Pub Date : 2024-02-21DOI: 10.14434/ijdl.v15i1.35788
Talia Hurwich, Diana Nicholas, Fraser Fleming, Elaine Perignat, Daniel King, Jennifer Katz-Buonincontro, Paul Gondek
Two graduate-level courses were designed to advance creative, interdisciplinary teamwork among graduate students. Over three years, the two courses underwent three iterations largely focused on refinements to teamwork, which led to high-quality student products. This design case presents the three course iterations, how course design decisions were made, and the kind of results that were achieved. The paper concludes with reflections for designing higher education courses focused on creativity, interdisciplinarity, and teamwork.
{"title":"Designing and Iterating for Interdisciplinary, Creative Research in Graduate Teams","authors":"Talia Hurwich, Diana Nicholas, Fraser Fleming, Elaine Perignat, Daniel King, Jennifer Katz-Buonincontro, Paul Gondek","doi":"10.14434/ijdl.v15i1.35788","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.35788","url":null,"abstract":"Two graduate-level courses were designed to advance creative, interdisciplinary teamwork among graduate students. Over three years, the two courses underwent three iterations largely focused on refinements to teamwork, which led to high-quality student products. This design case presents the three course iterations, how course design decisions were made, and the kind of results that were achieved. The paper concludes with reflections for designing higher education courses focused on creativity, interdisciplinarity, and teamwork.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"105 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444052","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}
Pub Date : 2024-02-16DOI: 10.14434/ijdl.v15i1.35160
Angelica Boyle
This design case describes the development of a dual-credit hybrid health course for incoming first-year high school students seeking to earn college credit. I developed the hybrid health course from the Personal Health Management course I taught at the university level. During the process, I was communicating with the high school health co-instructor. This one-semester hybrid course allows high school students to learn about the many dimensions of wellness and comprehend concepts related to health promotion and disease prevention. In addition, students can view content online and in class, participate in discussion peer activities, complete weekly quizzes, and develop a personal health management plan. Upon completing the course, students earn 3-credit hours towards their college degree.
{"title":"Designing a Dual-Credit Hybrid Health Course","authors":"Angelica Boyle","doi":"10.14434/ijdl.v15i1.35160","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.35160","url":null,"abstract":"This design case describes the development of a dual-credit hybrid health course for incoming first-year high school students seeking to earn college credit. I developed the hybrid health course from the Personal Health Management course I taught at the university level. During the process, I was communicating with the high school health co-instructor. This one-semester hybrid course allows high school students to learn about the many dimensions of wellness and comprehend concepts related to health promotion and disease prevention. In addition, students can view content online and in class, participate in discussion peer activities, complete weekly quizzes, and develop a personal health management plan. Upon completing the course, students earn 3-credit hours towards their college degree.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"303 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140454344","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.34531
James Castle
This design case details a seven-year iterative design process to create an app for use in online physical education classes. Each iteration addresses the shortcomings of the previous version. The most recent iteration of the app allows students to use Fitbit™ devices to record heart rate data, which each student sees as progress toward course goals on the homepage of the course. The current version of the app has evolved to provide a seamless student experience using a web application programming interface (API) and data standards such as learning tools interoperability (LTI). The student experience of using the app is thoroughly documented, as are design processes and principles for engaging in similar design processes.
{"title":"Designing a Tool to Support Online Physical Education","authors":"James Castle","doi":"10.14434/ijdl.v15i1.34531","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34531","url":null,"abstract":"This design case details a seven-year iterative design process to create an app for use in online physical education classes. Each iteration addresses the shortcomings of the previous version. The most recent iteration of the app allows students to use Fitbit™ devices to record heart rate data, which each student sees as progress toward course goals on the homepage of the course. The current version of the app has evolved to provide a seamless student experience using a web application programming interface (API) and data standards such as learning tools interoperability (LTI). The student experience of using the app is thoroughly documented, as are design processes and principles for engaging in similar design processes.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"144 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456536","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.34920
Timothy Abraham, Katie Hanifin
The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.
{"title":"Why We Played Wiffle Ball on Wednesday","authors":"Timothy Abraham, Katie Hanifin","doi":"10.14434/ijdl.v15i1.34920","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34920","url":null,"abstract":"The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"51 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139964218","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.35224
Rani Van Schoors, Sohum Bhatt, Jan Elen, Annelies Raes, Wim Van Den Noortgate, F. Depaepe
Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming—even more so due to significant differences in students’ knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12–14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students’ programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case.
