Assessment of Product Archaeology as a Framework for Contextualizing Engineering Desig

Kemper Lewis; Deborah A. Moore-Russo; Ann F. McKenna; Phillip M. Cormier; Amy Johnson; Adam R. Carberry; Wei Chen; Timothy W. Simpson; Conrad Tucker; Gül E. Okudan-Kremer; Sarah E. Zappe; Steven Shooter; Charles Kim; Christopher B. Williams; Lisa D. McNair; Marie C. Paretti; Joseph Tranquillo

Assessment of Product Archaeology as a Framework for Contextualizing Engineering Desig

Kemper Lewis, Deborah A. Moore-Russo, Ann F. McKenna, Phillip M. Cormier, Amy Johnson, Adam R. Carberry, Wei Chen, Timothy W. Simpson, Conrad Tucker, Gül E. Okudan-Kremer, Sarah E. Zappe, Steven Shooter, Charles Kim, Christopher B. Williams, Lisa D. McNair, Marie C. Paretti, Joseph Tranquillo

Bucknell University

Research output: Contribution to journal › Article › peer-review

Abstract

 Product archaeology refers to the process of reconstructing the lifecycle of a product to
 understand the decisions that led to its development and has been used as an educational
 framework for promoting students’ consideration of the broader impacts of engineering on
 people, economics, and the environment. As a result, product archaeology offers students an
 opportunity to reconstruct and understand the customer requirements, design specifications, and
 manufacturing processes that led to the development and production of a product. This paper
 describes: 1) the identification and development of assessment tools for evaluating the impact of
 product archaeology, 2) the implementation of the product archaeology framework during two
 recent academic year semesters in undergraduate engineering courses at all levels across six
 universities, and 3) assessment results with evidence of the effectiveness of the product
 archaeology framework. This project uses existing survey instruments, including the Engineer of
 2020 survey and the engineering design self-efficacy instrument to assess positive student
 attitudes and perceptions about engineering. Our assessment plan also uses two newlydeveloped
 design scenarios. These scenarios require students to respond to open-ended
 descriptions of real-world engineering problems to assess students’ ability to extend and refine
 knowledge of broader contexts. Emerging pre-test/post-test comparison data reveal that the
 product archaeology activities lead to more positive student ratings of both their own knowledge
 of broader contexts and their self-efficacy regarding engineering design. Analysis of the design
 scenarios (used to assess students’ ability to apply contextual knowledge to engineering design
 situations) includes results from the Spring and Fall 2013 semesters.

Original language	American English
Journal	121st ASEE Annual Conference & Exposition
State	Published - Jun 2014

Disciplines

Educational Assessment, Evaluation, and Research
Science and Mathematics Education
Engineering Education
Operations Research, Systems Engineering and Industrial Engineering

Access to Document

2014_Kremer_AssessmentProduct.pdfFinal published version, 323 KBLicense: Unspecified

Cite this

Lewis, K., Moore-Russo, D. A., McKenna, A. F., Cormier, P. M., Johnson, A., Carberry, A. R., Chen, W., Simpson, T. W., Tucker, C., Okudan-Kremer, G. E., Zappe, S. E., Shooter, S., Kim, C., Williams, C. B., McNair, L. D., Paretti, M. C., & Tranquillo, J. (2014). Assessment of Product Archaeology as a Framework for Contextualizing Engineering Desig. 121st ASEE Annual Conference & Exposition.

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title = "Assessment of Product Archaeology as a Framework for Contextualizing Engineering Desig",

abstract = " Product archaeology refers to the process of reconstructing the lifecycle of a product to understand the decisions that led to its development and has been used as an educational framework for promoting students{\textquoteright} consideration of the broader impacts of engineering on people, economics, and the environment. As a result, product archaeology offers students an opportunity to reconstruct and understand the customer requirements, design specifications, and manufacturing processes that led to the development and production of a product. This paper describes: 1) the identification and development of assessment tools for evaluating the impact of product archaeology, 2) the implementation of the product archaeology framework during two recent academic year semesters in undergraduate engineering courses at all levels across six universities, and 3) assessment results with evidence of the effectiveness of the product archaeology framework. This project uses existing survey instruments, including the Engineer of 2020 survey and the engineering design self-efficacy instrument to assess positive student attitudes and perceptions about engineering. Our assessment plan also uses two newlydeveloped design scenarios. These scenarios require students to respond to open-ended descriptions of real-world engineering problems to assess students{\textquoteright} ability to extend and refine knowledge of broader contexts. Emerging pre-test/post-test comparison data reveal that the product archaeology activities lead to more positive student ratings of both their own knowledge of broader contexts and their self-efficacy regarding engineering design. Analysis of the design scenarios (used to assess students{\textquoteright} ability to apply contextual knowledge to engineering design situations) includes results from the Spring and Fall 2013 semesters.",

author = "Kemper Lewis and Moore-Russo, \{Deborah A.\} and McKenna, \{Ann F.\} and Cormier, \{Phillip M.\} and Amy Johnson and Carberry, \{Adam R.\} and Wei Chen and Simpson, \{Timothy W.\} and Conrad Tucker and Okudan-Kremer, \{G{\"u}l E.\} and Zappe, \{Sarah E.\} and Steven Shooter and Charles Kim and Williams, \{Christopher B.\} and McNair, \{Lisa D.\} and Paretti, \{Marie C.\} and Joseph Tranquillo",

year = "2014",

month = jun,

language = "American English",

journal = "121st ASEE Annual Conference \& Exposition",

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AU - Moore-Russo, Deborah A.

AU - McKenna, Ann F.

AU - Cormier, Phillip M.

AU - Johnson, Amy

AU - Carberry, Adam R.

AU - Chen, Wei

AU - Simpson, Timothy W.

AU - Tucker, Conrad

AU - Okudan-Kremer, Gül E.

AU - Zappe, Sarah E.

AU - Shooter, Steven

AU - Kim, Charles

AU - Williams, Christopher B.

AU - McNair, Lisa D.

AU - Paretti, Marie C.

AU - Tranquillo, Joseph

PY - 2014/6

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