Investigating the impact of an educational CAD modeling tool on student design thinking

In this work-in-progress paper we present preliminary results of a study on the use of computeraided design (CAD) software to develop informed designers at the first year undergraduate level. There is a need for first-year undergraduate engineering students to engage productively with engineering design practices while using a CAD software in a group setting in a classroom environment. Existing research has classified students as mostly beginning designers or informed designers. The data collected are reflections written by 10 students in an introductory design course, one reflection after working individually in a design of an energy efficient house and another after working as part of a team on the same problem. The data were analyzed using as conceptual framework the informed design teaching and learning matrix developed by Crismond and Adams. Findings suggest the presence of a continuum consisting of four levels and highlight the shift in students' design practices towards higher expertise levels after using the CAD software in a group setting. While these are preliminary findings, they highlight the potential value of engaging first year engineering students with a CAD software in a group setting within formal classroom environment.