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<p><b>Challenge</b>: Early feedback from diverse perspectives can be highly beneficial to students during the engineering design process. With early feedback, instructors can encourage rapid iteration, needs alignment, and new-idea generation. Peer feedback and its positive effects on critical thinking have also been explored. Feedback in current capstone courses can often be shared too late in the design process and/or in a formal setting, hindering design progress. The need for diverse stakeholder input for biomedical engineering capstone projects in particular can make the engineering design process challenging.</p><p><b>Novel Initiative</b>: We implemented a Fall and Spring “Prototype Fair,” where 27 capstone design teams (single-discipline and multi-discipline) shared their design/prototype progress with other teams and had an opportunity to receive feedback. The fair was designed to be low stakes and enable discussion among peers with an emphasis on observation and sharing.</p><p><b>Reflection</b>: Student survey results indicated that the Prototype Fair served as an engaging feedback exchange. Students shared actionable design strategies and general support with peers. The timing of the fair in the fall and spring semester served as a motivation for students to have a physical prototype to demo. While the effect of feedback on biomedical engineering project success was not assessed, survey results indicated that the initiative had potential to improve critical thinking and brainstorming in the design process.</p>

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Prototype Fair—Facilitating Early Feedback in the Design Process

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月11日

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  • Sabia Z. Abidi,
  • Kiara Lee,
  • David Trevas,
  • Gary Woods

摘要

Challenge: Early feedback from diverse perspectives can be highly beneficial to students during the engineering design process. With early feedback, instructors can encourage rapid iteration, needs alignment, and new-idea generation. Peer feedback and its positive effects on critical thinking have also been explored. Feedback in current capstone courses can often be shared too late in the design process and/or in a formal setting, hindering design progress. The need for diverse stakeholder input for biomedical engineering capstone projects in particular can make the engineering design process challenging.

Novel Initiative: We implemented a Fall and Spring “Prototype Fair,” where 27 capstone design teams (single-discipline and multi-discipline) shared their design/prototype progress with other teams and had an opportunity to receive feedback. The fair was designed to be low stakes and enable discussion among peers with an emphasis on observation and sharing.

Reflection: Student survey results indicated that the Prototype Fair served as an engaging feedback exchange. Students shared actionable design strategies and general support with peers. The timing of the fair in the fall and spring semester served as a motivation for students to have a physical prototype to demo. While the effect of feedback on biomedical engineering project success was not assessed, survey results indicated that the initiative had potential to improve critical thinking and brainstorming in the design process.