Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech; Peter Orono, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Design in Engineering Education

design. In literature theyhave been shown to be an essential tool for (1) reflection, (2) documentation of the designprocess, (3) historical archive, (4) course grade, (5) incidental writing tool, and (6) instantassessment of course for instructor. The use of design notebooks as indicators of studentparticipation in team activities has been investigated.1 It was demonstrated that design notebooksare a good indicator of teamwork practices. Design notebooks have also been used to trackstudents’ cognitive patterns in engineering design.2 Well formulated design notebooks have been shown to have pedagogical and cognitivebenefits 3. To reap these benefits however, it is very important to teach the students how tocomplete an effective design

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Eric Pappas

Tagged Divisions

Design in Engineering Education

subject to sustainability criteriawe developed for student projects. All our students are trained in the use of design tools, bothelectronic programs as well as hand tools and power tools. More specifically, following a general introduction to the foundations of cognitiveprocesses found in psychology, and creative process found in two- and three-dimensional artinstruction, we offer developmental instruction in the following areas: Metacognition and thinking processes—students engage in activities that requirethem to plan, reflect upon, and modify their own thinking processes and strategies, as well asadapt these methodologies to meet the needs of a specific design problem. Structured and unstructured thinking

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Llewellyn Mann, Central Queensland University; Shanna Daly, University of Michigan

Tagged Divisions

Design in Engineering Education

of other perspectives and ways of being andunderstanding and specifically changing the practitioners themselves rather than the ‘designpractice’ removed from the practitioners.This framework involves six steps: 1. Make practitioners aware of their own practice through reflection 2. Make practitioners aware of other ways of practicing by bringing in the results from studies 3. Help practitioners to reflect on the similarities and differences between their practice and other ways of practicing 4. Help practitioners with the adoption of some changes to their practice to ‘trial’ a new way of practicing 5. Help practitioners further reflect on the effectiveness of the changes made 6. If positive, help introduce a wider

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

Design SequenceBackgroundThe ability to work effectively in teams, and especially multidisciplinary teams, is a keycompetency (rather a set of competencies) needed of engineers to be successful in the 21stCentury workplace. Industry has for quite some time been a strong advocate for engineeringeducation to include the development of teaming skills in undergraduate programs and this hasbeen reflected over the years in the reports of various national organizations and panels1,2.ABET responded in its accreditation criteria by requiring all undergraduate engineeringprograms to now include teaming in their educational outcomes.Not surprisingly given its significance there is a large body of literature on teaming in themanagement literature and this

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Yvonne Toft, Central Queensland University; Prue Howard, Central Queensland University

Tagged Divisions

Design in Engineering Education

framework to ensure that hazards are not only identified, but are also eliminated atthe design stage. The Australasian engineering profession has begun to address this humancomponent through the introduction of the most recent National Generic Competency Standards6in 1999, which incorporate competency standards for design. However Toft7 had already foundthat engineering educators have reported that they do not have skills and knowledge in the areaof designing for human use, and would need to first learn themselves about ergonomic principlesof design.Research MethodologyAction Research (AR) is a cyclic process of problem definition, enacting a potential solution,observing the impact of that action, and finally reflecting on the outcome, and then

Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Sharad Oberoi, Carnegie Mellon University; Susan Finger, Carnegie Mellon University

Tagged Divisions

Design in Engineering Education

them and act as a tangible representation of knowledgebuilding process to assist in design reflection. These can also serve as an assessment instrumentby the instructors to track the group processes unobtrusively and automatically.A related issue is that beyond the final products produced by teams each year, the knowledgeproducts from this discovery process are a resource that can be valuable to students working onprojects in subsequent semesters. However, the knowledge generated by students in projectcourses is not typically accessible to students in subsequent semesters. Because of this, time islost when students rediscover what they could glean from the legacy of their forerunners’knowledge construction efforts. Perhaps even more serious is

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Oscar Nespoli, University of Waterloo; William Owen, University of Waterloo; Colin Campbell, University of Waterloo; Steve Lambert, University of Waterloo

