Conference Session

K-12 & Pre- College Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Paula Rees, University of Massachusetts, Amherst; Christine Olson, University of Massachusetts Amherst; Charles M Schweik, University of Massachusetts, Amherst; Steven D Brewer, University of Massachusetts Amherst

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

betterunderstand the challenges facing the creation of inclusive and effective educationalopportunities. In engineering, four interrelated factors have been noted as barriers to thepersistence of academically talented students that face financial limitations, as is the case formany of our multicultural students20, 21, 22: ● Lack of Engagement/Sense of Belonging ● Underdeveloped Professional Work Ethic & Goal Setting Page 26.1751.5 ● Insufficient Opportunities to Gain Practical Competence & Reflect on Learning ● Working for PayTalented young women, as well as multicultural students, too frequently pursue careers in otherfields or

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosemary L Edzie, University of Nebraska ; Brett Meyer, University of Nebraska-Lincoln College of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

Semantics Belief Statements). In order to “clean up” the databefore analysis, the values of the survey were made consistent. In order to encourage participantsto reflect on each pair in the STEM Semantics Survey, some values are switched. For example, a7 might be a very positive reflection of science in one question (ex. “Fascinating”), but a verynegative one (ex. “Unappealing”) in the next item. Therefore, all of the values were firstconverted so that very positive = 1, and negative = 7. For each statement, a lower score wouldtherefore correspond to a higher level of interest in the subject area. The survey wasadministered immediately at the beginning of the engineering activity and was the last actionitem in the program. This testing sequence

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Eun Ah Lee, University of Texas at Dallas; Nicholas Gans, University of Texas, Dallas; Magdalena G Grohman, The University of Texas at Dallas; Marco Tacca, The University of Texas at Dallas; Matthew J. Brown PhD, Center for Values in Medicine, Science, and Technology
, The University of Texas at Dallas

Tagged Topics

NSF Grantees Poster Session

are opposed, there istension in the evaluative process.For the purposes of this study, we have chosen to observe students’ relationship to engineeringethics by looking at how they engage in ethical reflection as a team, in the situation of their Page 26.728.3actual project work. This is an alternative to the more common approach of focusing onindividual students and attempting to measure their understanding with an artificial instrument(such as a survey). We suggest that the dual-process account discussed above works as well forteams as for individuals. This study is thus firmly situated in the approach of “team cognition”(Salas & Fiore

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Menold Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Elizabeth C. Kisenwether, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

may be more appealing and more readily accepted and adopted by some individualsthan others – as anecdotal evidence collected from design classrooms and design thinkingworkshops seems to indicate. The aim of this study is to determine whether student receptivity todesign thinking might be linked to individual cognitive characteristics that reflect innatestructural preferences. This research could help educators determine the most appropriate designmethodology based on the cognitive preferences of their students, as well as the need to teachcoping strategies when students are required to engage in design activities that do not align withtheir natural cognitive preferences.Our work presents the results of data gathered during a design thinking

Conference Session

Simulation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Camilo Vieira, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; Anindya Roy, Johns Hopkins University; Michael L. Falk, Johns Hopkins University; Michael J. Reese Jr., Johns Hopkins University

Tagged Divisions

Computers in Education

problem solving process.IntroductionComputational Science and Engineering (CSE) has emerged as an important tool to solvecomplex engineering problems1. Engineers need an ability to use computational tools, integratedwith strong problem-solving skills, to tackle complex problems 6, 15, 16. For example, in MaterialsScience and Engineering, a sub discipline called Computational Materials Science3 has beenestablished. This trend is reflected in educational settings too --- there has been a call to integratecomputational tools and methods into different disciplinary engineering curricula sooner andoften2. Aligned with this idea, the department of Materials Science and Engineering at JohnsHopkins University started a novel computational course for its

Conference Session

Flipped Electrical and Computer Engineering Classrooms 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jia-Ling Lin, University of Minnesota, Twin Cities; Paul Imbertson, University of Minnesota, Twin Cities

Tagged Divisions

Electrical and Computer

activities when necessary Reflection Procedural Quality efficiency Page 26.747.5 GeneralityResearch MethodThe design-based-research (DBR) method was applied, which intertwined the three goals ofresearch, design, and pedagogical practice in

