Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Suzanne W. Scott, Petroleum Institute

Tagged Divisions

Design in Engineering Education

AC 2012-3469: PREPARING ENGINEERS FOR GLOBAL CAREERS: CUL-TURALLY DIVERSE DESIGN COMPETITIONS AND FORUMS FOR FIRST-YEAR ENGINEERING STUDENTSDr. Suzanne W. Scott, Petroleum Institute Suzanne W. Scott is an Assistant Professor in the STEPS Program (Strategies for Team-based Engineering Problem Solving). She holds a Ph.D. in English from the University of Denver, an M.A from Washington University, and a B.A. from Drury University. She is a former Coordinator of the EPICS (Engineering Practices Introductory Course Sequence) Program at the Colorado School of Mines under the directorship of Dr. Robert Knecht, and has served as one of the Principal Investigators in the PI/CSM collaboration, ”Preparing Global Engineers,” on

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

dohave in-curricular implementations. When the coaching of an HSE team falls outside of thenormal duties of a secondary teacher, the teacher-coach receives a stipend for his/her coachingefforts – just as an athletic coach would. Based on results from our pilot study, we expect thatat the conclusion of their HSE experiences students will be prepared to undertake theeducation/training needed for STEM careers and will be more disposed to select thosepathways. In short, the overarching goals of High School Enterprise are to motivate, prepare,and help students to pursue post-secondary STEM education and STEM careers. The pedagogical premise of High School Enterprise is project-based learning.Although there is some variation in the

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Armando A. Rodriguez, Arizona State University; Nirangkush Das, Arizona State University; Brent Wallace, Arizona State University; Phil Blake McBride, Eastern Arizona College; Clark Vangilder, Central Arizona College; Tim S. Frank, Glendale Community College; John W. Griffith, Mesa Community College; Russell Cox, Mohave Community College; Eddie W. Ong, Phoenix College; Ernest Moulinet Villicana, Phoenix College Engineering; Celia . Jenkins, Cochise College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

opportunities and challenges that they may encounter as they progress intotheir junior and senior years? These include paid project/research opportunities, career fairs, internships,graduate school and a rapidly changing job market. Our focus, at Arizona State University’s (ASU’s) FultonSchools of Engineering, has been on a longstanding ENG scholarship-projects-mentoring program at ourfour year ENG institution – a program serving mostly upper-division transfer students (generally about70%), some upper-division non-transfers (~25%) and scholars continuing as graduate students (~5%) thathave progressed through the program. Despite this, the ideas presented are useful for all ENG students. Wewant students to become aware, take control, and pursue

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; George Toye, Stanford University; Felix Kempf, King's College London; Nada Elfiki, Stanford University

Tagged Divisions

Design in Engineering Education

, in synchrony with the growing demands of today’s designengineering professionals, these projects have advanced an innovation focus both in process andoutcome. Yet, evidence of how the course experience has contributed to entrepreneurial interestslies primarily in anecdotal examples and stories about the career trajectories of former studentsand how they have gone on to leverage their prototypes into commercial products. As a result,this research paper examines the impact of intensive course-based design experiences such asME310 on the entrepreneurial outcomes and innovation behaviors of alumni through the designand implementation of an alumni survey aimed at gathering feedback and input into specificcurricular efforts.Administered to over

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Virginia Tech; Marie C. Paretti, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2011-1187: AN EXAMINATION OF MENTORING FUNCTIONS INTHE CAPSTONE COURSEJames J. Pembridge, Virginia TechMarie C Paretti, Virginia Tech Marie C. Paretti is an associate professor of Engineering Education at Virginia Tech, where she co-directs the Virginia Tech Engineering Communications Center. Her research focuses on communication in en- gineering design, interdisciplinary communication and collaboration, and design education. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses nation- wide, and is co-PI on several NSF grants to explore design education

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Pemberton Cyrus, Dalhousie University

Tagged Divisions

Design in Engineering Education

detriment to mechanicalengineering students in the following categories: Engineering as a Career, EngineeringMethods, Design Skills, Communication Skills, and Teamwork Skills. The work described in thispaper explores a comparison between research carried out at the University of Colorado atBoulder9 and the recent results from a survey of the Dalhousie University engineeringpopulation.Comparing Design at Dalhousie with University of Colorado at BoulderIn many engineering programs, the implementation of PBL has resulted in students encounteringa comprehensive design project in one first-year introductory course, and then waiting until asenior year capstone design courses for the next comprehensive design project.5 In betweenthese courses, an

