Conference Session

Materials Division (MATS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew D Goodman, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Taylor Parks, University of Illinois Urbana - Champaign; jean-charles stinville, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign

Tagged Divisions

Materials Division (MATS)

complete a design project. Buildingon our previously reported work, this paper investigates students’ reported ability and self-efficacy as it relates to a design framework and mindset in a restructured materials designcapstone course. In AY 2022-23, a two-semester capstone sequence was piloted to improve thestudents’ design experience via a fundamental restructuring of the course elements, replacing thetraditional, one-semester course. In AY 2023-24, the two-semester sequence was formalized inthe course catalog with over 50 students taking the two-course sequence.In this restructuring, two frameworks were integrated in the course content: Human-CenteredDesign (HCD) framework, a method to formalize the design process in discrete stages, and

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rajan Kumar, Northwestern University

Tagged Divisions

Materials Division (MATS)

passionate about building community and belonging in undergraduate research experiences and designing effective mentorship strategies for new researchers. ©American Society for Engineering Education, 2025 Integrating Research, Design, and Communication Learning Outcomes in the Materials Science and Engineering CurriculumAbstractLearning outcomes in undergraduate capstone, design, and laboratory courses are typicallycentered around hands-on experience, providing students with the technical skills necessarywithin their engineering discipline. However, leaders in engineering education suggest that thesehands-on courses should encompass a broader set of learning outcomes in order to train studentsto “think

Conference Session

Materials Division (MATS) Technical Session 5

Collection

2025 ASEE Annual Conference & Exposition

Authors

Timothy Chambers, University of Michigan; Katie Snyder, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Materials Division (MATS)

shapeproject constraints and user needs [2]. In other cases, the aim is to help students approach designin the context of ethics or sustainability, with an eye toward the long-term impacts of their workacross a range of users and circumstances [3]. Immersive classroom experiences like design-build-test assignments and community engagement projects can help facilitate this kind ofknowledge [3-5]. Lab classes are good candidates for doing this kind of work, given the alreadyhands-on nature of a typical materials science lab course. One area where the lab class has yet toexcel, however, is in preparing students to communicate meaningfully about their work acrossdiverse audiences and situations. In this paper, we argue that strategic focus on

Conference Session

Materials Division (MATS) Technical Session 4

Collection

2025 ASEE Annual Conference & Exposition

Authors

Joel L Galos, California Polytechnic State University, San Luis Obispo; Mohsen Beyramali Kivy, California Polytechnic State University, San Luis Obispo; Lessa Grunenfelder, University of Southern California; Ken-ichi Nomura, University of Southern California; James E. Saal, Citrine Informatics, Inc.

Tagged Divisions

Materials Division (MATS)

, 41-46]). While theseresources are frequently beyond the level of an undergraduate classroom, the tools have enabledundergraduate capstone engineering students to gain in-depth experience with AI/ML softwaretools and by implementing them in novel ways, leading to innovative applied research andvaluable research experiences for undergraduates. A recent example of this is undergraduateresearch published by Beaver et al. [47].Design-Driven ApproachesThe design-driven approach to teaching AI and materials engineering centers on the use ofpre‐existing software tools employed in industry to solve materials design and discoveryproblems. This approach is focused on a specific materials design challenge and focuses onthe role of the materials engineer