δ Project Evaluation and Scoring Rubrics - Overview

Preface

In Open Ended Design all groups will be working on different topics. Rubrics will be utilized by your instructor to evaluate your work and help guide you through the design process by defining desired goals. This section introduces you to the major rubrics that can be utilized in this course. You instructor may wish to create additional rubrics or modify rubrics to better fit your schools setting.

There are opportunities for 4 Major Project Rubrics throughout the EDD Course.

  • Project Proposal
  • Preliminary Design Review
  • Critical Design Review
  • Final Presentation

In addition, there are a number of rubrics to help track progress that can be used throughout the year.

  • Update Presentations Rubric
  • Teamwork Rubric
  • Final Presentation - Juried Response Rubric
  • Final Engineering Notebook Rubric
  • Final Written Portfolio Project Rubric
  • Final Electronic Portfolio Rubric
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Understandings 

  1. Engineering design projects are typically peer reviewed. Stakeholder feedback and design reviews help guide engineers through the design process.
  2. Presentation of this design process and project findings are critical to the engineering design process. 
  3. The work of engineers has an impact on our society.
  4. An open ended design process involves identifying a justifiable problem and developing an original solution that attempts to solve it.
  5. The engineering design process is typically non-linear. Designers may need to re-visit steps in the process or take next steps based on feedback from previous steps.
  6. The engineering design process is both a guide and a series of waypoints for effective problem solving. It is a tool for self-evaluation as an engineer moves through the process. 
  7. There are many stakeholders involved in an open ended engineering design process.
  8. The ability to communicate as a professional is a critical skill for engineers. 

 

Knowledge and Skills
It is expected that students will...

  1. Apply ethical standards recognized by the engineering community in all aspects of design.
  2. Use an engineering design process to help guide them through an open ended design problem.
  3. Create documentation to support understanding of a design process that captures critical waypoints in the design process.
  4. Develop professional and project planning skills to complete a design process successfully.
  5. Identify a problem and justify development of a solution from an academic, ethical, or market perspective.
  6. Identify and evaluate current and past solution attempts.
  7. Develop multiple possible solutions ideas.
  8. Create a prototype with a valid testing plan.
  9. Interpret testing results and summarize.
  10. Present the design process to a technical group with an understanding of the design process or the identified problem. Students will present their findings and defend process decisions.

 

Essential Questions

  1. What are the global challenges facing our world?
  2. What are the roles and responsibilities of engineering in society?
  3. What justifies expenditure of resources to try and solve a problem?
  4. What role does the market place play in engineering design?
  5. Why is it crucial to use a design process when trying to solve complex problems?
  6. What are the fundamental aspects of any engineering design process?
  7. What determines the next step in a design process?
  8. Why is documenting a design process important?
  9. What are the attributes of successful project planning and management?
  10. Why is it important for engineers and designers to utilize known scientific and mathematical principles?
  11. Why should I do independent research before contacting stakeholders or seeking expert support?
  12. Why is the intellectual property so important in engineering design?
  13. What is the difference between invention and innovation?
  14. Why is teaming often more effective than individuals working alone when solving a complex problem?
  15. How do you decide what key points are most important when given limited time to present findings?
  16. Do I need to create a solution that solves the problem to successfully complete this course?
  17. Should I design an authentic solution, what steps could I take beyond this course?

 

References

Foreman, L.J. & Welytok, J.G. (2009). The independent inventor’s handbook. New York, NY. Workman Publishing Company, Inc.
Grissom, F. & Pressmen, D. (2008). Inventor’s notebook: A “patent it yourself” companion. (5th ed.). Berkely, CA: Nolo.
Industrial Designers Society of America. (2009). Okala: Learning ecological design. Phoenix, AZ
International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA.
InvestorWords.com (n.d.) Retrieved from http://www.investorwords.com/
Merriam-Webster. (2008). Merriam-Webster online. Retrieved from http://www.merriam-webster.com/dictionary
National Council of Teachers of English (NCTE) and International Reading Association (IRA) (1996). Standards for the English language arts. Newark, DE: IRA; Urbana, IL: NCTE.
National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: NCTM.
National Research Council (NRC). (1996). National science education standards. Washington, D. C.: National Academy Press.
Pressman, D. (2009). Patent it yourself. (14th ed.). Berkely, CA: Nolo
The American heritage college dictionary. (4th ed.). (2007). Boston: Houghton Mifflin.
Ulrich, K.T. & Eppinger, S.D. (2008). Product design and development. New York, NY: McGraw Hill.
Webster's New World College Dictionary. (n.d.). Retrieved from http://www.yourdictionary.com/intrapreneur
Williams, M. (2008). The principles of project management. Victoria, Australia: SitePoint Pty. Ltd.