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; Clifford A Whitfield, Ohio State University; Jacob T Allenstein, The Ohio State University; Peter Rogers, The Ohio State University

Tagged Divisions

Design in Engineering Education

Education Innovation Center The Ohio State Univer- sity Columbus, OH 43210 Rogers.693@osu.edu Rogers joined the university in October, 2008 bringing with him 35 years of industrial experience. His career includes senior leadership roles in engineering, sales, and manufacturing in robotics, electron- ics, sensors, and controls industries. Throughout his career, Rogers has developed products using an innovative process consisting of multidisciplinary teams focused on understanding customer needs and converting them to commercially viable products and services. He brings this experience to the university where he leads the effort in developing company-sponsored, product-oriented Capstone design programs. As part of the

Conference Session

Capstone Design I

Collection

2009 Annual Conference & Exposition

Authors

Ding Yuan, Colorado State University, Pueblo; Nebojsa Jaksic, Colorado State University, Pueblo; Jane Fraser, Colorado State University, Pueblo

Tagged Divisions

Design in Engineering Education

, hereby, require development of their personal and professionalskills, both short term skills (e.g. resume writing, job searching, and interviewing skills) as wellas long term skills (e.g. graduate study, intellectual property, entrepreneurship, and professionalskills) for life after graduation. For example, as part of the short term goal, we invite aprofessional from the campus career center to introduce students to the job market, job huntingskills and the corresponding services the university offers. For the long term goal, classdiscussion plays a key role since it not only improves students’ communication skills, but alsohelps them understand their professional and ethical responsibilities as engineers.The connections of this senior seminar

Conference Session

Design in K-12 Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James S. Mokri P.E., San Jose State University; Nicole Okamoto, San Jose State University; Sorin Ion Neagu, Independence High School

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

to schools of higher education, and severalhave specifically enrolled in SJSU. Additionally, the SJSU students have benefitted fromthe direct hands-on help building their projects and the opportunity to teach youngerstudents.IntroductionHigh school students who are approaching graduation are often confused by theoverwhelming number of job/career options facing them, or the lack thereof. In manycases, the option chosen is based on their limited life experiences from family, friends,school, teenage activities, and society. Assistance should be offered at all education levelsto help students with career exposure, exploration, and career.This paper outlies an informal program where technically inclined high school students whoare drawn to

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, University of Alabama; Beth Todd, University of Alabama

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

K-12education remains in the forefront of today’s society. Even with years of inclusion, engineeringremains an enigma to many pre-college students. The 2008 National Academy of Engineering’sreport, Changing the Conversation, stated the case that many Americans do not truly understandwhat engineering is.11 Even with hundreds of millions of dollars annually spent on increasingunderstanding of engineering, efforts to promote engineering have been numerous and wide-spread yet there has been minimal impact.3,12 K-12 students can readily identify with writers,doctors, scientists, and other careers from their exposure to these fields yet struggle withengineering. Despite all these efforts, research has shown that K-12 students and teacherscontinue

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Daria Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Gary Pawlas, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education

engineering career. SeniorCapstone courses also incorporate technical knowledge and real-world problem solving, with anemphasis on professional skills. Yet, an unanswered question remains: is student confidence inprofessional and technical engineering skills gained and retained when problem-based learningclasses are only utilized in the freshman and senior-year year?This research project longitudinally investigates the technical and professional skill developmentof mechanical engineering students at the University of Colorado at Boulder, where a bookendproject-based curriculum is employed. The paper provides an overview of the First-YearEngineering Projects and the mechanical engineering Senior Capstone Design project courseused for this study

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tugba Karabiyik, Purdue University at West Lafayette; Ying Ying Seah, Purdue University at West Lafayette; Alejandra J. Magana, Purdue University at West Lafayette; Xudong Huang, Concord Consortium; Shannon Hsianghan-huang Sung, Institute for Future Intelligence; Charles Xie, Institute for Future Intelligence

