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ENGINEERING STUDENT ATTAINMENT AND ENGAGEMENT THROUGHOUT THE DESIGN PROCESS

Published online by Cambridge University Press:  27 July 2021

Avril Thomson  and
Hilary Grierson
Avril Thomson*
Affiliation:
University of Strathclyde
Hilary Grierson
Affiliation:
University of Strathclyde
*
Thomson, Avril, University of Strathclyde, DMEM, United Kingdom, [email protected]

Abstract

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The paper reports on a study that aims to gain an understanding of how senior engineering design students engage and attain throughout the various stages of the design process during a major design project. Following a literature review it sets out to answer 3 main research questions

Q1. Do students engage more with certain stages of the design process during major project work?;

Q2. Do students attain better during certain phases of the design process during major project ?

Q3. Is there a difference in this attainment between year groups of the same degree programme ?

The methodology adopted employs an analysis of marks and an online questionnaire to collect data. Patterns and trends in how senior BEng and MEng Product Design Engineering students engage and attain within the design process are presented, identified and discussed and in turn used to inform reflection on the research questions set.

Keywords

Design educationDesign processDesign engineeringattainmentengagement
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 1373 - 1382
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

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