Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, Rutgers, The State University of New Jersey; Shanna R. Daly, University of Michigan; Kathryn W. Jablokow, Pennsylvania State University; Seda Yilmaz, Iowa State University; Amy Rechkemmer; Jennifer Marguerite Wenger, University of Michigan College of Engineering

Tagged Divisions

Design in Engineering Education

countsas flexibility, while also better evaluating interventions designed to improve flexibility.References1. Yilmaz, S., Daly, S. R., Jablokow, K. W., Silk, E. M. & Rosenberg, M. N. Investigating impacts on the ideation flexibility of engineers. (2014).2. Kirton, M. J. Adaption-Innovation in the Context of Diversity and Change. (Routledge: London, UK, 2011).3. Valle, S. & Vázquez-Bustelo, D. Concurrent engineering performance: Incremental versus radical innovation. International Journal of Production Economics 119 (1), 136–148, doi:10.1016/j.ijpe.2009.02.002 (2009).4. Ettlie, J. E., Bridges, W. P. & O’Keefe, R. D. Organization strategy and structural differences for radical versus incremental innovation

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Deininger, University of Michigan; Kathleen H. Sienko, University of Michigan; Shanna R. Daly, University of Michigan; Jennifer Chen Lee, University of Michigan

Tagged Divisions

Design in Engineering Education

Development, 8(1), 22-41.3) Skaggs, P. (2010). Ethnography in product design-looking for compensatory behaviors. Journal of Management and Marketing Research, 3, 1.4) Kelley, T. (2007). The art of innovation: Lessons in creativity from IDEO, America's leading design firm. Crown Business.5) Schrage, M. (2013). Serious play: How the world's best companies simulate to innovate. Harvard Business Press.6) Cardella, M. E., Atman, C. J., Turns, J., & Adams, R. S. (2008). Students with differing design processes as freshmen: Case studies on change. International Journal of Engineering Education, 24(2), 246. 7) Lande, M., & Leifer, L. (2009). Prototyping to learn: Characterizing engineering students’ prototyping activities and

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

smaller design teams of 3-6 students per team. The divisions are led bystudents and typically begin with each project team reporting on their progress, the issues theyencountered during the week and their goals for the coming week. A leadership structure isdesigned with a student project manager in charge of the overall division with design leaders foreach project team. The majority of the class time is spent working with the advisor(s) and TAswith individual teams. In 2019-20 there were 40 divisions and over 1100 students enrolled overthe academic year.Students are required to keep electronic design notebooks using Microsoft’s OneNote as theprimary repository for their work. They are required to document their weekly work andaccomplishments as

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University-Great Valley; Danielle DeCristoforo, Lockheed-Martin

Tagged Divisions

Design in Engineering Education

“innovativeness”. Themeaning of these terms is rarely (one might even venture to say “if ever”) defined ahead of time,leading us to wonder: exactly what expectations are the students being asked to meet with regardto creativity, and what rubric(s) are their instructors using to assess them? Without a betterframework for defining creativity (in design and elsewhere), instructors cannot evaluate theirstudents accurately and objectively or guide them towards improved performance.Sorting Things Out: Problem Solving and the Distinction between Level and StyleTo help resolve this dilemma, we turn to Kirton’s Adaption-Innovation (A-I) theory12, a well-established branch of problem solving theory that offers rigorous definitions and cleardistinctions between

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

correlation (Table 4) can be extracted, although there are overlaps: Page 11.1184.4 Table 4. Mapping of capstone design course goals into ABET & ASME Outcomes ABET Capstone Design Course Goal/s Description Outcome # That Map/s into Outcome d Ability to function on multidisciplinary teams. 5 An understanding of professional and ethical f

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

their primary Page 22.78.5learning style(s) early in the IRE program and build strategies which make the mosteffective use for each learning style. Students reflect often on their selection of learningapproaches as well as monitor the effectiveness of the approaches and regulate theirlearning by making changes in their approach. One fourth of the grade in every technicalcompetency is based upon the students use, documentation, and oral description of theirmetacognition strategies and use.Throughout the entire semester students are tracking their progress on development ofprofessional competencies. Weekly, there are mini workshops on topics like

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bushra Tawfiq Chowdhury, Virginia Tech; Stephanie Marie Kusano, Virginia Tech; Aditya Johri, George Mason University; Akshay Sharma, Virginia Tech, Industrial Design

