TEACHING CREDIBLE VALIDATION AND VERIFICATION METHODS TO A LARGE, MULTIDISCIPLINARY FIRST-YEAR ENGINEERING DESIGN CLASS

  • Komisar V
  • Flood A
  • Walji N
  • et al.
N/ACitations
Citations of this article
5Readers
Mendeley users who have this article in their library.

Abstract

Abstract – This paper describes our experiences in teaching credible validation and verification methods to a class of 250 first-year Engineering Science students at the University of Toronto. While our students have previously developed proof-of-concept prototypes, this was the first year that testing their prototypes against key design requirements – and substantially integrating stakeholder feedback into their projects – were course expectations.  Core strategies to support our students included leveraging the expertise of a multidisciplinary teaching team; training students to collect and interpret data from community stakeholders; demystifying prototyping and testing through small-scale activities; and legitimizing our expectations through real-world examples. Student design teams generally performed well with respect to validation and verification criteria on their summative project evaluations. Most teams effectively integrated stakeholder feedback with other research into developing and refining their designs, and demonstrated that their prototypes addressed key metrics. Challenges to be addressed in future course iterations are discussed.

Cite

CITATION STYLE

APA

Komisar, V., Flood, A., Walji, N., Foster, J., & Irish, R. (2018). TEACHING CREDIBLE VALIDATION AND VERIFICATION METHODS TO A LARGE, MULTIDISCIPLINARY FIRST-YEAR ENGINEERING DESIGN CLASS. Proceedings of the Canadian Engineering Education Association (CEEA). https://doi.org/10.24908/pceea.v0i0.10515

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free