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SURVEYING DESIGN SKILL DEVELOPMENT IN WORK-INTEGRATED LEARNING EXPERIENCES: A REVIEW OF THE LITERATURE

Published online by Cambridge University Press:  27 July 2021

Gregory Litster ,
Ada Hurst  and
T. Judene Pretti
Gregory Litster*
Affiliation:
University of Waterloo
Ada Hurst
Affiliation:
University of Waterloo
T. Judene Pretti
Affiliation:
University of Waterloo
*
Litster, Gregory, University of Waterloo Management Sciences Canada, [email protected]

Abstract

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Work-integrated learning (WIL) is an educational approach that intentionally scaffolds work experiences throughout undergraduate education. This approach has been proven to provide many benefits to students, including increased grade point averages, better job prospects after graduation and skill development. As such, we expect WIL experiences to contribute to engineering student's ability to design, a central aspect of both engineering education and practice. We found little evidence of research related to WIL experiences in the design literature, so we conducted a secondary data analysis on 33 publications from engineering education literature focusing on student WIL experiences with design. The review found evidence of students using a design process and recognizing the importance of designing within context, focusing on health, safety and ethical concerns of being an engineering designer. However, there was little evidence found of what students actually designed (i.e., components, systems or processes). We highlight some interesting areas for future research, specifically for design researchers to investigate how student work experiences are contributing to their development of design knowledge, skills and abilities.

Keywords

Design educationDesign learningDesign practicework-integrated learningliterature review
Type
Article
Information
Proceedings of the Design Society , Volume 1: ICED21 , August 2021 , pp. 2851 - 2860
Creative Commons
Creative Common License - CCCreative Common License - BYCreative Common License - NCCreative Common License - ND
This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
Copyright
The Author(s), 2021. Published by Cambridge University Press

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