COMMENTARY ON THE PROPOSED RUBRIC FOR DESIGN THINKING
FOR A COMPUTER SYSTEMS ENGINEERING PROGRAM
At the heart of engineering is design; an intellectual process consisting of a
sequence of steps that when applied produces an artefact. In simple terms,
design may be described as a sequence of:
*
Identify – that a problem exists for which a feasible technical
solution is of value;
*
Imagine – possible technical solutions for that problem;
*
Decide -
the best solution to pursue given the context, the
features desired and the constraints that apply;
*
Solve -
the problem leading to an appropriate artefact.
The thought processes of the first three steps are such that an engineer skilled
in them is well-equipped to handle the challenges of the last. That stage is a
quite complex process in its own right and varies significantly between the
engineering disciplines. What stands out in this brief overview, though, is the
very integrated nature of the thinking involved in these first three stages. To
separate out problem solving and creative thinking in the manner described
in the sample templates is illogical and it would be far better to combine them
into a single rubric; design thinking.
The attributes of that thinking are easily defined. Further, the categories can
easily be differentiated by the understanding and ability to apply the design
process. Nevertheless, there is a problem. How to define the development of
design thinking during a course until it reaches the level required upon
graduation? That proved quite troublesome for just the one intermediate
point chosen; a student about 18 months from graduation.
There were several challenges in creating this rubric. Are these initial rubrics
targeted at course coordinators or a more general audience? How do you
frame a given rubric when really it should be a case of developing all
holistically? A major challenge was defining exemplars. On the one hand it is
easy in the sense if design is at the core, then define abilities to use the design
process in a professional manner. On the other, there is the problem that
change is extremely rapid in computer engineering with almost a total
turnover occurring about every five years. If the exemplars are tied to the
design of specific technology, almost certainly it will be dated in a very short
space of time, but if not then they may lack relevance. To resolve that, the
exemplars chosen have been linked to professional practice as no matter how
the technology, processes and tools of design, and demands vary, there will
always be reasonably agreed position on what a graduate, young professional
and experienced engineer should be expected to do.
COMMENTARY ON THE PROPOSED RUBRIC FOR LIFE-LONG
LEARNING FOR A COMPUTER SYSTEMS ENGINEERING PROGRAM
In engineering, life-long learning is not just desirable but effectively a legal
requirement. If an engineer is taken to court over a patent or other intellectual
property infringement, or as a result of an accident involving technology they
designed that caused harm or death, and if it is shown that the engineer is not
competent in current design techniques and aware of current practices and
standards, then that engineer is in very serious trouble. Criminal charges are
not out of the question. That means a professional must as part of their
working life engage in continual learning where this may involve private
activity, courses provided by professional bodies or the like, being involved
with professional societies and reading their learned journals, attending
conferences, trade shows and so forth, and engaging with suppliers on new
technology. Therefore, in an educational sense it is not a case of stating to
students they should engage in practices to equip them for life-long learning,
but that this is essential in order for them to shape their future career in a
meaningful way.
Engineers Australia has recently released new competency standards for
engineering graduates that also list attainment measures. A feature of these is
that while the graduate must take control of their learning and obviously
spend time at it, an important element in gaining direction and understanding
is interacting with others. The obvious is dealing with the stakeholders in
design. For example, developing systems for clinical use such as sensing
devices must involve interaction with health professionals to learn from them
the significant aspects of the responses of the human body. Equally
important, though, as engineering can be described as a profession that
identifies a future and then constructs it, engineers need to regularly discuss
amongst themselves the challenges and the opportunities that the future
presents, and the means of tackling these. The oracle approach to forecasting
the future is a very strong feature of engineering, the oracle in this case being
the thoughts of highly successful practitioners. Given this, an additional
attribute of interaction seemed important to include in this rubric.
Other than that, the categories are reasonably straightforward. Rather than
‘desire’ as the template rubric tends to stress, there is a need to shift the
emphasis to ‘need to ‘. How to develop a competency presents some problems
but focusing on what is expected in professional practice and breaking that
down into stages with appropriate exemplars is relatively simple. The ‘middle
stage’ student here was taken to be a student about 18 months from
graduation.
A PROPOSED RUBRIC FOR DESIGN THINKING
Definition: Design thinking is the application of analytical and creative thinking in order to solve a problem where that solution is an artefact of some form.
Novice to Expert
categories
Expert
Proficient
Competent
Novice
Beginner
Graduates as new professionals can Graduates of this course can
Students in the middle stages can
Students in the early stages can
Work within a design team to
develop technology equivalent to a
standard commercial artefact.
Identify an appropriate design
process to develop a standard
artefact within a context of the
discipline area.
Within a team environment, apply a
discipline-specific design process to
develop a simple artefact of that
discipline.
Within a team environment, apply an
abstract design process to develop a
simple artefact.
Guide a team in identifying and
applying systematic methods for
developing requirements for a
problem leading to a standard
commercial artefact or its
equivalent.
Conceptualising Guide a team in an appropriate
solutions.
investigation of the design space
for a problem of the discipline
leading to a standard commercial
artefact or its equivalent.
Work within a team to develop the
requirements using systematic
methods for a problem leading to a
standard commercial artefact or its
equivalent.
Within a team environment,
demonstrates an ability to identify the
key requirements for a problem
leading to a simple artefact of the
discipline.
Within a team environment,
demonstrate an ability to identify the
key requirements for a technical
solution for a problem leading to a
simple artefact .
Demonstrate an ability to undertake
an appropriate investigation of the
design space for a standard
commercial artefact of the discipline
or its equivalent.
Demonstrate an ability to form
and apply a systematic process
for identifying the key
requirements for a standard
artefact of the discipline area
within some given context.
Demonstrate an ability to
undertake an appropriate
investigation of the design space
for a standard artefact of the
discipline.
