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

2. 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

3. When?
Teaching design using intensive, “open ended” design-build projects, with at least one cycle of design iteration.
8 years of “Introduction to Engineering” ( 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

4. 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

5. 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

6. 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