Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Lobna El Gammal, Institute For Leadership Education in Engineering at the University of Toronto; Jennie Phillips MA, University of Toronto; Greg Evans, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education

Paper ID #6820A Team-effectiveness Inventory for Guided Reflection and FeedbackMs. Patricia Kristine Sheridan, University of Toronto Patricia Kristine Sheridan is a PhD Candidate with the Institute for Leadership Education in Engineering at the University of Toronto. She holds a BASc and MASc in Mechanical Engineering from the University of Toronto. She is a member of the teaching team and a course developer for the Praxis cornerstone design courses.Miss Lobna El Gammal , Institute For Leadership Education in Engineering at the University of Toronto Lobna El Gammal is currently completing her third year of chemical

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

justification of their decisions1. Further investigation is required in order todetermine how engineering students justify their decisions and whether the resulting decisionsand justifications reflect best practices in engineering design.The purpose of this paper is to develop a framework to investigate and assess the quality ofengineering students’ formal justifications of their engineering decisions. Using this framework,we identify aspects of decision justification with which students struggle with an end goal of Page 23.1227.2identifying need areas for instruction. Further, we present a rubric for evaluating engineeringdesign decision justifications

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

performance goals, andapproach for which they hold themselves mutually accountable." [2]Teamwork is identified as one of the most important abilities sought by employers of engineers[3-4]. This skill need is reflected in ABET criteria for accrediting engineering programs:Programs must demonstrate that their students have “an ability to function on multidisciplinaryteams.” [5] To enable the success of their graduates and employers of their graduates,engineering programs must prepare and document that their graduates can effectively developand consistently contribute value to multidisciplinary teams.Teaching engineering students teamwork, although vital to success of the student and theprogram, is attempted in many different ways, with varied success

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

abbreviations and icons specific to engineering and design processes, andreflects interaction behaviors in the relationships between students, groups, and teachers. Thislanguage can then be taught to students and teachers to test its efficacy in supportingdocumentation, reflection, and assessment.IntroductionEngineering standards are being adopted in public education to expose K-12 students toengineering thinking and concepts at earlier ages1, 2, hoping to impact STEM interest and long-term career decisions. Design is an integral theme and skill in engineering3, thus making designthinking important in engineering education and K-12 STEM courses. “Design thinking is anapproach toward learning that encompasses active problem solving by engaging with

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Design in Engineering Education

engineering design course that is intended to deepen and enrich students’understanding of these terms by asking them to categorize various artifacts as works ofengineering design. Starting with a simple binary question - yes or no - they move to a planarassessment - and finally to a comparative exercise as complications are introduced into theartifact set. Analyzing their pre and post-activity definitions and student reflections on theactivity allows us to explore the impact of the exercise on the students’ understanding of andengagement with the concept of “engineering design.”1. Background and IntroductionFreshman engineering students often begin their studies with limited, imprecise, and minimallyinformed conceptions of engineering, design, and

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Olga Pierrakos, James Madison University; Jacquelyn Kay Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

typicaldesign process-to-semester mapping for capstone projects, (2) a design process rubric applicableto engineering design projects in the curriculum, and (3) a mapping between the design processand engineering design tools taught within the curriculum. The design process guide ispresented as a tool which can be used to guide students through directed exploration of thedesign process during a first design class as well as to scaffold students’ undirected designprocess exploration. Implementation of the guide during the engineering design sequence will bediscussed as well as the lessons learned after applying the guide to senior and junior projects as agrading rubric, feedback mechanism, and as an in-class guide for student reflection on a

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Utah Educational Network; Jeremy Ray Farner, Weber State University; Thomas James Paskett, Weber State University; Elias V. Perez, Utah State University Eastern; Isabella Borisova, Southern Utah University

Tagged Divisions

Design in Engineering Education

(Prepare, Teach One Another, Ponder and Prove)were used to create the course and each module of instruction.Best Practice 1: Be Present at the Course Site6Each module of the course includes a lesson reflection where students can post an evaluation ofthe lesson. A question and answer discussion board is also an important aspect of the coursewhere students can ask each other questions as well as receive responses to questions from theirinstructor. Further contact with instructors can be made with email. Page 23.431.13Students expect that their instructors will be present in an online course multiple times a week,and at best, daily. A flipped

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Dirk Ifenthaler, University of Freiburg; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

w their suupporting leaarning objecttives; see Fiigure14. Theree were lectu ures focused on higher-leevel topics reelated to “leaarning how to t learn” aloongwith conntent-based leectures focusing on briddging fuels annd the wiredd and conneccted world off2030. Leectures on tools to help frame f and annswer the Q44S through dilemma d idenntification annd Page 23.480.4managem ment were allso included.. Finally, stuudents reflected upon theeir semester learning throougha semester learning essay

