Implementing and assessing the converging-diverging model of design in a sequence of sophomore projects

Kevin Dahm, William Riddell, Eric Constans, Jennifer Courtney, Roberta Harvey, Paris von Lockette

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


This paper discusses a sophomore-level course that teaches engineering design and technical writing. Historically, the course was taught using semester-long design projects. Most students' overall approach to design problems left considerable room for improvement. Many teams chose a design without investigating alternatives, and important decisions were made without a quantitative analysis. The faculty team addressed this shortcoming by 1) replacing the semester-long project with a sequence of design projects, and 2) presenting a converging-diverging approach to design, modeled after a paper by Dym et al. [1] Students were required to document their design approach in detail, showing specific evidence of divergent design and convergent design and specific rationale for the final decisions resulting from these processes. This paper explains the convergent-divergent design model, provides a description of the design projects, and presents a comparative assessment that demonstrates the new course organization led to dramatic improvement in student performance.

Original languageEnglish (US)
Pages (from-to)1-16
Number of pages16
JournalAdvances in Engineering Education
Issue number3
StatePublished - May 7 2009

All Science Journal Classification (ASJC) codes

  • Education
  • General Engineering


Dive into the research topics of 'Implementing and assessing the converging-diverging model of design in a sequence of sophomore projects'. Together they form a unique fingerprint.

Cite this