Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

AC 2011-331: ANALYSIS OF REFLECTIVE MEMOSMark W. Steiner, Rensselaer Polytechnic Institute Mark W. Steiner is Director of the O.T. Swanson Multidisciplinary Design Laboratory in the School of En- gineering at Rensselaer Polytechnic Institute (RPI) and Clinical Professor in the Mechanical, Aerospace and Nuclear Engineering department. Mark graduated from Rensselaer with a B.S. in mechanical engi- neering in 1978 and a Ph.D. in 1987. He has been a member of the Rensselaer faculty since May 1999. Mark worked at GE Corporate from 1987 to 1991, consulting and introducing world-class productivity practices throughout GE operations. In 1991 he joined GE Appliances and led product line structuring efforts resulting in

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa A. Shay PE, U.S. Military Academy; Tanya Thais Estes, United States Military Academy; David Paul Harvie, United States Military Academy

Tagged Divisions

Design in Engineering Education

. c American Society for Engineering Education, 2019 Reflection and Metacognition in Capstone DesignAbstractReflection is a valuable skill that is not immediately familiar to many of our students. Our facultyteam has introduced systematic reflection in a two-semester multidisciplinary engineering designcourse at the United States Military Academy at West Point. A course goal is to produceengineers competent in designing with current technologies who are able to anticipate and torespond to change. Because a key component of the course has always been the assessment of thedesign against the requirements, we chose to augment the design process with multipleopportunities for reflection.This year’s course consists of 18 capstone

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Corey T. Schimpf, Concord Consortium; Molly H. Goldstein, University of Illinois at Urbana-Champaign; Charles Xie

Tagged Divisions

Design in Engineering Education

Engineering Education from Purdue University.Dr. Charles Xie c American Society for Engineering Education, 2020 Reflection in Time: Using Data Visualization to Identify Student Reflection Modes in DesignAbstract: In design, reflection is a central practice that helps designers evaluate past strategies,synthesis knowledge they’ve gained and plan future actions. For novice designers, developingreflection abilities may be particularly important as it may both help them develop this specificability and more broadly develop their design thinking abilities. However, the design process isfluid with distinct design stages that may happen in varying order and repeat or cycle in asequence unique to the

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Arizona State University; Cherrylynne Rochelle Nethken, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

Paper ID #17149Assessing Student Understanding of Reflection in Engineering EducationDr. Kristine R. Csavina, Arizona State University Dr. Kristine Csavina is Clinical Assistant Professor in the The Polytechnic School of the Ira A. Fulton Schools of Engineering at Arizona State University, where she is the Associate Director for Engineering Program Innovation. Currently she is the instructor for the senior capstone design experience and active in program improvement for the engineering programs. She is Co-PI on on the CPREE grant; both PIs are active in expanding the practice of reflection in classrooms across the

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Sanders, Purdue University, West Lafayette; Molly H. Goldstein, University of Illinois at Urbana Champaign; Justin L. Hess, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

, we seek to apply and validate an assessment strategy to categorizestudents’ ways of experiencing human-centered design. We directly build on Zoltowski et al.’s[2] findings which suggest that engineering students experience human-centered design in sevencategorically discrete ways. Guided by this prior study, we seek to address the research question,“To what extent can we use post-course open-ended written reflection data to identifyengineering students’ ways of experiencing human-centered design?” The use of reflection datato categorize students’ ways of experiencing human-centered design is unique from othermethods that have extended Zoltowski et al.’s work but may offer a more accessible assessmentmodality for design instructors. Thus, we

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Wegner, University of Michigan College of Engineering; Stefan M Turcic II, University of Michigan; Gail Hohner, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #11298Learning from Experiences: Examining Self-Reflection in Engineering De-sign CoursesJennifer Wegner, University of Michigan College of Engineering Jennifer Wegner is an Assistant Director in Engineering Student Affairs at the University of Michigan, with responsibilities including student organization development, leading unit strategic objectives, and supporting university and college co-curricular initiatives. Her teaching and facilitation experiences in- clude a mentorship/leadership course, LeaderShape R , first year seminars, and a university course on social psychology in residence settings. She is a

