Design Practica as Authentic Assessments in First-year Engineering Design Courses

Christopher McComb is an Assistant Professor in the School of Engineering Design, Technology, and Professional Programs with courtesy appointments in the Department of Mechanical and Nuclear Engineering and the Department of Industrial and Manufacturing Engineering. He earned dual B.S. degrees in Civil and Mechanical Engineering from California State University Fresno as well as M.S. and Ph.D. degrees in Mechanical Engineering from Carnegie Mellon University. His research merges perspectives from psychology, computer science, and engineering design to create better human systems. This includes both systems of humans (teams, organizations, marketplaces) as well as systems that interact with humans (intelligent design tools, smart products).

[1]  Barbara M. Moskal,et al.  The Globally Competent Engineer: Working Effectively with People Who Define Problems Differently , 2006 .

[2]  M. J. Chang,et al.  What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups , 2014 .

[3]  Shanna R. Daly,et al.  Teaching Creativity in Engineering Courses , 2014 .

[4]  Amaresh Chakrabarti,et al.  Assessing design creativity , 2011 .

[5]  Sheri Sheppard,et al.  Examples of Freshman Design Education , 1997 .

[6]  A. Bandura Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[7]  J. Kruger,et al.  Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead to inflated self-assessments. , 1999, Journal of personality and social psychology.

[8]  Vinod Goel,et al.  The Structure of Design Problem Spaces , 1992, Cogn. Sci..

[9]  Brett D. Jones,et al.  An Analysis of Motivation Constructs with First‐Year Engineering Students: Relationships Among Expectancies, Values, Achievement, and Career Plans , 2010 .

[10]  Shari E. Miller,et al.  A Model of Empathy in Engineering as a Core Skill, Practice Orientation, and Professional Way of Being , 2017 .

[11]  Lassi A. Liikkanen,et al.  Exploring problem decomposition in conceptual design among novice designers , 2009 .

[12]  Norma S. Guerra,et al.  A Closer Look at College Students: Self-Efficacy and Goal Orientation , 2007 .

[13]  Robin Adams,et al.  The Informed Design Teaching and Learning Matrix , 2012 .

[14]  Cynthia J. Atman,et al.  Teaching engineering design: Can reading a textbook make a difference? , 1996 .

[15]  Chris Rogers,et al.  The benefits of model building in teaching engineering design , 2010 .

[16]  A. Bandura Self-efficacy mechanism in human agency , 2024, Psihologìâ ì suspìlʹstvo.

[17]  Eleanor M. Smith,et al.  Relationships of goal orientation, metacognitive activity, and practice strategies with learning outcomes and transfer , 1998 .

[18]  Cynthia J. Atman,et al.  Educating effective engineering designers: the role of reflective practice , 2003 .

[19]  Tuba Pinar Yildirim,et al.  Model-eliciting activities: assessing engineering student problem solving and skill integration processes , 2010 .

[20]  Brian Rubineau,et al.  Professional Role Confidence and Gendered Persistence in Engineering , 2011 .

[21]  N. Dasgupta,et al.  Female peer mentors early in college increase women’s positive academic experiences and retention in engineering , 2017, Proceedings of the National Academy of Sciences.

[22]  F. Yammarino,et al.  Creativity and cognitive processes: Multi-level linkages between individual and team cognition , 2008 .

[23]  C. Atman,et al.  Considering Context: A Study of First‐Year Engineering Students , 2007 .

[24]  Shanna R. Daly,et al.  First-year engineering student perceptions of creative opportunities in design , 2013 .

[25]  Hee-Sun Lee,et al.  Measuring Engineering Design Self‐Efficacy , 2010 .