Experiences with Using Assessment Based, Double-Loop Learning to Improve Engineering Student's Design Skills

Fortier, Paul; Sims‐Knight, Judith E.; Viall, Benjamin

doi:10.1109/hicss.2012.263

Cited by 2 publications

(2 citation statements)

References 60 publications

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“…Kim et al found that advanced designers stepped through the design process more consistently than the sporadic route that students employed [26]. Fortier et al found that advanced designers review designs early in the design process and consistently throughout [51]. Fortier et al also found that experienced engineers spend more time understanding the problem before considering alternative solutions, but according to Cross, expert designers are solution focused [52].…”

Section: Differences Between Experienced Engineers and Studentsmentioning

confidence: 99%

“…The literature indicates that a person with a mature design ability will review designs regularly throughout the design process [51], as seen in the iteration stage in which experienced engineers spent double the time to iterate as compared to students. Fortier et al also found that advanced designers spend more time understanding the problem until the design is well thought out [51]. This connects to the problem scoping and developing alternative solutions stages wherein experienced engineers spent 53% of their time in these two stages planning the design.…”

Section: Indicators Of a Mature Design Abilitymentioning

confidence: 99%

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Assessing Design Ability through a Quantitative Analysis of the Design Process

Osgood

Johnston

2022

Sustainability

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Current educational practices presume engineering students develop design skills through dedicated design courses and projects. There are many variations in how the courses and projects are implemented, causing disagreement between educators on the most effective methods. Few assessment tools exist to evaluate these claims, and no quantitative tools were found that provide students with an immediate formative evaluation of their design ability. We created an online, quantitative design ability assessment tool to compare the design approaches of students to experienced engineers. This article explores whether design ability can be assessed quantitatively through this tool. Significant findings include the following. Experienced engineers use fewer steps than students and estimate the project would require more time than both student groups. First-year students use extraneous steps, produce the wrong product, are least likely to iterate, and exceed the target number of hours. Second- through fourth-year students utilized the most time in developing alternative solutions and demonstrated design knowledge gained from previous experience. Because these findings align with the literature, we conclude that aspects of design ability can be assessed using a quantitative tool, which provides students with formative design development and educators with quantitative feedback on variations in their project or course.

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Section: Differences Between Experienced Engineers and Studentsmentioning

confidence: 99%

Section: Indicators Of a Mature Design Abilitymentioning

confidence: 99%

Assessing Design Ability through a Quantitative Analysis of the Design Process

Osgood

Johnston

2022

Sustainability

View full text Add to dashboard Cite

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Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses

Ejichukwu,

Tolbert Smith,

Ayoub

2024

Des. Sci.

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Project-based learning (PBL) has gained widespread acceptance as a cutting-edge teaching approach in universities, particularly for imparting engineering design skills. PBL allows students to showcase their design skills and put into practice the theoretical concepts acquired through instruction. Throughout the various phases of the design process and project execution, students prepare design artifacts, which serve as tangible indicators of their design skills – an essential competency for engineers. The objective of this research is to evaluate and compare the application of engineering design skills among first-year and third-year engineering students as evidenced by their design artifacts. This comparative analysis aims to pinpoint areas of strength and opportunities for growth, thereby offering a holistic view of student development in design proficiency throughout their undergraduate education. Employing a standardized rubric to evaluate these artifacts allows for an unbiased assessment of the students’ design process acumen. The findings offer insights into the design skill proficiency of two student groups at different points in the design process. It is imperative for engineering educators to strategically highlight every aspect of the design process within PBL, ensuring the comprehensive development of design competencies.

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Experiences with Using Assessment Based, Double-Loop Learning to Improve Engineering Student's Design Skills

Cited by 2 publications

References 60 publications

Assessing Design Ability through a Quantitative Analysis of the Design Process

Assessing Design Ability through a Quantitative Analysis of the Design Process

Assessing design process knowledge in project-based learning: a comparative study in introductory engineering and junior manufacturing courses

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