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Chapter 11 - Engineering Design Education
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- By Cynthia J. Atman, University of Washington, Ozgur Eris, Delft University of Technology, Janet McDonnell, University of the Arts London, Monica E. Cardella, Purdue University, Jim L. Borgford-Parnell, University of Washington
- Edited by Aditya Johri, Virginia Polytechnic Institute and State University, Barbara M. Olds
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- Book:
- Cambridge Handbook of Engineering Education Research
- Published online:
- 05 February 2015
- Print publication:
- 10 February 2014, pp 201-226
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- Chapter
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Summary
Introduction
Designing is a key component of professional practice in many fields of human endeavor (e.g., architecture, engineering, industrial design, art, and literature). For engineers, designing integrates engineering knowledge, skill, and vision in the pursuit of innovations to solve problems and enable modern life.
With this understanding, engineering educators have, for several decades, been infusing their programs with design curricula and pedagogical experiences in order to enhance the design competencies of engineering graduates. Paralleling the development of these curricula and experiences, a growing body of research has been providing a scholarly basis for engineering design education.
The goal of this chapter is to acquaint readers with engineering design education research and practice. To situate engineering design education in the larger context, we first present a brief history of research on design processes across several fields and then move to a more specific description of research on engineering design processes. We then focus on research that investigates effective ways to teach and assess the design process and review curricular structures and pedagogies that are commonly used in undergraduate engineering programs.
A framework for design engineering education in a global context
- Andrew J. Wodehouse, Hilary J. Grierson, Caroline Breslin, Ozgur Eris, William J. Ion, Larry J. Leifer, Ade Mabogunje
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This paper presents a framework for teaching design engineering in a global context using innovative technologies to enable distributed teams to work together effectively across international and cultural boundaries. The Digital Libraries for Global Distributed Innovative Design, Education, and Teamwork (DIDET) Framework represents the findings of a 5-year project conducted by the University of Strathclyde, Stanford University, and Olin College that enhanced student learning opportunities by enabling them to partake in global, team-based design engineering projects, directly experiencing different cultural contexts and accessing a variety of digital information sources via a range of innovative technology. The use of innovative technology enabled the formalization of design knowledge within international student teams as did the methods that were developed for students to store, share, and reuse information. Coaching methods were used by teaching staff to support distributed teams and evaluation work on relevant classes was carried out regularly to allow ongoing improvement of learning and teaching and show improvements in student learning. Major findings of the 5-year project include the requirement to overcome technological, pedagogical, and cultural issues for successful eLearning implementations. The DIDET Framework encapsulates all the conclusions relating to design engineering in a global context. Each of the principles for effective distributed design learning is shown along with relevant findings and suggested metrics. The findings detailed in the paper were reached through a series of interventions in design engineering education at the collaborating institutions. Evaluation was carried out on an ongoing basis and fed back into project development, both on the pedagogical and the technological approaches.