An Interdisciplinary Undergraduate Design Course for Wearable and Pervasive Computing Products

Martin, Tom; Kim, Kahyun; Forsyth, Jason; McNair, Lisa D.; Coupey, Eloïse; Dorsa, Ed

doi:10.1109/iswc.2011.13

Cited by 9 publications

(7 citation statements)

References 5 publications

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“…In sum, the qualitative data indicated that the teams under the balanced condition showed higher effectiveness than the teams under the non-balanced condition. This was also confirmed from a quantitative measurement of team effectiveness, the Team Diagnostic Survey (Martin, Kim, Forsyth, McNair, Coupey, & Dorsa, 2011).…”

Section: Team Effectiveness: Observation and Final Productsmentioning

confidence: 53%

The Impact of Disciplinary Balance on Interdisciplinary Teamwork: A Comparative Case Study of Interdisciplinary Product Design Teams

Kim¹,

McNair

2011

Proceedings of the Human Factors and Ergonomics Society Annual

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This study presents results from a comparative case study of interdisciplinary product design teams from two consecutive years under non-balanced and balanced disciplinary conditions. The main difference between the two conditions was the hands-on exercise modules focusing on each discipline (e.g., electronic prototyping exercise) used for the balanced condition. The purpose of this paper was to examine cultural traits of different disciplines (Electrical & Computer Engineering, Industrial Design, and Marketing) using questionnaires and show the impact of disciplinary balance on the effectiveness of interdisciplinary product design teams through qualitative analysis of team meetings and products. The results indicated that the teams under the balanced disciplinary condition showed higher effectiveness. Implications and the future direction for the work are also described.

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Section: Team Effectiveness: Observation and Final Productsmentioning

confidence: 53%

The Impact of Disciplinary Balance on Interdisciplinary Teamwork: A Comparative Case Study of Interdisciplinary Product Design Teams

Kim¹,

McNair

2011

Proceedings of the Human Factors and Ergonomics Society Annual

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“…The deeply disciplinary nature of universities does not prepare students for working on the types of design teams that are required for successful wearable computing systems. " [35].…”

Section: Background and Related Workmentioning

confidence: 99%

“…• E-Textiles and making as Democratization of Technology [7-9, 39, 44] • Wearable Technology as Transdisciplinary Research [22,35,55] • Case Studies, Frameworks, and Performance [13,57,59] • Privacy and Security [12,26,32,38,52] • Policy and Law [1,2] • The Future [10,14,20,53]…”

Section: Readings and Course Contentmentioning

confidence: 99%

YOU BETTA WERK: Using Wearable Technology Performance Driven Inclusive Transdisciplinary Collaboration to Facilitate Authentic Learning

Zeagler

Lish²,

Cheezburger³

et al. 2021

Proceedings of the Fifteenth International Conference on Tangible, Embedded, and Embodied Interaction

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Working or WERKing on a wearable technology project in a transdisciplinary group can be an effective way of learning new skills and collaboration techniques. This paper describes a case study of running a wearable technology group project within an undergraduate course entitled Wearable Technology and Society. The computational media students in the class collaborated with outside performance artists (drag queens and a street dancer) to create interactive performance garments. Design methods such as the use of boundary objects aided in communication of ideas and cooperation across disciplines and cultural barriers. The requirement that the interactive garment function appropriately in a real performance lent urgency and gravity to the experience, motivating cohesive and expedited problem solving in the transdisciplinary group. The use of these methods on a project

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“…First, while previous studies indicate that interdisciplinary faculty teams are a key component in building students' interdisciplinary capacity [5,6,8], our experiences in this course suggest that too many faculty can potentially counter those gains by creating a sense of fracturing rather than integrating -particularly in the 3-credit course, which, as noted earlier, was open to a wider audience. Too many faculty members may create unmanageable complexity.…”

Section: For Interdisciplinary Programsmentioning

confidence: 74%

“…Following previous studies highlighting the importance of interdisciplinary teaching teams to foster interdisciplinary learning [5,6,8,9], both courses were taught by six faculty members (including Authors 2, 3, and 4) representing engineering, the sciences, business, and urban affairs and planning. (Note that to avoid concerns about influence over grades, Author 2 helped organize the course, but did not participate in any grading of student work, in accordance with the IRB-approved research protocol; Authors 3 and 4 did not participate in the research component until the course was completed, and do not have access to participant identities).…”

Section: Course Contextmentioning

confidence: 99%

Assessing Interdisciplinary Competency in the Disaster Resilience and Risk Management Graduate Program using Concept Maps

Deters¹,

Paretti²,

Zobel³

et al.

2019 ASEE Annual Conference &Amp; Exposition Proceedings

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where she directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication, effective teaching practices in design education, the effects of differing design pedagogies on retention and motivation, the dynamics of cross-disciplinary collaboration in both academic and industry design environments, and gender and identity in engineering.

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An Interdisciplinary Undergraduate Design Course for Wearable and Pervasive Computing Products

Cited by 9 publications

References 5 publications

The Impact of Disciplinary Balance on Interdisciplinary Teamwork: A Comparative Case Study of Interdisciplinary Product Design Teams

The Impact of Disciplinary Balance on Interdisciplinary Teamwork: A Comparative Case Study of Interdisciplinary Product Design Teams

YOU BETTA WERK: Using Wearable Technology Performance Driven Inclusive Transdisciplinary Collaboration to Facilitate Authentic Learning

Assessing Interdisciplinary Competency in the Disaster Resilience and Risk Management Graduate Program using Concept Maps

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