Equipping students in software development with socially engaged engineering and design skills
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
- Tagged Division
-
Software Engineering Division (SWED)
- Tagged Topic
-
Diversity
- Permanent URL
-
https://peer.asee.org/47328
Paper Authors
Jin Woo Lee California State University, Fullerton
Dr. Jin Woo Lee received his Ph.D. and M.S. in Mechanical Engineering from the University of Michigan, and B.S. in Mechanical Engineering from Binghamton University. Dr. Lee's research focuses on design theory and methodology, product design, and engineering education.
Paul Salvador Bernedo Inventado California State University, Fullerton
Erika Mosyjowski University of Michigan
Erika Mosyjowski is the Research and Faculty Engagement Manager in the Center for Socially Engaged Design within University of Michigan College of Engineering. She earned a PhD and MA in Higher Education from Michigan and a Bachelor's in Psychology and Sociology from Case Western Reserve University.
Abstract
There is an increased awareness that designers who develop technologies often do not possess the skills to successfully engage with communities, identify context-specific needs, and create solutions that address those needs. Not properly considering the context can lead to technologies that harm people directly or degrade social systems. Well-intended designs aiming to address social problems often suffer from minimal adoption and abandonment as there is a disconnect between technology designers and the needs of individuals who are the intended targets for technology adoption.
To address this gap, the Center for Socially Engaged Engineering and Design at the University of Michigan developed the Social Engagement Toolkit (SET), a library of training on various topics related to socially engaged design practices. At a minority-serving institution, several workshops from the SET were implemented to support a semester-long, extra-curricular project experience for students majoring in Computer Science who aimed to design software solutions to address real-world problems. SET workshops on a number of topics, including an Introduction to Socially Engaged Design, Crafting Need Statements, Ecosystem Stakeholder Mapping, Interviews, User Requirements and Specifications, Idea Generation, and Concept Selection and Prototyping were used to provide scaffolding for students’ design projects and teach critical skills that are not often emphasized by the traditional curriculum.
Student reflection and exit survey data examined student learning experience along with the challenges of implementing skills they have learned. Students described the benefits of learning an effective design process to plan their projects, engaging with stakeholders to gather important information regarding their needs, and creating prototypes before coding. On the other hand, students perceived finding and interviewing appropriate stakeholders to be a challenge. This study demonstrates the overall process of implementing the SET to support students engaging in software development and examines students’ experiences.
Lee, J. W., & Inventado, P. S. B., & Mosyjowski, E. (2024, June), Equipping students in software development with socially engaged engineering and design skills Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47328
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015