Tagged Divisions

Design in Engineering Education

interruptedcase, where the case was delivered in modules, reflecting steps in the design process. A teachingnote was provided to each instructor and served as a recommended guideline for implementation.IntroductionThe Natural Sciences and Engineering Research Council (NSERC) and General Motors ofCanada Limited (GMCL) support a program to enhance engineering design education at theUniversity of Waterloo. Waterloo Cases in Design Engineering (WCDE) has been established todevelop, implement and promote the use of engineering design cases across the Faculty ofEngineering curriculum.The unique feature of the WCDE program is that cases are developed from students’ own workterm reports. The University of Waterloo is a co-operative engineering school where

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Katie Cadwell, University of Wisconsin, Madison; Greta Zenner, University of Wisconsin, Madison; Naomi Chesler, University of Wisconsin, Madison; Wendy Crone, University of Wisconsin, Madison

Tagged Divisions

Design in Engineering Education

reflective essay based on the video content was added as arequired assignment for all students. This assignment was designed to further encourage viewing Page 14.460.3of the video and assess understanding of the concepts it presented. The assignment is provided inAppendix I.New topics for which learning objects were introduced in Spring 2009 included Human Factorsand Ergonomics and Design Ethics. For the topic of Human Factors and Ergonomics, studentswere encouraged to watch a video on the topic and/or view narrated slides produced by a BMEfaculty member. An optional evening workshop was later offered for students whose currentdesign project required

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Renee Rogge, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

resultsprovide motivation for design instructors to consider helping their students manage stress inappropriate ways, to reinforce the idea that the design experience is a key opportunity totransition to professional work habits, and to encourage students to reflect on their experiencesand their learning. These attributes were correlated with better overall ratings of learning andinstruction. Page 14.476.2 1IntroductionDesign courses are, in many respects, different from other engineering courses. While studentsmay consider traditional courses as discrete or compartmentalized “units” of learning orconcepts

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Jason Foster, University of Toronto; Alexandra Heeney, University of Toronto

Tagged Divisions

Design in Engineering Education

, fully supported group oral presentation.The revised learning objectives reflect continuing efforts within the Praxis Sequence to avoidprescribing particular tools and processes, in favour of providing more abstract goals thatstudents can meet using their choise of specific approaches.The learning objectives for Praxis III, as with all Praxis courses, cover both design andcommunications. This pairing of objectives is intended to emphasize that a design is only asgood as the effectiveness with which it is communicated.Design challengeA key goal during the design of Praxis III was ensuring that students did not perceive thedesign as being a “paper project” that existed solely within the context of the course, butrather perceive the course as

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Scott Johnson, University of Illinois

Tagged Divisions

Design in Engineering Education

, strategiclearning, and achievement.1, 2, 3 Although the findings contribute positively to educationalpractices, knowledge of how those attributional beliefs, strategic learning, and achievement arerelated in ill-structured, problem solving activities is still limited. Few of those studies providein-depth information on the mental interaction between students’ personal reflections about theirknowledge states and abilities and the actual action that may take place during the problemsolving activities. Furthermore, many of the studies involve working on hypothetical problemsthat do not reflect the authentic learning contexts that students may encounter in their classroomactivities. Hypothetical problems are generally simple, and clear instructions lead to

Conference Session

Capstone Design I

Collection

2009 Annual Conference & Exposition

Authors

James Widmann, California Polytechnic State University; Lynne Slivovsky, California Polytechnic State University; Brian Self, California Polytechnic State University; J. Kevin Taylor, California Polytechnic State University

Tagged Divisions

Design in Engineering Education

devices to allow greater inclusion of persons with disabilities in recreational activities.Adaptive physical activity projects are well-aligned with the goals of service learning andprovide rich open-ended design experiences for students. This paper provides a framework foraligning capstone and service learning outcomes.BackgroundService-learning occurs when “Students engage in community service activities with intentionalacademic and learning goals and opportunities for reflection that connect to their academicdiscipline” (Cress et al, 2005)1. Reflection is an integral part of learning and helps to developcritical thinking skills (Jacoby, 1996; Tsang, 2000; Tsang, 2002)2,3,4. The development of thesecritical thinking skills enables engineering

