scholarly journals Methods For Exploring Engineering Design Thinking In High School Student Teams

2020 ◽  
Author(s):  
Cameron Denson ◽  
Matt Lammi ◽  
Kyungsuk Park ◽  
Elizabeth Dansie
Keyword(s):  
High School ◽  
Engineering Design ◽  
High School Student ◽  
Design Thinking ◽  
Student Teams

scholarly journals High School Student Engineering Design Thinking and Performance

2020 ◽  
Author(s):  
Kurt Becker ◽  
Nathan Mentzer ◽  
Kyungsuk Park ◽  
Shaobo Huang
Keyword(s):  
High School ◽  
Engineering Design ◽  
High School Student ◽  
Design Thinking ◽  
And Performance

Satisfaction of Engineering Design Thinking Course for High School Students

2021 ◽  
pp. 593-600
Author(s):  
Charuni Samat ◽  
Sathaporn Wongchiranuwat ◽  
Issara Kanjug ◽  
Pornsawan Vongtathum ◽  
Sumalee Chaijaroen ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Engineering Design ◽  
Design Thinking ◽  
School Students

Engineering Design Thinking: High School Students' Performance and Knowledge

2015 ◽  
Vol 104 (4) ◽  
pp. 417-432 ◽  
Author(s):  
Nathan Mentzer ◽  
Kurt Becker ◽  
Mathias Sutton
Keyword(s):  
High School ◽  
High School Students ◽  
Engineering Design ◽  
Design Thinking ◽  
School Students

scholarly journals TEACHING CIVIL ENGINEERING DESIGN USING PROJECT-ORIENTED INDUSTRY DRIVEN CAPSTONE COURSES

2011 ◽  
Author(s):  
Waddah Akili
Keyword(s):  
Engineering Design ◽  
Design Thinking ◽  
Civil Engineering ◽  
Thinking Skills ◽  
Industrial Sector ◽  
Engineering Practice ◽  
Capstone Course ◽  
Design Component ◽  
Capstone Courses ◽  
Student Teams

Teaching civil engineering design through senior projects or capstone design courses, with industry involvement and support, has increased in recent years. The general trend toward increasing the design component in engineering curricula is part of an effort to better prepare graduates for engineering practice. While some design projects are still of the “made up” type carried out by individual students, the vast majority of projects today deal with “real-world problems” and are usually conducted by student teams. The paper begins first by briefly reviewing the design as a “thought” process, focusing on several dimensions of “design thinking” and how “design thinking” skills are acquired. Second, the paper reports on the development, implementation, and subsequent evaluation of a senior design course at an international university, where practitioners have played a major role in planning and teaching the capstone course. The new, restructured design course, co-taught by practitioners from the Region, has met its declared objectives and exposed students to professional practice. This industry-driven experience has also provided information with regard to curricular content and capabilities of departmental graduates. In a way, the capstone experience reported on in this paper, serves as a microcosm of the four year program. Experiences and outputs from the course can be used to provide guidance and insights into curricular changes, teaching methods, and exposure to civil engineering practice in the Region; and helps in establishing enduring connections with the industrial sector.

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