Tagged Divisions

Design in Engineering Education

curricular pedagogy. Further in-depth researches are needed with 11    more appropriate samples having focus on discerning the impact and significance of differentscaffolding attributes on learning outcomes.ReferencesAcademies, N. A. o. E. o. t. N. (2005). Educating the Engineer of 2020: Adapting Engineering Education to the New Century: The National Academies Press.Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: Seven research-based principles for smart teaching: John Wiley & Sons.Anderson, K. J. B., Courter, S. S., McGlamery, T., Nathans-Kelly, T. M., & Nicometo, C. G. (2010). Understanding engineering work

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University; Bob Rhoads, Ohio State University; Kris Jaeger-Helton, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida

Tagged Divisions

Design in Engineering Education

introduced and developed via the collaboration of employeeswho are not co-located. [11] There is evidence that electronically virtual capstone teams havebeen used successfully in engineering since the early 2000’s. [11] Previous work with remoteengineering capstone design teams shows the need for tools that facilitate centralizedmechanisms for document sharing, communication, and team collaboration. [12]Communication and Interaction. A longitudinal study of multi-university, multi-disciplinaryengineering capstone projects with virtual team members involved in product developmentprojects highlights the importance of selection and use of communications tools. [13] This workfound that depending on the project stages, virtual team collaboration should

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering

Tagged Divisions

Design in Engineering Education

. Plattner, “Welcome to the Virtual Crash Course in Design Thinking,” Stanford d.school, 2012. [Online]. Available: http://dschool.stanford.edu/resources. [Accessed: 09-Dec-2015].[8] M. Lande and L. Leifer, “Introducing A ‘Ways Of Thinking’ Framework For Student Engineers Learning To Do Design,” presented at the 2009 Annual Conference & Exposition, 2009, p. 14.796.1-14.796.12.[9] S. R. Daly, J. L. Christian, S. Yilmaz, C. M. Seifert, and R. Gonzalez, “Teaching design ideation,” in 2011 Annual Conference & Exposition, American Society for Engineering Education, 2011.[10] J. P. Guilford, “Characteristics of Creativity,” 1973.[11] R. A. Finke, T. B. Ward, and S. M. Smith, Creative cognition: theory, research, and applications

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

surveys were administered at the beginning, middle, and end of the semesterto generate paired data used to investigate trends over time (Figure 2). Each survey took less than20 minutes to complete and gathered demographic information including age, genderidentification, race/ethnicity, and intended major(s)/minor(s). Survey 1 and Survey 3 consisted offour parts: self-ranking of technical skills competency (beginner, intermediate, advanced, orexpert), self-ranking of confidence in essential parts of the engineering design process using a five-point Likert scale (Figure 3), degree of agreement with statements related to general engineeringself-efficacy using a five-point Likert scale (Figure 4), and open-ended questions related to thosetopics. The

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitch Cieminski, Franklin W. Olin College of Engineering; Alexandra Coso Strong, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

Paper ID #18662An Exploratory Study of Power Dynamics and Feedback in Design ReviewsMr. Mitchell James Cieminski, Franklin W. Olin College of Engineering Mitchell J. Cieminski was born in Fontana, CA in 1995 and grew up in Greeley, CO. He received a B.S. in electrical and computer engineering from Franklin W. Olin College of Engineering in Needham, MA in May 2017, and currently studies science and technology studies at Rennselaer Polytechnic Institute. In 2014, he worked at Insper University in S˜ao Paulo, Brazil as a Junior Partner and visiting student to their developing engineering program. His research interests

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ulan Dakeev, Sam Houston State University; Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Y. Luong, Sam Houston State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

initial finding aswell as conduct additional tests to statistically analyze the motivation and engagement throughMotivational Strategies for Learning Questionnaire.ReferencesAkçayır, M., Akçayır, G., Pektaş, H. M., & Ocak, M. A. (2016). Augmented reality in science laboratories: The effects of augmented reality on university students’ laboratory skills and attitudes toward science laboratories. Computers in Human Behavior, 57, 334–342. https://doi.org/10.1016/j.chb.2015.12.054Bazarov, S. E., Kholodilin, I. Y., Nesterov, A. S., & Sokhina, A. V. (2017). Applying Augmented Reality in practical classes for engineering students. IOP Conference Series: Earth and Environmental Science, 87, 032004. https://doi.org/10.1088/1755

