Engineering Design Education

Atman, Cynthia J.; Eriş, Özgür; McDonnell, Janet; Cardella, Monica E.; Borgford-Parnell, Jim

doi:10.1017/cbo9781139013451.015

Cited by 54 publications

(10 citation statements)

References 73 publications

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“…The course, required for all mechanical and aerospace engineering students, attracted students from many engineering majors, such as biomedical and biomechanical engineering. The class's aims, expectations, and outcomes were consistent with those of other engineering design courses across the United States (Atman et al, 2014). The larger ethnography explored the ways in which genres attuned students to the professional standards and ends of engineering and business (see Weedon, 2017Weedon, , 2020).…”

Section: Field Site and Methodsmentioning

confidence: 95%

Embodied Genres, Typified Performances, and the Engineering Design Process

Weedon

Fountain

2021

Written Communication

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Using rhetorical genre theory, the authors theorize the engineering design process as a type of embodied genre enacted through typified performances of bodies engaged with discourses, texts, and objects in genre-rich spaces of design activity. The authors illustrate this through an analysis of ethnographic data from an engineering design course to show how a genred repertoire of embodied routines is demonstrated for students and later taken up as part of their design work. A greater appreciation of the interconnection between genre and design as well as the role of typification in producing embodied genres can potentially transform how writing studies conceive of and teach both design processes and genres in technical and professional communication settings.

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Section: Field Site and Methodsmentioning

confidence: 95%

Embodied Genres, Typified Performances, and the Engineering Design Process

Weedon

Fountain

2021

Written Communication

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“…While their work provides a rich set of assignments to guide design learning, it does not address the breadth of domains identified in Pérez et al's () typology. In their chapter on design education in the Cambridge Handbook of Engineering Education Research , Atman, Eris, McDonnell, Cardella, and Borgford‐Parnell () discuss research related to both learning and assessment, highlighting problem‐/project‐based approaches, but provide few details regarding design teaching practices.…”

Section: Introductionmentioning

confidence: 99%

“…LPP captures the ways in which individuals move from novice to expert through engagement in authentic sociocultural practices and interactions with more experienced individuals. It has been used to characterize design education broadly (Atman et al, 2014) as well as capstone design specifically (e.g., Hotaling, Fasse, Bost, Hermann, & Forest, 2012;Paretti, 2008). As Lave and Wenger (1991) note, LPP is not "a pedagogical strategy or a teaching technique" but rather "an analytic viewpoint on learning" (p. 40).…”

Section: Introductionmentioning

confidence: 99%

Characterizing capstone design teaching: A functional taxonomy

Pembridge

Paretti

2019

J of Engineering Edu

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Background Capstone design courses represent a critical juncture in students' development at the transition from school to work. However, few studies have systematically explored teaching in this context, leaving a significant gap in our ability to concretely describe faculty practices in ways that support subsequent explorations of the relationships between teaching practices and learning outcomes. Purpose/Hypothesis The aim of this study was to develop a comprehensive description of the pedagogical practices used by capstone design faculty from a functional perspective and provide researchers with a framework for subsequent work. Design/Method This study used qualitative methods to analyze interviews with 42 capstone faculty; the participants represent a stratified purposeful sample of respondents to a national survey. Analysis focused on descriptive coding, beginning with a priori codes, to define broad functions, supplemented with emergent coding to identify concrete practices used in the capstone context. Results The study resulted in a model of capstone design teaching that includes nine functions (challenge, protect, coach, promote employability, provide exposure, provide role models, accept and confirm, counsel, and build rapport) and 28 associated practices. Conclusions Capstone faculty use a range of practices designed not only to coach students through the engineering design process but also to more broadly prepare students for workplace practice and build their identity as engineering professionals.

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“…Moreover, the nature of the underlying data themselves is varied and the number of technical approaches needed to appropriately analyze these large datasets is equally varied. Similarly, design thinking is what unifies the engineers that solve these problems: regardless of what type of engineer is involved, engagement in the engineering design process is what unifies those solving complex engineering problems [4], [5], [6]. The design process offers a framework for defining problems in the context of constraints, coming up with a variety of potential solutions, choosing the best ones, developing those solutions, testing them iteratively, and effectively showing the results [4], [7].…”

Section: Wip: Three Scaffolding Approaches To Foster a Tolerance For ...mentioning

confidence: 99%