Collaborative Research: Evidence-based Pedagogy in Engineering Education: Design Heuristics for Concept Generation

合作研究：工程教育中的循证教育学：概念生成的设计启发法

• 批准号: 1322552
• 负责人: Shanna Daly
• 金额: $ 19.84万
• 依托单位: Regents of the University of Michigan - Ann Arbor
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1322552&HistoricalAwards=false
• 关键词: Collaborative; Research; Evidence; based; Pedagogy

The engineering design ability is critical in all undergraduate engineering programs. Design fixation is one of the common problems facing engineering design teams. This project is creating and evaluating tools that will help the design group avoid the design fixation problem. The work is taking a unique approach to the problem by creating 77 heuristics to help design groups avoid the fixation problem. The technique is based on prior studies involving both student and professional teams. This prior work has demonstrated the technique is applicable to both design groups. The prior success provides a high level of confidence that this work will be successful. Because design is included in all engineering programs and because the design heuristics are rather generic the work pre performed in this project is applicable to virtually all engineering programs nationally. As a result a successful result in this project could be a transformative innovation for engineering education.This project is also producing instructional workshops to help instructors utilize the heuristics to enhance creativity in design courses. The workshops are not single point in time delivery of information but are distributed throughout time providing a long-term engagement of faculty. This type of prolonged engagement has proven to be more effective than other means of development and will produce excellent long term change.

工程设计能力在所有工程专业本科生中至关重要。 设计固定是工程设计团队面临的常见问题之一。 这个项目正在创建和评估工具，这将有助于设计组避免设计固定的问题。 这项工作采取了一种独特的方法来解决这个问题，通过创建77个符号来帮助设计团队避免固定问题。 该技术是基于先前的研究，涉及学生和专业团队。 这项先前的工作已经证明了该技术适用于两个设计组。 先前的成功为这项工作的成功提供了高度的信心。 由于设计包含在所有的工程项目中，并且由于设计技巧相当通用，因此本项目中预先执行的工作实际上适用于全国所有的工程项目。 因此，该项目的成功结果可能是工程教育的变革性创新。该项目还将举办教学研讨会，帮助教师利用设计学来提高设计课程的创造力。 这些研讨会不是在一个时间点提供信息，而是在整个时间分布，提供教师的长期参与。 事实证明，这种长期参与比其他发展方式更有效，并将产生良好的长期变化。