CiteSeerX — Citation Query Engineering Design Thinking, Teaching, (2022)

Pedagogies of Engagement: Classroom-Based Practices,"

by Karl A Smith , Sheri D Sheppard , David W Johnson , Roger T Johnson - Journal of Engineering Education, , 2005

"... ABSTRACT Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and coop ..."

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ABSTRACT Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students' involvement in their learning.

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R.D.: Patterns of collaboration in design courses: team dynamics affect technology appropriation, artifact creation, and course performance. In:

by Heidy Maldonado , Brian Lee , Scott R Klemmer , Roy D Pea - CSCL 2007: Proceedings of the 8th International conference on Computer supported collaborative learning, , 2007

"... Abstract: In a collaborative task, group dynamics have been shown to affect students' grades, motivation to pursue a topic or subject, documentation of the experience, learning, enjoyment of a project, and relationships with their classmates. The results presented in this paper illustrate the ..."

Abstract - Cited by 11 (4 self) - Add to MetaCart

Abstract: In a collaborative task, group dynamics have been shown to affect students' grades, motivation to pursue a topic or subject, documentation of the experience, learning, enjoyment of a project, and relationships with their classmates. The results presented in this paper illustrate the effect team dynamics also have upon technology appropriation, by combining proven data-collection strategies and the use of a system that augments paper sketchbooks with multimedia capture and sharing capabilities. We analyze the relationships between students' design notebooks, questionnaires, and interview responses, class observations, and course performance. Our study found that students' use of collaborative tools increases when they believe their teammates to be equally engaged and involved in the project. Moreover, students engaged in successful collaborations are likely to take fewer notes than those involved in conflict-filled collaborations, and students with considerable experience working in groups may bypass critical steps in creating joint problem-solving spaces with each new group.

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Learning to design products in environments with limited design traditions”, Int

by Christopher Lewis, Spencer Magleby, Robert Todd - J. Engng Ed , 2006

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"... Many researchers agree that `today's engineer must design underÐand so understand at a deep levelÐconstraints that include global, cultural, and business contexts'. In an increasingly global economy, the demand for engineers and technical personnel is increasing in every country. Developin ..."

Abstract - Cited by 2 (0 self) - Add to MetaCart

Many researchers agree that `today's engineer must design underÐand so understand at a deep levelÐconstraints that include global, cultural, and business contexts'. In an increasingly global economy, the demand for engineers and technical personnel is increasing in every country. Developing countries which have few internal design traditions are struggling to find a place in the ever growing, ever increasing competitive global marketplace. Even developed countries like the United States are finding increasing challenges to their technological dominance. The ability to design and manufacture timely, needed, and inexpensive products for a large variety of consumers is becoming the great differentiator in controlling the global marketplace. Better design and engineering curriculum is needed in developing countries to improve their ability to compete in a global marketplace and find ways to open their own untapped and waiting markets. The objective of this paper is to provide an overview of our approach to develop more flexible design structures and processes that could be adaptable to environments where there is a limited design tradition. It is anticipated that through the use of appropriate processes, designers in developing countries will be able to effectively learn to design products that have value both inside and outside of their community. We also anticipate that these flexible design structures and processes can be integrated

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Tackling the Research-to-Teaching Challenge in Engineering Design Education: Making the Invisible Visible

by Jennifer Turns, Monica Cardella, Cynthia J. Atman, Josh Martin, Joshua Newman, Robin S. Adams , 2006

"... Translating research results into everyday teaching practice is notoriously difficult. In this paper, we focus on the growing body of research on design knowing and learning, and examine and make visible opportunities for getting this research to positively impact teaching in engineering design educ ..."

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Abstract - Cited by 2 (0 self) - Add to MetaCart

Translating research results into everyday teaching practice is notoriously difficult. In this paper, we focus on the growing body of research on design knowing and learning, and examine and make visible opportunities for getting this research to positively impact teaching in engineering design education. Core to the paper is the position that successful efforts to get research to impact teaching will involve an emphasis on educators and their teaching practice. In this paper, we situate our position in scholarly thinking concerning the research-to-teaching challenge, present results of an empirical analysis of current teaching practice in design education, and describe an on-going approach for supporting research into teaching that follows from the empirical results. We close with the observation that information on the decision making strategies of engineering design educators could be particularly helpful for getting research to affect teaching practice in engineering design education.

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Teaching Sustainable Design Using BIM and Project-Based Energy Simulations

by Zhigang Shen, Wayne Jensen, Timothy Wentz, Bruce Fischer , 2012

"... education sciences ..."

Abstract - Cited by 1 (0 self) - Add to MetaCart

education sciences

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by Mathew A Kuttolamadom

"... Abstract The objective of this paper is to explore the benefits of a final applied engineering design project, which serves to comprehensively integrate the content and concepts of a senior-level course. By integrating course content and concepts through an applied project, the benefits of a typica ..."

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Abstract The objective of this paper is to explore the benefits of a final applied engineering design project, which serves to comprehensively integrate the content and concepts of a senior-level course. By integrating course content and concepts through an applied project, the benefits of a typical multi-semester capstone design project are translated to a single course. For this, an upper-level mechanics-track course that is being offered to seniors in the Manufacturing and Mechanical Engineering Technology (MMET) program at Texas A&M University was chosen. The course, titled "Mechanical Design Applications-II" involved the application of the principles of design to mechanical power transmission elements. The final assigned project was to complete the design of all the individual elements constituting the power transmission system that was intended to deliver power between two machines, and to put them together (with certain requirements and constraints). Periodic guidance was offered to the students on a need-basis for this open-ended project. On completion, it was observed that this interactive activity was very well received by the students, and that it clearly exhibited many short-term and long-term benefits in the form of concept and content clarity, problem-based learning, metacognition, and higher-order thinking skills.

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