Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gail Hohner, University of Michigan, Ann Arbor; Shanna R. Daly, University of Michigan; Jennifer Wegner, University of Michigan; Moses K. Lee, University of Michigan; Amy Frances Goldstein, University of Michigan

Tagged Divisions

Design in Engineering Education

25.250.2abstractEngineering students begin their education with varying understanding of the engineering designprocess. Effective engineering education will require us to understand how students developboth skills and a concept of engineering design. At a large Midwestern public university wecompare 100 students’ initial conceptions in design and response to design tasks both before andafter a 2-day, peer mentor led, design activity program which preceded the beginning of the firstyear in engineering. During the program, students were led through two design activities: onefocusing on idea generation and customer requirements; the second focusing on a design, buildand test activity. In addition, there were faculty presentations and discussions led by peermentors. We

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Julia Ellen Melkers, Geogia Institute of Technology; Agrita Kiopa, Georgia Institute of Technology; Randal T. Abler, Georgia Institute of Technology; Edward J. Coyle, Georgia Institute of Technology; Joseph M. Ernst, Purdue University; James V. Krogmeier, Purdue University, West Lafayette; Amos Johnson, Morehouse College

Tagged Divisions

Design in Engineering Education

learning of professional skills. In thispaper, we ask: From an instructional perspective, how can learning outcomes be better observed so thatfaculty can provide appropriate guidance and occasional control? What are the sources of this diversity oflearning within student groups? How do the ways that engineering students interact in team networkenvironments matter for the skills that they develop through this experience? Scholars working in thescience of learning argue that peer-relations form a social context of knowledge creation that constitutes afoundation for the development of team-skills. In this paper, we show how peer relations develop, andsubsequently provide knowledge and learning resources within multi-ranked student teams over time

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Natasha Perova, Purdue University, West Lafayette; Sean P. Brophy, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

wiki documents for each of the groups. As mentioned earlier in this paper,no special instructions were given to students on how shared online space should be used.Wiki space, as part of the CLEERhub environment, was made available andrecommended to students to use for their projects. The goal was to allow teams to inventtheir own workflow around the online technology. Evaluation of the wiki workspacesidentified several usage outcomes, such as using shared online space for brainstorming ofthe ideas for the final project, for writing an outline of the paper and keeping a record oftasks for each of the team members, or for using the space to co-write the final paper.Variability of wiki usage purposes by teams for the common project can be

Conference Session

Capstone Design I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Carl D. Sorensen, Brigham Young University; Robert H. Todd, Brigham Young University; Taylor Halverson, Brigham Young University

Tagged Divisions

Design in Engineering Education

, design, writing, or other performance assessments.7,8,9Bailey and Szabo declare “Rigorously assessing students' design process knowledge is essentialfor understanding how to best create learning environments to facilitate the development of suchknowledge. Such assessment is also quite difficult and hence there is a lack of assessment toolscapable of measuring the design process knowledge of every student in a large college”.28 Thisstatement concisely depicts the wide open field of opportunity for engineering educators todevise, validate, and publish assessment instruments targeting design skills and knowledge.35, 36Some efforts have been made to address this opportunity through the development ofstandardized tests of engineering design skills

Conference Session

Design Spine

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeffrey L. Schiano, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

2016.Design Sequence ArchitectureAs a starting point for achieving the three objectives stated earlier, the undergraduate committeebegan by reviewing the design component of the curriculum at peer Electrical EngineeringDepartments with similar size and ranking. Our senior capstone design course was organizedalong the same lines as many other departments, and reflects ABET criteria. In addition togeneral lectures concerning professional engineering topics, there are weekly laboratory sections.In self-defined project sections, students first complete predefined laboratory assignments duringthe first half of the semester before beginning a self-defined project approved by their instructor.In other sections, student teams select a major design

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Reese Jr., Johns Hopkins University; Peter H. Froehlich, Johns Hopkins University; Joan Freedman, Johns Hopkins University

Tagged Divisions

Design in Engineering Education

course presentations were scheduled every 3-4weeks in which the teams received feedback on the current development of their game from theirfellow students, instructors, and mentors. All final projects were presented in a final session heldat the Digital Media Center (DMC), the campus student multimedia lab, in which the class andinvited guests had the opportunity to play the games.The Course Project: Student Peer EvaluationStudents completed a peer evaluation form for each of their teammates at the end of thesemester. The faculty considered these when converting the team grade to an individual grade –assigning a higher or lower grade as needed. Students wrote a self-assessment to communicate

