Oakes, W. C. (2015, June), Design Can/Should Be Fun, Easy, Affordable and Focused On People  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington. 10.18260/1-2--17118

\bibitem{asee_peer_17118}
  Oakes, W. C. (2015, June), \emph{Design Can/Should Be Fun, Easy, Affordable and Focused On People}
  Paper presented at 2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington.
  10.18260/1-2--17118

William C. Oakes.  "Design Can/Should Be Fun, Easy, Affordable and Focused On People".  2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/17118 Internet.  26 Dec, 2024

\bibitem{asee_peer_17118}
  William C. Oakes.
  "Design Can/Should Be Fun, Easy, Affordable and Focused On People".
  \emph{2015 ASEE Workshop on K-12 Engineering Education, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/17118 Internet.  26 Dec, 2024

@INPROCEEDINGS{asee_peer_17118
author = "William C. Oakes"
title = "Design Can/Should Be Fun, Easy, Affordable and Focused On People"
booktitle = "2015 ASEE Workshop on K-12 Engineering Education"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17118}
number = {10.18260/1-2--17118}
}

TY  - CPAPER
AB  -                       WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                       Saturday, June 13, 2015                                       8:00 A.M. – 5:00 P.M.                                    Sheraton Seattle | Seattle | WAPlease complete this form, save it as a PDF file only and upload it through the ASEE PaperManagement system as shown in the K12 Workshop Presenter’s Kit.All notifications will be by email from the ASEE Paper Management system.NOTE: To ensure that emails are not obstructed by spam blockers, please make sure to WHITELIST theemail addresses: monolith@asee.org and conferences@asee.org and s.harrington-hurd@asee.org.Direct questions to Stephanie Harrington-Hurd, ASEE K-12 Activities Manager, at s.harrington-hurd@asee.org. Additional workshop details are available at: http://www.asee.org/K12Workshop.Thank you!                                                 Deadline                              Friday, January 23, 2015 by 5:00PM EST                      Presenters will be notified of acceptance status by March 14.                                 Late submissions will not be accepted.                     Advanced Workshop Registration will open December 6, 2013.                                SUBMISSION INFORMATIONProvide the first and last name of each presenter, including affiliations. If there is more than onepresenter, designate one person as the organizer and provide only that person’s contactinformation. The organizer is responsible for communicating to co-presenters.Number of Presenters: 1Presenter Name(s):1) Last Oakes          First Bill       Affiliation Purdue University EPICS2)Contact Person’s Name: William OakesContact Person’s Email: oakes@purdue.eduContact Person’s Phone: 765-494-3892Contact Person’s Alternate Phone: 765-418-80292015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                          Page 1 of 8                    WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                    Saturday, June 13, 2015                                    8:00 A.M. – 5:00 P.M.                                 Sheraton Seattle | Seattle | WAPlease provide a one-paragraph bio for each presenter (in the order listed above). The bio shouldnot exceed 70 words and should be written as you would want it to appear on the ASEE websiteand program materials.1) William Oakes, P.E. is a Professor of Engineering Education and the Director of the EPICSProgram at Purdue University. He was one of the founding faculty members of the School ofEngineering Education. He has had courtesy appointments in Mechanical and Environmentaland Ecological Engineering as well as Curriculum and Instruction in the College of Education.He is a fellow of the ASEE and NSPE.                               WORKSHOP INFORMATIONProposed Title:Design Can/Should Be Fun, Easy, Affordable and Focused On PeopleAbstract: Please provide a concise description that includes the workshop’s learning objectives(maximum 750 characters). The abstract is used on the ASEE website, program materials, andotherK-12 Workshop promotional activities.Design offers opportunities to integrate STEM and other topics, engage students in high levelthinking and to show real applications to academic topics. Too often design is looked at as acomplex, expensive and technology-focused effort. This workshop introduces an easy andaffordable approach using materials found in every classroom. Human-Centered Design places afocus on people and how to get information from users. This interactive session will engageparticipants in activities used to teach human-centered design.The learning objectives are:       1: Describe Human-Centered Design       2: List at least 3 potential activities for Human-Centered Design in your classroom       3: Identify at least 3 ways students can learn how to design for usersWorkshop Description- Please provide a detailed description of the proposed workshop that, atminimum, explicitly addresses the following (maximum 4,000 characters):         a. Learning objectives         b. Hands-on activities and interactive exercises         c. Materials that participants can take with them2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                       Page 2 of 8                    WORKSHOP PROPOSAL FORM               2015 Annual ASEE K-12 Workshop on Engineering Education            “Authentic Engineering: Representing & Emphasizing the E in STEM”                              Presented by Dassault Systems                                    Saturday, June 13, 2015                                    8:00 A.M. – 5:00 P.M.                                 Sheraton Seattle | Seattle | WA          d. Practical application for teachers and outreach staff       Design offers many opportunities to integrate STEM and other topics, engage students in       high level thinking and to show real applications to academic topics. Too often design is       looked at as a complex, expensive and technology-focused effort. This workshop       introduces an easy and affordable approach using materials found in every classroom.       Human-Centered Design places a focus on people and how to get information from users.       Modern design methods emphasize a human-centered approach where designers must       understand the users of a product and those it may impact as well as the design itself. The       kind of lessons and activities to teach human-centered design that will be demonstrated in       this workshop can be developed with materials found in most classrooms or craft closets       and without expensive equipment.       