Characterizing Design Learning: A Mixed‐Methods Study of Engineering Designers' Use of Language |
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| Authors: | Cynthia J. Atman Deborah Kilgore Ann McKenna |
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| Affiliation: | 1. Center for Engineering Learning and Teaching University of Washington;2. Cynthia Atman is the founding director of the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington and the director of the NSF funded Center for the Advancement of Engineering Education (CAEE). Dr. Atman is a professor in Industrial Engineering and is the inaugural holder of the Mitchell T. & Lella Blanche Bowie Endowed Chair. Her research focuses on design learning and engineering education.;3. Deborah Kilgore is a research scientist in the Center for Engineering Learning and Teaching (CELT) in the College of Engineering at the University of Washington and the NSF funded Center for the Advancement of Engineering Education (CAEE). Dr. Kilogore's research focuses on design learning and engineering education, with specific expertise and experience in the learning sciences and women's education.;4. McCormick School of Engineering and Applied Science Northwestern University;5. Ann McKenna is the director of Education Improvement in the McCormick School of Engineering and Applied Science at Northwestern University. Dr. McKenna is a research assistant professor in the Department of Mechanical Engineering and also serves as co‐director of the Northwestern Center for Engineering Education Research (NCEER). Dr. McKenna received her B.S. and M.S. degrees in Mechanical Engineering from Drexel University and Ph.D. in Engineering, Science and Mathematics Education from the University of California at Berkeley. Dr. McKenna's research focuses on the role of adaptive expertise in engineering education, design teaching and learning, and teaching approaches of engineering faculty. |
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| Abstract: | Using multiple quantitative and qualitative methods to examine engineering design learning, we found that students taking a course in engineering design and/or studying engineering for four years acquired engineering design language that is common to a larger community of practice as well as common to their own programs and institutions of higher learning. The study also suggests that engineering design language shapes the knowledge that students have about engineering design. Finally, students did not always put their design knowledge into practice, suggesting the need for educational improvements and research to bridge this gap. |
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| Keywords: | academic pathways study adaptive expertise engineering design |
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