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay R. Goldberg P.E., Marquette University; David B. Rank, Root Cause Consortium, LLC

Tagged Divisions

Design in Engineering Education

, and design for manufacturability. The module includesseveral examples of active and student centered learning as part of an in-class assembly linesimulation exercise. Students reflected on this experience, and suggested process improvementsto save time, reduce cost and waste, and improve the assembly line process. They learned of theimportance of manufacturing documentation, process design, and design for assembly. At theend of the module, students understood the importance of designing a product not only for theend user, but also for the assemblers and inspectors. Details of the module design andimplementation will be presented along with comments from students.IntroductionISO 9001:1994, Quality SystemsModel for Quality Assurance in Design

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

April M. Bryan, University of the West Indies

Tagged Divisions

Design in Engineering Education

through experience, it is desirable that new college graduatesdisplay a reasonably high level of competency at engineering design. In fact, it is now arequirement of many new managers2. This is also reflected in the program accreditationrequirements of the Accreditation Board of Engineering and Technology (ABET)8 and theEngineering Council9, the two major international organizations that set accreditation criteriafor engineering programs.As a result, over the last twenty years, engineering departments have begun to introduceengineering design courses into their curriculum1,10. The main objective of these courses is tobridge the gap between theory and practice in order to allow students opportunities todevelop those skills that will be necessary

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patrick Rowsome, University of Limerick; Niall Seery, University of Limerick; Diarmaid Lane, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

Design in Engineering Education

makea flower that conveyed an emotion and create a scene that reflected that emotion. Work wasdocumented during the process and students were instructed to present their learning duringthe design process through a student-defined criterion referenced e-portfolio. Table 2: Timeline of Project Week Workshop Activity Week 2-5 Students engage in 4 activities that develop the necessary skills and knowledge for the design project. Material processing, material selection, etc. Week 5-12 Students design and realise decorative design projects and complete an e-portfolio in tandem. The e-portfolio and artefact

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin Grimheden, Royal Institute of Technology (KTH)

Tagged Divisions

Design in Engineering Education

student teams gavefeedback to each other and to the faculty. In one exercise, the students answered a number ofquestions related to the entire course and projects, with the intention of capturing importantreflections upon the product development process. The students spent a considerable amountof time to create these responses, and they can be considered reflecting the majority of thestudents within the respective teams (since submitted by the teams).The team’s responses are presented below, arranged per team. Some responses are givenwithout context, as they were also presented orally by the student teams, some comments aretherefore given. In the following, they are therefore presented with the authors’ explanationand analysis.The first team

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

David A Saftner, University of Minnesota Duluth; Sara D. Ojard, University of Minnesota Duluth; Eshan V. Dave, University of Minnesota, Duluth; Nathan William Johnson, University of Minnesota Duluth; Eil Kwon; Rebecca Teasley, Civil Engineering University of Minnesota Duluth

Tagged Divisions

Design in Engineering Education

was in a commercial area with nearby access to highways.Additionally, several creeks on the site fed into larger bodies of water in the area. Soil boringswere created based on local experience in the area reflecting the known conditions at the site.Three group project submittals were required, each including an environmental, geotechnical,hydrological, structural, and transportation component. These oral presentations and writtenreports represented 20%, 50%, and 100% design submittals. Five to six students were assigned toeach group using a random number generator. Following the random assignment, the onlychanges to the groups involved ensuring that each group contained a student with an expressedinterest in each of focus areas within civil

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

-1144.4. Author. (accepted).5. MAKE. (2012). About MAKE. Retrieved from http://makezine.com/about/index.html.6. New York Hall of Science. (2010). Proceedings from the “Innovation, Education, and the Maker Movement” Workshop. Retrieved from http://www.nysci.org/media/file/MakerFaireReportFinal122310.pdf.7. Kuznetsov, K. & Paulos, E. (2010). Rise of the Expert Amateur: DIY Projects, Communities, and Cultures. Proceedings: NordiCHI 2010, 295-304.8. Resnick, M. & Silverman, B. (2005). Some reflections on designing construction kits for kids. Proceedings from IDC ‘05: The 2005 Conference on Interaction Design and Children. New York, NY: ACM.9. Dym, C. L., Agogino, A. M., Frey D. D., and Leifer, L. J. (2005). Engineering design

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Design in Engineering Education

the capstone design experience that influence team and individual skilldevelopment include the use of collaborative project management tools, mentoring relationshipswith freshmen students in the Introduction to Mechanical Engineering Course, a checklist-basedapproach for creating an ongoing dialogue between the design teams and Industrial AdvisoryBoard project mentors, requirements to reflect on and evaluate decisions as a team, and asignificant emphasis on professional skills reinforced in an ongoing dialogue with teams andstudents. Page 23.1131.3Challenges to Developing Team Skills and Some Ideas for Overcoming ThemTeams and teamwork have

