Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Qing Lei, Beihang University; Dongya Cheng, Tibet University, Teachers College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #18277An Analysis of Emotional Fluctuation and Its Causes in the Productive Prac-tice for Engineering Undergraduates: Based on the Case of an EngineeringMajor in ChinaMiss Jiaojiao Fu, Beihang University Jiaojiao FU is a Ph.D. candidate in School of Humanities and Social Sciences, Beihang University Beijing, PRC. She received B.A. in China Agricultural University and M.Ed. in Beihang University, China. Her academic and research interests include engineering education, engineering ethics education, first-year engineering education, lifelong education. From April 2017 to October 2017, she will in College of

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Rose-Hulman Institute of Technology; Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

supportive engineering skills and mindsetsDuring this process the committee looked to see how well the outcomes in the onion mapped toinstitutional learning outcomes. Communication and cooperation were both part of the “basicengineering skills” whereas ethics, leadership, and culture and global awareness were allsubcategories of “multiple perspectives on role of engineers and engineering work.” We alsolooked at the mapping of the current ME learning outcomes to the onion in Figure 1. Ourdepartment outcomes include the following: our graduates will be successful in their careers, ourgraduates set and meet their own goals for career fulfillment, our graduates will continueprofessional development, our

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arash Nourimand, University of Toronto; Alison Olechowski, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

professionals (i.e. mechanical designengineers, product designers, industrial designers, etc.) from a variety of industrial sectors, anddifferent age/experience groups. Prior to creating the survey, the research purpose and logisticswere discussed, reviewed and approved by the research institution’s research ethics board. Thesurvey was specifically aimed at gathering non-specific demographic information, andevaluating whether there is a correlation between heuristics in CAD usage in the conceptualphase of design, and how these insights correspond to the designer’s perception of productquality and collaboration effectiveness. The insights derived from this survey will be discussedwith respect to the literature review to assess the recent state-of-art in

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Schuster, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Eltahry Elghandour, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

similar work ethic. Questions 2 and 7 wereused for certain projects to ensure important skills (e.g. mechatronics, FEA) were represented onthe team. Question 7 was additionally used to balance the other skills on a team (e.g. planning,writing, CAD, manufacturing). Question 8 was used to ensure known personality conflictswouldn’t interfere with team dynamics. Question 9 was used to keep certain students together(often by moving them from a popular project). Question 10 was used for the popular projects,to refine the final team membership. Question 6 relates to certification for using certain machinetools, and was not used for team-forming. The process took about ten hours to form 22 teamsacross three different lab times.Student-Formed TeamsIn

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

whencompared to other similar students. Penner et al.23 demonstrate that students who designedphysical models better understood science models, though their instruments seemed biasedtowards these students. Further studies are needed to evaluate the learning of engineering.However, with respect to some engineering habits of mind, researchers have shown that designprovides an opportunity for students to test their preconceptions21, creatively develop uniquesolutions through multiple paths13,14,24,25, engage in systems thinking25, iteratively refine theirdesign and thinking20, learn from failure18,26, collaborate and communicate22,24,27, manipulate andreflect with materials15,18,21,26, and ethically and civically design for people28. Therefore, thoughthe

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Design in Engineering Education

over the term (Figure 9). Page 23.365.10 Figure 9: Perry Model of Intellectual and Ethical Development as presented in lecture to students during a debriefing on the activity. The number “1655” on the slide refers to the session number at the conference in which the paper was presented.4. Analysis and DiscussionThe pre-activity definitions, alongside visual word analyses generated from the entire student set,represent an initial baseline against which post-activity definitions can be compared. Anecdotalevidence from instructors on the challenges of leading the activity in the classroom, solicited inpost-studio meetings

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire Yu Yan P.Eng., University of British Columbia; Vladan Prodanovic P.Eng., University of British Columbia, Okanagan; Ray Taheri

Tagged Divisions

Design in Engineering Education

requirements, this course emphasizes topics such as professionalism, technicalcommunication, engineering law, and ethics. Prominent guest speakers are invited from variousindustries to offer students valuable insights. Throughout the course, students are required tomake three presentations: preliminary, midpoint and final presentations.Survey methodsIn order to evaluate the effectiveness of these design projects in student learning, in the spring of2012 and 2013, two anonymous online surveys were conducted for first, second and fourth yearstudents. The survey consisted of (1) general questions pertinent to design projects in all of theaforementioned courses, (2) course-specific questions, and (3) questions related to futureimprovements of the existing

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daria A. Kotys-Schwartz, University of Colorado, Boulder; Shanna R. Daly, University of Michigan; Seda McKIlligan, Iowa State University; Daniel Knight, University of Colorado, Boulder; Madeline Polmear