Conference Session

Design for Society and the Environment

Collection

2009 Annual Conference & Exposition

Authors

Christopher Williams, Virginia Tech; Richard Goff, Virginia Tech; Janis Terpenny, Virginia Tech; Jenny Lo, Virginia Tech; Tamara Knott, Virginia Tech; Karen Gilbert, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2009-1404: "REAL OUTREACH EXPERIENCES IN ENGINEERING":MERGING SERVICE LEARNING AND DESIGN IN A FIRST-YEARENGINEERING COURSEChristopher Williams, Virginia Tech Christopher Bryant Williams is an Assistant Professor at the Virginia Polytechnic Institute & State University with a joint appointment in the Mechanical Engineering and Engineering Education departments. Professor Williams is the Director of the Design, Research, and Education for Additive Manufacturing Systems (DREAMS) Laboratory. His joint appointment reflects his diverse research interests which include design, methodology, layered manufacturing, and design education.Richard Goff, Virginia Tech Richard Goff is an

Conference Session

Capstone Design I

Collection

2009 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Steven Welch, Oklahoma State University

Tagged Divisions

Design in Engineering Education

the team failed.Each individual student also writes a detailed personal reflection on how their actionscontributed to the team’s failure. This technique has been extremely effective in minimizingresentment among students and allowing students to experience failure in a “safe” environment.An alternative scenario for failure is that one or two individuals on the team fail to complete theirportions of the project, putting the successful efforts of the remainder of the team at risk. Thekey to resolving this issue is to identify potential failure points as early as possible. The structureoutlined above allows for evaluation of individual performance since the research andprototyping phases of the project are performed by individuals and graded

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Saeed Monemi, California State Polytechnic University, Pomona; Weicong Pan, California State Polytechnic University, Pomona; Edward Varnado, California State Polytechnic University, Pomona

Tagged Divisions

Design in Engineering Education

% Self Evaluation 10 % Communication & team work 10 % Availability 5% Reflection 5%Notes: Anyone who needs an accommodation based on the impact of a disability should contact Disable Student Services at 909-869- Page 14.988.4 3333 located in building 9, room 103. 3. Multiple forms of contact information is offered so students have varied ways to contact

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Frank Wright, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

instrument ineducation3 and its integration is often seen as a significant force driving change4. It is nowcausing educators to re-think the very nature of teaching and learning. But where do you start?How can instructors design powerful, innovative, and effective web-based environments that canbe successfully integrated in a face-to-face class or stand alone to support a distance course?In this paper, we answer the question from the perspective of a four-year long project that led aninstructor from using an institutional, unimaginative, web-based template to designing a fullycustomized, award-winning course that truly reflected his teaching style and philosophy,supported the institution’s mission statement and the course objectives, and supported

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Rogelio Cardona, University of Puerto Rico, Mayagüez; Ted Cruz, University of Puerto Rico; Noraica Davila, University of Puerto Rico; Omar Ferrer, University of Puerto Rico; Alexander Gonzalez, University of Puerto Rico; Ramon Gonzalez, University of Puerto Rico; Willie Gonzalez, University of Puerto Rico; Nelson Mendez, University of Puerto Rico; Damian Torres, University of Puerto Rico; José Vega, University of Puerto Rico, Mayagüez

Tagged Divisions

Design in Engineering Education

Research (PAR) is a research methodology where themotivation driving the research is to create a positive social change.13 It embracesparticipation and reflection from within the target of study. In this case, the social Page 14.385.5aspect we would like to positively affect is engineering education. The keybehind PAR is that you must become part of the crowd in order to effectivelystudy it.Problem-Based Learning definedOur observations on standard engineering education involve standard protocolsthat follow the same pattern. First, fundamentals of the course of instruction arediscussed. Second, new theory is built upon those fundamentals. Lastly, we lookat what

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Meghan Armstrong, University of Calgary

Tagged Divisions

Design in Engineering Education

depicted, ideas are more able to inspire new ones. Sketching can be a way toexpress sight and the imagination however when used for creative ideation thedesigner/engineer’s sketch is not typically an exercise in transposition or duplication. This isbecause the idea has yet to exist in a tangible form. The sketch resembles thinking out loud,giving form to a vague thought. As Andersson describes, “one of the basic cognitive benefits ofsketching is that the mere acts of formulating a mental image in a concrete way on paper makesit possible for the designer to reflect over the concept at once and almost instantly develop itfurther into a new concept, a so called iteration.”4 Acting as a placeholder the sketch gives formto uncertainty and provides the