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Aditya Vora, Pennsylvania State University; Daniel Allen Henderson, Pennsylvania State University; Jennifer Bracken, Pennsylvania State University; Neeraj Sonalkar, Stanford University; Stephen Harris, Community College of the Air Force

Tagged Divisions

Design in Engineering Education

Engineering Education, 2019 Beyond Likert Scales: Exploring Designers’ Perceptions through Visual Reflection ActivitiesAbstract When it comes to the assessment of design behaviors and outcomes, direct observations byexternal viewers and subjective reflections by the participants themselves can all yield importantinformation. External viewers, for example, may code video evidence or apply design metrics to adesigner’s solutions, both of which can lead to interesting statistical analyses and detailed insights.In collecting and analyzing designers’ personal reflections and perceptions, researchers oftenutilize Likert-type scales, multiple choice questions, or short open-ended prompts. While thesemodes of

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Mark Steiner, Rensselaer Polytechnic Institute; Langdon Winner, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

AC 2007-166: THOUGHTS AND REFLECTIONS ON RENSSELAER’S PRODUCTDESIGN AND INNOVATION PROGRAMMark Steiner, Rensselaer Polytechnic InstituteLangdon Winner, Rensselaer Polytechnic Institute Page 12.1491.1© American Society for Engineering Education, 2007 THOUGHTS AND REFLECTIONS ON RENSSELAER’S PRODUCT DESIGN AND INNOVATION PROGRAMABSTRACTThe experience of students in Rensselaer’s Product Design and Innovation (PDI) program offersa glimpse into how to integrate the humanities and social sciences (H&SS) into an engineeringcurriculum. PDI offers a dual degree program built around a studio design class each semester,integrated into a core-engineering curriculum

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Lobna El Gammal, Institute For Leadership Education in Engineering at the University of Toronto; Jennie Phillips MA, University of Toronto; Greg Evans, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education

Paper ID #6820A Team-effectiveness Inventory for Guided Reflection and FeedbackMs. Patricia Kristine Sheridan, University of Toronto Patricia Kristine Sheridan is a PhD Candidate with the Institute for Leadership Education in Engineering at the University of Toronto. She holds a BASc and MASc in Mechanical Engineering from the University of Toronto. She is a member of the teaching team and a course developer for the Praxis cornerstone design courses.Miss Lobna El Gammal , Institute For Leadership Education in Engineering at the University of Toronto Lobna El Gammal is currently completing her third year of chemical

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Mary A. Moriarty, Smith College; Apurva Errabelli

Tagged Divisions

Design in Engineering Education

theirtwo-semester capstone design course. As a follow-up, six students, each representing a differentproject team, were interviewed about their experiences in the transfer activities and theirthoughts about transfer in general. The authors independently analyzed the transfer map, writtenassignments, and interview transcriptions to identify patterns and themes related to transfer.Results from the activity deliverables and interviews suggest that the transfer activities providean effective student experience to promote reflection about transfer, document a list of students'main perceived takeaways from their capstone experiences, and, as such, offer data to capstonefaculty to improve capstone education. Next steps include implementing a modified

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Paper ID #19933Work in Progress: A Strategy for Assessing Learning Through Reflecting onDoingMr. Jackson Lyall Autrey, University of Oklahoma Jackson L. Autrey is a Master of Science student in Mechanical Engineering at the University of Ok- lahoma from Tulsa, Oklahoma. He holds a Bachelor of Science in Mechanical Engineering from the University of Oklahoma and currently is involved with research into design-based engineering education. After completion of his Master’s degree, Jackson plans to pursue a Ph.D. in Mechanical Engineering.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical

Conference Session

Design Projects

Collection

2007 Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Bob Brennan, University of Calgary; Theodor Freiheit, University of Calgary

