Written feedback provided by first-year engineering students, undergraduate teaching assistants, and educators on design project work

Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students', undergraduate teaching assistants', and educators' written feedback on sample...

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Bibliographic Details
Published inEuropean journal of engineering education Vol. 44; no. 1-2; pp. 179 - 195
Main Authors Marbouti, Farshid, Mendoza-Garcia, John, Diefes-Dux, Heidi A., Cardella, Monica E.
Format Journal Article
LanguageEnglish
Published Abingdon Taylor & Francis 04.03.2019
Taylor & Francis Ltd
Subjects
Coding
College Faculty
College Freshmen
Comparative Analysis
Design
Design education
Design engineering
Domains
Engineering
Engineering Education
expert-novice framework
Feedback
Feedback (Response)
feedback on design
informed designers
Peer Evaluation
Product design
Students
Teacher Student Relationship
Teachers
Teaching Assistants
Undergraduate Students
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Summary:Feedback is an important part of design education. To better understand how feedback is provided to students on their engineering design work, we characterised and compared first-year engineering students', undergraduate teaching assistants', and educators' written feedback on sample student design work. We created a coding scheme including two domains: Substance and Focus of feedback. Educators made more and longer comments than undergraduate teaching assistants, and undergraduate teaching assistants made more and longer comments than first-year students. The first-year students focused on giving specific directions in their feedback while educators and undergraduate teaching assistants asked thought-provoking questions. Students tended to make more comments about the ways that their peers had communicated their design work while educators and undergraduate teaching assistants made more comments about the design ideas presented in the sample work. This study offers implications for practice for supporting educators, undergraduate teaching assistants, and first-year engineering students to be able to provide feedback on design work.
ISSN:0304-3797
1469-5898
DOI:10.1080/03043797.2017.1340931