Modified K-12 Instructional Methods for Diverse Learners Applied to an Experiential Interdisciplinary Senior Design Course

There are multiple challenges associated with having diverse engineering teams (by discipline) learn and execute the design process such that each team member sufficiently gains the required capstone design skill sets.In this paper, we examine theories accepted among the K-12 and college educational literature for educating diverse teams and suggest solutions that have found common ground within both groups.Quality Function Deployment, Engineering Major Commonalities and Design Iteration techniques are explored within these contexts in conjunction with instructor experience.We argue these modified methods have a high probability of success based on their proven success at the K-12 level, when properly implemented.