Conference Session

Engineering Ethics Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ayush Gupta, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Thomas M. Philip, University of California Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

, through case-study analysis, we present potentialpathways towards including affect and identity in how we model engineering students’ moraland ethical reasoning about socio-scientific issues.Specifically, we present two case-study accounts of how future engineers think about anengineer’s responsibility towards the social and global impact of their work. The case studiesdraw from video-taped semi-structured interviews of two undergraduate students whom we'll callTom and Matt. In the interviews, Tom and Matt reflected on the use and impact of weaponizeddrones in the US war in Afghanistan. Through investigating how they think about the socialimpact of drone warfare and how they think about the responsibility of engineers involved in thedesign of

Conference Session

Flipped Classrooms in Mechanics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Mechanics

reflecting in her own experiences as an undergraduate and her preference for activelearning techniques. She also notes that she would like to do more but has not had any formaltraining: Page 26.890.7“Ultimately, I do the best I can but feel that I don’t have a lot of formal training. I’d like to get it,but haven’t found the time, or taken the time, to do it … I have taken a lot of what I observed as astudent and focused on things that I liked and didn’t like. I have aspirations of using moreresearch to help develop my teaching in the future.”The faculty member who scored the highest on the RTOP also had the most formal training ineffectively

Conference Session

Topics in Computing and Information Technologies I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Jianjun Yin, Jackson State University; Yanhua Cao, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

Computing & Information Technology

Group C 3.47 1.19 Group D 3.24 1.33Team online discussion makes me reflect on the course content Group A 2.88 1.24in a deeper level. Group B 2.72 1.06 Group C 2.75 1.32 Group D 2.91 1.42I frequently respond to the post from my group members through Group A 3.53 1.45online discussion. Group B 3.28 1.11

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lyndia Stacey, University of Waterloo; Andrew Trivett, University of Waterloo; Jen Rathlin, University of Waterloo; Kyu Won Choi, University of Waterloo

Tagged Divisions

Design in Engineering Education

design decisions were influenced by varyinginterpretations of the main objective. Both shortening the chassis and moving the center of masstied in well with concepts being taught in class during weeks 2 to 5. It was valuable to see thatstudents were recommending design changes based on core course concepts and that they werealso able to apply these concepts to a real-world design.The recommendation to reduce weight from the original design (1A) was not applied asfrequently as expected to the students’ final designs based on how frequently this suggestion wasmade. Although students appreciated that the weight of the chassis was unnecessary for itsapplication, this did not reflect in their final designs. This may stem from many students

Conference Session

Design Throughout the Mechanical Engineering Curriculum

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kenneth Lulay, University of Portland; Heather Dillon, University of Portland; Timothy A. Doughty, University of Portland; Deborah S. Munro, University of Portland; Shazib Z. Vijlee, University of Portland

Tagged Divisions

Mechanical Engineering

Page 26.903.12for a bicycle, and automated blinds that open or close based on the brightness outside. 11Instructor Assessment: Many components of design are addressed, but the course stressesdeveloping student creativity. Gathering information leads to appropriately set goals, andstudents are encouraged to reflect on how their research shapes the objectives, criteria, andconstraints. Students are assessed on the appropriateness of their projects both in the context ofthe issue they are addressing and in the relevance to the course. The instructor believes thatpedagogical improvements can be made in-part by making students more aware of how variousproject tasks relate to design. Starting this term

Conference Session

First-year Programs Division Technical Session 12: Teaching and Advising Students in that Critical First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carmela Cristina Amato-Wierda, University of New Hampshire; Robert M. Henry P.E., University of New Hampshire; Ernst Linder, University of New Hampshire (UNH)

Tagged Divisions

First-Year Programs

, and in a variety of domains, such as:mathematics,21 reflective judgment,22 and conceptions of density.23 Dynamic skill theoryintegrates over 100 years of research in cognitive development, extending from Baldwin’s24pioneering theory that intellectual development happened in stages, to Piaget’s25 theory ofconstructivism, which has made an enormous impact on science education.26 Fischer, known as aneo-Piagetian, advanced Piaget’s theories by recognizing the hierarchical pattern of ideas thatemerge as a person’s understanding grows with time.The central feature of dynamic skill theory is a scale that describes the progression of increasingcomplexity of ideas that a person uses to think about a concept as their understanding grows withtime

