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Journal of Industrial Teacher Education, v44 n1 p25-48 Spr 2007

The purpose of this study was to find critical features of engineering design that can be incorporated within technology education learning activities, and develop a rubric for assessing these features. Data were collected through semi-structured interviews with three professors actively involved in engineering education. Supporting documents such as engineering design course outlines and rubrics were also examined. Using a phenomenological approach, this study identified the concept of engineering design, key features of the engineering design process, and critical elements that should be assessed in an engineering design activity in the context of technology education. A key product of the study was development of a rubric to be used in evaluating integration of engineering design as a focus for technology education. (Contains 2 figures and 1 table.)

Descriptors: Engineering Education, Design, Phenomenology, Technology Education, Learning Activities, Scoring Rubrics, Interviews, College Faculty, Program Evaluation, Curriculum Design, Educational Assessment

National Association of Industrial and Technical Teacher Educators. Web site:

Autor: Asunda, Paul A.; Hill, Roger B.


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