Tagged Divisions

Design in Engineering Education

evidence to support that their program is meeting ABET outcomes A through K[25, 28-29].Engineering programs strategically locate capstone design courses within the last year ofundergraduate engineering studies, where students can apply the fundamental technicalknowledge gained in previous courses in an authentic real-world context. Several institutionshave identified Capstone Design as an ideal place for teaching professional skills, which aretypically not emphasized earlier in the curriculum [30]. Howe’s Capstone Design survey of 232engineering institutions showed that the five most common topics taught were: writtencommunication, oral communication, engineering ethics, project planning and scheduling, anddecision making. Only 48% of the survey

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Ming-Chien Hsu, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

Computer Engineering. Dr. Zoltowski’s academic and research interests include human-centered design learning and assessment, service-learning, ethical reasoning development and assessment, leadership, and assistive technology.Ms. Ming-Chien Hsu, Purdue University, West Lafayette Ming-Chien Hsu is a doctoral candidate of Engineering Education at Purdue University. She was an elec- trical engineer working on semiconductor devices before stepping into the realm of education research. Her current research explores and characterizes learning experiences in engineering such as design and interdisciplinary learning.Dr. Monica E Cardella, Purdue University, West Lafayette Monica Cardella is an Associate Professor of Engineering

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew E. McFarland, University of Virginia; Reid Bailey, University of Virginia

Tagged Divisions

Design in Engineering Education

in your organization. Wiley, 2012.[21] K. A. Ericsson and H. A. Simon, Protocol analysis verbal reports as data. Cambridge, MA: MIT Press, 1993.[22] D. Kilgore, C. J. Atman, K. Yasuhara, T. J. Barker, and A. Morozov, “Considering Context : A Study of First-Year,” J. Eng. Educ., vol. 96, no. 4, pp. 321–334, 2007.[23] D. H. Jonassen and Y. H. Cho, “Fostering Argumentation While Solving Engineering Ethics Problems,” J. Eng. Educ., vol. 100, no. 4, pp. 680–702, Oct. 2011.[24] N. Genco, K. Holtta-Otto, and C. C. Seepersad, “An Experimental Investigation of the Innovation Capabilities of Undergraduate,” J. Eng. Educ., vol. 101, no. 1, pp. 60–81, 2012

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Florian Misoc, Southern Polytechnic State University; Jeff Wagner, Southern Polytechnic State University

Tagged Divisions

Design in Engineering Education

AC 2012-5554: AN OVERVIEW OF EXISTING POWER ELECTRONICSCOURSESDr. Florian Misoc, Southern Polytechnic State University Florian Misoc, Ph.D., is Associate Professor, Southern Polytechnic State University, Department of Elec- trical and Computer Engineering Technology. His research interests include renewable energy (fuel cells, wind, and solar energy), distributed energy systems, power electronics, energy conversion, electric power generation and distribution, professional ethics, and control systems (theory and applications). He has a Ph.D. in electrical engineering, Dec. 2007, from Kansas State University, Manhattan, Kan.; a M.S. in engineering technology, July 1999, from Pittsburg State University, Pittsburg, Kan

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ali M. Al-Bahi, King Abdulaziz University; Reda M Abdulaal P.E., King Abdulaziz University, Faculty of Engineering, Industrial Engineering Department; Abdelfattah Y. Soliman, King Abdulaziz University, Faculty of Engineering; Faisal I. Iskanderani, King Abdulaziz University, Faculty of Engineering

Tagged Divisions

Design in Engineering Education

Profestional & ethical responsibility Impact of engineering Solutions Design & conduct experiments

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salah Badjou, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

integrates the knowledge acquired in their previous coursesinto the design of a full prototype of an original product. The following is the Wentworthcatalogue4 description for ELMC 461: Students work in teams to design and construct an interdisciplinary project. Teams, with clearly defined individual responsibilities, are required. During the course of the semester, each team undertakes the necessary activities to bring about a successful design project that is well understood, documented, and presented in both oral and written form. Emphasis is placed on research, innovation, project management, decision- making, prototyping, design for manufacturing, design for testability, environmental and ethical issues

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael J. Reese Jr., Johns Hopkins University; Peter H. Froehlich, Johns Hopkins University; Joan Freedman, Johns Hopkins University

Tagged Divisions

Design in Engineering Education

and Interaction DesignLab (proposed): 3D Studio (3D Studio Max, blender?) –texturesWeek 8 -- Spring BreakWeek 9Lectures: Environment/World/Level DesignLab: Character Design / 3D (Poser)Week 10Lectures: User Interface and Interaction DesignLab: Controllers (Wiimote demos, other unusual controller configuration?),Week 11Lectures: Physical Models and Game PhysicsLab: Game Soundtracks Page 25.412.16Week 12Lectures: Serious (Learning?) GamesLab: transitions, title screens etcWeek 13Lectures: Social Impact of Games (violence, ethics, social change)Lab: art gamesWeek 14Lectures: Social Impact of Games (literary form, propaganda, gender and race)Lab: openWeek 15 Party