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

and testing physical models is a very effective tactic tomitigate design fixation. Tomorrow’s designers need to be trained to effectively build theirdesigns and to test them in order to be more effective innovators. Courses which emphasesexperimental design are critical.AcknowledgementsSupport for this work is provided by the National Science Foundation CMMI-1000954. Anyopinions, findings, and conclusions or recommendations expressed in this paper are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References[1] Green, G., and Kennedy, P.," Redefining engineering education: the reflective practice of product design engineering", International Journal of Engineering Education Vol. 17

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto; Jason A. Foster, University of Toronto

Tagged Divisions

Design in Engineering Education

experiences and information. It is a precursor to the constructivist theories that we use tounderstand our students’ learning experience. In both internalization and constructivism, studentsconstruct their own understanding of their experiences and of the materials they are presented.1Such construction asks students to refashion pre-existing beliefs about the topics covered in thecourse as they receive new ideas, deeper understanding, and novel approaches. To facilitate this,instruction focuses on providing students with opportunities to develop, apply, and reflect ontheir own conceptions of course materials, subject to ensuring compatibility with the widerengineering profession. Course instructors and instructional materials also avoid

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adam R Carberry, Arizona State University; Morgan M Hynes, Arizona State University; Ethan E Danahy, Tufts University

Tagged Divisions

Design in Engineering Education

engineering education in theK-12 and college settings. He is particularly interested in howstudents and teachers engage in and reflect upon the engineering designprocess. His research includes investigating how teachers conceptualizeand teach and how students engage in engineering through in- depth case study analysis.Dr. Ethan E Danahy, Tufts University Ethan Danahy is a Research Assistant Professor in the Department Computer Science at Tufts Univer- sity outside of Boston MA, having received the B.S. and M.S. degrees in Computer Science in 2000 and 2002, respectively, and a Ph.D. degree in Electrical Engineering in 2007, all from Tufts. Additionally, he acts as the Engineering Research Program Director at the Center for

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R Ulseth, Iron Range Engineering ; Michael Richard Carlson

Tagged Divisions

Design in Engineering Education

engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Mr. Ronald R Ulseth, Iron Range Engineering Ron Ulseth directs and instructs in the Iron Range Engineering program in Virginia, Minnesota and he teaches in the Itasca Community College engineering program in Grand Rapids, MN. He was instrumental in growing the Itasca program from ten students in 1992 to 160 students in 2010. In 2009, he worked with a national development team of engineering educators to develop the 100% PBL curriculum used in the Iron Range model. He has successfully acquired and

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

• Decision making • Managing meetings • Implementing decisions • Creating a healthy climateThe literature regarding team leadership in the academic setting12,13,14,15 is limited but doesprovide some useful insight.A checklist of attributes of informal leadership adapted to student teams has been reported12 • Exerts influence on group processes (task) • Maintains goal focus for self and group (task) • Creates a collaborative atmosphere (relational) • Exhibits technical competence (task) • Exhibits fairness, humility, and trust (relational) • Use creativity, reflection, and intuition (task and relational)Within a very limited examination of student teams, the authors noted that successful informal

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy F. Wheeler, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

Constructing Self-Efficacy Scales”, chapter 14 in F. Pajares, T. Urban, editors, Self-Efficacy Beliefs of Adolescence; Information Age Publishing, Inc., USA, 2006, pp. 307-337.5. D.Chachra, F.Olin, D.Kilgore, H.Loshbaugh, J.McCain, H.Chen, “Being and Becoming: Gender and IdentityFormation of Engineering Students”; 2008 American Society for Engineering Education 2008 conference paper;Austin, TX .6. J.Zubizaretta, The Learning Portfolio, Reflective Practice for Student Learning, chapter 4 “ElectronicLearning Portfolios” Columbia College, Anker Publishing Company, Inc. , Boston, MA, 2004.7. J.Dixon, “Focus Group Facilitation Guidelines”, adapted from the Centre for Higher Education Quality,Monash University 2005. Accessed from the internet, January, 3

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University

Tagged Divisions

Design in Engineering Education

to manufacturing optimization. As part of a five member mul- tidisciplinary team, she and her colleagues developed a successful undergraduate course on sustainable design and manufacturing using new pedagogy for both face-to-face and on-line environments, spon- sored by NSF funding. Currently, she supervises Kettering University’s renowned Co-operative Educa- tion Department, Center for Culminating Undergraduate Experiences, Center for Excellence in Teaching & Learning, Academic Success Center, Office of the Registrar and Library as well as the First Year Expe- rience, Supplemental Instruction and Integrated Reflective Learning Program. Previously, she has worked in industry, state and local government

