Keywords: design, fabrication, iteration, psychometrics, blended learning, fundamental skills Making and Measuring Progress in the Forgotten Steps of Design Education William H. Guilford

Why? Engineering design education often “forgets” steps Problem identification, research, brainstorming, and selection are easily taught in a traditional classroom Fabrication, testing, and iteration are often omitted We lack relevant means of measuring progress We often claim that we most value and want to foster things like creativity, self-efficacy, enthusiasm, and curiosity We typically measure retention, recall, and comprehension

When? Teaching design using intensive, “open ended” design-build projects, with at least one cycle of design iteration. 8 years of “Introduction to Engineering” (70-120 students/year) 2 years of “BME Design and Discovery” (~90 students per year) Pros: Students go on to develop better functioning prototypes in their 4th year capstone course Students show improvements in psychometric measures of creativity self-efficacy some aspects of engineering design process knowledge, Cons: Lack of uniformity in learning design-build skills Failure to advance engineering self concept

Where? Early “design” classes In flexible settings: Classrooms, with... “Seat replacement blended learning” to increase student- instructor contact Fabrication shops, with... “Shop Flex time” to allow compatibility with difficult engineering student schedules Link to ASEE papers on our psychometric measures

What? Theory of change: Fabrication skills are fundamental to engineering, and early instillation will aid design training, and also improve engineering self-concept. Instead of a rigid class schedule,... Blended learning replaces one lecture a week, allowing in-class meetings every other session. Students sign up for afternoon shop hours on a “flex time” schedule that best suits their schedules Rather than an open-ended project, Every student individually develops manual skills in fabrication techniques, including Soldering Welding Microcontrollers Table and band saws 3D printing Laser cutting Threading Belt and disk sanders Drill press

Prognosis? Student feedback and skill competencies were improved. Psychometrics offered a viable, scalable, alternate approach to determine whether we were meeting our educational goals. Scale-up: “Educational Innovation Awards” to incentivize instructional improvements Multiple, large student fabrication facilities Online Learning platforms, including online classrooms and production studios Challenges: Difficult to change the dogma on what is “fundamental” to engineering Monitoring students in shops is incredibly time-intensive