Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander Pagano, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign; Leon Liebenberg, University of Illinois at Urbana-Champaign

Tagged Divisions

Design in Engineering Education

material, you can start with easier concepts or more practical conceptsbesides the theoretical concepts.” Second, the TAs thought that the activity provided students with the opportunity to developsoft skills such as human-centeredness, creativity, and communication. One TA mentioned “I thinkthe purpose that we implemented this activity is to improve the soft skills to be honest; just try toget them a little bit of creativity, kind of like thinking out of the box of the problem”. The other TAsaid, “The activity lets us cover some soft skills like communication and human-centeredness”. Challenges: The analysis of the interviews showed that the TAs thought that the activityposed two major challenges. First, it was challenging for

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qiushi Li, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Design in Engineering Education

in developingengineering students’ multiple skills and abilities, such as independent thinking, criticalthinking, creative thinking and hands-on skills [8]-[10]. For instance, using self-reported questionnaires among senior students ， Marques (2017) pointed out thatengagements in SDPs can strengthen students' soft skills like communication andpublic speaking [9]. Also, Xiong and Liu (2012) suggested that students whoparticipated in SDPs got their critical thinking and engineering design thinkingimproved [13]. In addition, applying self-efficacy scales, Dunlap (2005) measuredstudents' self-efficacy in a capstone environment. Pre- and post- data showed astatistically significant change in student perceptions of personal ability andpreparedness

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

first time. Toolsin the connector role (seen in Table 2) can serve as launching points to other modules, but maynot necessarily promote further student interaction with tools in that module. Separating studentsinto cohorts informs on how to move makerspace users from ultra-peripherals and peripherals toconnectors, better connecting the makerspace and promoting student-student interactions byenhancing soft skills. Students that fulfill the connector role are more likely to feel confident inall types of makerspace tasks, and because the design process is often a team activity, connectorstudents are more likely to act as mentors to others. Connector hubs can be thought of aslaunching pads for the makerspace, made up of the most general nodes in

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Danielle Trenchard, Harvard School of Engineering and Applied Sciences; Christopher Lombardo, Harvard School of Engineering and Applied Sciences

Tagged Divisions

Design in Engineering Education

that the head instructor and TAsare able to work effectively and efficiently together to respond to the frequent changes that resultfrom working with real partner(s), another skill that is rarely tested by traditional engineeringcourses that have pre-written assignments and exams that are comparable from year to year.This course also succeeds in creating a team dynamic that closely simulates the types ofdepartments, lab groups, etc. that students will face when they graduate. The project teams formedin the Humanitarian Design Projects course involves students of various ages, disciplines, skills,and knowledge sets. Soft skills are emphasized by instructional staff, which means that beyondworking together for shared deliverables, more