Curricular Hackathons for Engineering Design Learning: The Case of Engineering Design Days

Contribution: This article defines “curricular hackathons” and describes the features, challenges, opportunities of adopting hackathon format into engineering curricula. It is based on experience implementing a series curricular hackathons which provide students with formative design experiences as they address ill-structured integrative problems. xmlns:xlink="http://www.w3.org/1999/xlink">Background: Design an essential part practice. However, undergraduate are provided few to develop skills necessary for solving complex problems prior their final year capstone projects. Cornerstone projects other summative activities common attempts introduce design, but often carry significant academic weight in host course. Adapting elements could useful pedagogy xmlns:xlink="http://www.w3.org/1999/xlink">Research Question: How can be effectively adapted activities? xmlns:xlink="http://www.w3.org/1999/xlink">Methodology: The study uses multiple case research extract insight from 12 implementations at University Waterloo. twelve cases were analyzed through two methods: 1) synthesis eight previous publications 2) interview instructors involved implementation. xmlns:xlink="http://www.w3.org/1999/xlink">Findings: popular setting requires several adaptations maximize impact students. Curricular hackathons: short, high intensity social experience; that guide design-build-test cycle problem, include reflection; achieve some level integration and/or embedding program’s curriculum.