Tagged Divisions

Design in Engineering Education

AC 2007-1142: EXPERIENCE AND REFLECTION ON AN INQUIRY ANDBLENDED LEARNING MODULE FOR SENIOR ENGINEERING DESIGNMarjan Eggermont, University of CalgaryBob Brennan, University of CalgaryTheodor Freiheit, University of Calgary Page 12.710.1© American Society for Engineering Education, 2007 Experience and reflection on an inquiry and blended learning module for senior engineering designOur full-year capstone design course, “Mechanical and Manufacturing Engineering DesignMethodology and Application”, provides students with an opportunity to learn basic knowledgeand concepts through lectures and tutorials on a variety of subjects important to the designprocess

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rohan Prabhu, Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Mohammad Alsager Alzayed, Kuwait University

Tagged Divisions

Design in Engineering Education

Paper ID #33808Student Reflections on Sustainability and Empathy: The Outcomes of aSustainability Workshop in First-year Design CoursesMr. Rohan Prabhu, Pennsylvania State University Rohan Prabhu is a PhD Candidate in Mechanical Engineering at Penn State with a doctoral minor in Psychology. He holds a master’s degree in Engineering Design and a bachelor’s degree in Mechanical Engineering. His research interests are to study designers’ use of design for additive manufacturing in their creative problem-solving process. He is also studying the development of effective educational interventions on design for additive

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Shan Peng, University of Oklahoma; Zhenjun Ming, University of Oklahoma; Zahed Siddique, University of Oklahoma; Janet Katherine Allen, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Paper ID #31679Work in Progress: Quantifying Learning by Reflecting on Doing in anEngineering Design, Build and Test CourseMrs. Shan Peng, University of Oklahoma Shan Peng is a pursuing a MS in Data Science and Analytics at the University of Oklahoma. Shan is working with Professors Janet K. Allen and Farrokh Mistree in the Systems Realization Laboratory at OU. Her MS thesis is about design and development of a text mining program to facilitate instructors gain insight about students’ learning by analyzing their learning statements in engineering design, build and test courses. Shan is a winner of the ”2019 NSF/ASME

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aaron Justin Joya, Georgetown University; Khadijah Jordan; Miranda Nicole Washington; Grace Barar, University of Washington; Alison Gray, University of Washington; Rylie Sweem; Cynthia J. Atman, University of Washington

Tagged Divisions

Design in Engineering Education

Center for Engineering Learning & Teaching (CELT), a professor in Human Centered Design & Engineering, and the inaugural holder of the Mitchell T. & Lella Blanche Bowie Endowed Chair at the University of Washington. Dr. Atman is co-director of the newly-formed Consortium for Promoting Reflection in Engineering Education (CPREE), funded by a $4.4 million grant from the Leona M. and Harry B. Helmsley Charitable Trust. She was director of the NSF-funded Center for the Advancement of Engineering Education (CAEE), a national research center that was funded from 2003-2010. Dr. Atman is the author or co-author on over 115 archival publications. She has been invited to give many keynote addresses, including a

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

’ perceptions of these notebooks.Types of engineering notebooksA brief review of the literature reveals that engineering notebooks can take many formsand be used for many purposes. For example, Tillema and Smith (2000)24 identified threedistinct types: 1. A dossier is a notebook or portfolio that is completed at the end of a project or course to “collect mandated documentation on performance. In this case, the portfolio construction is not necessarily based on a learning orientation” (p. 194)24. 2. A learning portfolio is a living document used to evaluate learning over the course of the project or semester. 3. A reflective portfolio is also a living document, in which the author records his or her

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Carolyn Conner Seepersad; Matthew Green, LeTourneau University; Kathy Schmidt, University of Texas-Austin

Tagged Divisions

Design in Engineering Education

. Her research is focused on collaborative design of products and materials, multiscale design, topology design, and robust design. Some of her design projects include cellular or honeycomb heat sinks for microprocessor applications, actively cooled components for gas turbine engines, robust mesostructure design for rapid manufacturing, deployable structures, and resilient structural panels that absorb impact. She teaches a course in mechanical engineering design methodology for undergraduates, in which she has implemented a new 'learning journal' initiative to encourage reflective learning. For graduates, she has created a new course on design of complex engineering systems.Kathy