Conference Session

Best Practices and Lessons Learned in Capstone Design Projects

Collection

2015 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Keith G. Moran Jr.; Christopher Steven Kremer, Robert Morris University; Bruce Allen Barnes Jr., Robert Morris University ; Justin Cosgrove; Samuel A. Colosimo III, Robert Morris University

Tagged Divisions

Manufacturing

Page 26.19.14Following safety rules were developed by the team as a part their project ending reflections:  Wear gloves when handling resin: The resin is easily curable and can cure on any surface if exposed to a light source for a long enough time. Therefore, it is critical to wear safety gloves so the resin does get on the user’s body parts.  Wear safety glasses: It is important to wear safety glasses around the 3D printer. When the enclosure is open, the resin could splash into the user’s eyes. The resin can cure to the eye and can cause permanent eye damage.  Wash any part of you that come in contact with resin: Again the resin can cure to the skin, so if any part of the user’s body comes in

Conference Session

First-year Programs Division Technical Session 5: Using Video, Games, and More in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Daniel D. Anastasio, University of Connecticut; Malgorzata Chwatko, University of Connecticut; Daniel D. Burkey, University of Connecticut; Jeffrey Ryan McCutcheon

Tagged Divisions

First-Year Programs

teammates improve the quality of their sections, which will in turn help all students in thegroup.Quizzes have been replaced with homework, which are one or two simple problems that givestudents additional practice with course concepts beyond the projects. These homeworkquestions allow students to practice with information given during lectures and assist studentswith exam preparation. The way homework is graded reflects an aspect of game-based learningallowing students to customize their experience. There are 200 points available from homeworkin a semester, but students can only earn a maximum of 160 points. This system allows studentssome leeway in their homework assignments, as points lost on an earlier assignment can be madeup by completing a

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., U.S. Military Academy; Daniel J. Fox, U.S. Military Academy; Robert M. Wendel, U.S. Military Academy

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

training, independent of teacher experience. This post-session surveysought to gather demographic information to aid in understanding the participant’s particularteaching experience and nonverbal communication training.Results and DiscussionEach participant’s response was compared against the sample population and against thestudent’s report confidence to identify whether overall nonverbal message discrepancies exist.The results of the expert and participant responses are provided in Table 2.The percentages calculated in each row reflect the portion of the population that correctlymatched their assessment (either confident or non-confident) with the students reportedconfidence for an individual video clip. Notably, there is a significant range in

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rebecca Jo Pinkelman, Technische Universität Darmstadt; Malte Awolin, Center for Educational Development at Technische Universität Darmstadt; Manfred J Hampe, Technische Universität Darmstadt

Tagged Divisions

International

done by observing the group and theirinteractions. After observation, the team advisor brings the group together and opens a structuredfeedback session including self-reflection, peer-reflection, and final feedback of the teamadvisor. Periodically throughout the day, the team advisors continue to have these conversationswith the group to keep increasing their awareness of their interactions with each other andincreasing their team, communication, and social skills in order to increase their success as agroup in solving their complex design task. To summarize, the students are given behavior-based Page 26.154.6training in team competencies in

Conference Session

Moving the Needle: The Complexities of Race and Gender in Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monique S. Ross, Purdue University, West Lafayette; Trina L. Fletcher, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

process was fair29. In one study, participants challenged the merits of tenure if itdoes not allow for research and service in the areas of diversity32. One participant explicitlyrecounted her department chair recommending she remove all diversity-related efforts from hertenure packet because she did not want to be “[…] known as an Affirmative Action [supporter],”as it would reflect negatively before the committee32. Success. Success is defined in many ways. One study explicitly explored the definition ofsuccess for Black female faculty to shed light on unique motivations of this demographic33.While one participant listed gaining tenure at a predominately white institution and publishing intop journals as success33. The rest of the