Conference Session

Design Spine

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

. Our goal through the design sequence is to provide the students with multiple opportunities to develop and practice professional skills as they work with their faculty advisors, peers, and clients.Overarching Goals and Objectives for Design CoursesEngineering design instruction in the form of modules begins in our first engineering course,Introduction to Engineering. In this course, we introduce students to engineering design throughboth reverse engineering exercises and a variety of design activities that span engineeringdisciplines. Some examples of these design activities in the past have included the design ofsolar tower, design of a water filter, design of a dorm room, et cetera. This is meant to providestudents with basic knowledge

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael S. Trevisan, Washington State University; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, University of Idaho; Phillip L. Thompson, Seattle University; Paul R. Leiffer, LeTourneau University; Howard P. Davis, Washington State University; Susannah Howe, Smith College; Jennifer E. LeBeau, Washington State University; Robert E. Gerlick, Pittsburg State University; Patricia Brackin, Rose-Hulman Institute of Technology; M. Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

a better leader, having strongerprofessionalism, interacting professionally with a liaison or advisor, not dwelling on “pettyhuman idiosyncrasies,” understanding the importance of clearly defined roles andresponsibilities, portraying ideas, communicating better, writing peer-evaluations, and learningteamwork in a group environment.Alumni interviewees varied in their ratings of the degree to which the IDEALS modules helpedthem produce a high quality design solution. Six of them indicated that the modules were of nohelp, two of little to no help, seven of little help, two little to moderate help, eight of moderatehelp, and three of great help. Many suggested the benefit gained was more indirect, in the formof team communication and the

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brenda A. Haven, Embry-Riddle Aeronautical University, Prescott; Michael Kenneth Fabian, Embry-Riddle Aeronautical University; Alexander James Herring, General Electric - Aviation; Marissa Pinnola, Purdue University; Devan DUPLICATE Berg, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

design courses in thespring semester of 2003 with the addition of a communications instructor from the University’sCollege of Arts and Sciences.2 The impetus for the team-teaching model was tied to students'perceived weakness in their communication skills as documented in alumni surveys. Theintentional integration of engineering and communication paid large dividends in the preparationof students for employment immediately following graduation. ERAU AE alumni survey data inthe area of skill preparation in technical writing shows an increase from 28.2 percent “VeryGood” responses for the classes of 1999 through 2002 to 50 percent “Very Good” responses forthe class of 2004. 3The success of the team-teaching format encouraged the pursuit of other

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Yosef S. Allam, Embry-Riddle Aeronautical University, Daytona Beach; Clifford A. Whitfield, Ohio State University; Jintana Nina Phanthanousy, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

notes taken from traditional lectureenvironments.Project-based learning activities featured in Cornerstone environments include:collaborative/cooperative/peer learning in that projects are typically team-based andparticipative; just-in-time instruction in the form of lectures and class interactions that addressissues instructors anticipate students will soon address; topic integration in that students mustcall upon many skills to diverge/converge towards their design solution; problem-based learningin the many smaller problems they encounter through the course of completing their project; anda context which mimics that of the professional environment in which most students willeventually find themselves. Students involved in these projects find

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

information. With the help and support of library and academic writing staff, we insist uponsources beyond the Wikipedia or simple web resources. Through the nature of Innocentivechallenges, students quickly find that none of the familiar simple Googling searches are effectiveto provide high quality detailed information. This stage of the project opens up an opportunity toshow the value and depth of really good quality academic review papers or engineering journals.The Assignment: IdeationOnce students have submitted their reports on background research into the problem, we meetduring class and the class is broken into groups of students according to their chosen designchallenge. Depending upon the preference of the instructor, some groups are

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

David C. Che, Geneva College; David Allen Clark, Geneva College; David W. Shaw, Geneva College; James S. Gidley, Geneva College