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohamed E. El-Sayed, Eastern Michigan University; Jacqueline A. El-Sayed, American Society for Engineering Education

Tagged Divisions

Design in Engineering Education

interactions are not be limited to stimulate theteam members’ energy and enthusiasm.References1. El-Sayed, M., and S. Beyerlein. "Design and integration of a capstone course to achieve program outcomes." In ASEE Annual Conference. 2008.2. El-Sayed, M., Engineering Design Education for Integrated Product Realization, Proceedings of the 2009 ASEE annual Conference, ASEE Paper # AC 2009-2234, June 2009.3. Johnson, R. The capstone course: A synergistic tool for pedagogical and assessment goals in higher education. Paper presented at the 10th AAHE Conference on Assessment and Quality, Boston, MA, June 1995.4. Moore, R. C., The capstone course, in W. G. Christ (Ed.), Assessing Media Education: A resource for educators and administrators

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

Martin Grimheden, Royal Institute of Technology (KTH)

Tagged Divisions

Design in Engineering Education

further advantages of these courses a setup iscreated where synergy between the capstone and cornerstone courses are utilized. It might be assimple as having students share a coffee machine, but also by having capstone students coachingand mentoring cornerstone students or having cornerstone projects as a subproject of a largercapstone project. All these mechanisms creates an exchange of experiences and knowledgebetween the junior and the more senior students which has proved advantageous for the juniorstudents to better understand their future professional roles.References1. Hagman, L., Norell, M., and Ritzén, S. “Teaching in Integrated Product Development – experiences from project-based learning”. In Proceedings of the International

Conference Session

Design for the Environment

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University

Tagged Divisions

Design in Engineering Education

AC 2007-1688: AC-POWERED BACKPACK PROJECTDavid McStravick, Rice University DAVID MCSTRAVICK received his B. S. and Ph. D. degrees in mechanical engineering from Rice University. He worked in industry for many years in various engineering research positions. He joined Rice University in 1996 and is currently a Professor in the Practice of Mechanical Engineering in the MEMS Department. He teaches in the area of engineering design and his current research interests are in medical product design and in engineering education. Page 12.159.1© American Society for Engineering Education, 2007

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Graham Thomas, Texas Southern University; Esther Thomas, Texas Southern University

Tagged Divisions

Design in Engineering Education

anundergraduate electronics engineering technology class in which case studies are utilized.Examples of the cases used, their sources, and the method used to incorporate these cases intoclassroom teaching and learning are provided. In addition, students’ comments on the benefitsassociated with the use of cases as a learning tool will be provided and a general summary of thecomments will be presented.Developing Cases for Use in the Engineering ClassroomA case is a narrative account of a situation, problem or decision usually derived from actualexperience. Cases are often a reflection of real world situation and issues which decision makers,such as managers and engineers encounter in formulating plans aimed at finding solutions to agiven problem(s) 6. In

Conference Session

Capstone Design I

Collection

2008 Annual Conference & Exposition

Authors

Andrew Willis, University of North Carolina at Charlotte; James Conrad, University of North Carolina at Charlotte

Tagged Divisions

Design in Engineering Education

Image Processing FPGA Board(s) and environment sensors (light, acceleration, compass, bump, and sonar). 4. Develop algorithms that translate image knowledge and sensor measurements to path planning, complete with in-course path modification. 5. Test the system on flat and angled terrain with existing obstacles.Specific educational outcomes of the robotic design aspects of the project included (1)understanding pulse width modulated (PWM) motor controllers, (2) power considerations inmobile computing designs, (3) Linux device driver programming, (4) RS232 hardwarecommunications design.3. Results AchievedAs is typical of ambitious senior design projects such as this, the teams fell short ofaccomplishing all their stated goals. This