Tagged Divisions

Design in Engineering Education

betweenstudents' interest and performance in engineering design. Moreover, students with high interestalso have a high performance and high self-recognition in engineering design and vice versa.Keywords: Engineering Identity, Interest, Performance, Self-recognitionIntroductionThe Bureau of Labor Statistics (BLS 2018) projects employment growth for engineers over the2016 - 2026 decade [1]. However, some new studies show declining interest among students inthe U.S. to pursue careers in science, technology, engineering, and math (STEM) related field[2]. Therefore, it is vital to encourage students' engineering identity development from an earlyage to explore their interest in engineering to guide them to pursue careers in engineering. Oneway to increase

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida; Andrea Goncher, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

topredict career plans in engineering [4]. Thus, the objective of this paper is to explore howstudents describe the usefulness of a newly implemented introductory engineering design class asthey navigate their subsequent years in college.This paper seeks to answer the following research question:How useful do students perceive what they learned in an introductory engineering design coursefor their successive years in college or for what they want to do after graduation?We aim to answer this question by analyzing survey responses from students who have taken theclass since the first course implementation in the Summer 2018 semester.BackgroundIntroductory engineering courses are a common element in several engineering programs. Thereis growing

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Todd France, Ohio Northern University; Sherri Youssef, Ohio State University

Tagged Divisions

Design in Engineering Education

engineering design as to how variousdesign experiences, especially introductory experiences, may influence student attitudes towards thesubject and towards engineering more broadly.Student attitudes is a broad and well-studied area and a wide array of instruments have been shown tobe valid and reliable assessments of various aspects of student motivation, self-efficacy, and interests. Interms of career interests, the STEM Career Interest Survey (STEM-CIS) has been widely used in gradeschool settings to gauge student intentions to pursue STEM careers, with a subscale focused onengineering (Kier et al 2014). In self-efficacy and motivation, the Value-Expectancy STEM AssessmentScale (VESAS) (Appianing and Van Eck, 2018) is a STEM-focused adaptation of

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Jeannie S. Stephens, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Dustyn Roberts P.E., University of Delaware

Tagged Divisions

Design in Engineering Education

sector, and non-profit and start-up entities. The recent rollout of our multidisciplinary senior design program provides us with aunique opportunity to evaluate the effectiveness of this approach in relation to overall careerreadiness as well as select “soft skills” such as project management and ability to work inmultidisciplinary teams. Presently, we have relatively large cohorts of recent graduates from boththe single (<2012) and multidisciplinary (2012+) sections, and, in this study, they were assessedon their experiences in the senior design program. The findings from this work-in-progress studywill provide empirical support for multidisciplinary experiences for students by highlightingeducational and career-development

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Micah Lande, Arizona State University

Tagged Divisions

Design in Engineering Education

AC 2012-4640: ”WHAT COUNTS FACTORS”: PREPARING ENGINEER-ING STUDENTS TO INNOVATE THROUGH LEADERSHIP OF MULTI-FUNCTIONAL TEAMSDr. Mark Schar, Stanford University Mark Schar works in the Center for Design Research at Stanford University, he is a member of the Sym- biotic Project of Affective Neuroscience Lab at Stanford University, and he is a lecturer in the School of Engineering. Schar’s area of research is the intersection of design thinking and the neuroscience of choice where he has several research projects underway. He has a 30-year career in industry as a Vice President with the Procter & Gamble Company and Senior Vice President and Chief Marketing Officer with Intuit in Silicon Valley. Schar has a B.S.S

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng.; William Daniel Rosehart P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

via an email link, andresulted in 144 responses. 36.8% were female, 24% were male. This survey was again repeatedfollowing the 2013 offering of the course, this time with 45% females and 55% malesresponding. Students were asked about their interests outside of engineering, their perceptions ofengineering as a career, and their thoughts on course material. Regardless of gender, students in2012 and 2013 identified computer games as their second most likely hobby, following sports Page 26.997.3and athletics.Students also perceived engineering in a generally favourable way, with the majority agreeing orstrongly agreeing that engineers are

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cory A. Hixson, Virginia Tech; Marie C. Paretti, Virginia Tech; James J. Pembridge, Virginia Tech