Within a team environment,
demonstrate an ability to create
multiple conceptual solutions to a
problem based on identified
requirements for a simple artefact of
the discipline that show variety,
innovation, some creativity and that
are appropriate to the context.
Within a team environment,
demonstrate an ability to create
multiple conceptual solutions
appropriate to the context. to a
problem based on identified
requirements for a simple artefact
that show variety, innovation and
creativity .
Deciding on a
solution
From a range of feasible solutions
for a standard artefact of the
discipline, guide a team in
selecting the most appropriate for
development given the context
using standard and computerbased decision processes methods.
From a range of feasible solutions for
a standard commercial artefact of the
discipline, demonstrate an ability to
select the most appropriate for
development given the context using
standard and computer-based
decision processes methods.
From a range of feasible
solutions for a standard artefact
of the discipline within some
context, demonstrate an ability
to select the most appropriate
for development using common
decision methods.
Within a team environment, to
demonstrate an ability to select the
most appropriate solution for
development from a range of feasible
solutions for a simple artefact of the
discipline using simple decision
methods.
Within a team environment, find the
most appropriate solution for
development into a simple artefact
from a range of feasible solutions
using simple decision methods.
Solving the
problem
Guide a team in the development
of a commercial artefact or its
equivalent within the discipline
area from a feasible solution and
subject to constraints, and justify
the actions taken.
Demonstrate an ability to identify
how to create a standard commerical
artefact or its equivalent within the
discipline area from a feasible
solution and subject to constraints
,and justify the actions taken.
Demonstrate an ability to
identify how to create a
standard artefact within the
discipline area from a feasible
solution and subject to
constraints, and justify the
actions taken.
Within a team environment,
demonstrate an ability to identify how
to create a simple artefact within the
discipline area from a feasible solution
and subject to constraints, and justify
the actions taken.
Within a team environment,
demonstrate an ability to identify
how to create a simple artefact from a
feasible solution and subject to
constraints, and justify the actions
taken.
Acquiring
competency
Graduates as experienced
professionals can
Guide a team developing
technology equivalent to a
standard commercial artefact.
Identifying the
problem
Exemplars
Able to design an embedded
Able to design an embedded system
system commonly found in many of a type commonly found in basic
information appliances.
industrial applications.
Able to design a basic industrial Able to design a state machine
controller.
controller.
Able to design technology to assist
the disadvantaged in a third world
country.
A PROPOSED RUBRIC FOR LIFELONG LEARNING
Definition: Lifelong learning is a purposeful learning activity, undertaken on an ongoing basis necessary to maintain professional standing.
Novice to Expert
categories
Expert
Graduates as experienced
professionals can
Proficient
Graduates as new professionals can
Competent
Graduates of this course can
Novice
Students in the middle stages can
Beginner
Students in the early stages can
Curiosity
Demonstrate most of their skills
Identify the significance of an
and knowledge was gained outside emerging field and independently
their formal education.
gain the knowledge and skills needed
to work within it.
Explore a topic independently Explore a topic under guidance to gain Explore a topic at a basic level
to gain the knowledge and skills a broad appreciation of some aspect of gaining information providing an
required to undertake the
the technological spectrum
appreciation of professional status.
design of an emerging artefact.
Initiative
Proposes design projects to an
organisation based on an
understanding of emerging
technologies and/or design
techniques and tools
Complete required work, generate
and pursue opportunities to expand
knowledge, skills, and abilities.
Complete required work,
Complete required work and identify
identify and pursue
opportunities to expand knowledge,
opportunities to expand
skills, and abilities.
knowledge, skills, and abilities.
Independence
Demonstrate the completion of a
number of professional
development programs as well as
independent learning activities
Demonstrate a range of professional Demonstrate that independent
interests and the pursuit of
educational experiences have
independent educational experiences been successfully pursued.
to keep current with them
Demonstrate an ability to pursue
independent educational experiences.
Demonstrate a willingness to
pursue knowledge and skills
independently.
Transfer
Make linkages between disparate
areas and employ that to pursue
design of commercial products or
their equivalent.
Make linkages to past educational
experiences and independent
educational activities to design an
artefact equivalent to a standard
commercial product of the discipline.
Make linkages to previous and
current learning and use those
in an effective way to design a
simple artefact that may be of
value in the near future.
Make linkages to previous and current
learning and is able to use those in an
effective way to design simple
technology.
Makes some linkages to previous
and current learning but does not
fully appreciate how these may be
used to design artefacts.
Reflection
Implements a plan for career
development subject to regular
review.
Creates a plan for career
developnent in consultation with
others.
Can assess a career path
appreciating the significance
both personally and
professionally.
Review prior learning (past experiences
inside and outside of the classroom)
with some depth, revealing slightly
clarified meanings or indicating a
somewhat broader perspectives about
educational or life events.
Reviews prior learning (past
experiences inside and outside of
the classroom) at a surface level,
without revealing clarified meaning
or indicating a broader perspective
about educational or life events.
Interaction
Demonstrates an ability to actively Demonstrates an ability to link to
participate in professional activities other and like professionals to gain
such as conferences.
value from their experience.
Demonstrates an ability to
present an educational
experience to fellow students
that is balanced and of value.
Demonstate an ability to work with
Demonstrate a willingness to
classmates to gain new knowledge and exchange information with
skills
classmates on learning experiences.
Exemplars
Able to present a paper to a
professional society or conference
on an experience gained that
would be relevant to others.
Able to present a seminar to
fellow students on trends, the
significance and techniques of a
technological area.
Able to present a review on the
Able to present a review on the
current state of a technological area
current status of a technological
and identify how it will develop in the area.
near term.
Able to present a seminar to a design
team on an option for a design
project and participate in a design
review.
Complete required work.