This interactive and fun workshop will guide participants through activities used to       develop and teach human centered design skills including interviews and observations       and the use of prototypes as communication devices. Participants will engage in a       human- centered design activity that is based on authentic projects that have been       implemented by students throughout the country. Prototypes will be developed using       common materials including duct tape, Post-It notes, paper, cardboard and other materials       from the classroom. The power of using everyday materials and interactions with real       people as design tools will be experienced by the participants who will be guided through       activities that they would lead in their own classroom. Instructions, lesson plan and       support materials will be given to the teacher participants as well as on-line access to the       full EPICS K12 curriculum.       Connecting engineering design and interacting with people to meet the needs of others       can be an important tool in our arsenal to engage a more diverse student population into       engineering. The HCD approach explicitly links people and design. Discussions will       include how to use this connection to motivate STEM learning and encourage pathways       into engineering.       The highly interactive workshop will use a varied instructional approach with brief       presentations, large and small group discussions, building and testing prototypes and       reflections included in the workshop. The facilitator has conducted over 100       presentations and workshops on STEM and engineering education. He is a professional       engineering with industry experience in design and a faculty member in engineering       education. Participants should be ready for active engagement to cover a lot of material       in our brief session.2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                        Page 3 of 8                    WORKSHOP PROPOSAL FORM                 2015 Annual ASEE K-12 Workshop on Engineering Education              “Authentic Engineering: Representing & Emphasizing the E in STEM”                                Presented by Dassault Systems                                    Saturday, June 13, 2015                                    8:00 A.M. – 5:00 P.M.                                 Sheraton Seattle | Seattle | WA       The learning objectives for the session will include participants, at the end of the session,       being able to:       1: Describe Human-Centered Design in a K-12 Context       2: List at least three potential student activities for focusing on Human-Centered Design       in your specific course       3: Identify at least three ways students can learn how to design for users       Time    Topic       10      Introductions and overview       15      Defining Human Centered Design       10      Teacher activity – applying what they already do       75      Use of Scenarios to gain understanding of stakeholders (includes interviewing               partners, prototype development)       15      Break (most likely this will be during the Scenario Activity)       10      Small group discussions       5       Reflection Activity       10      Debrief       10      Filling in the gaps       5       Conclusion2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                          Page 4 of 8                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WAAuthentic Engineering Connection- Identify and describe how you will explicitly address theways in which your lesson or activity is representative of the processes, habits of mind andpractices used by engineers, or is demonstrative of work in specific engineering fields.i At leastone of those must be within the first four listed, below; i.e., do not only check “other”. Check allthat apply:          Use of an engineering design process that has at least one iteration/improvement          Attention to specific engineering habits of mind          Attention to engineering practices (as described in the NGSS/Framework and as          practiced by engineers)          Attention to specific engineering careers or fields related to the lesson/activity          Other (please describe below)Provide a description of how you will explicitly address these aspects of authentic engineering inyour workshop (maximum 2,000 characters):The focus of this workshop is on design and will introduce participants to the iterative designcycle. The core concepts of this Human-Centered Design workshop are; gathering user data,designing prototypes to be used as communication devices and iterating on these designs basedon user feedback. The workshop engages teachers in a design cycle. Workshop tasks will askteachers to design for other teachers to provide authentic stakeholders and users for theexperience. Participants will play alternating roles of designers and users. This approach placesthe teachers into an actual design scenario that will involve one cycle of iteration within the timeconstraints of the session.Too often designs are done in a theoretical or academic setting. A human-centered designapproach engages designers with a real person. It explicitly engages engineering habits of mindand adds the complexity that real users bring and the challenge of extracting real requirementsfrom these users. This approach builds on work from Stanford’s D School, IDEO, the EPICSProgram and others practicing authentic design and can be mapped into any design process.Additionally, the Human-Centered Design approach opens opportunities to explore howengineering can make a difference in the lives of others. A “Change the Conversation” approachto engineering. Rather than focusing on technology or some abstract use of a design, the focusbecomes design that makes a difference in someone’s life. This mindset introduces authenticityand promotes diversity.       