This research focuses on improving the outcome of idea generation sessions of interdisciplinary student teams working in the early design stages of a product or solution by measuring the effect of incorporating Design Heuristics Cards at different points of ideation sessions that adhere to the brainstorming guidelines. Using the design thinking methodology, an open-ended challenge was given to the participating teams for a Brainstorming exercise divided into a fifteen-minute individual segment followed by a thirty-minute team ideation segment. Three experimental treatments were designed where Design Heuristics Cards were introduced at different points of the ideation exercise: the start of the individual ideation segment, the start of the team ideation segment, or the second half of the team ideation segment. A fourth control treatment did not introduce the cards at any point but used the Brainstorming guidelines throughout. The metrics observed were Fluency, Novelty, Feasibility, and Market Fit of the ideas generated by the students. Eighty-four students participated in the experiment, with 58.3% being from majors in the College of Engineering, 28.6% from majors in the College of Business Administration, 7.1% from majors in the College of Arts and Sciences, and 6.0% from majors in the College of Agriculture. No significant difference was found among the experimental treatments; however the results are not considered final due to the explorative nature of the study. Recommendations are made on future work and possible improvements to the experiment.
{"title":"Exploration of the Timing of Introduction of Design Heuristic Cards to Early Design Brainstorming Sessions by Interdisciplinary Student Teams","authors":"Abimelec Mercado Rivera, José E. Lugo","doi":"10.1115/detc2020-22477","DOIUrl":"https://doi.org/10.1115/detc2020-22477","url":null,"abstract":"\u0000 This research focuses on improving the outcome of idea generation sessions of interdisciplinary student teams working in the early design stages of a product or solution by measuring the effect of incorporating Design Heuristics Cards at different points of ideation sessions that adhere to the brainstorming guidelines. Using the design thinking methodology, an open-ended challenge was given to the participating teams for a Brainstorming exercise divided into a fifteen-minute individual segment followed by a thirty-minute team ideation segment. Three experimental treatments were designed where Design Heuristics Cards were introduced at different points of the ideation exercise: the start of the individual ideation segment, the start of the team ideation segment, or the second half of the team ideation segment. A fourth control treatment did not introduce the cards at any point but used the Brainstorming guidelines throughout. The metrics observed were Fluency, Novelty, Feasibility, and Market Fit of the ideas generated by the students. Eighty-four students participated in the experiment, with 58.3% being from majors in the College of Engineering, 28.6% from majors in the College of Business Administration, 7.1% from majors in the College of Arts and Sciences, and 6.0% from majors in the College of Agriculture. No significant difference was found among the experimental treatments; however the results are not considered final due to the explorative nature of the study. Recommendations are made on future work and possible improvements to the experiment.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133996201","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Product development is a key component of engineering education taught at a number of universities through their capstone design course. This course provides students with an opportunity to apply their newly obtained knowledge in engineering to design, build, and test working prototypes. This educational approach also encourages students to place additional attention on time and group management. As students walk through the design process, their focus fluctuates between group organization, product development, and course deliverables. This paper observes this variation in focus to extract key insights related to who is focusing on what and when. Data was collected in the form of individual project journals for each student and these provide a detailed look into the design activities throughout the semester allowing for a focus mapping from week to week. The focus of each student is quantified by a topic distribution of each student’s weekly journal entries, automatically extracted using Latent Dirichlet Allocation. Our results place emphasis on the topic identification accuracy and interpretation, before identifying trends found that separate high performing students and groups from those with poor performances. It was found that efficient time management focusing on the required course deliverables, and group cohesion led to the most impactful performance variations. Using this knowledge, we identify future directions supporting the pedagogy for capstone projects.