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

Technology (ABET) has mirrored this emphasis in the Criterion 3 student outcomes,commonly referred to as the EC2000 a-k criteria. The following EC2000 criteria are relevant toinformation literacy and lifelong learning 22: (a) an ability to apply knowledge of mathematics, science, and engineering (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

and require different assessment tools. Academic skills incomputation, engineering topics, and computer modeling are all necessary for successfulcompletion of a design project. However, successful design students must also masterprofessional skills such as oral and written communication, project management, teamworkskills, problem solving, and professional ethics. These skills can be difficult to teach in atraditional lecture format, but can be very naturally integrated into capstone design5. Sincecapstone design courses offer many opportunities for situated learning, they allow students tolearn these professional skills in a realistic context6.Given that these professional skills are necessary for a successful capstone design experience,one

Conference Session

Early Engineering Design Experiences

Collection

2010 Annual Conference & Exposition

Authors

Robert Prins, James Madison University; Eric Pappas, James Madison University

Tagged Divisions

Design in Engineering Education

discussed students’ tool use skills in the Engineering 112 class and during design class thefollowing semester in order to identify students who need additional instruction or furtherexplanation of how tool use and developing an effective design process are mutually dependent.VII. ConclusionWe are moving forward in our efforts to develop a design program that utilizes design and buildstrategies as well as cognitive processes to teach design. As the design sequence rolls out, weare teaching ethics and values, aesthetics, engineering communications and sustainability in fourcontexts (environmental, social / cultural, economic, and technical).Since the James Madison University School of Engineering is new (we have sophomores thisyear), our desire to

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

on par with that of a high school athletic coach. • In addition to their project work, students also receive some specialized HSE training which can include topics in applied workforce skills such as leadership, communication, entrepreneurship, and ethics, and does include basic engineering fundamentals such as the design process and project management. • Team members make formal presentations at undergraduate research expositions, and they conduct project-based interactive sessions at middle and elementary schools within their local school districts. Using these latter activities as a starting point, the Enterprise model is being introduced into K-8 education

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

learning,etiquette, writing, ethics, etc. Each semester students are given multiple opportunities tohave feedback provided on their written work and speaking skills. They also practicegiving effective feedback to other students. Each week a different practicing engineerfrom industry comes for lunch and “story hour” where she or he shares importantmessages and experiences from their careers.At the end of the semester there are several culminating events: • Practice Final Design Review: where students get faculty and peer feedback in a non-graded opportunity to give their design project presentation. After being given the opportunity to use the feedback for improvement the students present their final design work and summary of

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rob O. Hovsapian, Florida State Univeristy ; Chiang Shih, Florida A&M University/Florida State University; Bruce A. Harvey, Florida A&M University/Florida State University, College of Engineering; Okenwa I. Okoli, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

todefine a product, design manufacturing, and/or service processes, and to design a system todevelop, produce, and distribute the product, based upon the project goals. Consideration is givento the economics of their solutions to enable the customers understand the cost implications. Theenvironmental impacts of the proffered solutions are considered, and the students are expected todemonstrate the sustainability of their designs. Since many ethical issues present themselves inengineering design, the students demonstrate an understanding of such issues and, as relevant totheir design example, discuss them, including conflict of interests and tradeoffs between costs andbenefits to society. The students assess the effect of their designs, proposed

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leigh R Abts, University of Maryland, College Park

Tagged Divisions

Design in Engineering Education

accept an “AP® credit” in engineering under several conditions:(1) in lieu of an introductory engineering course; (2) as a science elective; (3) as a generalelective; or (4) not at all. AP® Calculus was the most often cited model.The following is a synopsis of the most common course characteristics of the 35 Introduction toEngineering syllabus that were reviewed found that the learning objectives included: • Design process • Problem solving • Creative thinking • Teaming • Technical and Engineering communications • Ethics • Basic computer tools • Time management • Project management • Modeling • Graphics • Apply mathematics and science knowledge • What it means to be an

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

engineering problem,but rather, an optimal or acceptable solution leading to a final design, presented as the bestpossible balance between technical as well as non-technical constraints. These non-technicalconstraints typically involve economics, politics, social and environmental issues, ethics, etc.And, while professional practitioners generally accept this understanding of design, students, byand large, tend to interpret the engineering design process as an unambiguous and clearly definedprocess supported by rigidly applied principles and processes of “the scientific method.”Undoubtedly, the start of any design course should be preceded by exposure to design thinkingand related processes. The paper reviews the role of design in engineering