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Cory Brozina, Virginia Tech; Benjamin David Lutz, Virginia Tech; Jintana Nina Phanthanousy, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

excellence in capstone teaching.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.0846605. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.Bibliography1. Pembridge, J.J. and M.C. Paretti. "The Current State of Capstone Design Pedagogy." in American Society in Engineering Education Annual Conference and Exhibition. 2010. Louisville, KY.2. Paretti, M.C., et al., "Managing and Mentoring Capstone Design Teams: Considerations and Practices for Faculty." International Journal of Engineering Education, 2011. 27(6): p. 1192-1205.3

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

E James Nelson, Brigham Young University; Tatevik Christensen; Fernando S Fonseca, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Design in Engineering Education

application inpreparation for entry into a career.” Durel [3] offers another perspective stating that capstone canbe seen as a “rite of passage or luminal threshold through which participants change their statusfrom student to graduate. A capstone course should be a synthesis, reflection and integration,and a bridge or a real-world preparatory experience that focuses on the post-graduation future.”Other definitions include, a crowning course or experience coming at the end of a sequence ofcourses with the specific objective of integrating a body of relatively fragmented knowledge intoa unified whole [4], and an experimental learning activity in which analytical knowledge gainedfrom previous courses is joined with the practice of engineering in a

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Michael C Smith, University of Virginia

Tagged Divisions

Design in Engineering Education

faculty and other students and that they received more feedback Page 23.692.12from faculty and peers and/or had more opportunity to reflect on and evaluate their own work.All of this occurred in a class that has grown from roughly 90 students to nearly 120 students.While the results presented here are preliminary – they show promising leads that will beexplored in more detail as the full evaluation plan is executed.References[1] J. Bersin, The blended learning book: best practices, proven methodologies, and lessons learned. San Francisco, CA: John Wiley & Sons, Inc., 2004.[2] F. Alonso, G. Lopez, D. Manrique, and J. M. Vines, "An

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert A. Meyer, Clarkson University; John McLellan, Freescale Semiconductor; Jeffrey S Sumey, California University of Pennsylvania

Tagged Divisions

Design in Engineering Education

an “optical sensing” division as an alternative to the then emerging camera-basedsensing division. In consideration of overall course objectives and time constraints, we haveelected to employ this simpler method for line sensing for the course project. Our project usesthe Pololu QTR-8 Reflectance Sensor Array featuring eight IR emitter/detector pairs as shown inFig. 4. Figure 4: QTR-8 Sensor Array mounted to car Page 23.320.10For processor solution, we use the Wytec Firebird32-Nano microcontroller module(www.firebird32.com) which is a Freescale Coldfire V1 microcontroller adapted to a 40-pin DIPform factor. This MCU

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lauren A Cooper, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder

Tagged Divisions

Design in Engineering Education

emphasize different (although related)conditions that support or thwart motivation. But, in general, supportive conditions include aperson’s feelings of autonomy, relatedness, and competence, accompanied by a sense of interestand value.Student motivation to learn new information is also tied to student engagement in the learningprocess. Similar to motivation, the term engagement has been defined in several different ways.According to Barkley, students who are engaged in the learning process “really care about whatthey’re learning; they want to learn” and they “exceed expectations and go beyond what isrequired.” These statements reflect a view of engagement that is rooted in motivation theory.Barkley also describes student engagement with statements

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Design in Engineering Education

rubric for Criterion 3 (c) is shown in Tables 5 above. The samerubric is used for all years of student evaluation, allowing the comparison of varied levels ofprofessional competence as students progress through the curriculum. The expected Total Scoreindicated at the bottom of either rubric table changes, reflecting the increasing expectation forstudent performance as they move through the elements of the integrated ProfessionalComponent.For each sample of student work, faculty members independently assign scores of 0 – 3 (absentto proficient) for each attribute component in the rubric. The sum of these scores for all attributecomponents becomes the total score. Freshmen and sophomores are expected to attain a noviceto intermediate level, while

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

Tagged Divisions

Design in Engineering Education

are identical. Survey statements about aninstructor-provided example racer, however, are different and aim to assess the actual usefulnessof the example racer (exemplar group) or the potential usefulness of an example racer (controlgroup).Students in each section of the class were asked to score their agreement or disagreement withthe twelve statements itemized in Table 1. In addition, they were asked to provide short answersto the questions included among some of the statements. Notice that eight of the twelvequestions are identical for the exemplar and control sections. Questions concerning the presenceof an example (questions 6, 8, 9, and 11) are slightly reworded to reflect the difference betweenexemplar and control sections.Students used

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education