1 / 17

Problem Sco ping in Design : Some Research Results

Problem Sco ping in Design : Some Research Results. Dr . Cynthia J. Atman, Dr. Ken Yasuhara, Dr. Deborah Kilgore Center for Engineering Learning and Teaching College of Engineering, University of Washington.

zoltan
Download Presentation

Problem Sco ping in Design : Some Research Results

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Problem Scoping in Design:Some Research Results Dr. Cynthia J. Atman, Dr. Ken Yasuhara, Dr. Deborah Kilgore Center for Engineering Learning and Teaching College of Engineering, University of Washington Acknowledgements: This work has been supported by grants from the National Science Foundation RED-9358516, DGE-9714459, EEC-9872498, REC-012554, ESI-0227558, SBE-0354453, the Boeing Company.

  2. Complete the following task Over the summer, the Midwest experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi? • 1 • 2 • 3 • 4 • 5 • 6 • 7 • …….

  3. Draw a line under the last factor you listed and work with a team to continue the list Over the summer, the Midwest experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi? • 1 • 2 • 3 • 4 • 5 • 6 • 7 • __________________________________________ • 8 • 9 • ……..

  4. social natural broad context logistical ... technical close context water bank wall surroundings Switch papers and code responses as “broad” or “close” context

  5. Example close/broad contextual factors • Broad context factors: social, natural, riverbank, surroundings, etc. • “aesthetic appeal – is it going to draw local complaint?” • “the surrounding habitat – make sure little or no damage is done to the environment” • “would wall impact use of the river by industry?” • Close context factors: technical, wall, logistical, water, etc. • “cost of materials” • “check the budget available for the operation” • “how to contain the river water that has flooded out”

  6. What observations do you have? • About the task • About the types of factors listed • By you • By others • About doing the task as an individual or as a group

  7. social natural broad context logistical ... technical close context water bank wall surroundings Some Research Results

  8. Academic Pathways Study (APS)Sheppard (Lead), Atman, Fleming, Miller, Smith, Stevens, Streveler • Large-scale, multi-method study of undergraduate engineering students • Three cohorts of students from very different institutions • Longitudinal cohort • Broader core sample • Broader national sample • One cohort of early career engineers • Research on the engineering learning experience from the student perspective

  9. Longitudinal cohort: Research methods • Surveys • Structured interviews • Ethnographic interviews and observations • Engineering design tasks • Supplementary data • Academic transcripts • Exit interviews

  10. Longitudinal cohort: Sample • 40 students from each of four institutions • Institutions • Technical Public Institution • Large Public University • Urban Private University • Suburban Private University

  11. social natural broad context logistical ... technical close context water bank surroundings wall Midwest floods design task • 10-minute, paper-and-pencil design task“Over the summer the Midwest experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi?” • Years 1 and 3

  12. More factors in Year 3 N = 69 (longitudinal sample)p < 0.001 (total factors)

  13. More close context in Year 3 Increase in close context segments… …but no significant increase in consideration of broad context N = 69 (longitudinal sample)p < 0.001 (total factors and close context factors)

  14. Total factors, by gender Year 1 Year 3 Men respond with fewer factors in both years N = 29 women + 40 men (longitudinal sample)p < 0.05 (total factors, both years)

  15. Close/broad context, by gender Year 1 Year 3 Men cite fewer broad context factors in both years N = 29 women + 40 men (longitudinal sample)p < 0.05 (total factors and broad context factors, both years)

  16. “Problem Scoping” summary • More factors listed in Year 3 than Year 1 • Increase in consideration of close context…but not broad context • On average, women consider broad context more than men • Doing Design is complex • Skills change over time • People bring different perspectives to design experiences • Design thinking is affected by individual/group processes

  17. Thinking broadly about HCDE • This task described broad problem scoping in design • How might this relate to portfolio design? • How broadly are you defining HCDE? • Could you be broader in the types of artifacts you are considering? • Can you think about some potential annotations more broadly?

More Related