Teaching engineering design: Can reading a textbook make a difference?

Atman, Cynthia J.; Bursic, Karen M.

doi:10.1007/bf01597230

Cited by 89 publications

(56 citation statements)

References 14 publications

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“…One well-known framing of beginning and informed designer patterns is found in Crismond and Adams' formative work, the Informed Design Teaching and Learning Matrix. 4 This framework captures the early stages of design in informed designers is supported mainly with research on undergraduate 5,6 and professional engineers 7 .…”

Section: Introductionmentioning

confidence: 99%

Eliciting Informed Designer Patterns from Elementary Students with Open-ended Problems (Fundamental)

Yang

Johnson

Portsmore

2015 ASEE Annual Conference and Exposition Proceedings

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Lija Yang is an Educator in Residence and Curriculum Developer at the Tufts Center for Engineering Education and Outreach; she has a M.Ed. in Literacy Instruction K-12 and is a certified Reading Specialist. She has taught 1-4th grade and integrated engineering concepts and thinking in her curriculum. Her focus is to help educators gain confidence and experience in STEM and enable them to inspire and teach engineering to budding engineers.

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Section: Introductionmentioning

confidence: 99%

Eliciting Informed Designer Patterns from Elementary Students with Open-ended Problems (Fundamental)

Yang

Johnson

Portsmore

2015 ASEE Annual Conference and Exposition Proceedings

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“…Novice designers perceive the design task as a well-structured problem 5 and immediately engage in problem solving activity 6 . In contrast, expert designers tend to delay design decisions to understand 7 and frame the problem 8 as well as do research and gather information 9 to generate concepts and design ideas 6 .…”

Section: Introductionmentioning

confidence: 99%

Students and Engineering Educators' Feedback on Design

Marbouti¹,

Diefes‐Dux²,

Cardella³

2015 ASEE Annual Conference and Exposition Proceedings

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a member of Purdue's Teaching Academy. Since 1999, she has been a faculty member within the FirstYear Engineering Program, teaching and guiding the design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts. She is currently a member of the educational team for the Network for Computational Nanotechnology (NCN). Students and Engineering Educators' Feedback on Design AbstractIn this paper, we compared first-year engineering students' and engineering educators' written feedback on a sample of student design work. A coding scheme with two domains, Substance and Focus of feedback, was developed to analyze and compare the feedback provided by the two groups. Overall, not only did educators provide more and longer comments, but their Focus of feedback had no overlap with the students. Students' feedback was focused on giving Negative/Positive Assessment on the design work and giving Direct Recommendations for how to improve the work. Educators focused on asking thought provoking questions, indirectly challenging students' design ideas, and providing details or examples so the feedback could be easily understood. Educators' comments were mostly related to design ideas specific to the design problem while students' comments were related to communication issues with the design work.

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“…On the contrary, informed designers typically practice idea fluency, in which they use brainstorming and divergent thinking to ensure they are working with many ideas. While Crismond and Adams make the claim that children are included in their framework as beginning designers, their classification is primarily supported with research on undergraduate 24,25 and professional engineers 26 . Other research has pushed on the characterization of children as beginning designers, finding evidence that students engaged in open-ended problem solving can demonstrate behaviors that Crismond and Adams classify as informed designer patterns.…”

Section: How Students Exhibited Informed Designer Patterns In Additimentioning

confidence: 99%