1. 1 Problem Scoping in Design: Some Research Results Dr. Cynthia J. Atman, Dr. Ken Yasuhara, Dr. Deborah Kilgore Center for Engineering Learning and Teaching College of Engineering, University of Washington Acknowledgements: This work has been supported by grants from the National Science Foundation RED-9358516, DGE-9714459, EEC-9872498, REC-012554, ESI-0227558, SBE- 0354453, the Boeing Company.

2. 2 Complete the following task Over the summer, the Midwest experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi? 1 2 3 4 5 6 7 …….

3. 3 Draw a line under the last factor you listed and work with a team to continue the list Over the summer, the Midwest experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi? 1 2 3 4 5 6 7 __________________________________________ 8 9 ……..

4. Switch papers and code responses as “broad” or “close” context natural wall waterbank surroundings social logistical technical broad context close context...

5. 5 Example close/broad contextual factors Broad context factors: social, natural, riverbank, surroundings, etc.  “aesthetic appeal – is it going to draw local complaint?”  “the surrounding habitat – make sure little or no damage is done to the environment”  “would wall impact use of the river by industry?” Close context factors: technical, wall, logistical, water, etc.  “cost of materials”  “check the budget available for the operation”  “how to contain the river water that has flooded out”

6. 6 What observations do you have? About the task About the types of factors listed  By you  By others About doing the task as an individual or as a group

7. 7 Some Research Results natural wall waterbank surroundings social logistical technical broad context close context...

8. 8 Academic Pathways Study (APS) Sheppard (Lead), Atman, Fleming, Miller, Smith, Stevens, Streveler Large-scale, multi-method study of undergraduate engineering students Three cohorts of students from very different institutions  Longitudinal cohort  Broader core sample  Broader national sample One cohort of early career engineers Research on the engineering learning experience from the student perspective

9. 9 Longitudinal cohort: Research methods Surveys Structured interviews Ethnographic interviews and observations Engineering design tasks Supplementary data  Academic transcripts  Exit interviews

10. Longitudinal cohort: Sample 40 students from each of four institutions Institutions  Technical Public Institution  Large Public University  Urban Private University  Suburban Private University

11. 11 Midwest floods design task 10-minute, paper- and-pencil design task “Over the summer the Midwest experienced massive flooding of the Mississippi River. What factors would you take into account in designing a retaining wall system for the Mississippi?” Years 1 and 3 natural wall waterbank surroundin gs social logistical technical broad context close contex t...

12. 12 More factors in Year 3 N = 69 (longitudinal sample) p < 0.001 (total factors)

13. 13 More close context in Year 3 … but no significant increase in consideration of broad context N = 69 (longitudinal sample) p < 0.001 (total factors and close context factors) Increase in close context segments…

14. 14 Total factors, by gender N = 29 women + 40 men (longitudinal sample) p < 0.05 (total factors, both years) Year 1 Year 3 Men respond with fewer factors in both years

15. 15 Close/broad context, by gender N = 29 women + 40 men (longitudinal sample) p < 0.05 (total factors and broad context factors, both years) Year 1 Year 3 Men cite fewer broad context factors in both years

16. 16 “Problem Scoping” summary More factors listed in Year 3 than Year 1 Increase in consideration of close context …but not broad context On average, women consider broad context more than men Doing Design is complex  Skills change over time  People bring different perspectives to design experiences  Design thinking is affected by individual/group processes

17. 17 Thinking broadly about HCDE This task described broad problem scoping in design How might this relate to portfolio design?  How broadly are you defining HCDE?  Could you be broader in the types of artifacts you are considering?  Can you think about some potential annotations more broadly?