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

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

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Diversity

Tagged Divisions

Design in Engineering Education

designed with the help of contemporaryunderstandings of effective instruction methods (e.g. table 1 below), also relying extensivelyon available mechanical design texts such as Dieter & Schmidt.7Table 1: Instructional practices that create effective learning experiences8Affective • Arouse interest to students of contrasting abilities and goals • Provide stimulating, interesting, and varied assignments that are within the range of students abilities but challenge them to reach for the top of that range • Make connections to students interests and intended careersMeta-cognitive • Build self-regulative abilities by explicitly teaching students about them • Promote reflection to enhance attention to meta-cognitive

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

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Diversity

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Design in Engineering Education

and varying models have been developed. For example, Crismond and Adams5present a robust matrix illustrating the design learning trajectories of K-16 students. Their matrixderives from existing literature and explores nine design strategies, from “understanding thechallenge” to “reflecting on the process.” Compared to beginners, informed designers aredescribed as continual learners who work creatively and make decisions based on their skills andknowledge. Similarly, Cross10 compares the behaviors of expert and novice engineeringdesigners. For instance, when solving a problem, expert designers focus on “breadth-first Page 26.1131.3approaches

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Wesley Teerlink, Penn State University; Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey

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Diversity

Tagged Divisions

Design in Engineering Education

seek to bring about change – helps us understand the different ways in which peoplesolve problems individually and as part of a team. When team members’ cognitive styles arediverse, creating an effect known as cognitive gap, the team may experience the advantages ofapproaching problems in diverse ways, but the likelihood of conflicts and misunderstandingsincreases6.This study investigated the relationship between cognitive style and the perceptions of studentsworking in teams about their own ideation. Through the analysis of reflection surveys from 202pre-engineering, engineering, and design students participating in an ideation study, we exploredthe following questions: (1) how does working in teams impact students' perceptions of theirown

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

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Diversity

Tagged Divisions

Design in Engineering Education

the results from2012 and 2013 in Figures 1 and 2. Page 26.997.4Figure 1: Overall, students perceived engineering as a respected career that involves designing cool things and helping society. Page 26.997.5 Figure 2: A summary of student associations towards male engineers and creativity.Students who participated in the game project also reflected on their experiences and learning.On average, 85% of students agreed or strongly agreed the game project was creative, and 71%said they enjoy creating games, while 80% enjoy playing games. Interestingly, more

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Janet McDonnell, Central Saint Martins, University of the Arts London; Ryan C. Campbell, University of Washington; Jim L Borgford-Parnell, University of Washington; Jennifer A Turns, University of Washington

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Diversity

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Design in Engineering Education

Paper ID #11935Using Design Process Timelines to Teach Design: Implementing Research Re-sultsDr. Cynthia J. Atman, University of Washington Cynthia J. Atman is the founding director of the 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

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Mike Ekoniak, Virginia Tech; Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech

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Diversity

Tagged Divisions

Design in Engineering Education

Design EngineeringEducation (TIDEE) project has yielded assessment tools intended to measure engineering designlearning outcomes, including communication, teamwork, and design outcomes. 4, 8, 9Missing from these measures of student outcomes, however, are reflective accounts from thestudents themselves, though Pierrakos et al. did explore student perceptions of learning using a Page 26.1425.350-item survey instrument. 10 But capstone design is a complex instructional environment thatoften results in a diverse array of learning experiences; surveys or rubrics may overlookadditional or unanticipated outcomes. To address this gap, we present an

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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Diversity

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Design in Engineering Education

that the nature ofthe information provided by reviewers impacts the actions taken by the reviewee to reduce thegap.Giving feedback is an important skill for engineering professionals both in industry16 andacademia17. In engineering education, this skill is linked to the fulfillment of multiple studentoutcomes, particularly those related to problem solving, design, communication, andprofessionalism18. Feedback provides a means for thinking deeply about someone else’s work,reflecting on one’s own work, and receiving and interpreting criticism. Although an ability toprovide high quality feedback is an important skill in engineering, it is lacking amongengineering professionals19, professors20, researchers17, and students21. There is

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

distinct from sex. Connellnotes that gender is not a supposedly biologically-obvious division between men and women, butinstead the way human society collectively makes relevant these reproductive distinctions Page 26.1007.5between human bodies in a social context. For us, the context is engineering education. In its  simplest form, gender reflects the set of characteristics, behaviors, and practices that we think ofas “feminine” or “masculine” – characteristics that any individual biological male or female mayor may not embody.Race, like gender, is not a biological category but a social one. And unlike sex, race has nobiological basis, despite a

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Wesley L. Stone, Western Carolina University

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Diversity

Tagged Divisions

Design in Engineering Education

and cooperative. Marginal Sometimes failed to show up or complete task, rarely prepared. Deficient Often failed to show up or complete task, rarely prepared. Unsatisfactory Consistently failed to show up or complete task, unprepared. Superficial Very little participation. No show No participation at all. Note that the ratings should reflect each individual's level of participation and effort and sense of responsibility, not his or her academic ability. EVALUATE YOURSELF AND ALL YOUR TEAM MEMBERS Rating

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Grace Louise Cravens, Sienko Research Group; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

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Diversity

Tagged Divisions

Design in Engineering Education

capability.”During the final interview with Team 1, another student stated: “I mean, there was some stuff that [the lab] kind of thought of late, [features] that they sort of thought about and they wanted added in… they didn't really tell us about [the features] until way into the designing process.”These thoughts were reflected in the students’ post-course surveys. For example, one Team 1student added a caveat to their pre-course response about how stakeholders should have aprominent role during design: “Stakeholders should have a large role but they also need to understand the entire design process and know what kind of limitations there are.”The same Team 1 student also changed their pre-course response to Question 4

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University

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Diversity

Tagged Divisions

Design in Engineering Education

activities (unassociatedwith courses or engineering student clubs).11 Rarely is the facility used to support curriculum orresearch activities. Given its purpose to support student design interests, this facility perhapsqualifies to be called an academic makerspace but that title may not be appropriate due to aunique attribute of the facility. The MITERS workshop operates nearly independent from MIT,with the student members directing all aspects of its operation. This organizational structure ismore reflective of that found in community-based makerspaces outside of the academicenvironment.What is striking in these two examples from the same institution is their very different

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Iowa State University; Seda McKIlligan, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education