{"title":"Who, What, and When? Exploring Student Focus in the Capstone Design Experience","authors":"Zachary Ball, Jonathan T Bessette, K. Lewis","doi":"10.1115/detc2020-22027","DOIUrl":"https://doi.org/10.1115/detc2020-22027","url":null,"abstract":"\u0000 Product development is a key component of engineering education taught at a number of universities through their capstone design course. This course provides students with an opportunity to apply their newly obtained knowledge in engineering to design, build, and test working prototypes. This educational approach also encourages students to place additional attention on time and group management. As students walk through the design process, their focus fluctuates between group organization, product development, and course deliverables. This paper observes this variation in focus to extract key insights related to who is focusing on what and when. Data was collected in the form of individual project journals for each student and these provide a detailed look into the design activities throughout the semester allowing for a focus mapping from week to week. The focus of each student is quantified by a topic distribution of each student’s weekly journal entries, automatically extracted using Latent Dirichlet Allocation. Our results place emphasis on the topic identification accuracy and interpretation, before identifying trends found that separate high performing students and groups from those with poor performances. It was found that efficient time management focusing on the required course deliverables, and group cohesion led to the most impactful performance variations. Using this knowledge, we identify future directions supporting the pedagogy for capstone projects.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"74 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116697267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
High globalization in the world today results in the involvement of multi-discipline, multi-cultural teams, as well as the entrance of more economic powers in the market. Effective innovation strategies are critical if emerging markets plan to become economic players in this increasingly connected global market. The current work compares the design processes of designers from emerging and established markets to understand how design methods are applied across culture. Specifically, the design decisions of designers from Morocco, one of the four leading economic power in Africa, and the U.S. are investigated. Concept generation and selection are the focus of the current study as they are critical steps in the design process that can determine project outcomes. Previous studies have identified three factors, ownership bias, gender, and idea goodness as influential during concept selection. The effect of these three factors on designers in the United States is well established. The current study expands upon previous findings to examine the influence of these factors across two cultures — U.S. and Morocco. The results of this study, although preliminary, found that U.S. students had a higher idea fluency than Morocco students. It also found a significant difference in idea fluency between genders in the U.S. but not in Morocco. In addition, it was found that overall, participants exhibited ownership bias toward ideas with high goodness.
{"title":"Does It Translate? A Case Study of Conceptual Design Outcomes With U.S. and Moroccan Students","authors":"Aoran Peng, Jessica Menold, Scarlett R. Miller","doi":"10.1115/detc2020-22623","DOIUrl":"https://doi.org/10.1115/detc2020-22623","url":null,"abstract":"\u0000 High globalization in the world today results in the involvement of multi-discipline, multi-cultural teams, as well as the entrance of more economic powers in the market. Effective innovation strategies are critical if emerging markets plan to become economic players in this increasingly connected global market. The current work compares the design processes of designers from emerging and established markets to understand how design methods are applied across culture. Specifically, the design decisions of designers from Morocco, one of the four leading economic power in Africa, and the U.S. are investigated. Concept generation and selection are the focus of the current study as they are critical steps in the design process that can determine project outcomes. Previous studies have identified three factors, ownership bias, gender, and idea goodness as influential during concept selection. The effect of these three factors on designers in the United States is well established. The current study expands upon previous findings to examine the influence of these factors across two cultures — U.S. and Morocco. The results of this study, although preliminary, found that U.S. students had a higher idea fluency than Morocco students. It also found a significant difference in idea fluency between genders in the U.S. but not in Morocco. In addition, it was found that overall, participants exhibited ownership bias toward ideas with high goodness.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124085069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Kevin G. Kearney, Elizabeth Starkey, Scarlett R. Miller
Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.
{"title":"Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education","authors":"Kevin G. Kearney, Elizabeth Starkey, Scarlett R. Miller","doi":"10.1115/detc2020-22773","DOIUrl":"https://doi.org/10.1115/detc2020-22773","url":null,"abstract":"\u0000 Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"39 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120994568","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Driscoll, Steven Hoffenson, Nicole P. Pitterson
Design is a concept that means different things to different people. Even in the engineering design research community, there is little agreement on a consistent definition of design. This study looks into how engineering students understand product design, using a concept mapping exercise to elicit the key concepts and relationships present in their mental models. An analysis of concept maps from 130 third-year undergraduate engineering students shows how these students think about design, the common themes and relationships that are seen across the population, and variations across different groups of students. By understanding how students in the midst of ABET-accredited programs conceptualize design, conclusions can be drawn regarding the effectiveness of existing curricula in instilling a complete understanding of holistic product design. This can lead to recommendations regarding future engineering design learning objectives, teaching materials, and activities.
