Abstract
The authors describe a preliminary study to understand the attitude of engineering students regarding the use of design methods in projects to identify the factors either affecting or influencing the use of these methods by novice engineers. A senior undergraduate capstone design course at Clemson University, consisting of approximately fifty students and nine graduate design coaches, was chosen as the unit of analysis. Results from a survey of the class suggest that, though these novice engineers were convinced that design methods they were eager to learn were of use in helping them make better products, they tended not to use them. The stated reasons for not using them were the effort required to implement the methods, to understand how and when to use the methods, and the pressure to deliver results in a short duration. Recommendations from this study can be useful in designing effective design education programs and to develop more designer-friendly design methods.
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Acknowledgments
The authors wish to acknowledge the efforts of the students of the Clemson University ME 402 class for participating in this study, Michelin Corporation for sponsoring the capstone design project, and the fellow design coaches that assisted in constructing and conducting the survey in the course.
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Miller, W.S., Summers, J.D. Investigating the use of design methods by capstone design students at Clemson University. Int J Technol Des Educ 23, 1079–1091 (2013). https://doi.org/10.1007/s10798-012-9227-3
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DOI: https://doi.org/10.1007/s10798-012-9227-3