{"title":"Design and Development of a Digital Personalized Learning Track: Bridging the Gap Between Textual and Visual Programming","authors":"Rani Van Schoors, Sohum Bhatt, Jan Elen, Annelies Raes, Wim Van Den Noortgate, F. Depaepe","doi":"10.14434/ijdl.v15i1.35224","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.35224","url":null,"abstract":"Due to swift technological changes in society, programming tasks are proliferating in formal and informal education around the globe. However, challenges arise regarding the acquisition of programming skills. Many students are unequipped to develop programming skills due to limited instruction or background and therefore feel insecure when encountering programming in higher education. Some after-school initiatives focus on teaching younger students programming skills, however, not all students have the opportunity to attend. It can also be very challenging for teachers to teach programming—even more so due to significant differences in students’ knowledge and interests. To alleviate these challenges, we designed and developed a digital personalized learning (DPL) track for programming in the first grade of secondary education (12–14 year-old students) with a threefold purpose: (a) to encourage students bridging the gap between visual and more general-purpose textual programming languages (b) to meet differences in students’ programming knowledge by challenging them, albeit on their own pace, and subsequently (c) to support teachers in the delivery of programming education with relevant supportive learning materials. The design was tested by students and teachers, both of varying technical abilities. Assessments of the DPL-track were positive, with students identifying the tasks as challenging and the tools as motivating. Teachers praised the adaptivity, as well as the gradual transition from visual to textual programming. We present several suggestions for design improvement and dilemmas while reflecting on our design case.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"1071 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456838","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.35383
Victoria Abramenka-Lachheb, Jeanne Johnston, Zach Weber
The design case details the collaborative work of a design team—three faculty members, one instructional designer, and one educational resource specialist—to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team’s narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.
{"title":"Designing Interprofessional Online Learning Experiences for Future Healthcare Professionals","authors":"Victoria Abramenka-Lachheb, Jeanne Johnston, Zach Weber","doi":"10.14434/ijdl.v15i1.35383","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.35383","url":null,"abstract":"The design case details the collaborative work of a design team—three faculty members, one instructional designer, and one educational resource specialist—to create a simulation-based interprofessional education (IPE) experience for future healthcare professionals. Before the COVID-19 pandemic that caused the shutdown of campuses across the country/world, this simulation-based learning experience was always offered in a face-to-face format. Thus, this case highlights the challenges and opportunities of designing this online learning experience within a limited period of time. Further, this case documents what theories or evidence-based practices were instrumental in designing this learning experience, along with the design team’s narrative regarding key design decisions and moves. It also includes a design narrative focusing on the description of the design process, such as key design judgments, decisions, and concrete examples of the design process outcome. Lastly, the design case highlights unique design features: Scalability of instruction through accessibility and usability, authenticity, interprofessional collaboration, and reflection. The design was guided by the TEACH (Team Education Advancing Collaboration in Health) core curriculum in the state of Indiana that foregrounds interprofessional practice competencies and teamwork in preparing future healthcare professionals.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"136 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456542","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.34097
Stuart White
In 2017 Purdue evGrand Prix hired a K-12 Indiana public educator (the author) to write instructional material that could be implemented into participating teams’ high school science and engineering classrooms. The goal was to create science-based integrated STEM learning experiences that complement the construction and racing of a 48-volt electric go-kart. Over the next four years, the instructional designer learned how to implement instructional design techniques and theories while navigating the changing dynamics of a fledgling educational program. Personal experience with woodworking, classroom instruction, and classroom curriculum development played a huge role in instructional design decisions. Early decision-making processes were rooted in making slight modifications to existing educational resources. Here, minor edits were made for application to motorsports generally, and go-kart racing specifically. When specific go-kart educational materials were not available, educational and classroom best practices became the raw material for creating new and innovative instructional material. Collaboration with peers, professionals, and subject matter experts became the norm, while feedback from participating schools helped develop a single-minded focus to meet both teacher and student needs. Formalized training within an instructional design and technology course provided much-needed organizational and methodological skills associated with the transition from a teacher designing classroom resources to an instructional design professional.
