Engineering designers, who are increasingly tasked with solving complex problems, leverage various forms of support to practice and develop their design skills as well as ultimately navigate the complexity of the problems with which they are faced. Design process models are one such form of support, particularly those process models that prescribe how to design. To better understand how process models impact design approaches, this preliminary study analyzed semi-structured interviews—focused on participants’ perceptions of three design process models—with six upper-level mechanical engineering students. Across participants’ responses, we identified eight dimensions used to distinguish the usefulness of each process model: impacts considered, project scope, stakeholder interactions, problem definition, project deliverable, solution novelty, solution type, and process applicability. In addition, participants differentiated the three process models based on iteration and the level of detail within a model. Our findings highlight the importance of accounting for varying interpretations across process model users and suggest that students would benefit from multiple design process models, including process models that recognize society and people in engineering decision-making.
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Investigating a Socially Engaged Design Process Model
Educators can leverage a variety of process models to scaffold students from beginning designer practices to practices aligned with more experienced designers. The Center for Socially Engaged Design at the University of Michigan developed a Socially Engaged Design (SED) Process Model to explicitly emphasize important aspects of design that are often underemphasized or not included in commonly-used design process model visualizations, including, for example, designers embracing the limitations of their own perspective and acknowledging the power they hold, the benefits of integrating contextual considerations, and the use of prototypes throughout a design process rather than as single phase in a design process. To better understand the role of design process models, broadly, and the perceived value of process models that emphasize the importance of people and context in design work, specifically, we investigated upper-level mechanical engineering students' perceptions of this SED Process Model’s visualization. Our findings from this initial exploratory study showed both variability and several consistent themes in participants’ perceptions, for example, there were several interpretations of relationships between different aspects of the model, iteration in design was salient to all participants, and while this SED Process Model’s visualization does have recommendations, several participants noted it does not specify exactly how to achieve those recommendations. Understanding engineering students’ perceptions of this SED Process Model’s visualization can help us (1) iterate on the process model’s visualization and (2) better understand how to leverage multiple process model visualizations in engineering curricula.
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- Award ID(s):
- 2013410
- NSF-PAR ID:
- 10434754
- Date Published:
- Journal Name:
- Proceedings of the American Society for Engineering Education Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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