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Micah Lande, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

or ask students to record steps more frequently in a diary or logbook morediscretely captures day to day reflections rather than recollections at the end of each quarter.Example Student ProjectsA pair of student projects has been selected to compare and contrast their design processes. Bothprojects begin as Amorphous Future projects and end up as Specific Design projects. Students inProject “A,” done for an Automobile Company, were tasked with designing the Car Co-pilot of2020. As can be seen in Table 3 and Figure 7, applying the coding scheme using the codes asnodes and connecting those with lines chronologically, from a more qualitative and grossperspective, the activities of this project team are loosely aligned with a pedagogical model

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto

Tagged Divisions

Design in Engineering Education

selection and sequencing of instructionalevents. It requires that the instructor develop a product that is facilitative in nature rather thanprescriptive. The learning content is not pre-specified; learning direction is determined by thelearner, and assessment is more subjective because it relies less on specific quantitative outcomesand more on the process and learner’s reflection and self-evaluation. Hence, the guidelines forthe constructivist instructional design can be summarized as follows18,21:− Create real-world environments that employ the context in which learning becomes relevant, and present realistic (multiple) approaches to solving real-life problems.− Direct the learning exercises towards context- and content-dependent knowledge

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Shawn S Jordan, Purdue University; Nielsen Pereira, Purdue University

Tagged Divisions

Design in Engineering Education

machine design and a writtensequence of steps. Pictures were taken throughout the class, and videos of the finaldemonstrations were made. The two instructors kept reflective teaching journals, and evaluationsmeasured the students’ perceptions of the class. These data were collected and electronicallystored (e.g., the sketches were scanned) during the class in a master file.Data Analysis We analyzed the data collected during our study using a grounded theory framework10. Thisqualitative research framework involves analyzing data without preconceptions of an existingtheory for the purpose of generating a new theory through induction. Results can then speakindependently (but can be connected to) established models. While this research is not

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Robert Prins, James Madison University

Tagged Divisions

Design in Engineering Education

serve as an object lesson ofthe need for teamwork and communication3,4 . Many of the most popular competitions aresponsored by national or international engineering societies and attract competitors frominstitutions around the globe. Other competitions may exist only at a single school, or evenwithin a single course. All engineering competitions typically share the broad objective ofpromoting engineering academic objectives. Other specific objectives are reflected in thecompetition rules which sometimes reflect a desire to influence social behavior. For instance, ina situation where the retention of under-represented groups is an objective, competition rulesrequire inclusion of a member of an under-represented group on each team5. In another

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

James Conrad, University of North Carolina, Charlotte; Nabila (Nan) BouSaba, University of North Carolina, Charlotte; William Heybruck, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; Peter Schmidt, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

ofevaluation has been expanded to encompass all documentation and refined to reflect theimportance of various aspects of each document. Each rubric is provided to the students beforethe assignment is due so that they may ensure their document meets the high-level of standardsthe sponsor will expect.The nine rubrics defined were in use during the Fall 2008 semester. Based on observation ofstudent performance, we determined that some modifications were needed to add weight to theactual design component of the project, not just the formatting and mechanics of thedocumentation. Therefore, the descriptions below refer to the old version of the rubric (Fall2008) versus the new version of the rubric (Spring 2009

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Ron Lasser, Tufts University; Katie Su, Smith College; Sarah Pedicini, Smith College

Tagged Divisions

Design in Engineering Education

be effective for the company. Others reflected the importance of havingemployees who can interact with customers. Several suggested that technical competence isexpected, but professional competence is necessary for advancement: "It is understood thatindividuals will have impressive backgrounds when they get here. We find that individuals whohave the right attitudes are the ones that succeed." Given this sentiment, it is quite likely that theindustry emphasis on professional skills pre-supposes a sufficient baseline level of technicalability.The professional topics deemed most important by industry that did not surface from theacademic or student perspective fit the nature of a competitive working environment. Industryresponses were blunt in

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Jason Weaver, University of Texas, Austin; Kristin Wood, University of Texas, Austin; Julie Linsey, Texas A&M University; John Wood, United States Air Force Academy

Tagged Divisions

Design in Engineering Education

measured by experts in the different fields). The list ofdescriptors is shown below in Table 2. Our assessment strategy entails asking the students toself-evaluate in these 18 areas both before and after they are exposed to the set of CG techniquesdescribed previously. We propose that the difference between their before and after assessmentin these 18 areas is a measure of their increase or decrease in creative ability. Both a controlgroup and experimental group are used as described in detail in the assessment sections below. Table 2 – Gough’s List of Creativity Descriptors Capable Egotistical Informal Interests wide Reflective Sexy Clever Humorous Insightful Inventive