Conference Session

Design in Engineering Education Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Serdar Tumkor, Stevens Intitute of Technology; Kishore Pochiraju, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

and appreciated creation of prototypes forpresentation of concepts and for testing the human interfaces of the products.Bibliography1. Pahl, G. and Beitz, W., Engineering Design, Springer-Verlag, London, 1984.2. Ullman, D.G., The Mechanical Design Process, McGraw-Hill, New York, 1992.3. Ertas A., Jones J.C., “Engineering Design Process”, John Willey and Sons, 19974. Dieter G., “Engineering Design”, McGraw-Hill, 1993.5. Shigley, J. E. & C. R. Mischke, 1989, Mechanical Engineering Design, 5th. ed., McGraw-Hill, New York.6. Harris, L.V.A. and Meyers F., “Graphics: Into the 21st Century”, ASEE 07 American Society for Engineering Education Annual Conference & Exposition, AC2007-327.7. Tumkor, S., Fidan, I

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mehwish Butt, University of Alberta; Alyona Sharunova, University of Alberta; Ahmed Jawad Qureshi, University of Alberta

Tagged Divisions

Design in Engineering Education

, disciplinarities, and interdisciplinarities. University of Virginia Press., 1996.[2] J. Petts, S. Owens, and H. Bulkeley, “Crossing boundaries: Interdisciplinarity in the context of urban environments,” Geoforum, vol. 39, no. 2, pp. 593–601, Mar. 2008.[3] A. Ertas, “Understanding of Transdiscipline and Transdisciplinary Process,” Transdiscipl. J. Eng. Sci., vol. 1, no. 1, p. 19, 2010.[4] A. Ertas, Transdisciplinary Engineering Design Process. John Wiley & Sons, 2018.[5] A. Qureshi, K. Gericke, and L. Blessing, “Design process commonalities in trans-disciplinary design,” Proc. 19th Int. Conf. Eng. Des., no. August, pp. 459–468, 2013.[6] A. J. Qureshi, K. Gericke, and L. Blessing, “Stages in product lifecycle: Trans-disciplinary

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

B. Matthew Michaelis, Eastern Washington University; Heechang (alex) Bae, Eastern Washington University

Tagged Divisions

Design in Engineering Education

project they proposed) if and only if a team is selected for that project. However, if their project isn’t selected, that student will then be assigned to another project using their list of choices. This is necessary since it’s not uncommon for the most popular project to have more than twice as many 1st choices as the maximum team size and thus there is an increased chance that the student(s) who proposed the project will not be assigned to that team.Data is gathered with a student interest survey given using Canvas, a learning managementsystem. A minimum of five questions are asked requesting the student to choose their first,second, third, etc. choice. Additional questions can be asked if certain projects require

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luke David Conlin, Stanford University; Doris B Chin Ph.D., Stanford Graduate School of Education; Kristen Pilner Blair, Stanford University; Maria Cutumisu, Stanford University; Daniel L Schwartz, Stanford University

Tagged Divisions

Design in Engineering Education

therefore as being afraid of being wrong, but their highperformance on both assessment games regardless of condition suggests that they know how toapply these design thinking strategies related to “failing early and often” when given a context inwhich that is valued. Our results also offer an existence proof that the lower-tracked studentscan learn these strategies as well, and moreover that they benefit the most from learning designthinking strategies.REFERENCES[1] Kolodner, J.L., Camp, P.J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., Puntambekar, S., & Ryan, M. (2003). Problem-based learning meets case-based reasoning in the middle-school science classroom: Putting Learning by DesignTM Into Practice. The Journal of the Learning

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Rashmi Jain, Stevens Institute of Technology; Anithashree Chandrasekaran, Stevens Institute of Technology; Bernard Gallois, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

Page 11.837.5 Need / Stakeholder Concept Operational Market Identification Generation, Scenarios Opportunity Requirement Evaluation s Gathering and Selection and Analysis System Physical Total Design Functionalities Realization Retirement/Obsolesce Concurrent

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeffrey T. Huffman P.E. P.E., Marshall University

Tagged Divisions

Design in Engineering Education

designdifficulty of the selected design element(s), and the need to generate team interactions. Teamassignments can also be adjusted during the course so that all teams have an equivalent workload. If a particular design component becomes easier than anticipated to design then anadditional component can be added to the design team’s the scope-of-work. Or if a teamstruggles with the completion of their design, the instructor could provide additional informationto move the design along.The ability to select the project months prior to the beginning of the course eliminates therequirement of locating a local practice design professional, an engineering firm, and anacceptable project or the need to fabricate a project and supporting data. This

