Design-learning Preferences of First-year Electrical and Computer Engineering Students

Schmitz, Christopher D.; Fava, Jake; Subramanian, Sneha

doi:10.18260/1-2--36926

Cited by 2 publications

(3 citation statements)

References 7 publications

(8 reference statements)

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“…The development of the modules began in Fall 2020, based on some of the preliminary emerging themes from the interviews conducted at that time with engineering students [24]. Two design strategists met with the course instructor several times before the semester and throughout it to develop two modules.…”

Section: Development and Implementation Of The Modulesmentioning

confidence: 99%

“…Two design strategists met with the course instructor several times before the semester and throughout it to develop two modules. The topics for these modules were selected based on the unmet needs and desires of students who are interested in learning non-technical skills and working on more "real world" projects [24].…”

Section: Development and Implementation Of The Modulesmentioning

confidence: 99%

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WIP: The Impact of Human-Centered Design Modules on Students’ Learning in an Introduction to Electronics Course

Shehab,

Subramanian,

Fava

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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He works with a group of undergraduate and graduate SCD scholars at SCD's Assessment and Research Laboratory to conduct research that informs and evaluates the practice of teaching and learning human-centered design in formal and informal learning environments. His research focuses on studying students' collaborative problem-solving processes and the role of the teacher in facilitating these processes in STEM classrooms that feature the learning of STEM through design.

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Section: Development and Implementation Of The Modulesmentioning

confidence: 99%

Section: Development and Implementation Of The Modulesmentioning

confidence: 99%

WIP: The Impact of Human-Centered Design Modules on Students’ Learning in an Introduction to Electronics Course

Shehab,

Subramanian,

Fava

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

show abstract

“…In our collaborations, we conducted formal interviews and casual conversations with faculty and students as well as observations of existing courses and extracurricular design opportunities. Through the iterative development of various learning experiences for use in both existing and new engineering courses, we began to identify opportunities to integrate HCD and engineering design [17], [4], [3], [18].…”

Section: Merging Engineering Design and Hcd: The Conception Of Human-...mentioning

confidence: 99%

Merging Human-Centered Design with Engineering Design: Synthesizing a Human-Centered Engineering Design Framework

Tucker,

Pagano,

Shehab

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Human-centered design (HCD) has been an important player in the future direction of engineering education. HCD offers a promising approach to promote situated learning in engineering design projects, and to facilitate students' learning of modern engineering skills. Many higher education institutions are seeking ways to integrate HCD into their engineering programs. This integration should be done in a way that supports and complements existing learning objectives of established programs. However, doing so is challenging given that each engineering course has its own unique opportunity areas and needs. Thus, there is a significant need to develop tools and methods which support this endeavor. We have developed an evidence-based human-centered engineering design (HCED) framework to facilitate program development at course and departmental levels. Our framework helps identify connections between human-centered design processes and mindsets and literature-based engineering design activities. It also supports collaboration by building on our previous work, which identified four necessary collaborative problem-solving processes to support group-level work. We intend for educators to use this framework to understand engineering students' journeys and build learning trajectories for engineering students to build human-centered engineering design knowledge, skills, and abilities. In this paper, we introduce the framework and its utility and explain how it can be used as a tool to help instructors identify opportunities to create HCED learning experiences, make classroom-level connections to ABET outcomes, develop assessment tools, and create organizational changes.

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Design-learning Preferences of First-year Electrical and Computer Engineering Students

Cited by 2 publications

References 7 publications

WIP: The Impact of Human-Centered Design Modules on Students’ Learning in an Introduction to Electronics Course

WIP: The Impact of Human-Centered Design Modules on Students’ Learning in an Introduction to Electronics Course

Merging Human-Centered Design with Engineering Design: Synthesizing a Human-Centered Engineering Design Framework

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