{"title":"An Initial Analysis of Undergraduate Student Mental Models of Product Design","authors":"J. Driscoll, Steven Hoffenson, Nicole P. Pitterson","doi":"10.1115/detc2020-22459","DOIUrl":"https://doi.org/10.1115/detc2020-22459","url":null,"abstract":"\u0000 Design is a concept that means different things to different people. Even in the engineering design research community, there is little agreement on a consistent definition of design. This study looks into how engineering students understand product design, using a concept mapping exercise to elicit the key concepts and relationships present in their mental models. An analysis of concept maps from 130 third-year undergraduate engineering students shows how these students think about design, the common themes and relationships that are seen across the population, and variations across different groups of students. By understanding how students in the midst of ABET-accredited programs conceptualize design, conclusions can be drawn regarding the effectiveness of existing curricula in instilling a complete understanding of holistic product design. This can lead to recommendations regarding future engineering design learning objectives, teaching materials, and activities.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133287355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
José E. Lugo, Adriana M. Muñoz-Soto, Manuel O. Ríos-Torres
The purpose of this paper is to explore the activities of the New Venture Design Experience (NVDE), an entrepreneurial program with an engineering design and marketing focus, and recommend which activities the students report more useful. Currently the entrepreneurial program synchronizes four courses between engineering and business school over the period of two semesters. All courses are to various degrees co-taught. The campus entrepreneurial ecosystem has extracurricular activities that can supplement and or substitute some of the NVDE activities. To explore the impact of entrepreneurial activities (NVDE or ecosystem) a semi-structure interview was designed to uncover which activities were more valuable for the students after the program. For this, fourteen former students from NVDE were interviewed, seven already graduated and seven are still undergraduate students. Initial recommendations are provided towards which activities to scale down.
{"title":"Exploratory Assessment of Design Entrepreneurial Program New Venture Design Experience to Prune Program Activities","authors":"José E. Lugo, Adriana M. Muñoz-Soto, Manuel O. Ríos-Torres","doi":"10.1115/detc2020-22403","DOIUrl":"https://doi.org/10.1115/detc2020-22403","url":null,"abstract":"\u0000 The purpose of this paper is to explore the activities of the New Venture Design Experience (NVDE), an entrepreneurial program with an engineering design and marketing focus, and recommend which activities the students report more useful. Currently the entrepreneurial program synchronizes four courses between engineering and business school over the period of two semesters. All courses are to various degrees co-taught. The campus entrepreneurial ecosystem has extracurricular activities that can supplement and or substitute some of the NVDE activities. To explore the impact of entrepreneurial activities (NVDE or ecosystem) a semi-structure interview was designed to uncover which activities were more valuable for the students after the program. For this, fourteen former students from NVDE were interviewed, seven already graduated and seven are still undergraduate students. Initial recommendations are provided towards which activities to scale down.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127651771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hristina Milojevic, Yan Jin, A. Patel, Perri Chastain-Howley, N. Brown
Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum. The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources. We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.
