Component 5 Presentation of the Design Process - Overview

Preface

Each student should have maintained a personal engineering notebook. The group should have maintained many other documents, including drawings, parts lists, group correspondence, presentations, etc. It is important for the teacher to remind students that their experiences in EDD may provide future professional opportunities. Possibilities include earning college credit and gaining an edge on a job interview. A neatly documented project portfolio is a permanent record of what the student accomplished during the course.

As with much in EDD, the curriculum recognizes the wide possibilities of situations from group to group and from school to school. It is left to the individual teacher to determine what optional documentation is required, how it will be graded, and what format it should take. Philosophically, the strongest advice offered is that whatever you choose to require, ensure that expectations are realistic and relevant to the engineering profession. It is also crucial that projects are viewed and evaluated by professionals.

Regardless of the career path that a student follows, it will be necessary, at times, to present information to others. EDD students are expected to be able to present technical information publically. Formal presentations and tradeshow formats are often used to present EDD projects. Within the lesson, additional resources have been added for consideration as alternative methods for presenting projects. As an instructor, consider how the documentation matches the way that projects will be demonstrated; student strengths; and how much time exists for the documentation to be created.

The final presentation can be done in many ways. A few key elements should be part of any final presentation. These include:

  • Expert feedback and technical questions.
  • Professional atmosphere.
  • A diverse audience including experts, partnership team members, administrators/ teachers, former EDD students, etc.

Consider how you can accomplish these key elements in a creative way. Some general suggestions are made within the project document, but each implementation of EDD has unique opportunities. For example, the trade show could be held at a local mall or community event. You would still need commitments from experts and evaluators to visit each team, but the students would have a much larger audience for their presentation. This method will also increase community exposure of your PLTW program.

Consider what elements you want each group to include in their final presentation. Work with each team to identify additional elements that they should feature based on the uniqueness of their project.

Regardless of the option that you choose, provide or ask evaluators to develop a few technical questions to ask of each group. Provide evaluators with a rubric or evaluation sheet to judge each group. The Rule of Quarters Evaluation Handout, Juried Response Rubric, or the Oral Presentation Rubric may be used as-is as an assessment tool or may be modified to reflect your requirements.

 

Understandings

  1. Presentation of this design process and project findings are critical to the engineering design process.
  2. Presentations and displays of work provide the means to effectively promote and justify the implementation of a project.
  3. There are principles and practices related to documenting an engineering design process that protect the designer’s intellectual property. This ensures that the designer has generated an original solution.
  4. A well-done presentation can enhance the perception of the quality of work completed for a team project.
  5. The use of presentation software allows designers to present visual aids and project information in a professional manner.
  6. The media format used for a presentation is chosen in order to effectively communicate the design solution process to a target audience.

 

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

  1. Gather data and information compiled throughout the project and create a project portfolio and presentation of their design solution.
  2. Identify appropriate techniques for delivering formal presentations.
  3. Orally present an effective technical presentation on the chosen design solution. 

 

Essential Questions

  1. Did I document each step of the design process well enough that anyone interested in the problem could pick up this work and both replicate what I have done, as well as continue working from where I ended up?
  2. Throughout the entire portfolio and engineering notebook, were the expiations, descriptions and information in each section developed and presented with a wide variety of readers in mind?
  3. Is my portfolio and engineering notebook more of a scrapbook of disjointed or entries, or is it a well written and documented account of my work throughout the design process?
  4. Is my presentation appropriate in length and content for the intended audience?
  5. Does my presentation defend all design choices made and clearly describe the engineering design process utilized.
  6. Is my appearance professional in nature for a presentation.
  7. Have I spell checked my presentation and proofed for grammatical errors?
  8. Have I practiced my presentation and worked out transitions with my partner(s)?
  9. Are APA source citations tied to all research information in my presentation, portfolio, and engineering notebook?

 

References

Abts, Leigh. (2011). Analysis of the barriers, constraints and issues for dual credit and / or an advanced placement® pathway for introduction to engineering. American Society for Engineering Education.
Frye, E. (1997). Engineering problem solving for mathematics, science, and technology education. Hanover, NH: Dartmouth College, Dartmouth Project for Teaching Engineering Problem Solving.
Innovation Portal. (2011). Retrieved from http://www.innovationportal.org/
International Technology Education Association, (2000). Standards for technological literacy. Reston, VA: ITEA.
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.
The American heritage college dictionary. (4th ed.). (2007). Boston: Houghton Mifflin.