The Next Generation Science Standards emphasize that the Engineering Design processenvelop the skills of critical thinking, systematic analysis and problem solving, skills all studentsshould develop and practice. These skills can only be developed and practiced through a design2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                          Page 5 of 8                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WAprocess that allows the students a framework that values iteration between stakeholders and peersto develop a project that meets the needs of the community.Diversity- This year is the American Society for Engineering Education’s “Year of Action onDiversity.” It is essential that we have a diverse engineering workforce to solve diverseproblems. To do that and to have an engineering-literate public, it is essential that we reach everypreK-12 student with high-quality engineering education, drawing on issues of access and equityin the classroom and in the curriculum. Reviewers would like to know how your proposedworkshop will address diversity.Provide a description of how you will explicitly address diversity – e.g., diversity with respect togender/sex, ethnicity or race, special education inclusion, socio-economic status, or LGBT status– in your workshop (maximum 2,000 characters):Human-Centered Design explicitly addresses people and how they will be impacted by designs.It brings people to the front and center of the design process. This is a consistent theme of theresearch on diversity over the last two or three decades in the context of engineering. We needto understand others and how they will use or be impacted by the design. These very designmethods can be used as springboard for discussions of diversity as they seek to understanddiverse users and stakeholders. The design process specifically addresses the needs tounderstand others and gain their perspective. The workshop will include examples of teamsworking in cross-cultural communities internationally and with people with disabilities andexplore discuss how these methods can lead to changes in the perspectives of the designersthemselves.Explicit reflections are included in the workshop to address how these approaches to design,while not traditional, align with current research and thinking about diversity and the opportunityto reduce or even eliminate the underrepresentation we currently see in engineering.Data from these approaches have shown significant impact on diversity. The EPCS HighProgram had over 40% female and more participants of color than Caucasian in 2013. Purdue’sEPICS Learning Community had 54% female participation in 2014.Are there any online components to the proposal or presentation? (Note that these onlinecomponents may only be available to presenters or those who have their wireless subscriptions,since wireless may not be available during the workshop sessions.)          No          Yes2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                         Page 6 of 8                     WORKSHOP PROPOSAL FORM                2015 Annual ASEE K-12 Workshop on Engineering Education             “Authentic Engineering: Representing & Emphasizing the E in STEM”                               Presented by Dassault Systems                                     Saturday, June 13, 2015                                     8:00 A.M. – 5:00 P.M.                                  Sheraton Seattle | Seattle | WA       Please describe:Grade Level Target Audience (check all that apply):  Primary (EC–2)  Elementary (3–5)X Middle School (6-8)X High School (9-12)Maximum Number of Participants:25     If this number is greater than 25, please describe how your workshop will equally engage     all participants.All Seating is Classroom (tables and chairs).Audio Visual Equipment Requests:Note: An LCD projector, screen and podium with attached microphone are provided. Requestsfor additional equipment or resources (e.g., internet connection or laptops) will incur extracharges. If you do not have additional requests, please indicate with “Not applicable.”Standards addressed (did not see where this was explicitly asked for)       ITEEA’s Technological Literacy Standards:          • Standard 8: Students will develop an understanding of the attributes of design          • Standard 9: Students will develop an understanding of engineering design          • Standard 10: Students will develop and understanding of the role of            troubleshooting, research and development, invention and innovation, and            experimentation in problem solving.       (NGSS) National Generation Science Standards            Engineering Design               HS-ETS1-1. Analyze a major global challenge to specify qualitative and quantitative               criteria and constraints for solutions that account for societal needs and wants.               HS-ETS1-2. Design a solution to a complex real-world problem by breaking it down               into smaller, more manageable problems that can be solved through engineering.2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                            Page 7 of 8                        WORKSHOP PROPOSAL FORM                    2015 Annual ASEE K-12 Workshop on Engineering Education                 “Authentic Engineering: Representing & Emphasizing the E in STEM”                                   Presented by Dassault Systems                                           Saturday, June 13, 2015                                           8:00 A.M. – 5:00 P.M.                                        Sheraton Seattle | Seattle | WA                  HS-ETS1-3. Evaluate a solution to a complex real-world problem based on                  prioritized criteria and trade-offs that account for a range of constraints, including                  cost, safety, reliability, and aesthetics, as well as possible social, cultural, and                  environmental impacts.        National Standards for ELA related to Science and Technical Writing                  ELA/Literacy – SL.11-12.1d- Respond thoughtfully to diverse perspectives; synthesize                  comments, claims, and evidence made on all sides of an issue; resolve contradictions when                  possible; and determine what additional information or research is required to deepen the                  investigation or complete the task.                  ELA/Literacy – SL.11-12.3- Evaluate a speaker’s point of view, reasoning, and use of                  evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points                  of emphasis, and tone used.        National Standards related to Mathematics                  Mathematical Practices                  MP.2 Reason abstractly and quantitatively                  MP.4 Model with mathematics                                        Reminder:Presenters must register and pay the registration fee to support their workshop attendance                                  and audio/video costs.                       Thank you for completing this proposal form!  Please review this document prior to submitting it to ensure that all items are complete.                                                ASEE USE ONLYDate Received:Received By:Proposal ID Number:2015-ASEE-K12-Proposal-Form_EPICS_HCD_submit.docx                                                        Page 8 of 8
AU  - William C. Oakes
CY  - Seattle, Washington
DA  - 2015/06/13
PB  - ASEE Conferences
TI  - Design Can/Should Be Fun, Easy, Affordable and Focused On People
UR  - https://peer.asee.org/17118
DO  - 10.18260/1-2--17118
ER  -