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FEATURED ARTICLE
Learning from expert/student dialogue to enhance engineering design education
Cassandra Groen, Marie C. Paretti, and Lisa D. McNair
In In R. Adams * J. Siddiqui (Eds.), Analyzing Design Review Conversations. West Lafayette, IN: Purdue UP (2015)
This chapter analyzes conversations between expert mentors and students to better understand how prototypes can help facilitate review sessions and help student designers more effectively develop and present their ideas. The chapter includes practical suggestions for faculty for integrating sketches and prototypes into design courses.
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Mentoring and facilitation in entrepreneurship education: beliefs and practices
Benjamin Lutz, Cory Hixson, Marie C. Paretti, Alex Epstein, and John J. Lesko
Journal
of Engineering Entrepreneurship (vol. 6, no. 1, 2015)
This study identifies specific practices that expert faculty and project mentors use to support student development in project-based entrepreneurship courses.
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An interdisciplinary design course for pervasive computing
Tom Martin, Eloise Coupey, Lisa D. McNair, Ed Dorsa, Jason Forsyth, Sophie Kim, and Ron Kemnitzer
Pervasive Computing (vol. 11, no. 1, 2011)
This articles describes a collaborative course taught by faculty from computer engineering, marketing, and industrial design to helps students develop and enact the kind of interdisciplinary collaboraton central to contemporary global technology development.
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Managing and mentoring capstone design teams: considerations and practices for faculty
Marie C. Paretti, Richard Layton, Stephen Laguette, and Greg Speegle
International Journal of Engineering Education, (vol. 27, no. 6, 2011)
This articles draws on a panel discussion at the 2010 Capstone Design Conference to identify challenges and best practices for working with capstone design teams in engineering.
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Tricks of the Trade: Using Digital Portfolios and Reflective Practices to Develop Balanced Graduate Student Professional Identities
Martina V. Svyantek and Lisa D. McNair
American Society for Engineering Education Annual Conference, (2015)
Using a detailed analysis of the ways graduate students have used ePortfolios to become reflective practitioners, this article presents presents “tricks of the trade” that researchers and practitioners have used to implement effective ePortfolio programs to support students' personal and professional development.
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