Embracing Co-Design: A Case Study Examining How Community Partners Became Co-Creators
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Co-design increases the number of voices in a design project, which enhances the experience for all co-creators and produces a better product. A case study is presented of a ten-month co-design project-based learning experience between two engineering design students and two community partners during a first-year engineering design course, which resulted in the implementation of the device across campus. This paper evaluates the elements of co-design in the design process that was employed, documents the design product that was produced, and examines the experience of the community partners through a qualitative study. Through a retrospective examination of artifacts and files, the design process demonstrated an increase in the amount of collaboration between co-creators as the project progressed and identified 15 iterations of the design. Comparing the experience of community partners throughout the design process, five themes emerged from the semi-structured interviews: (1) emotional effects, (2) physical and mental effects, (3) productivity, (4) safety, and (5) job satisfaction. Documenting the experience of community partners throughout the design project can encourage educators to adopt co-design practices in project-based learning.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it