Tagged Divisions

Design in Engineering Education

(VTECC). Her research focuses on communica- tion in engineering design, interdisciplinary communication, and collaboration, and design education. She was awarded a CAREER grant from NSF to study expert teaching practices in capstone design courses nationwide and is Co-PI on several NSF grants to explore identity and interdisciplinary collaboration in engineering design.Mr. James J. Pembridge, Virginia Tech Page 25.283.1 c American Society for Engineering Education, 2012 Capstone Design Faculty Motivation: Motivational Factors for Teaching the Capstone Design Course

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Promiti Dutta, Columbia University; Alexander Haubold, Columbia University

Tagged Divisions

Design in Engineering Education

design course.Section 1: About You • Your Preferred Name • Section • Gender • How do you describe your ethnicity/cultural background? • Is English your native language? o If not, what is/are? • Are you an international student or an immigrant to the US? o If so, in what country/countries have you spent most your life, and when did you come to the US?Section 2: Academic Interests and Career Goals • What's your current first choice of a major? • How confident are you in your first choice? (percentage) • What’s your second choice of a major? • What's your first choice for a minor, if any, at this time? • How clear are you on your plans for what you want to do as a career? • How comfortable or

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

abilities at theconclusion of their undergraduate career. In the wake of ABET 2000, it came to play anexaggerated role in fulfilling the program outcomes of Criterion 3. Of the eleven outcomes,seven are covered in this one course, four of them are covered here exclusively.By 2009, when the Undergraduate Curriculum Committee (UCC) reviewed the seniorcapstone design course, it was felt that the students were not making the best use of thisopportunity. It was viewed by students as simply another lab-based course. The demands ofteaching professionalism topics, project management and the design process meant that therewas seldom time in a single semester for students to complete an extended project that hadmeaning for their professional development

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

received his B.S in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Mechanical Engineering (Design) from Stanford University’s Center for Design Research.Dr. Shawn S Jordan, Arizona State University, Polytechnic campus Shawn Jordan, Ph.D.is an Assistant Professor in theDepartment of Engineering atArizona State Univer- sity. He is the PI on three NSF-funded projects: CAREER: Engineering Design Across Navajo Culture, Community, and Society (EEC 1351728), Might Young Makers be the Engineers of the Future?(EEC 1329321), and Broadening the Reach of Engineering through Community Engagement (BRECE)(DUE 1259356). He is also Co-PI on one NSF-funded project: Should Makers be the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Divisions

Design in Engineering Education

, 2015 An Approach to Teaching People Skills in Senior Design Project Courses Introduction The premise of this paper is that most engineering students are ill-prepared for the demands their careers will place on them to interact with other people one-on-one, within teams, and within organizations—organizations that are often global in character. The senior design project provides an opportunity (literally a last chance) for graduating seniors to recognize and develop people skills needed for success. Because the project is intended to simulate real engineering practice, the faculty member can observe each student’s people skill level in project context and at a minimum provide insights and coaching to each student in order to improve those

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Campbell, University of Virginia; Leidy Klotz, University of Virginia

Tagged Divisions

Design in Engineering Education

engineering design teams. We use ExperientialLearning Theory and Social Cognitive Career Theory to assess the proposed intervention. Wepredict that the improv intervention will increase psychological safety and sense of belonging onthe team and in engineering, which in turn will impact student expectations of success in theengineering and intent to remain in the field; this may lead to increased persistence in the field ofengineering. This work has implications for creating positive engineering team dynamics,building more effective engineering teams, and increasing persistence in engineering, especiallyamong groups traditionally underrepresented in the field.1.0 IntroductionTeamwork has been increasingly used in engineering education to develop

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

assessment base while still meetingdisciplinary engineering capstone educational outcomes. The timeline to bring the project andstudents up to speed is longer than for a traditional capstone, including multi-disciplinary ones,as the SE foundation has to be established, first in terms of SE knowledge acquisition, second forsocialization to and the buy in needed from the students to work on the project in a meaningfulsystems engineering mode. In a second phase of the project a new project management modelwas implemented to provide authentic systems level and functional modes. Some experiencesand assessments associated with this pilot project are discussed in the paper.Project BackgroundSystems engineering as a career has seen a very strong growth

