Change in peer efficacy of senior design students during a design project: a case study

DS 87-9 Proceedings of the 21st International Conference on Engineering Design (ICED 17) Vol 9: Design Education, Vancouver, Canada, 21-25.08.2017

Year: 2017
Editor: Anja Maier, Stanko Škec, Harrison Kim, Michael Kokkolaras, Josef Oehmen, Georges Fadel, Filippo Salustri, Mike Van der Loos
Author: Patel, Apurva; O'Shields, Steven; Chickarello, Doug; Summers, Joshua; Turner, Cameron
Series: ICED
Institution: Clemson University, United States of America
Section: Design Education
Page(s): 265-274
ISBN: 978-1-904670-97-1
ISSN: 2220-4342

Abstract

Engineering students gain knowledge regarding mechanics, thermodynamics, and other topics throughout their undergraduate curriculums. However, often their instruction regarding design is not presented until students' senior years. The purpose of this study is to gain an understanding of senior design students' opinions of their peers, specifically in regards to engineering efficacy. The data necessary for this evaluation was collected using a survey tool. Survey responses were solicited twice over the course of a semester in the pre-capstone senior design course. The initial set of responses was captured on the sixth week of the semester, and the second set of responses was captured during the final week of class (week fifteen). The results from both surveys collected were analyzed to evaluate the change in responses over the course of the semester. The results indicate that in general, the student perception of their peers improved regarding their technical knowledge and creativity, however their perception regarding project skills and social impact changed negatively.

Keywords: Collaborative design, Case study, Design education, Teamwork, Social responsibility

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