Tagged Divisions

Design in Engineering Education

Page 25.891.2expounded on the benefits of peer-led team-learning that comes with SAE Baja projects4. Reimer,Lawrence and Abro noted that competitive activities such as Baja could help nurture theentrepreneurial mindset in students5. Hoff and Davis pointed out that the SAE Collegiate DesignSeries can provide valuable hands-on experience for undergraduates6. Novoselich and Dillonexplored the unique dynamics and benefits of creating two student teams instead of one to furthermotivate students to excel, in the context of a large engineering program7. Marlor shared hisexperience serving as a faculty advisor to the SAE Baja team, especially from advising the SAE clubperspective8. In this paper, we will share our experience working with a small pool

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Kathryn Thompson, Korea Advanced Institute of Science and Technology; Beunguk Ahn, Korea Advanced Institute of Science and Technology

Tagged Divisions

Design in Engineering Education

including the presentation and discussion (10%) • The final paper based on the writing, figures, references and appendices (20%) • The technical evaluation based on the content of the final paper (20%) • The prototype / proof of concept based on its purpose, method, and results (10%). Page 25.11.3Approximately half of the deliverable grades focus on the design process and outcomes of thestudent projects while the other half focus on the students’ abilities to communicate and discusstheir ideas. The grading juries assign these scores. Homework assignments, attendance, classparticipation, and peer review scores determine the last 20% of the

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology; John Nastasi, Stevens Institute of Technology; Eirik Hole, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

13th 2012. 5. https://acc.dau.mil/CommunityBrowser.aspx?id=406165&lang=en-US, Retrieved January 19, 2011. 6. Beyerlein, S., Davis, D., Trevisan,M., Thompson, P. and Harrison, O., “Assessment Framework for Capstone Design Courses”, Proceedings of the ASEE Annual Conference, 2006, 2006-144. 7. Sheppard, K., Dominick, P. and Blicharz, E., “Peer and Self Assessment in Developing Team Skills in a Core Design Sequence”, ASEE Annual Conference Proceedings, Austin, TX, June 2009 8. Allen, S. & Knight, J., “A Method for Collaboratively Developing and Validating a Rubric”, International Journal for the Scholarship of Teaching and Learning ,http://www.georgiasouthern.edu/ijsotl, Vol. 3, No. 2 (July 2009

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Wood, University of Texas, Austin; Rajesh Elara Mohan, Singapore University of Technology and Design; Sawako Kaijima, Singapore University of Technology and Design; Stylianos Dritsas, Singapore University of Technology and Design; Daniel D. Frey, Massachusetts Institute of Technology; Christina Kay White, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Richard H. Crawford, University of Texas, Austin; Diana Moreno, Singapore University of Technology and Design; Kin-Leong Pey, Singapore University of Technology and Design

Tagged Divisions

Design in Engineering Education

which we may develop innovativeeducational approaches to capturing, archiving, and projecting pivotal concepts in support of and incollaboration with teaching faculty. A Concept Vignette may be embodied through video media, but italso may be embodied in many other forms, such as artistic renderings, poetic verse, writings, etc. Figure2d illustrates the fourth dimension of the 4D Big-D pedagogy. The fourth dimension cannot be readilyvisualized, but instead embodies the extra-curricular and outside the classroom activities that arestrategically developed and coordinated to enrich design in the students’ experiences.II.2 Pedagogical UnderpinningsEngineering education continues to change as we encounter more interdisciplinary learning and

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

verification and testing. To address the misunderstanding aboutprototypes and to teach the students how to get the most out of a prototype, we added a newlecture, given in Engineering Design II, that covers the general purpose of and detailed aspects ofprototyping. Students are provided sample prompts of various design problems, and are asked toselect the best sub-systems to prototype to solve the design problem.Student Performance EvaluationsStudent performance evaluations include peer- and self-evaluations of team participation andproject management. Each student is asked to write the top three contributions for each teammember, including himself or herself, and to rate each team member’s contributions using a 5-point Likert scale. The ratings are

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean-Celeste M. Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Design in Engineering Education

project that is selected by the team and thecoach (a STEM teacher at the high school), and that has local significance for the students andtheir community. The project continues from one academic year to the next, with moststudents continuing as well. In the course of their HSE experience, the students solve authenticSTEM problems, perform testing and analyses, build prototypes, manufacture parts, staywithin budgets, write business plans, and manage their own project. HSE teams also haveprogram-facilitated access to expertise and mentoring from faculty and students in highereducation and from professionals in industry. Figure 1 contains a model of the team supportoffered by the HSE program. Most HSE teams operate as afterschool activities, but we