{"title":"Novice Decision Making During Creation of Electric Go-Kart Racing Educational Material","authors":"Stuart White","doi":"10.14434/ijdl.v15i1.34097","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34097","url":null,"abstract":"In 2017 Purdue evGrand Prix hired a K-12 Indiana public educator (the author) to write instructional material that could be implemented into participating teams’ high school science and engineering classrooms. The goal was to create science-based integrated STEM learning experiences that complement the construction and racing of a 48-volt electric go-kart. Over the next four years, the instructional designer learned how to implement instructional design techniques and theories while navigating the changing dynamics of a fledgling educational program. Personal experience with woodworking, classroom instruction, and classroom curriculum development played a huge role in instructional design decisions. Early decision-making processes were rooted in making slight modifications to existing educational resources. Here, minor edits were made for application to motorsports generally, and go-kart racing specifically. When specific go-kart educational materials were not available, educational and classroom best practices became the raw material for creating new and innovative instructional material. Collaboration with peers, professionals, and subject matter experts became the norm, while feedback from participating schools helped develop a single-minded focus to meet both teacher and student needs. Formalized training within an instructional design and technology course provided much-needed organizational and methodological skills associated with the transition from a teacher designing classroom resources to an instructional design professional.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"212 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456616","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.34204
Eric A. Kirk, Troy D. Sadler, Li Ke, Laura Zangori
This design case details the design process of a multiple-choice assessment of socio-scientific systems thinking. This assessment is situated within a larger project that aims to understand the ways students use multiple scientific models to understand complex socio-scientific issues. In addition to the research component, this project entails developing curriculum and assessment resources that support science teaching and learning. We begin this paper by framing the needs that motivated the design of this assessment and introducing the design team. We then present a narrative outlining the design process, focusing on key challenges that arose and the ways these challenges influenced our final design. We conclude this paper with a discussion of the compromises that had to be made in the process of designing this instrument.
{"title":"Design Considerations for a Multiple-Choice Assessment of Socio-Scientific Systems Thinking","authors":"Eric A. Kirk, Troy D. Sadler, Li Ke, Laura Zangori","doi":"10.14434/ijdl.v15i1.34204","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34204","url":null,"abstract":"This design case details the design process of a multiple-choice assessment of socio-scientific systems thinking. This assessment is situated within a larger project that aims to understand the ways students use multiple scientific models to understand complex socio-scientific issues. In addition to the research component, this project entails developing curriculum and assessment resources that support science teaching and learning. We begin this paper by framing the needs that motivated the design of this assessment and introducing the design team. We then present a narrative outlining the design process, focusing on key challenges that arose and the ways these challenges influenced our final design. We conclude this paper with a discussion of the compromises that had to be made in the process of designing this instrument.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"71 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456861","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.33820
Vanessa Svihla, Megan Jacobs, Tim Castillo, Mary Tsiongas, Leah Buechley, Megan Tucker, Amy Traylor, Drew Trujillo, Reuben Fresquez, Jaziel Cervantes-Carreon, Sydney Nesbit
Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project—an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico—provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability.
{"title":"Entangled Co-Design with a Trickster: Speculative Framing and Reframing","authors":"Vanessa Svihla, Megan Jacobs, Tim Castillo, Mary Tsiongas, Leah Buechley, Megan Tucker, Amy Traylor, Drew Trujillo, Reuben Fresquez, Jaziel Cervantes-Carreon, Sydney Nesbit","doi":"10.14434/ijdl.v15i1.33820","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.33820","url":null,"abstract":"Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project—an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico—provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"109 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456418","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}
Pub Date : 2024-02-14DOI: 10.14434/ijdl.v15i1.34535
Madalyn Wilson-Fetrow, Vanessa Svihla, A. Datye, Jamie Gomez, Eva Chi, Sang Han
Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.
{"title":"Developing a “Revolution”: Design Challenges in a Chemical Engineering Department","authors":"Madalyn Wilson-Fetrow, Vanessa Svihla, A. Datye, Jamie Gomez, Eva Chi, Sang Han","doi":"10.14434/ijdl.v15i1.34535","DOIUrl":"https://doi.org/10.14434/ijdl.v15i1.34535","url":null,"abstract":"Engineering is fundamentally about design, yet many undergraduate programs offer limited opportunities for students to learn to design. This design case reports on a grant-funded effort to revolutionize how chemical engineering is taught. Prior to this effort, our chemical engineering program was like many, offering core courses primarily taught through lectures and problem sets. While some faculty referenced examples, students had few opportunities to construct and apply what they were learning. Spearheaded by a team that included the department chair, a learning scientist, a teaching-intensive faculty member, and faculty heavily engaged with the undergraduate program, we developed and implemented design challenges in core chemical engineering courses. We began by co-designing with students and faculty, initially focusing on the first two chemical engineering courses students take. We then developed templates and strategies that supported other faculty-student teams to expand the approach into more courses. Across seven years of data collection and iterative refinements, we developed a framework that offers guidance as we continue to support new faculty in threading design challenges through core content-focused courses. We share insights from our process that supported us in navigating through challenging questions and concerns.","PeriodicalId":91509,"journal":{"name":"International journal of designs for learning","volume":"199 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140456624","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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