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How Do I Choose? The Influence of Concept Selection Methods on Student Team Decision-Making

[+] Author Affiliations
Xuan Zheng, Scarlett R. Miller

Pennsylvania State University, State College, PA

Paper No. DETC2016-60333, pp. V003T04A004; 10 pages
doi:10.1115/DETC2016-60333
From:
  • ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference
  • Volume 3: 18th International Conference on Advanced Vehicle Technologies; 13th International Conference on Design Education; 9th Frontiers in Biomedical Devices
  • Charlotte, North Carolina, USA, August 21–24, 2016
  • Conference Sponsors: Design Engineering Division, Computers and Information in Engineering Division
  • ISBN: 978-0-7918-5013-8
  • Copyright © 2016 by ASME

abstract

While research has been conducted to study the use of concept selection methods in design education, few studies have focused on the influence of these methods on individual students’ and teams’ thought processes in grade-dependent class projects. In order to fill this research gap, the current study was designed to compare the influence of two concept selection methods, the Concept Selection Matrix (CSM) and a new adjective assessment method called the Tool for Assessing Semantic Creativity (TASC), through an experimental study in two sections of a first year engineering design class. The results of the study show that while students were equally confident in the concept ratings from the CSM and TASC methods, they reported that they were more likely to select ideas ranked highly in the CSM method. However, subsequent analysis revealed no difference between the common elements in the ideas rated highly by the two methods and the final design ideas produced.

Copyright © 2016 by ASME

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