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Thomas F. Schubert Jr. P.E., University of San Diego; Frank G Jacobitz, University of San Diego; Michael S. Morse, University of San Diego; Truc T. Ngo, University of San Diego

Tagged Divisions

Design in Engineering Education

skills (isometric drawings and projections created by hand and usingProgeCad software in some sections). Preceptorial topics include student advising, timemanagement, exam preparation, as well as oral and written communication skills. The honorssection of the class has an additional class meeting each week and covers additional topics,including library research, engineering ethics, sustainability, and global perspectives of theengineering profession.This study of design contamination was performed as a part of the first laboratory challenge.This early placement was chosen because the engineering design process is covered in a lecturein the week preceding that challenge. This lecture and laboratory combination has previouslybeen used to study the

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University; Stewart Thomas, Bucknell University

Tagged Divisions

Design in Engineering Education

statement and lookedcarefully for overlap and differences. Items that appeared in multiple places and those the groupresonated with were integrated into a concise set of objectives. The specific format for theresulting aspirational statement was a bullet list with a word followed by a short description ofhow that trait (word) applies to a program graduate. An example is: “Aware - we recognize thesocial and ethical dimensions of engineering.”There were multiple rounds of discussion and negotiation during the weeks that followed until arough consensus was reached. This process was not without disagreement and not all of the ideaswere included. The ideas for the basis of the program that were related to the traditional traits ofan engineer were more

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Design in Engineering Education

aniterative revision process on weekly assignments based on feedback given by the instructional staffafter each submission, a process that produces increasingly refined deliverables that depend onwork completed in the previous weeks. A similar process exists for each component of theHumanitarian Library. The authors believe that this process of iterative student and instructor co-creation and co-evaluation can lead to a greater depth of understanding of technical content, activeengagement in real-world engineering ethics, and increased effectiveness of project outcomes.This report will present the logistics and course administration required to design and implementsuch a course. It will characterize the instructional staff makeup, organization of

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Thanina Makhlouf, University of Michigan; Eytan Adar; Sophia Brueckner, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Divisions

Design in Engineering Education

speculative futures and sci-fi-inspired prototypes. She is currently an artist- in-residence at Nokia Bell Labs and an assistant professor at the University of Michigan teaching Sci-Fi Prototyping, a course combining sci-fi, prototyping, and ethics. Her ongoing objective is to combine her background in art, design, and engineering to inspire a more positive future.Dr. Colleen M. Seifert, University of Michigan Colleen M. Seifert is an Arthur F. Thurnau Professor in the Department of Psychology at the University of Michigan. She received her Ph.D. in psychology at Yale University. She was an ASEE postdoctoral fellow at the University of California – San Diego and the Navy Personnel Research Development Center. Her research

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Rose Pollack, Michigan State University ; Gavan Alexander Sarrafian, Michigan State University; Michele J. Grimm, Michigan State University

Tagged Divisions

Design in Engineering Education

influencing other people, so they conscientiously performnecessary work to a mutually agreed schedule” (Trevelyan, 2007). This finding grounded most of Trevelyan’sfuture work, which focused on the importance of social interactions within engineering practice (Trevelyan,2009, 2010b). Beyond the overarching themes of the practice of engineering, research has also focused on thecompetencies required for an engineer. In a 2007 study, Passow and Passow conducted a literature review inwhich they evaluated 52 studies that described various engineering competencies (Passow & Passow, 2017).Through their analysis, the team synthesized the findings into 16 competencies that included: communication,ethics, design, management, and more. In an empirical study

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Swetha Nittala, Stanford University

Tagged Divisions

Design in Engineering Education

focused on identifying and developing leadership and other socio-technical capabilities among engineering students and professionals. She is passionate about improving engineering education and practice and has been working in the areas of innovation, leadership development, diversity, equity, and inclusion, ethics, and, faculty development. Previously, she also worked for companies including Deloitte, Sprint, ProStem and Credit Suisse, both as an internal and external research consultant focusing on areas of leadership development, performance management, competency development and people analytics. She integrates her research in Engineering Education with prior background in Human Resource Management and Engineering

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Youmans, Colorado School of Mines; Idalis Villanueva Alarcón, University of Florida; Jana Bouwma-Gearhart, Oregon State University; Louis Nadelson, University of Central Arkansas

Tagged Divisions

Design in Engineering Education

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

process a. Forming a team b. Accepting and executing a team contract to stipulate ethical guidelines to decision making and problem resolution c. Understanding the problem and framing the problem statement d. Proposing a plan of action 2. Preliminary design a. Ideating and generating concepts b. Developing concepts to ensure functional feasibility, ensure realizability (technical feasibility) c. Evaluating the concepts (functional feasibility, technical feasibility) and identifying that system concept which is most likely to succeed 3. Embodiment design a. Refining / modifying the most likely to succeed concept through