{"title":"An Adapted Ethnographic Approach to Social Cognition and Cognitive Apprenticeship in Design Learning Experience","authors":"Hristina Milojevic, Yan Jin, A. Patel, Perri Chastain-Howley, N. Brown","doi":"10.1115/detc2020-22405","DOIUrl":"https://doi.org/10.1115/detc2020-22405","url":null,"abstract":"\u0000 Design is difficult to teach in traditional ways of lecturing and testing. One defined learning methodology that applies well to design education is project-based learning. In an attempt to better understand the patterns of project-based learning in different design-related programs, we studied three small groups of teachers and students at an innovative academy based out of Shanghai Institute of Visual Art, entitled De Tao Master’s Academy, and compared their education style to that of subjects in regular programs at Shanghai Institute of Visual Art. Our goal was to seek patterns of cognitive apprenticeship in our subjects’ education, and find out (a) if it’s more effective than the traditional approach, and (b) can modelling (i.e. direct replication of learned material) be excluded from a design curriculum.\u0000 The information gathered through surveys, interviews and observation were segmented into six categories: (1) self-regulation, (2) creative thinking and thinking styles, (3) incorporation of cognitive apprenticeship model into teaching style, (4) teaching hours vs. self-learning, (5) individual vs. team work preference, and (6) learning environment and teaching resources.\u0000 We found that self-regulation was uniformly low throughout the sample, but that De Tao curriculum aimed to increase it over the course of their programs. Most students preferred small teams, with less than 5 students to do assignments and projects with, instead of individually working or working in large teams. Curriculum and interviews indicated De Tao programs had a higher focus on teaching creative thinking and independence, which reflected on design self-efficacy scores of their students when compared with SIVA students. Learning spaces at De Tao were observed to be better, and their instruction constructed close to cognitive apprenticeship. Coaching, scaffolding, articulation and exploration were evident in the design education methods adopted at De Tao. The ethnographic findings were related into an evolved social cognitive design framework, which allowed us to preliminarily contextualize design learning influencers.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"90 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115949389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. D. Vries, Kate Fu, Elizabeth Starkey, Christine Toh, Nicole B. Damen, Shraddha Joshi, Brian Sylcott, Kathryn J. L. Jacobson
A core ethos of the engineering discipline is to tackle large, complex problems of central importance to society utilizing a range of technical knowledge and skills. One major barrier to this goal is the lack of diversity in the discipline, leading to a shortage of the talent pool, reduced capacity for innovation, and it can negatively impact the educational experience of engineering students. To respond to this charge, the Broadening Participation Committee (BPart) of the American Society of Mechanical Engineering’s Design Engineering Division (ASME DED) has conducted a number of activities aimed at fostering a diverse professional community and addressing the needs of people typically under-represented within engineering. This includes professional development workshops, networking sessions, travel funds available for graduate students and postdoctoral scholars, and micro-grants available for parents with young children. This paper discusses the activities provided by the BPart Committee since 2013, as well as the outcomes and additional initiatives that occurred as a result of the BPart Activities. Examples of such activities include seven professional development workshops, three workshop panels, and seven networking receptions. In the workshop participant feedback, we see some effect when there is a female presenter over a male presenter, but this effect appears to be limited. A discussion on future activities of BPart is presented in order to continue to grow and foster this community.
{"title":"Broadening Participation: Over Ten Years of Outreach Within the IDETC-DED Community","authors":"C. D. Vries, Kate Fu, Elizabeth Starkey, Christine Toh, Nicole B. Damen, Shraddha Joshi, Brian Sylcott, Kathryn J. L. Jacobson","doi":"10.1115/detc2020-22687","DOIUrl":"https://doi.org/10.1115/detc2020-22687","url":null,"abstract":"\u0000 A core ethos of the engineering discipline is to tackle large, complex problems of central importance to society utilizing a range of technical knowledge and skills. One major barrier to this goal is the lack of diversity in the discipline, leading to a shortage of the talent pool, reduced capacity for innovation, and it can negatively impact the educational experience of engineering students. To respond to this charge, the Broadening Participation Committee (BPart) of the American Society of Mechanical Engineering’s Design Engineering Division (ASME DED) has conducted a number of activities aimed at fostering a diverse professional community and addressing the needs of people typically under-represented within engineering. This includes professional development workshops, networking sessions, travel funds available for graduate students and postdoctoral scholars, and micro-grants available for parents with young children.\u0000 This paper discusses the activities provided by the BPart Committee since 2013, as well as the outcomes and additional initiatives that occurred as a result of the BPart Activities. Examples of such activities include seven professional development workshops, three workshop panels, and seven networking receptions. In the workshop participant feedback, we see some effect when there is a female presenter over a male presenter, but this effect appears to be limited. A discussion on future activities of BPart is presented in order to continue to grow and foster this community.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"102 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127841401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Nolte, Catherine G. P. Berdanier, Jessica Menold, Christopher McComb
In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared to men. Identifying as a minority subgroup student was also trending towards being a significant predictor of change in self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.
