TY - GEN
T1 - Comparing different types of professional practitioner engagement in an integrated design engineering degree
AU - Georgilas, Ioannis
AU - Dekoninck, Elies
AU - Dhokia, Vimal
AU - Flynn, Joseph
AU - Elias, Edward
PY - 2019/9/13
Y1 - 2019/9/13
N2 - Design engineering education needs to be close to industrial practice, since industry is the final destination of most graduates. For this reason, early engagement with ‘real’ practitioners can be beneficial to educational outcomes. Although much research has been done comparing the skills and approaches of engineering design students and professional practitioners little research to date has looked in detail how this engagement affects the educational process. In this study, we evaluate the impact professional practitioners had on the learning process and the delivery of learning outcomes for a number of units in a specific Integrated Design Engineering (IDE) course. We are reporting data collected by three data sources, feedback from the cohort via surveys of “Start, Stop, Continue” that run at the end of each unit; the official feedback survey of the university; and focus group feedback. Our key findings are that the students appreciate the real design context and passionate engagement the professional practitioner (PP) can offer, when immersed in the teaching process and setting the assignment, but also are critical of the negative effects the PP can have in terms of marking assessments or limiting the creative potential of open-ended projects.
AB - Design engineering education needs to be close to industrial practice, since industry is the final destination of most graduates. For this reason, early engagement with ‘real’ practitioners can be beneficial to educational outcomes. Although much research has been done comparing the skills and approaches of engineering design students and professional practitioners little research to date has looked in detail how this engagement affects the educational process. In this study, we evaluate the impact professional practitioners had on the learning process and the delivery of learning outcomes for a number of units in a specific Integrated Design Engineering (IDE) course. We are reporting data collected by three data sources, feedback from the cohort via surveys of “Start, Stop, Continue” that run at the end of each unit; the official feedback survey of the university; and focus group feedback. Our key findings are that the students appreciate the real design context and passionate engagement the professional practitioner (PP) can offer, when immersed in the teaching process and setting the assignment, but also are critical of the negative effects the PP can have in terms of marking assessments or limiting the creative potential of open-ended projects.
KW - Engineering design
KW - Learning outcomes
KW - Professional practitioners
KW - Studio-based projects
UR - http://www.scopus.com/inward/record.url?scp=85088774010&partnerID=8YFLogxK
U2 - 10.35199/epde2019.21
DO - 10.35199/epde2019.21
M3 - Chapter in a published conference proceeding
AN - SCOPUS:85088774010
T3 - Proceedings of the 21st International Conference on Engineering and Product Design Education: Towards a New Innovation Landscape, E and PDE 2019
SP - 1
EP - 6
BT - Proceedings of the 21st International Conference on Engineering and Product Design Education
A2 - Bohemia, Erik
A2 - Kovacevic, Ahmed
A2 - Buck, Lyndon
A2 - Brisco, Ross
A2 - Evans, Dorothy
A2 - Grierson, Hilary
A2 - Ion, William
A2 - Whitfield, Robert Ian
PB - Institution of Engineering Designers, The Design Society
T2 - 21st International Conference on Engineering and Product Design Education, E and PDE 2019
Y2 - 12 September 2019 through 13 September 2019
ER -