2025 ASEE Annual Conference & Exposition

This Academic Practice/Design Intervention paper explores the development of shared learning objectives in human-centered design engineering applied across project-based courses in a Mechanical Engineering program. Central to this effort is a faculty development initiative focusing on enhancing both pedagogical content knowledge (PCK) and technical content knowledge (TCK). By emphasizing human-centered approaches to engaging more faculty in the coursework, we aim to align faculty expertise with evolving student needs and foster deeper engagement in design learning. It also seeks to strengthen a cohesive project-based learning “design spine” that integrates human-centered engineering principles across multiple courses.

The Mechanical Engineering program at [university] embraces the complexity of design, recognizing that engineering problems rarely have singular solutions. Students navigate ambiguous engineering design challenges, balancing technical rigor with the need to develop empathy for end-users. This emphasis on human-centered design engineering ensures that students not only create technically sound solutions but also design systems and products responsive to real-world human needs and contexts. This holistic approach encourages students to consider the social, environmental, and ethical implications of their work.

Project-based learning is central to this approach, with students engaging in hands-on projects that mirror open-ended problem-solving in their future careers. By adopting product-based learning models, students apply theoretical knowledge to practical, tangible outcomes, creating systems or artifacts that reflect both technical competence and human-centered design principles. This model requires not only a deep understanding of engineering concepts but also the ability to iterate, prototype, and refine designs in response to user feedback and contextual constraints.

To support faculty in delivering these human-centered, project-based courses, a faculty learning circle was established. Faculty have engaged in structured, reflective discussions on shared learning objectives, prompted by case studies, research, and teaching provocations. This collaborative space allows faculty to critically reflect on their teaching, refine pedagogical strategies, and ensure human-centered engineering principles are consistently integrated across the curriculum.

The learning circle has emphasized the importance of guiding students not only through technical aspects of design but also through the broader social context in which their designs will operate. Core to this pedagogical approach are empathy, problem framing, and iterative prototyping. Students are encouraged to view the user not as an abstract concept but as a central figure in the design process, with real users' needs, limitations, and preferences shaping each design iteration.

Currently, insights from the learning circle are being synthesized into a comprehensive framework documenting best practices for both PCK and TCK. This framework will be shared with the broader university community through workshops and written resources, offering scaffolding for faculty new to project-based, human-centered learning. By supporting faculty in design coaching, iterative prototyping, and student engagement, this initiative aims to equip them with the tools necessary to foster meaningful learning experiences in human-centered engineering, preparing students for the complexities of modern mechanical engineering challenges.