Conference Session

Construction Education Topics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fadi Castronovo, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; John I. Messner, Pennsylvania State University; Robert M. Leicht, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Construction

evaluate a construction plan. The tests will be in the formof open-ended questions. The questions will require the students to reflect on the planning andmanaging of the construction process for a hypothetical building structure. These cognitive andthinking skills paired with problem-solving skills provided the foundation for the development ofan assessment rubric. This assessment rubric provides an evaluation framework to assess andscore student’s performance on the pre- and post-test. This rubric will be utilized to facilitatefuture analysis. Each question of the test has a paired learning objective and thinking skill,together with a four-level scale evaluating the student’s performance.4. Conclusion In this paper the authors have

Conference Session

Women in Engineering Division: Faculty and Gender Issues

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laila Guessous, Oakland University; Kathleen Moore, Oakland University; Julie Walters, Oakland University; Bradley J. Roth, Oakland University; Leanne DeVreugd, Oakland University; Jo Reger, Oakland University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

competitiveworkforce in STEM fields (e.g., Presidential Awards for Excellence in Science, Mathematics,and Engineering Mentoring16). Linked with larger policy considerations reflecting civil rightsconcerns and the ability of the country to be competitive in a global economy, thesepolicymakers and agencies have specifically identified the importance of mentoring inconjunction with the career development of underrepresented groups in STEM fields, includingwomen in STEM fields.In this paper we report on the junior faculty cohort mentoring program developed by the Womenin Science and Engineering (WISE@OU) program at Oakland University, funded by an NSFADVANCE grant. We first begin by providing background information on the WISE@OUprogram and then discuss the

Conference Session

International Division Technical Session 8

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University

Tagged Divisions

International

the coding and analysis of the focusgroup and interview. More specifically, instances where students made a statement reflective of aglobal competency attribute (‘engineering ethics’, ‘engineering cultures’, or ‘regulations andstandards’) were coded as such, and each instance was further analyzed to identify how theattribute was exhibited. It should be noted that this study is limited by being an examination of asingle case. However, the scope of this study is that of a preliminary study, with the aim ofbeginning to characterize student experiences and identifying the potential affordances andbarriers of similar global service learning projects. The results of this preliminary study will beused to inform a larger study examining a variety of

Conference Session

Concept Inventories and Assessment of Knowledge

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carli Denyse Flynn, Syracuse University; Cliff I. Davidson, Syracuse University; Sharon Dotger; Meredith Sullivan

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Engineering Education, 2015 Development and Pilot Test of the Rate and Accumulation Concept InventoryAbstractMany of the rate of change and accumulation processes that we commonly encounter reflect thebehaviors of complex systems. Solving complex system problems within engineering requiresthe ability to interpret the meaning of a function that is modeling a dynamic situation. Thisability is essential for engineers. Thus, knowing how students think and learn about rate andaccumulation processes in complex systems can help educators better prepare students for theirengineering careers.Engineering students often have various robust misconceptions that can persist throughout theireducation and may hinder their

Conference Session

Fundamental: K-12 Students and Engineering Design Practices (Part 2)

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lija Andrija Yang, Tufts Center for Engineering Education and Outreach; Aaron W. Johnson, Tufts University; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

engineering practices.3 To better understand students’ nascent abilities tosolve open-ended problems, we conducted a series of interviews before students engaged in anewly-developed engineering unit. In this paper, we describe our analysis of these interviews,specifically with respect to how students enact NGSS practices as they pursue design solutions toopen-ended problems.BackgroundThe new NGSS standards identify that students in grades 3-5 should show competency inspecific engineering practices:3 • 3-5-ETS 1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. • 3-5-ETS 1-2. Generate and compare multiple possible solutions to a problem

Conference Session

Women in Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Terri Christiansen Bateman, Brigham Young University ; Lisa C Barrager, Brigham Young University; Rebecca Peterson, Brigham Young University; Spencer P. Magleby, Brigham Young University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

Page 26.606.5participants and has grown to 33 women students as of the 2014-15 school year. Evaluation dataand student and faculty input presented in this paper reflect the experiences of the study group    over the 5 years in which the program has been operating. Figure 1 shows the participants byyear and the mix of freshmen and sophomore students. Because of generous donations, theprogram has been able to increase the number of student mentees over the past five years. 1st-­‐year  Students   2nd-­‐year  Students   Faculty  Mentors