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cole Hatfield Joslyn, University of Texas at El Paso

Tagged Divisions

Design in Engineering Education

sociotechnical nature of design to identify underlying principles that inform andguide best practices for teaching design and operationalizing humanistic purposes in engineeringeducation. Opportunities exist particularly in the open-ended, ill-defined, reflective, and socialnature of design. Leveraging these in teaching practices and curriculum promotes a broad andwell-rounded education that inspires and enables a creative and productive life, and that isnecessary to understand the impact of engineering solutions in a global and societal context. Assuch, design provides a unique opportunity to incorporate and promote the underlyinghumanistic qualities that operationalize humanistic purposes in engineering curricula.IntroductionPeters c.f. [1] developed

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Michael Plumley, US Coast Guard Academy; Vincent Wilczynski, U.S. Coast Guard Academy

Tagged Divisions

Design in Engineering Education

importance to accreditation in recent years. For years, the US Coast Guard AcademyMechanical Engineering program has showcased its best work and reflected on design in thecurriculum by using a design portfolio inspired by those used by artists. The portfolio provides asnapshot of one year in the life of the program by providing examples of design work completedfor each level of the curriculum, along with reflections of educators and students. It can be usedto address many audiences including administrators, institutional benefactors, politicians,industry representatives, students, teachers, and parents. A proven template is presented whichcan easily be adopted by other authors. The template was used for portfolios presented duringtwo ABET

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nusaybah Abu-Mulaweh, Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette; Paul A. Leidig P.E., Purdue University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Service-Learning Design CourseAbstractThe development and skill of empathizing with others has become a necessity for successfuldesign engineers. To develop this skill, learning experiences are needed that encourageengineering students’ understanding of their users and stakeholders. Studies have shown an“authentic” experience involving real-world contexts reflecting the work of professionals helpsto develop and foster empathy. At Purdue University, a service-learning design program partnersmulti-disciplinary teams of students with community organizations to address needs and solvereal-world problems. In previous research on the program’s design process, findings showed howstudents perceive the human aspect of engineering design and how they

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University; Hugh L. McManus, Northeastern University

Tagged Divisions

Design in Engineering Education

Engineering Education, 2019 Capstone Prepares Engineers for the Real World, Right? ABET Outcomes and Student PerceptionsAbstractCapstone design is expected to tie together several components of a student’s engineering degreeprogram, provide valuable skills for the student’s transition to real-world employment, and in the processsatisfy a large number of the program’s ABET requirements. Typical capstone course objectives reflectthis ambitious set of requirements, and student outcomes can be aligned with these objectives. This workaddresses the links among course objectives, what students think they learned in capstone, and thecompetencies reflected in their final work. This analysis contributes to the assessment of

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech University; Peter Orono, Indiana University-Purdue University Indianapolis

Tagged Divisions

Design in Engineering Education

with ateam of students) is a pedagogical approach to creative engineering design education establishinga close relationship with and within design teams of students. The role of the pan-mentor consistsof: helping students to effectively tap into their creativity as individuals and as teams; guidingthem through the design process at both the individual and team level; and encouraging self-reflection and assessment. This paper develops and discusses an assessment regime for the threeelements of pan-mentoring in creative engineering design. In the regime, student assessment,course assessment, and pan-mentor assessment are utilized. In this paper, the only data discussedis from a questionnaire (course assessment) completed by freshmen students

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Design in Engineering Education

,and Role Model are associated with the entrepreneurial mindset. These divisions, however, becomeblurred at the level of educational objectives. K-WIDE educational objectives are listed in Table1 and are mapped to the relevant roles. Some of the objectives map only to roles related to theentrepreneurial mindset or engineering design. For example, progress in reflection and the growthmindset are typically associated with the entrepreneurial mindset. Many of the objectives, however,map to roles related to both the entrepreneurial mindset and engineering design.In this remainder of this section, we give short descriptions of how particular objectives capturethis synthesis by considering the objectives from multiple perspectives. This will clarify

Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech; Peter Orono, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Design in Engineering Education

design. In literature theyhave been shown to be an essential tool for (1) reflection, (2) documentation of the designprocess, (3) historical archive, (4) course grade, (5) incidental writing tool, and (6) instantassessment of course for instructor. The use of design notebooks as indicators of studentparticipation in team activities has been investigated.1 It was demonstrated that design notebooksare a good indicator of teamwork practices. Design notebooks have also been used to trackstudents’ cognitive patterns in engineering design.2 Well formulated design notebooks have been shown to have pedagogical and cognitivebenefits 3. To reap these benefits however, it is very important to teach the students how tocomplete an effective design

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Mae White, University of Florida; Megan Stowers, University of Florida

Tagged Divisions

Design in Engineering Education

this was an easy solution for a few students.3. Informal InterviewsThe literature discussed in the introduction of this paper discussed some of the important itemsthat should be considered when developing an online course. In order to understand the currentstate of online course development and to gather various stakeholder perspectives inunderstanding what works and does not work in project based online learning environmentsinformal interviews were conducted. Stakeholders interviewed included students from the springof 2020 class, instructors who has already been teaching online courses, and students in fullyonline degree programs.Students from the spring 2020 class were asked to reflect on their journey in the course and thepandemic online

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Stephanie Sheffield, University of Michigan; Magel P. Su, California Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

self evaluations  Feedback based on those evaluations  A Gantt chart to plan project tasks and timelines  Peer mentors  Reflections on teamwork topics  Mid-semester progress meetingsIce Breaker and Communication Activity. Teams are revealed during lecture, at which pointstudents are encouraged to take seats near their new teammates and quickly exchange names andcontact information. After the teams have a few minutes to chat, we introduce a teaming activity:a logic grid puzzle with 30 written clues, divided as evenly as possible among the team memberson slips of paper. Our puzzle was adapted from [11], and we have made our version availableelectronically [12]. Generally, our students seem familiar with this type of

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

justification of their decisions1. Further investigation is required in order todetermine how engineering students justify their decisions and whether the resulting decisionsand justifications reflect best practices in engineering design.The purpose of this paper is to develop a framework to investigate and assess the quality ofengineering students’ formal justifications of their engineering decisions. Using this framework,we identify aspects of decision justification with which students struggle with an end goal of Page 23.1227.2identifying need areas for instruction. Further, we present a rubric for evaluating engineeringdesign decision justifications

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Concept Presentation 10 6 Final Design Presentation 15 10 Final Design Report 15 11 Individual Design Debate 5 0 Reflective Essay No.1 10 5 Reflective Essay No. 2 10 11Data Collection MethodsDEFT is a web-based system that facilitates frequent student reporting of their

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Divisions

Design in Engineering Education

Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project and Selecting Action Research Methods to Frame a Study Rachael Cate and Donald Heer, Oregon State UniversityAcknowledgement: ​The authors are grateful for support provided by the National ScienceFoundation grant DUE 1347817. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.Abstract​: Electrical and Computer Engineering (ECE) design capstone instructors and coursedevelopers at Oregon State University are conducting a study to investigate the efficacy ofEvidence

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Eric Pappas

Tagged Divisions

Design in Engineering Education

subject to sustainability criteriawe developed for student projects. All our students are trained in the use of design tools, bothelectronic programs as well as hand tools and power tools. More specifically, following a general introduction to the foundations of cognitiveprocesses found in psychology, and creative process found in two- and three-dimensional artinstruction, we offer developmental instruction in the following areas: Metacognition and thinking processes—students engage in activities that requirethem to plan, reflect upon, and modify their own thinking processes and strategies, as well asadapt these methodologies to meet the needs of a specific design problem. Structured and unstructured thinking