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Lisa McNair, Virginia Tech; Chad Newswander, Virginia Tech; Eloise Coupey, Virginia Tech; Ed Dorsa, Virginia Tech; Tom Martin, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Design in Engineering Education

receivingfeedback from students and instructors, we extracted three categories of how groups are able toform in an effective and efficient manner. Once these classifications were selected, one authorcoded them and looked at class transcripts and interviews to determine what pedagogicalpractices were helpful in building coordination and communication among students. Theseselected categories were (1) desire to work in interdisciplinary groups, (2) manifestations ofgroup cohesion, and (3) the balance between structure and openness. The desire to work ininterdisciplinary groups reflected the promotion and applicability of each team’s project in theclassroom and work setting. Group cohesion was manifested by the ability of students to cometogether and produce

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Carla Gould, Ontario College of Art and Design; Casey Wong, Ontario College of Art and Design; Michael Helms, Georgia Institute of Technology; Djordje Zegarac, University of Calgary; Sean Gibbons, University of Montana; Carl Hastrich, Ontario College of Art and Design; Jeannette Yen, Georgia Institute of Technology; Bruce Hinds, Ontario College of Art and Design; Denise DeLuca, Biomimicry Institute; jessica ching, Ontario College of Art and Design

Tagged Divisions

Design in Engineering Education

rigidity (fig. 10 step5). These functions are related by commonproperties and relationships between liquid and solid states of a given substance. This exampleprovides a case where individuals search and recall analogies using a complex interactionbetween knowledge of the physical world, behaviors and functions. Functional analogy alone isnot capable of duplicating such an example. d. The University of CalgaryThe engineering instructors of our design course developed an action based approached to designthat is intended to better reflect the actions taken by successful design engineers. This action-based approach is based on the activities of design: familiarization, functionality and testing orFft. Familiarization requires the students to seek

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Regina Hannemann, University of Kentucky

Tagged Divisions

Design in Engineering Education

structure of thecourse including experiences, challenges, and successes. It will further outline future changes tothe course planned for the next couple of semesters. The design review is needed at this pointbecause it is planned to implement the next major step in the remodeling process: switching froma one-semester course to a two-semester sequence in the fall of 2009. Evaluating the status willhelp to define current strengths of the course, which should be kept and reinforced, as well ascurrent shortfalls, which should not be transferred to the two-semester sequence if possible.Presenting this design review will encourage other educators to reflect on the status of their ownCapstone Design Courses.IntroductionThis paper briefly describes the

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Robert Fleisig, McMaster University; Harry Mahler, Ontario College of Art and Design; Vladimir Mahalec, McMaster University

Tagged Divisions

Design in Engineering Education

, and LJ Leifer, “Engineering Design Thinking, Teaching and Learning”,Journal of Engineering Education, 2006, 34(1), pp. 103-120.19 CL Dym and P Little, “Engineering Design: A Project-Based Introduction”, third edition, 2009, Wiley.20 KT Ulrich and SD Eppinger, “Product Design and Development,” fourth edition, 2007, McGraw-Hill.21 AS Lau, “Teaching ethics to first-year college students”, 2004, Science and Engineering Ethics, 10(2), p. 359-368.22 C Justice, J Rice, W Warry, S Inglis, S Miller, and S Sammon, “Inquiry in Higher Education: Reflections andDirections on Course Design and Teaching Methods”, Innovative Higher Education, 2007, 31, pp. 201-214, DOI10.1007/s10755-006-9021-9.23 Ibid.24 S Memmer, “Volvo’s Safety Concept Car: The

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Samuel T Hunter, Pennsylvania State University; Gul Kremer, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

Page 14.419.4this study. First, during the pilot phase, the questions were modified to allow students to identifyany course as the source for their design learning, not just the first year cornerstone course.After each CADEK question, students were also asked to evaluate their agreement with twostatements; “I have acquired related knowledge to this question during the design class I havejust completed” and “Any person who takes this course should be able to answer this question.”Responses were coded as follows: “agreed” = 3, “neutral” = 2, and “disagree” = 1. These resultssuggested that students perceived most items to be an adequate reflection of the material coveredin their introductory engineering design course. Based on these ratings along