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Renata A Revelo, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

documents. To address the quality of the data, I took notesduring the interview, which were incorporated into the data analysis, and reflected on the qualityof the data after the interview by answering post-interview reflection questions29 such as: “Howdid the interviewee react to the questions?” and “How was the rapport?” After I developed adraft of the findings in the form of themes, I conducted member checks via a phone call with Page 26.629.5twelve of the participants. During this phone call, I asked the participants for their feedback andcomments on the themes. All of the twelve participants agreed with the themes. Prior to this project

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

homes. While assuming that these two populations are similar is not without its limitations, the immersion of the lead author in both cultural environments and reflective conversations between the authors on a weekly basis allows us to make this assumption with confidence. Reasons as to why this assumption would not be valid (e.g., background demographics, institutional cultures, and other similar factors) are not explored and are grounds for future work. Exploratory instrument development seeks to determine how qualitative results generalize quantitatively.Participants Qualitative interviews of engineering students (n=9) were collected from a southeastern land-grant institution. Interviews focused on students’ perceptions of the future

Conference Session

Fundamental: Metrics & Assessment for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica M Harlan, University of South Alabama; James Van Haneghan, University of South Alabama; Melissa Divonne Dean, Mobile Area Education Foundation; Susan A. Pruet, STEMWorks, LLC

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Treatment Can  cCan hoose   choose to  do  tomdo any   many different   differentkinds  of   kinds of jobs jobs   0% 20% 40% 60% 80% 100% Figure 1. Percent of students in 2012-2013 who agreed that each statement reflects what engineers do.As can be seen in Figure 2, these differences based on school were not evident in the 2013-2014cohort. Works Work  with with  others others  to to  solve

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sushil Acharya, Robert Morris University; Priya Manohar, Robert Morris University; Peter Y Wu, Robert Morris University; Ali A. Ansari, Virginia State University; Walter W Schilling Jr., Milwaukee School of Engineering

Tagged Topics

NSF Grantees Poster Session

delivery readiness. The PI then depositsthe finalized contents in a shareable media for delivery and dissemination. An iterative review method depicted Focus groups Decide on Active Learning Contents in Figure 2 is being used to ensure and Formats (case study, class exercise, or case study video) the modules reflect both academic research and industry best practices. The content development process PI & Co-PI refine Contents List

Conference Session

Materials Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Robert J. Prins, James Madison University

Tagged Divisions

Materials

developmental platform oflife-cycle and systems thinking introduced in the freshman and sophomore years. The moduleproject concentrated on analyzing and comparing the lifecycle phases of a wooden pencil versusa mechanical pencil to determine ecological impacts and to answer the question as to which wasmore of a sustainable product.Other changes to the project in FA13 further reflect changes to the course content. With theRapid Prototyping Laboratory coming online in the summer of 2013, the production of aconceptual prototype via 3D printing was added. The addition provided an opportunity forstudents to practice using CAD software and to become familiar with the capabilities of thelaboratory.An economic feasibility study was also added in FA13 to

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Matthew Dickens, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus

Tagged Divisions

Design in Engineering Education

, including learning “how to make things” • Technical proficiency, including “mechanical/technical skills that crosses boundaries”, “better background in electronics”, and “programming”. • Entrepreneurship, including “how do you sell it, how do you do something with it”This reflects a multi-disciplinary, holistic attitude towards engineering education that is risingfrom discussions on the future of engineering education.  The attitudes of the toy Makers reflect those of engaged students in classrooms. They viewthemselves as active participants in the learning process; they recognize that making mistakes isboth expected and valued during the process of learning; they have an understanding of theirlearning strengths and weaknesses

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Gina Navoa Svarovsky, University of Notre Dame; Matthew Kloser, University of Notre Dame

Tagged Divisions

Design in Engineering Education

provide insights intothe conduct of a complex multidisciplinary design project that may lead to improvementsin the design process for future projects.The remainder of the paper is organized as follows. First, it provides an overview of theWild Sound project. Next, it summarizes the relevant theories of design. After this, itprovides excerpts of the interviews of participants, including the composer, theperformers, and the student engineers, and then maps observations from the interviews tothe design theories. Following this, the paper provides reflections from the participants Page 26.1123.2on what they learned from the project, as well as suggestions from