The Impact of a Hybrid Instructional Design in a First-Year Design (cornerstone) Course on Student Understanding of the Engineering Design Process. Donohue, S. K. In 2012 Asee Annual Conference. Amer Soc Engineering Education, Washington, 2012. WOS:000380253704027abstract bibtex Engineering is synonymous with design, and the interchangeable use of the terms is ubiquitous in society: see, for example, Quicken Loans' slogan "Engineered to Amaze."(30) Design classes are therefore fundamental to an undergraduate engineering plan of study; the gains in student performance and retention due to involvement in design activities are well documented in the literature. Design is also one of the criteria by which programs are evaluated for ABET accreditation.(6) Therefore, the issue is not "should we offer design courses"; the issues concern course structure and content. A hybrid instructional design for a cornerstone course is presented and its efficacy in promoting student understanding of the engineering design process investigated. The instructional design is called a "hybrid" because it uses both short-term and long-term projects to provide coverage that explores topics in both depth and breadth instead of just short-term or just long-term projects. A review of relevant artifacts from the Fall, 2011 semester indicates that the research goal was achieved.
@incollection{donohue_impact_2012,
address = {Washington},
title = {The {Impact} of a {Hybrid} {Instructional} {Design} in a {First}-{Year} {Design} (cornerstone) {Course} on {Student} {Understanding} of the {Engineering} {Design} {Process}},
abstract = {Engineering is synonymous with design, and the interchangeable use of the terms is ubiquitous in society: see, for example, Quicken Loans' slogan "Engineered to Amaze."(30) Design classes are therefore fundamental to an undergraduate engineering plan of study; the gains in student performance and retention due to involvement in design activities are well documented in the literature. Design is also one of the criteria by which programs are evaluated for ABET accreditation.(6) Therefore, the issue is not "should we offer design courses"; the issues concern course structure and content. A hybrid instructional design for a cornerstone course is presented and its efficacy in promoting student understanding of the engineering design process investigated. The instructional design is called a "hybrid" because it uses both short-term and long-term projects to provide coverage that explores topics in both depth and breadth instead of just short-term or just long-term projects. A review of relevant artifacts from the Fall, 2011 semester indicates that the research goal was achieved.},
language = {English},
booktitle = {2012 {Asee} {Annual} {Conference}},
publisher = {Amer Soc Engineering Education},
author = {Donohue, Susan K.},
year = {2012},
note = {WOS:000380253704027},
keywords = {success}
}
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