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Articles 1 - 12 of 12
Full-Text Articles in Engineering Education
Describing Creativity In Design Across Disciplines, Llew Mann, Yasemin Tekmen Araci
Describing Creativity In Design Across Disciplines, Llew Mann, Yasemin Tekmen Araci
Design Thinking Research Symposium
Creativity is an essential aspect of design thinking. Being able to describe creativity and creative processes is important for developing future designers. While much research has been undertaken describing creativity in design, there is very little investigating how creativity and creative thinking varies across disciplines. A coding scheme involving six separate codes was developed initially from the literature, refined and then used to describe how creativity and creative thinking was apparent in the DTRS 10 datasets of Junior Industrial Design, Graduate Industrial Design, Mechanical Engineering, Choreography and Entrepreneurship. Based on this analysis, conclusions on how creativity and creative thinking varied …
Piecemeal Versus Integrated Design: Framing Meets Design Thinking, Stephen Secules, Ayush Gupta, Andrew Elby
Piecemeal Versus Integrated Design: Framing Meets Design Thinking, Stephen Secules, Ayush Gupta, Andrew Elby
Design Thinking Research Symposium
Systems thinking is an important component of engineering design thinking but one that is often difficult for beginning designers. In this paper, we present an empirically grounded case that sometimes the novice-like design behaviors emerge, not due to a lack of skills/knowledge on part of the student designers, but by the nature of the way the activity is structured and the implicit and explicit messages communicated to the students on the nature of the design task. Our analysis draws on video-records of brainstorming and design review and briefing meetings between students, instructors, and stakeholders in the context of a service-learning …
Higher Order Thinking In Design Reviews, Craig D. Howard, Colin M. Gray
Higher Order Thinking In Design Reviews, Craig D. Howard, Colin M. Gray
Design Thinking Research Symposium
In this study we have grappled with how higher order thinking emerges in early stage design reviews, using an undergraduate dyadic review and a graduate review in a small group setting. Narratives, gambits and justifications emerged through a content analysis as forms of higher order thinking common in the reviews. We then mapped these reviews onto common frames of reference employed by teachers and students. Results depicted stark differences in the linguistic routines of the two teachers and two different sets of students. Each focused their higher order thinking from a primarily different frame of reference. Conclusions relate to opportunistic …
Dimensions Of Creative Evaluation: Distinct Design And Reasoning Strategies For Aesthetic, Functional And Originality Judgments, Bo T. Christensen, Linden J. Ball
Dimensions Of Creative Evaluation: Distinct Design And Reasoning Strategies For Aesthetic, Functional And Originality Judgments, Bo T. Christensen, Linden J. Ball
Design Thinking Research Symposium
The datasets provided as part of DTRS-10 all relate to what may broadly be labeled as ‘design critiques’ in an educational context. As such, we chose to center our theoretical analysis on the evaluative reasoning taking place during expert appraisals of the design concepts that were being produced by industrial design students throughout the design process. This overall framing for our research allowed us to pursue a series of research questions concerning the dimensions of creative evaluation in design and their consequences for reasoning strategies and suggestions for moving further in the creative progress. Our transcript coding and analysis focused …
Polysemy In Design Review Conversations, Georgi V. Georgiev, Toshiharu Taura
Polysemy In Design Review Conversations, Georgi V. Georgiev, Toshiharu Taura
Design Thinking Research Symposium
This paper examines the role of polysemy, defined as the quality of having multiple meanings, in design review conversations. It examines the polysemy, particularly of nouns, involved in a dataset of design review conversations with reference to design ideas. The purpose is to determine whether polysemy is related to successful development of design ideas and more creative design outcomes. The results show that the polysemy of nouns involved in the conversations of the finally developed, successful, design ideas exceeds in the most cases the average polysemy involved in the conversations pertaining to the unsuccessful design ideas. Furthermore, the polysemy of …
A Cross-Case Analysis Of Disciplinary Identities Communicated Through Design Reviews, Senay Purzer, Nicholas D. Fila, Emily C. Dick
A Cross-Case Analysis Of Disciplinary Identities Communicated Through Design Reviews, Senay Purzer, Nicholas D. Fila, Emily C. Dick
Design Thinking Research Symposium
In post-secondary educational settings, discourse is a mechanism by which students develop occupational identities as they engage in a particular community that communicates attributes of their prospective profession. This study focuses on revealing disciplinary identities and how they are conveyed and negotiated during interactions between design students and project reviewers. We draw upon Gee’s identity framework and focus on the enactments of disciplinary identity in three different disciplinary settings: choreography, industrial design, and mechanical engineering. A cross-case analysis indicated differences that were epistemological (e.g., subjectivity of reviews) and similarities in ways instructors modeled institutional identities. The results have implications for …
A Tale Of Two Design Contexts: Quantitative And Qualitative Explorations Of Student-Instructor Interactions Amidst Ambiguity, Monica E. Cardella, Patrice Buzzanell, Antonette Cummings, Delean Tolbert, Carla B. Zoltowski
