Students connecting engineering fundamentals and hardware design: observations and implications for the design of curriculum and assessment methods

Abstract

The paper explores how engineering students use fundamental concepts studied in analysis classes as they undertake experiences in hardware design and dissection. Examples are drawn from videotape studies and in situ observations of students. We observed that students learn by reflecting on their experiences and by linking and contextualizing theoretical and practical knowledge. Curriculum design and assessment methods that help foster these skills are discussed.