experiences, and more. However, first-year engineering students often have limited opportunities to engage with authentic engineering practices due to the typical focus of first-year engineering programs, as they seek to establish a foundation of skills and knowledge for later success.

Given the impact of authentic experiences, we sought include a community-inspired design project within our first-year engineering program. This FYE program is a common first-year program at a small, rural, private institution. The course is a two-semester sequence and the enrollment is approximately 200 students. In the second semester, students complete semester-long team-based design project where they identify a need, scope the problem, ideate possible solutions, build prototypes, test, refine and ultimately present their design and functional prototype at an end-of-semester design showcase.

During spring semester 2023, students sought to develop something to aid a person with some kind of disability. In order to help students identify the needs from that group, students were given the opportunity to travel to local care facilities, schools and employment locations to take tours and talk to critical stakeholders. These community partners also served as resources during the semester, and as evaluators during the end-of-semester design showcase.

This work seeks to better understand the impact of this experience on students. This is currently being investigated through quantitative and qualitative measures. Initial data was gathered from a pre-/post- survey of all students, in this case the Engineering Design Expectancy Value Scale (EDVES). The EDVES is based in the expectancy-value theory, and is used to investigate students’ expectancy of success and their values, specifically around engineering. The EDVES data is currently being analyzed and will be used to inform the development of a focus group protocol. This focus group will seek to delve more deeply into the student experience as we seek to better understand the impact this experience has had on students. Additionally, the work will inform further research regarding this and other community-inspired design projects.

Citation
Format

Clark, A. (2024, June), WIP: Investigating the Impact of Community-Inspired Design Projects Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--48312

TY  - CPAPER
AB  - This WIP paper describes ongoing efforts to better understand the impact of a community-inspired design project for first-year engineering students. 

Engineering programs often seek to engage their students in authentic engineering practices in order to better support student learning. This is often seen in the later years, through industry-sponsored capstone projects, cooperative educational experiences, and more. However, first-year engineering students often have limited opportunities to engage with authentic engineering practices due to the typical focus of first-year engineering programs, as they seek to establish a foundation of skills and knowledge for later success. 

Given the impact of authentic experiences, we sought include a community-inspired design project within our first-year engineering program. This FYE program is a common first-year program at a small, rural, private institution. The course is a two-semester sequence and the enrollment is approximately 200 students. In the second semester, students complete semester-long team-based design project where they identify a need, scope the problem, ideate possible solutions, build prototypes, test, refine and ultimately present their design and functional prototype at an end-of-semester design showcase. 

During spring semester 2023, students sought to develop something to aid a person with some kind of disability. In order to help students identify the needs from that group, students were given the opportunity to travel to local care facilities, schools and employment locations to take tours and talk to critical stakeholders. These community partners also served as resources during the semester, and as evaluators during the end-of-semester design showcase. 

This work seeks to better understand the impact of this experience on students. This is currently being investigated through quantitative and qualitative measures. Initial data was gathered from a pre-/post- survey of all students, in this case the Engineering Design Expectancy Value Scale (EDVES). The EDVES is based in the expectancy-value theory, and is used to investigate students’ expectancy of success and their values, specifically around engineering. The EDVES data is currently being analyzed and will be used to inform the development of a focus group protocol. This focus group will seek to delve more deeply into the student experience as we seek to better understand the impact this experience has had on students. Additionally, the work will inform further research regarding this and other community-inspired design projects. 

AU  - Abigail Clark
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - WIP: Investigating the Impact of Community-Inspired Design Projects
UR  - https://peer.asee.org/48312
DO  - 10.18260/1-2--48312
ER  -