A Tale Of Two Design Contexts: Quantitative And Qualitative Explorations Of Student-Instructor Interactions Amidst Ambiguity, Monica E. Cardella, Patrice Buzzanell, Antonette Cummings, Delean Tolbert, Carla B. Zoltowski
Design Thinking Research Symposium
Designers develop design skills and knowledge through experience and feedback – feedback from colleagues, clients, supervisors, users, stakeholders, the success or failure of a solution, and design educators. In this project, we focus on the feedback provided to mechanical engineering students completing their undergraduate studies and industrial design graduate students during design reviews. The design coaches (educators and industry clients) and design students must negotiate ambiguity in the process. The students must reduce ambiguity in the sense of providing clear details as they communicate their design work, reduce ambiguity in the coaches’ perceptions of the design work quality by providing …
Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua
Making Design Pedagogical Content Knowledge Visible Within Design Reviews, Robin Adams, David Radcliffe, Tiago Forin, Mel Chua
Design Thinking Research Symposium
Design pedagogical content knowledge (PCK) is the content-specific specialized teacher knowledge that connects the how (pedagogical knowledge) and what (content knowledge) of teaching design. In this study, we make visible the design PCK in three student design reviews: choreography, undergraduate industrial design, and mechanical engineering. We use cognitive apprenticeship and teaching-as-improvisation frameworks to characterize PK, and design judgment, design task strategies, and process management strategies to characterize CK. We identify and describe four patterns of design PCK: scaffolded articulation, driving for meaning and guidance, breaking the 4th wall to create a teaching moment, and “suggest don’t tell”. Theoretical implications …
Exploring The Role Of Empathy In A Service-Learning Design Project, Nicholas D. Fila, Justin L. Hess
Exploring The Role Of Empathy In A Service-Learning Design Project, Nicholas D. Fila, Justin L. Hess
Design Thinking Research Symposium
The emergence of empathic design has inspired growing discourse on the role of empathy within design. While research on empathic design acknowledges the presence of empathy in design practice, little attention has been paid to its underlying mechanisms and how these mechanisms operate within the designer’s mind throughout the design process. In this study, we used the service-learning data set to develop an emergent empathic design model. We collected and analyzed any instances in which designers evidenced empathy for the end users. We kept empathy loosely defined due to the exploratory intent of this study and the recognition that empathy …
Influences Of Feedback Interventions On Student Concept Generation And Development Practices, Seda Yilmaz, Shanna Daly
Influences Of Feedback Interventions On Student Concept Generation And Development Practices, Seda Yilmaz, Shanna Daly
Design Thinking Research Symposium
Design teaching in many disciplines relies on feedback as a primary way for students and instructors to communicate. Our work focused on identifying feedback types in three different design disciplines (dance choreography, industrial design, and mechanical engineering) and analyzing how those feedback types encouraged students to take convergent or divergent paths with their design ideas. We then compared feedback types and encouragement of convergence or divergence across the three disciplines. Our findings showed many common types of feedback used across the three disciplines, regardless of variance in context and expectations. However, the findings also revealed a high frequency of feedback …
Viewing An Interdisciplinary Human-Centered Design Course As A Multiteam System: Perspectives On Cooperation And Information Sharing, Elizabeth S. Fleming, Alexandra E. Coso
Viewing An Interdisciplinary Human-Centered Design Course As A Multiteam System: Perspectives On Cooperation And Information Sharing, Elizabeth S. Fleming, Alexandra E. Coso
Design Thinking Research Symposium
Many design projects, including human-centered design (HCD) projects, incorporate multiple teams cooperating within what is referred to as a Multiteam System (MTS) environment. These teams mutually rely on resources and processes provided by other teams. As an MTS increases in complexity, knowledge is distributed to more individuals. While effectively distributed knowledge increases creativity and productivity, it is also can hinder team effectiveness. Team members may fail to exchange relevant information or to integrate pertinent information into reasoning for design decisions. Our research addresses information sharing among teams and individuals in HCD by examining interactions between and within the MTS (i.e., …
Learning And Becoming In Design Reviews, Lisa D. Mcnair, Marie C. Paretti, Cassandra Groen
Learning And Becoming In Design Reviews, Lisa D. Mcnair, Marie C. Paretti, Cassandra Groen
Design Thinking Research Symposium
Drawing from the prior work of McNair and Paretti (2010), this study investigates how language practices and design artifacts mediate the interactions among novice and expert designers to shape the nature of design, and specifically design learning. By analyzing data collected from two design courses in different fields, this study addresses two research questions: 1) how do language practices mediate the interactions between design mentors and design learners; and 2) how do design artifacts mediate these interactions between mentors and learners? Drawing on activity theory and discourse analysis, we use these questions to explore how students work with experts to …