A qualitative investigation of design knowledge reuse in project-based mechanical design courses

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Abstract
The interpretation and reuse of previous design solutions, or precedents, is central to design. This paper describes qualitative research conducted over three years at two institutions, aimed at investigating the role of design knowledge re-use in project-based mechanical design courses. Research data were collected through participant observation, student interviews, anonymous questionnaires, and website analytics. The paper identifies challenges that must be addressed in order to support novice engineers in rehearsing the types of knowledge required to successfully reason about and engage with design precedents. Two categories of design precedents are identified: concept precedents and detail precedents. Providing students with access to the latter is identified as a particular challenge, as is providing students with access to engineering communities of practice. Approaches to addressing these challenges are discussed.
Funding Information
  • Trinity College Dublin
  • Harvard John A. Paulson School of Engineering and Applied Sciences
  • Wyss Institute for Biologically Inspired Engineering at Harvard University
  • National Science Foundation (1524902)

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