Resumen de Learning to design: authenticity, negotiation, and innovation
Vanessa Svihla, Anthony Petrosino, Kenneth R. Diller
Engineering design is a collaborative and complex process, and our understanding of how to support student teams in learning todesign remains limited. By considering in-situ student design teams in a capstone biomedical engineering course, we are affordedthe opportunity to contrast two versions of a non-sponsored project, then consider expert perceptions of their later sponsoreddesigns. Data from two cohorts of the course yield compelling contrasts for authentic design learning experiences. We found that anon-sponsored redesign project led students to values customer needs and to use them to define the design problem, whereas in akit-based version this did not occur. We also found that greater perceived opportunities to negotiate one’s understanding within ateam predicted more innovative team designs.
