East Tennessee State University (UNITED STATES)
About this paper:
Appears in: INTED2014 Proceedings
Publication year: 2014
Pages: 3814-3816
ISBN: 978-84-616-8412-0
ISSN: 2340-1079
Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain
The purpose of this study is to identify the pedagogical techniques used to aid students in formulating the electrical design and planning phase. The framework included applications under study and precedents; as well as how to interpret basic electrical concepts and translate that into project solutions.

To do so, sophomore and junior level studios bringing together engineering technology and interior design students served as the pedagogic platform for the present study. Forty-two students constituted the sample population that was split into groups. Students were exposed to different types of concept forms and representations–diagrams, illustrations, or texts. Similarly students were introduced to concepts selected to include the variables of power distribution, electrical design and planning strategies.

This paper discusses multidisciplinary learning for students in an engineering technology and robotics’ class and interior design students in an interior building systems’ class. Students interact in focus groups and team discussion in order to gain better understanding of electrical concepts, electrical design and planning strategies, industry standards and practical application for integrated project design.

This presentation will explain the development of these lecture and lab-based studios in order to promote integrated project work and multidisciplinary learning. In the presentation, examples of student exercises and results will be shown as well as increased student achievement and understanding.
Multidisciplinary learning, technology, interior design, cooperative learning, electrical, student interaction.