The goal of this project is to create professional development materials for students, engineers, and engineering educators on giving feedback on engineering design. To achieve this goal, we first characterized and compared engineering students and educators’ feedback on design and then used these comparisons to create professional development materials. In these professional development materials, we highlighted the differences between students’ (i.e., novices) and engineering educators’ (i.e., experts) feedback and emphasized how novices can provide feedback similar to experts. We implemented multiple professional development workshops using these materials. Since the feedback profiles for novices and experts were different, we encouraged the workshop participants to identify their feedback profile and try to provide feedback similar to experts.
Farshid Marbouti recently earned his Ph.D. in Engineering Education at Purdue University. His research interest is first-year engineering and specifically how to improve first-year engineering students' success. He completed his M.A. in the Educational Technology and Learning Design at Simon Fraser University in Canada, and his B.S. and M.S. in computer engineering in Iran.
http://orcid.org/0000-0003-3635-1825
University of Nebraska - Lincoln
[biography]
Heidi A. Diefes-Dux is a Professor in Biological Systems Engineering at the University of Nebraska - Lincoln (UNL). She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process Engineering from the Department of Agricultural and Biological Engineering at Purdue University. She was an inaugural faculty member of the School of Engineering Education at Purdue University. Her current role in the College of Engineering at UNL is to lead the disciplinary-based education research initiative, growing the research enterprise and the engineering education research graduate program. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineering contexts; the design and implementation of learning objective-based grading for transparent and fair assessment; and the integration of reflection to develop self-directed learners.
http://orcid.org/https://0000-0002-4229-6183
Purdue University, West Lafayette
[biography]
Monica E. Cardella is the Director of the INSPIRE Research Institute for Pre-College Engineering Education and is an Associate Professor of Engineering Education at Purdue University.
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