{"title":"Comparison of Exams and Design Practica for Assessment in First Year Engineering Design Courses","authors":"H. Nolte, Catherine G. P. Berdanier, Jessica Menold, Christopher McComb","doi":"10.1115/detc2020-22054","DOIUrl":"https://doi.org/10.1115/detc2020-22054","url":null,"abstract":"\u0000 In response to calls for engineering programs to better prepare students for future careers, many institutions offer courses with a design component to first-year engineering students. This work proposes that traditional exam-based assessments of design concepts are inadequate, and alternative forms of assessment are needed to assess student learning in design courses. This paper investigates the self-efficacy differences between a traditional exam and a two-part practicum as a mid-semester assessment for introductory engineering students enrolled in a first-year design course. Increased self-efficacy has been linked to various positive student outcomes and increased retention of underrepresented students. The practicum consisted of an in-class team design task and an out-of-class individual reflection, while the exam was a traditional, individual written exam. All students completed a pre-assessment survey and a post-assessment survey, both of which included measures of design self-efficacy. Analysis showed that the practicum increased the design self-efficacy of students more effectively than the exam. Students who identified as women had greater gains in design self-efficacy during the practicum as compared to men. Identifying as a minority subgroup student was also trending towards being a significant predictor of change in self-efficacy for the practicum. Findings suggest that a mid-semester practicum is a successful assessment of design competencies that contributes to increased first-year engineering student self-efficacy.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126240324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Attakias T. Mertens, Christopher McComb, Christine Toh
Research in new product design still lacks an understanding of how the types of information used by designers can lead to more successful designs and what cognitive components are involved in the process of generating new ideas. Some theories have arisen that focus on memory usage that could have an impact in idea generation early on in the design process. This framework forms the basis of the current study, focused on identifying the underlying cognitive processes that are active during the design process. To accomplish this, undergraduate students were recruited from the University of Nebraska-Omaha. During the study, participants were presented a design problem, given information pieces that corresponded to the Information Archetypes Framework, and asked to generate ideas for a solution. Students were then asked to recall the information pieces from memory. Participants’ data were analyzed using Latent Semantic Analysis in order to assess the similarities between generated ideas, recall, and information pieces. Results from this were assessed for relationships using Spearman correlations and simple regression. This study was able to demonstrate memory usage within the early design process.
{"title":"Towards an Understanding of Semantic Memory During Idea Generation","authors":"Attakias T. Mertens, Christopher McComb, Christine Toh","doi":"10.1115/detc2020-22577","DOIUrl":"https://doi.org/10.1115/detc2020-22577","url":null,"abstract":"\u0000 Research in new product design still lacks an understanding of how the types of information used by designers can lead to more successful designs and what cognitive components are involved in the process of generating new ideas. Some theories have arisen that focus on memory usage that could have an impact in idea generation early on in the design process. This framework forms the basis of the current study, focused on identifying the underlying cognitive processes that are active during the design process. To accomplish this, undergraduate students were recruited from the University of Nebraska-Omaha. During the study, participants were presented a design problem, given information pieces that corresponded to the Information Archetypes Framework, and asked to generate ideas for a solution. Students were then asked to recall the information pieces from memory. Participants’ data were analyzed using Latent Semantic Analysis in order to assess the similarities between generated ideas, recall, and information pieces. Results from this were assessed for relationships using Spearman correlations and simple regression. This study was able to demonstrate memory usage within the early design process.","PeriodicalId":158998,"journal":{"name":"Volume 3: 17th International Conference on Design Education (DEC)","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134085655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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