Incorporating Human-Centered Design to Restructure a Materials Science and Engineering Capstone Course

Abstract Capstone design is the culmination of a learner's academic progress, where students utilize knowledge gained throughout the program's curriculum to complete a design project. This paper investigates the ongoing work of restructuring a traditional one-semester, 3-credit spring capstone experience in materials science and engineering into a two-semester fall (1-credit) and spring (2-credit) experience. During the restructuring of the capstone experience, the Human-Centered Design (HCD) framework, a method to formalize the design process in discrete stages, was integrated into the course content. Due to course catalog constraints, a 1-credit fall course was piloted in Fall 2022 as an elective for seniors (enrollment was approximately 30% of the senior population); the traditional 3-credit course was still required of all seniors in Spring 2023. Aspects of HCD were introduced and practiced in the fall pilot course and (re)introduced in the spring course. To examine the uptake of these changes by students, the research team used a qualitative case study approach to closely investigate the work of two small groups in the second materials science and engineering capstone design course in Spring 2023. Both groups had four students; however, the members of one group had taken the one-credit pilot course in Fall 2022. The posters, final reports, and individual reflections from each group were collected. In addition, a group interview was conducted with each of the two groups during the final poster presentations event. Thematic analysis was used to analyze the data. The Human-Centered Engineering Design (HCED) framework was used to develop a coding scheme to categorize the content of the posters, final reports, individual reflections, and interview transcripts under the HCED practices. Findings from analyzing the interview transcripts indicate that both groups have incorporated HCED practices into their design projects, especially when building knowledge and prototyping. Both groups did not incorporate HCED practices to connect with all stakeholders and generate ideas before narrowing down concepts. Moreover, the group that took the one-credit pilot course prior to the capstone course utilized the HCED practices in their project more than the other group. The analysis of the content of the posters, final reports, and individual reflections will provide more evidence to support or modify these findings. The analysis will provide insight and feedback on the courses' content, activities, and structure, allowing for evidence-based course modifications. Additionally, it will also facilitate connections between the course and the ABET outcomes and other frameworks, such as Entrepreneurial Mindset Learning (KEEN), that support the development of key mindsets that prepare undergraduate engineering students to become lifelong learners and problem solvers.