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University

Tagged Divisions

Design in Engineering Education

a product. This researchwould start due to unacceptable state of understanding for the product performance and the parametersaffecting it. This research would be conducted until a desired improved state of understanding isreached, before attempting to change the current design. Utilizing the perceptual domain of theresearcher(s) and conducting research in the physical and /or virtual domains, through testing physicallysimulated models and /or virtually simulated models of the product, could produce an improved state ofrealization in the perceptual domain of the researcher(s). If the research results are documented andcommunicated or published an improved state of realization, in the virtual domain, would result, as well.Problem

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

James Pembridge, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Design in Engineering Education

will employqualitative data collection techniques to provide a richer understanding of the kind of teachingrequired of capstone faculty and the ways in which various teaching methods impact studentlearning and development.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.0846605. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation. Page 15.1217.12Bibliography1. ABET Engineering Accreditation Commission Criteria for Accrediting Engineering Programs. 2005

Conference Session

Communication in Design

Collection

2010 Annual Conference & Exposition

Authors

Kristen Eichhorn, SUNY Oswego; Cara Thompson, SUNY Oswego; David Vampola, SUNY Oswego; Fritz Messere, SUNY Oswego; Rachid Manseur, SUNY-Oswego

Tagged Divisions

Design in Engineering Education

the workplace: Results of a survey on technical communication skills. Journal of Engineering Education, 90 (4), 685–692.4. Keane, Anne, & Gibson, Ivan. S. (1997). Development and Assessment of a Combined Communications/Design Course in Engineering Education. European Journal of Engineering Education, 232, 3, pp. 309-320.5. Keane, Anne & Gibson, Ivan, S. (1999). Communication Trends in Engineering Firms: Implications for Undergraduate Engineering courses. Pp. 115-1216. Williams, Julia “Transformations in Technical Communication Pedagogy: Engineering, Writing and the ABET Engineering Criteria 2000”. Technical Communication Quarterly. Spring 2001, 107. Newell, James A, Marchese, Anthony J. , Ramachandran, Ravi P

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

and students of different disciplines and nationalities," in Proceedings of the 2018 ASEE Zone IV Conference, Boulder CO, 2018.[10] N. Kathryn, "The Engineering in the Museum: Helping Engineering Students Experience Technology as Art," in Proceedings of the ASEE 1996 Annual Conference and Exposition, Washington DC, 1996.[11] A. Rose and V. Grash, "Interaction of Engineering Technology and Fine Arts Through Instructor Collaboration," in Proceedings of the ASEE 2005 Annual Conference and Exposition, Portland OR, 2005.[12] L. Yu and F. Abarca, "ElectrizArte, combining engineering and arts," in Proceedings of the 2012 Interdisciplinary Engineering Design Education Conference, 2012.[13] S. Burkett and C. Snead, "Picasso's

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

on the basis of gender and race/ethnicity.There have been fewer studies on peer ratings for international students. Wei et al. [19] found“significant differences in peer rating behavior among international vs. domestic students inthree CATME dimensions: contributing to team’s work, interacting with teammates, andexpecting quality.” (p. 3) However, treating international students as a monolith is likely overlysimplistic due to wide differences among cultures. Wei et al.’s [19] findings were situated withinHofstede’s cultural dimensions and focused on individualism vs collectivism, with theinternational students in their study seemingly predominated by students from China, India, andSouth Korea. The teams may also have been predominated by

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Tech; Homero Murzi, Virginia Tech; Sophia Vicente, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineers,” Proc. IEEE, vol. 88, no. 8, pp. 1367–1370, Aug. 2000.[3] P. K. Imbrie, S. J. Mailer, and J. C. Immekus, “Assessing team effectiveness,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2005, pp. 831–837.[4] H. J. Passow, “Which ABET Competencies Do Engineering Graduates Find Most Important in their Work?,” J. Eng. Educ., vol. 101, no. 1, pp. 95–118, Jan. 2012.[5] ABET, “Engineering Programs,” 2019.[6] R. Guimerà, B. Uzzi, J. Spiro, and L. A. N. Amaral, “Team Assembly Mechanisms Determine Collaboration Network Structure and Team Performance,” Science (80-. )., vol. 308, no. 5722, pp. 697 LP – 702, Apr. 2005.[7] S. Wuchty, B. F. Jones, and B. Uzzi, “The Increasing Dominance of