\u27Wait, wait, Dan, your turn\u27: Assessment in the design review

This paper explores assessment in graduate-level industrial design education. In particular, it considers how the assessment of students\u27 design work is delivered and who delivers it. Through using aspects of conversation analysis to look in close-up detail at a number of short segments of tutor-student interaction, we consider how a tutor performs assessment himself and also coaches other students to assess, in ways that may significantly contribute to students\u27 understanding of what assessment is and how it is to occur. Creating opportunities for students and instructors to reflect upon evaluation, and how it is performed, may better equip participants in design education to recognize, debate, and also change some of the discourses in which design practice is embedded and performed

What is Robotics: Why Do We Need It and How Can We Get It?

Robotics is an emerging synthetic science concerned with programming work. Robot technologies are quickly advancing beyond the insights of the existing science. More secure intellectual foundations will be required to achieve better, more reliable and safer capabilities as their penetration into society deepens. Presently missing foundations include the identification of fundamental physical limits, the development of new dynamical systems theory and the invention of physically grounded programming languages. The new discipline needs a departmental home in the universities which it can justify both intellectually and by its capacity to attract new diverse populations inspired by the age old human fascination with robots. For more information: Kod*la

Bias in Selection Processes

This research study examines underlying biases that occur in the selection process by college admissions evaluators in evaluating applicants applying for college admissions. Participants are recruited from Pitzer College and Claremont McKenna College - institutions who are apart of the Claremont Colleges consortium. The study uses a 2 x 2 factorial design. I predict that this research project will uncover underlying psychological ingroup bias in the college admissions process

Co-design processes in industrial design education

Co-design is a process that allows designers to develop products with greater insight to user needs through the participation of users in the design process. During this process what users say, make, and do is investigated using common research methods in combination with newer generative and exploratory approaches created for this purpose. Co-design encompasses many design practices. Despite the prevalence of the co-design process, a lack of studies into the education of designers on co-design have been implemented, leaving a gap of information that needs to be filled in order for co-design to become integrated into design education and practice. The purpose of this project is to understand the current state of co-design education in the U.S. and to assimilate popular teaching techniques, by surveying teaching methods of co-design within Industrial Design programs at U.S. Universities with reputations as leaders in the field. This project also aims to design a learning aid for Industrial Design students derived from the findings of interviews, materials review, and literature. A snowball sampling was performed with schools leaders in co-design. Schools were contacted and given a survey, interviewed with selected participants and assessed on their materials and practices on co-design. Various qualitative data analysis was performed with the surveys, interviews and materials. The conclusion includes a composite of common methods for teaching co-design, which are assembled into a learning aid artifact. The artifact incorporates findings into a practical outcome. The significance of this project is to further research into teaching methods of co-design as well as providing a common framework for design educators to follow in higher level learning institutions.MSCommittee Chair: Rebola, Claudi

In Search of a Match: A Guide for Helping Students Make Informed College Choices

This guide is designed for counselors, teachers, and advisers who work with high school students from low-income families and students who are the first in their families to pursue a college education. It offers strategies for helping these students identify, consider, and enroll in "match" colleges -- that is, selective colleges that are a good fit for students based on their academic profiles, financial considerations, and personal needs. Many of the suggestions in this guide are based on insights and lessons learned from the College Match Program, a pilot program that MDRC codeveloped with several partners and implemented in Chicago and New York City to address the problem of "undermatching," or what happens when capable high school students enroll in colleges for which they are academically overqualified or do not apply to college at all. The key lessons of the College Match Program, which are reflected in this guide, are that students are willing to apply to selective colleges when:* They learn about the range of options available to them.* They engage in the planning process early enough to meet college and financial aid deadlines.* They receive guidance, support, and encouragement at all stages.Informed by those key lessons, the guide tracks the many steps in the college search, application, and selection process, suggesting ways to incorporate a match focus at each stage: creating a match culture, identifying match colleges, applying to match colleges, assessing the costs of various college options, selecting a college, and enrolling in college. Because many students question their ability to succeed academically or fit in socially at a selective college, and because they may hesitate to enroll even when they receive good advice and encouragement, the guide offers tips and strategies to help students build the confidence they need to pursue the best college education available to them. Each section also suggests tools and resources in the form of websites and printed materials that counselors, advisers, and students can use, as well as case studies to illustrate the experiences of College Match participants throughout the process

Service-Learning and Civic Engagement as the Basis for Engineering Design Education

Service-learning (SL) is among the pedagogies that can be used to teach students the engineering design process. The similarities and differences of SL as implemented via engineering design are compared to community and civic engagement typical in disciplines such as social sciences. Although engineering design can be conceptualized via a number of paradigms, a human-centered design approach is particularly well-suited to SL projects. SL projects typically engage engineering students and instructors with stakeholders who do not have technical backgrounds. This approach is different than many industrially-sponsored projects that are more typical in capstone design projects and poses unique challenges and opportunities for engineering design education. Best practice recommendations for SL design projects have been distilled, with a particular emphasis on developing reciprocal partnerships and meaningful student reflection. SL design projects can lead to a rich array of knowledge, skills, and attitude outcomes among students, including ethical development, humility and empathy, and creativity and innovation. Enhanced recruiting and retention using this pedagogy has also been reported. Assessment of community partner satisfaction, learning, and outcomes are generally less well documented. SL design projects can be integrated into courses ranging from first-year to senior capstone, providing benefits to communities while enhancing students’ skills

Metacognition In The Wild: Metacognitive Studies In Design Education

This paper presents a literature review conducted to establish the current state of the discussion on the topic of metacognition in design education based on a review of empirical studies that present the results of educational interventions that introduced aspects of metacognition to design students. Inspired by Edwin Hutchins’ seminal book “Cognition in the Wild,” this paper intends to start a discovery trip to study metacognitive processes in real-world educational settings as part of a long-term research plan to investigate the intersection of metacognition and design. The paper presents the theoretical framework that contextualizes this review in which the concept of metacognition is discussed and is contextualized in design education. Likewise, the paper presents the methodology that was followed to complete this review, which consisted of four phases: search of relevant literature; sampling and selection of relevant articles; analysis and summary of each source; and synthesis of the body of research.Based on the reviewed articles, it was found that in design education metacognition is addressed as an instructional outcome, as a mechanism to promote other learning outcomes, and as a result of educational interventions.Likewise, it was found that the reviewed studies report, in general, positive results in terms of learning outcomes after conducting metacognitive interventions in design educational settings. Finally, this review identifies the field of metacognition in design education as a research opportunity for further research given the positive results that were found, and the limited body of research that has explored this topic