Human-centeredness in undergraduate engineering students’ representations of engineering design

• Autores: Monica E. Cardella, William Oakes, Nusaybah Abu Mulaweh, Andrew Pierce
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 36, no. 2, 2020 (Ejemplar dedicado a: Clive L. Dym Mudd Design Workshop XI Design Education and Practice – How Process Matters), págs. 600-613
• Idioma: inglés
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• Resumen

  • This paper explores design as a process, human-centered design, and students’ design process representations. In our work, ourgoal is for students to learn engineering design skills and methodologies that enable them to practice design processes that arehuman-centered. We investigate how students conceptualize and articulate their design processes through different reflectiveactivities where a pedagogical goal is that they also become reflective practitioners. In this paper, we describe two differentapproaches to design courses focused on human-centered design and a reflective activity allows us to understand (to some degree)students’ design processes and the extent to which their design processes are human-centered. This study focuses on the experiencesof two groups of students: (1) students who learn design by participating in community-engaged design projects and (2) studentswho learn design through a classroom-based project (i.e., without a community partner). We build on prior research to comparethe two groups of students’ understanding of human-centered design and their design processes.