The work of educational innovation: exploring a personalized interdisciplinary design playbook assignment
págs. 541-555
Balancing curriculum design trade-offs for larger learning goals: a synthesized model
págs. 556-567
págs. 568-573
págs. 574-585
Capstone design projects, the project value map and the many eyes process: balancing process and product to deliver measurable value to student and client
Chris Browne, Lynette Johns Boast, Kim Blackmore, Shayne Flint
págs. 586-599
Human-centeredness in undergraduate engineering students’ representations of engineering design
Monica E. Cardella, William Oakes, Nusaybah Abu Mulaweh, Andrew Pierce
págs. 600-613
Reflective inquiry in design reviews: the role of question-asking during exchanges of peer feedback
págs. 614-622
Learning design: Examining programmatic learning outcomes and the influence of disciplinary perspectives on design pedagogy
págs. 623-632
Instilling new ways of understanding the innovation process: evidence-based heuristics from student innovation experiences
págs. 633-649
When tough times make tough designers: how perplexing experiences shape engineers’ knowledge and identity
págs. 650-663
Leveraging the capstone design experience to build self-directed learning
Marie C. Paretti, Daria Kotys-Schwartz, Julie Ford, Susannah Howe, Robin Ott
págs. 664-674
Reviewer perspective impact on design review feedback
Tiffany Madruga, Sitoë Thiam, Andrea Vasquez, Ragini Kothari, Gordon G. Krauss
págs. 675-686
Is it really a choice between quantity and quality for peer feedback?
Sitoë Thiam, Tiffany Madruga, Andrea Vasquez, Ragini Kothari, Gordon G. Krauss
págs. 687-701
Designing (and) making teachers: using design to investigate the impact of maker-based education training on pre-service STEM teachers
págs. 702-711
Assessing needs in a cross-cultural design project: student perspectives and challenges
Robert P. Loweth, Shanna R. Daly, Jiangqiong Liu, Kathleen H. Sienko
págs. 712-731
Regenerative learning: a process based design approach
Ade Mabogunje, Neeraj Sonalkar, Larry Leifer, Neelima Parasker, Mark Beam
págs. 732-748
págs. 749-761
Tracing stories across the design process: a study of engineering students’ engagement with storytelling in an undergraduate human-centered design course
Vivek Rao, George Moore, Osita Anders Udekwu, Björn Hartmann
págs. 762-772
Dealing with ambiguity: leveraging different types of expertise to guide design questioning
Giovanna Scalone, Cynthia J. Atman, Kenya Mejia, Hannah Twigg Smith, Kathryn Shroyer, Aaron Joya
págs. 773-795
Connecting people and ideas: making sense of a research lab through creating a shared frame
Sheri D. Sheppard, Tua Björklund, Helen L. Chen, Shannon K. Gilmartin, Sara Atwood, Eric Reynolds Brubaker, K.J. Chew, Philipp Christov, Catie Cuan, Patrick Danner, Barbara Karanian, Abisola Coretta Kusimo, Leif Luehmann, Vikas Maturi, Chieloka Mbaezue, Fabian Schäfer, Christian Schnell, George Toye, Marsie Trego
págs. 796-813
págs. 814-827
págs. 828-840
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