This is an empirical ethnographic study of how engineers in both undergraduate design courses and the professional workplace engage in engineering design. The findings suggest that the organizational contexts constitute processes of design differently, in ways that challenge the typical rhetoric of undergraduate education that project courses are intended to provide students with "real world" experience.
|Original language||English (US)|
|Number of pages||2|
|Journal||Proceedings of International Conference of the Learning Sciences, ICLS|
|State||Published - 2014|
|Event||11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States|
Duration: Jun 23 2014 → Jun 27 2014
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