Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses

Woodhall, Thomas F. C.; Strong, D. F.

doi:10.24908/pceea.v0i0.3801

Cited by 3 publications

(5 citation statements)

References 6 publications

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“…Thus, although problem framing has been viewed as front-end activities that precede problem solving (Basadur et al, 1982;Kvan & Gao, 2006;Woodhall, 2011), solving illstructured problems is an iterative process in which problem framing oscillates with problem solving (Dorst & Cross, 2001;Rittel & Webber, 1973;Tracy, 2005). This oscillation is visible in experienced designers, who are adept at switching between framing and solving activities (Atman, Chimka, Bursic, & Nachtmann, 1999).…”

Section: Agency and Ownership In Problem Framingmentioning

confidence: 99%

Facilitating Problem Framing in Project-Based Learning

Svihla¹,

Reeve²

2020

Interactional Research Into Problem-Based Learning

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While problem solving is a relatively well understood process, problem framing is less well understood, particularly with regard to supporting students to learn as they frame problems. Project-based learning classrooms are an ideal setting to investigate how teachers facilitate this process. Using participant observation, this study investigated how teachers supported students in taking ownership over the framing of problems in a charter school that serves students who have been underserved by traditional schooling. Data include audio/video records, field notes, interviews, and student work from a nineweek project. Interaction analysis was used to examine ownership and learning over time. Analysis suggests that providing a relevant yet revisable design problem, giving instruction about design process as iterative, and problematizing a model of design process supported students in taking ownership over the framing of the problem; students were motivated to pose questions and gathered information purposefully, thereby learning in the process.

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Section: Agency and Ownership In Problem Framingmentioning

confidence: 99%

Facilitating Problem Framing in Project-Based Learning

Svihla¹,

Reeve²

2020

Interactional Research Into Problem-Based Learning

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“…Design Courses [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25] Introductory Technical Courses [26], [27], [28], [29], [30], [31] Upper Level Technical Courses [32], [33], [34]…”

Section: Type Of Coursementioning

confidence: 99%

“…Case Studies, Real-World Labs, Service Learning [26], [32], [15], [17], [28], [34], [31], [35] Course Delivery [26], [27], [29], [36], [37], [30], [33], [38], [39] Assessment [13], [16], [40], [41], [22], [42], [23], [43], [44] Theory Based or Survey Results [11], [45], [46], [47], [10], [19], [48], [1], [39], [49], [24], [25], [50], [51], [52] Out-of-class activities [53], [54], [55], [56], [57], [58] While there have been many successful interventions that improved student motivation discussed in the CEEA 2010-2018 proceedings, the relevant motivation theory behind each intervention is often missing. Understanding motivation theory may not be necessary ...…”

Section: Type Of Interventionmentioning

confidence: 99%

“…Students want to feel competent, and if it is not clear how to demonstrate mastery within the course (unclear rubric, or design constraints are unclear), students may be less motivated. Creating specific rubrics for intermediate steps in design allow for better feedback, and provide students with a better understanding of how to prove competency [22].…”

Section: Reasons For Engagementmentioning

confidence: 99%

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Using Motivation Theory to Inform Engineering Course Design

Sullivan

Brennan

2019

PCEEA

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Understanding motivation theory can support engineering educators in effective course design and provide insight into the individual and contrasting motivations of engineering students. This paper explores why there is value for educators to understand motivation theory and how learner orientations influence motivation. A categorization of 2010-2018 CEEA conference proceedings that address student motivation then sets the background for how instructors can use motivation theory to inform course design in lower level technical courses, upper level technical courses, design courses, and assessment.

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