TY - JOUR
T1 - Studying changes using concept maps in first year students' understanding of the engineering design process
AU - Zhu, Haolin
AU - Ganesh, Tirupalavanam G.
AU - Sonnier, Connor
N1 - Funding Information:
Dr. Haolin Zhu earned her BEng in Engineering Mechanics from Shanghai Jiao Tong University and her Ph.D. in Theoretical and Applied Mechanics from Cornell University, with a focus on computational solid mechanics. After receiving her Ph.D., Dr. Zhu joined Arizona State University as a full time Lecturer and became part of the freshman engineering education team in the Ira A. Fulton Schools of Engineering. She currently holds the title of Senior Lecturer and is the recipient of the Fulton Outstanding Lecturer Award. She focuses on designing the curriculum and teaching in the freshman engineering program. She is also involved in the NAE Grand Challenge Scholars Program, the ASU ProMod project, the Engineering Projects in Community Service program, the Engineering Futures program, the Global Freshman Academy, and the ASU Kern Project. Dr. Zhu also designs and teaches courses in mechanical engineering at ASU, including Mechanics of Materials, Mechanical Design, Mechanism Analysis and Design, Finite Element Analysis, etc. She was part of a team that designed a largely team and activity based online Introduction to Engineering course, as well as a team that developed a unique MOOC introduction to engineering course for the Global Freshman Academy. Her Ph.D. research focuses on multi-scale multiphase modeling and numerical analysis of coupled large viscoelastic deformation and fluid transport in swelling porous materials, but she is currently interested in various topics in the field of engineering education, such as innovative teaching pedagogies for increased retention and student motivation; innovations in non-traditional delivery methods, incorporation of the Entrepreneurial Mindset in the engineering curriculum and its impact.
Publisher Copyright:
© American Society for Engineering Education, 2019.
PY - 2019/6/15
Y1 - 2019/6/15
N2 - This Complete Evidence-Based Practice paper investigates how first year students' understanding of the engineering design process changes in a design-based Introduction to Engineering course. This fifteen-week two-credit course introduces the engineering design process and provides students with opportunities to practice applying the engineering design process. Students were engaged in a two-week conceptual team design challenge and a ten-week hands-on team design project. In two sections of this course taught in the Fall 2018 semester with approximately 38 students each, students individually created visual representations in the form of concept maps to show their understanding of the engineering design process three times during the semester, once before the course started, once after the two-week design challenge and once at the end of the semester after the ten-week design project. Qualitative research methods were used to analyze these concept maps. Two researchers identified themes as a theoretical framework and independently coded the data based on the themes, compared and discussed discrepancies until agreement was reached to ensure inter-rater reliability. Thematic analysis of the data shows that there is no difference in students' understanding at the start of this course regardless of whether they had prior knowledge and experiences about engineering design or not. Data shows that through this course, the two-week design challenge in particular, students' understanding of the design process in all aspects has greatly improved; and students' understanding was further improved after the ten-week design challenge in areas of 'customer involvement throughout the design process', 'research/information gathering', 'model/analysis', and the 'iterative characteristic' of the design process. A weakness that was found in students' understanding at the end of the course is that most of them were only able to identify one type of information, i.e., existing solutions, for the 'research/information gathering' phase of the design process.
AB - This Complete Evidence-Based Practice paper investigates how first year students' understanding of the engineering design process changes in a design-based Introduction to Engineering course. This fifteen-week two-credit course introduces the engineering design process and provides students with opportunities to practice applying the engineering design process. Students were engaged in a two-week conceptual team design challenge and a ten-week hands-on team design project. In two sections of this course taught in the Fall 2018 semester with approximately 38 students each, students individually created visual representations in the form of concept maps to show their understanding of the engineering design process three times during the semester, once before the course started, once after the two-week design challenge and once at the end of the semester after the ten-week design project. Qualitative research methods were used to analyze these concept maps. Two researchers identified themes as a theoretical framework and independently coded the data based on the themes, compared and discussed discrepancies until agreement was reached to ensure inter-rater reliability. Thematic analysis of the data shows that there is no difference in students' understanding at the start of this course regardless of whether they had prior knowledge and experiences about engineering design or not. Data shows that through this course, the two-week design challenge in particular, students' understanding of the design process in all aspects has greatly improved; and students' understanding was further improved after the ten-week design challenge in areas of 'customer involvement throughout the design process', 'research/information gathering', 'model/analysis', and the 'iterative characteristic' of the design process. A weakness that was found in students' understanding at the end of the course is that most of them were only able to identify one type of information, i.e., existing solutions, for the 'research/information gathering' phase of the design process.
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M3 - Conference article
AN - SCOPUS:85078759301
SN - 2153-5965
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
T2 - 126th ASEE Annual Conference and Exposition: Charged Up for the Next 125 Years, ASEE 2019
Y2 - 15 June 2019 through 19 June 2019
ER -