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced; Marina Shapiro

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

StudentsIntroductionSignificant educational equity gaps exist in STEM fields for underrepresented minority (URM)students who live in the San Joaquin Valley. For this paper, URM students are defined as non-white and non-Asian, though it is recognized that there are subpopulations of URM studentswithin each of these non-URM groups. Some equity gaps present themselves as differences inacademic achievement between underrepresented minority URM students and non-URMstudents or women in STEM fields and arise due to numerous academic and social factors.Significant factors for attrition are perceptions about careers in the STEM fields, poorexperiences with the academic culture and teaching pedagogy, and declining confidence due todemanding curriculum. One study shows that

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University - Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University - Kingsville; David Hicks, Texas A&M University - Kingsville

Tagged Divisions

Design in Engineering Education

three departments in the Frank H.Dotterweich College of Engineering at Texas A&M University-Kingsville have incorporatedengineering design instruction and hands-on design projects in the last two years as part of NSFgrant award #1928611. A primary objective of this grant is to increase the retention andpersistence of minorities in the engineering programs by incorporating high-impact enrichmentactivities into courses early in the student’s academic career. A logical course to include high-impact activities for first-year students is the introduction to engineering courses in thedepartments, which are titled “Engineering as a Career” (GEEN 1201), within the Frank H.Dotterweich College of Engineering.This work presents the approach used for a

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew W. Turner, University of Alabama, Huntsville

Tagged Divisions

Design in Engineering Education

undergraduate education and high school education. All of the participants (i.e., facultyadvisors, undergraduate students, high school students, and high school teachers) gain experiencein the design of a large scale system and a better understanding of the role of various disciplinesin that process. A parallel goal is to encourage more high school students to pursue careers inSTEM (Science, Technology, Engineering, and Mathematics) related fields.IntroductionThe demand for STEM related careers is projected to be strong well into the second and thirddecade of the 21st century. In a story dated December 22, 2008 the Mobile Press-Register notedthat the Alabama Office of Work Force Development projected that the “state needs to turn outmore than 1,100 new

Conference Session

Capstone Design II

Collection

2006 Annual Conference & Exposition

Authors

Juri Filatovs, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University

Tagged Divisions

Design in Engineering Education

experience in which many skillsare integrated. In addition to the technical skills, we have strived to develop the many otherprofessional attributes and competencies necessary for a successful career. We have based theseon primarily industrial interaction and believe they reflect elements identified by otherauthors1,2,3,. With the implementation of the Accreditation Board for Engineering andTechnology (ABET) Criteria 2000, further modification of the course occurred. Although manyof the ABET outcomes were addressed in our capstone course a partial recasting was necessary,particularly in the assessment/grading, required course documentation, and student awareness ofour goals. In this paper we describe our experiences and lessons learned in

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Scarlett R. Miller, Pennsylvania State University, University Park; Brian P. Bailey, University of Illinois, Urbana-Champaign; Alex Kirlik, University of Illinois, Urbana-Champaign

Tagged Divisions

Design in Engineering Education

AC 2012-4614: TOWARDS THE DEVELOPMENT OF AN OBJECTIVEASSESSMENT TECHNIQUE FOR USE IN ENGINEERING DESIGN ED-UCATIONDr. Scarlett R. Miller, Pennsylvania State University, University Park Scarlett Miller is an Assistant Professor of engineering design and industrial engineering at the Pennsylva- nia State University where she holds the James F. Will Career Development Professorship. She received her Ph.D. in industrial engineering from the University of Illinois and her M.S. and B.S. in industrial engineering from the University of Nebraska.Prof. Brian P. Bailey, University of Illinois, Urbana-Champaign Brian Bailey is an Associate Professor in the Department of Computer Science at the Univeristy of Illi- nois, Urbana

Conference Session

Early Engineering Design Experiences

Collection

2010 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University

Tagged Divisions

Design in Engineering Education

AC 2010-561: HIGH SCHOOL ENTERPRISE: INTRODUCING ENGINEERINGDESIGN IN A HIGH SCHOOL TEAM ENVIRONMENTDouglas Oppliger, Michigan Technological University Douglas Oppliger is a professional engineer and a lecturer in the Engineering Fundamentals department at Michigan Technological University. He is the director of the High School Enterprise program which has a mission to increase the numbers of students pursuing post-secondary degrees and careers in STEM fields. This work is the latest in Mr. Oppliger’s long history of working in K-12 math and science. For the past 10 years he has developed and taught first-year engineering courses at the University and actively worked with high school students