Engineering Design and Prototyping: Pedagogy & Assessment

Topics

• This course has been developed to bridge student’s previous knowledge of disciplinary research in design and prototyping with engineering education research. • Provide learners the opportunity to question (usually tacit) assumptions about what engineering is, what the purpose and process of engineering education is, and who gets to be an engineer. • Understand design as a pedagogy for integrative learning and the role of cognition and the learning sciences in the practice of engineering design and prototyping. • Provide the participants with an understanding of theories and practices in content, assessment, and pedagogy for teaching engineering design and prototyping. • Familiarize learners with quantitative and qualitative methodologies for data analysis associated with the assessment of design and prototyping interventions. • Promote critical thinking and a social construction of knowledge by having face-to-face and online discussions of readings from a variety of sources.
• Students will be able to: • Identify their own role in shaping engineering and engineering education, and explore paths of connecting their research in Mechanical Engineering (or a related field) educational interests in design and prototyping; • Think critically, reflectively and holistically about engineering and education; • Become aware of the theoretical and practical issues of learning, instruction, and assessment as these concern the design of educational environments and technologies; • Apply design research methods to inform and validate designs involving educational issues. • Articulate their own view of the design of educational tools and become more confident about their ability to work as an engineer and educational designer.

Official catalogue course objectives and student learning outcomes