Abstract

Engineering students in a project-based curriculum are expected to learn and apply the engineering design process to their course embedded projects. Practice of embedded skills typically occurs through embarking on a new project context provided by an instructor. It is a rare occurrence for students to participate in experiences that break-up the process into smaller chunks providing low-pressure instances to practice. The following work-in-progress describes a practice-then-apply scaffolding approach to teaching engineering design. The engineering design process was broken down into three phases: (1) discovery and ideation, (2) concept development and selection, and (3) realization and experimentation. Each phase was presented to students via a mini-project that inserted students into the design process at various stages of the design. The mini-projects afforded students with opportunities to practice and expand their understanding without always having to start at the beginning. A final project embedded throughout the course provided students with the opportunity to apply what they had learned in the mini-projects. This scaffolded approach methodically slowed the process providing a unique design learning experience with explicit design activities.

Original languageEnglish (US)
Title of host publicationProceedings - Frontiers in Education Conference, FIE
PublisherInstitute of Electrical and Electronics Engineers Inc.
Volume2015-February
EditionFebruary
DOIs
StatePublished - Feb 17 2015
Event44th Annual Frontiers in Education Conference, FIE 2014 - Madrid, Spain
Duration: Oct 22 2014Oct 25 2014

Other

Other44th Annual Frontiers in Education Conference, FIE 2014
CountrySpain
CityMadrid
Period10/22/1410/25/14

Fingerprint

Education
engineering
Students
education
student
Curricula
instructor
Teaching
experience
curriculum
learning

Keywords

  • engineering design
  • project-based learning
  • scaffolding

ASJC Scopus subject areas

  • Computer Science Applications
  • Software
  • Education

Cite this

Carberry, A., Johnson, N., & Henderson, M. (2015). A practice-then-apply scaffolding approach to engineering design education. In Proceedings - Frontiers in Education Conference, FIE (February ed., Vol. 2015-February). [7044291] Institute of Electrical and Electronics Engineers Inc.. https://doi.org/10.1109/FIE.2014.7044291

A practice-then-apply scaffolding approach to engineering design education. / Carberry, Adam; Johnson, Nathan; Henderson, Mark.

Proceedings - Frontiers in Education Conference, FIE. Vol. 2015-February February. ed. Institute of Electrical and Electronics Engineers Inc., 2015. 7044291.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Carberry, A, Johnson, N & Henderson, M 2015, A practice-then-apply scaffolding approach to engineering design education. in Proceedings - Frontiers in Education Conference, FIE. February edn, vol. 2015-February, 7044291, Institute of Electrical and Electronics Engineers Inc., 44th Annual Frontiers in Education Conference, FIE 2014, Madrid, Spain, 10/22/14. https://doi.org/10.1109/FIE.2014.7044291
Carberry A, Johnson N, Henderson M. A practice-then-apply scaffolding approach to engineering design education. In Proceedings - Frontiers in Education Conference, FIE. February ed. Vol. 2015-February. Institute of Electrical and Electronics Engineers Inc. 2015. 7044291 https://doi.org/10.1109/FIE.2014.7044291
Carberry, Adam ; Johnson, Nathan ; Henderson, Mark. / A practice-then-apply scaffolding approach to engineering design education. Proceedings - Frontiers in Education Conference, FIE. Vol. 2015-February February. ed. Institute of Electrical and Electronics Engineers Inc., 2015.
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