Conventional syllabi of engineering design courses either do not pay enough attention to conceptual design skills, or they lack an objective assessment of those skills to show students’ progress. During a semester-long course of advanced engineering product design, we assigned three major design projects to twenty five students. For each project we asked them to formulate the problems in the Problem Formulator web-based testbed. In addition, we collected sketches for all three design problems, feasibility analyses for the last two, and a working prototype for the final project. We report the students’ problem formulation and ideation in terms of a set of nine problem formulation characteristics and ASU’s ideation effectiveness metrics respectively. We discuss the limitations that the choice of the design problems caused, and how the progress of a class of students during a semester-long design course resulted in a convergence in sets of metrics that we have defined to characterize problem formulation and ideation. We also review the results of students of a similar course which we reported last year in order to find common trends.
Evaluating Freshman Engineering Design Projects Using Adaptive Comparative Judgment
