@inproceedings{a08bf8d57cd645f1bde2df4b34bf68e7,
title = "Uncovering Generative Design Rationale in the Undergraduate Classroom",
abstract = "This work-in-progress, set in the context of an introductory design and graphics course, explores student reasoning when tasked with choosing a 'best' option among solutions developed from a CAD-based generative design solution space. Students tend to cite rationalistic reasoning in design decision-making, rather than relying on intuition or on empathy for users. Future work will explore the relationship between traditional undergraduate engineering design task decision-making and generative design decision-making. ",
keywords = "design cognition, design rationale, engineering design, generative design",
author = "Goldstein, {Molly H.} and James Sommer and Buswell, {Natascha Trellinger} and Xingang Li and Zhenghui Sha and Demirel, {H. Onan}",
note = "Funding Information: ACKNOWLEDGMENT We are grateful for the students who participated in this study. The work presented in this manuscript is based upon work supported by the National Science Foundation (NSF) DUE #1918847. Any opinions, findings, and conclusions or recommendations expressed in this paper, however, are those of the authors and do not necessarily reflect the views of the funding bodies. Publisher Copyright: {\textcopyright} 2021 IEEE.; 2021 IEEE Frontiers in Education Conference, FIE 2021 ; Conference date: 13-10-2021 Through 16-10-2021",
year = "2021",
doi = "10.1109/FIE49875.2021.9637365",
language = "English (US)",
series = "Proceedings - Frontiers in Education Conference, FIE",
publisher = "Institute of Electrical and Electronics Engineers Inc.",
booktitle = "Proceedings - 2021 IEEE Frontiers in Education Conference, FIE 2021",
address = "United States",
}