Conference Session

Teams and Teamwork in Design I

Collection

2008 Annual Conference & Exposition

Authors

Rudolph Eggert, Boise State University

Tagged Divisions

Design in Engineering Education

each skill. To receive a Teamwork Evaluation Rating average of 4.0, shewould have to get 4’s from everyone on the team for all 15 skills. Page 13.141.6 Table 1. Skills for improved teamwork. Teamwork skills 1. Understands and commits to team goals 2. Participates actively in team activities Collaboration 3. Respects individual viewpoints/differences 4. Accepts criticism 5. Assists other teammates 6. Listens attentatively to others on team

Conference Session

Capstone Design I

Collection

2009 Annual Conference & Exposition

Authors

Alan Cheville, Oklahoma State University; Steven Welch, Oklahoma State University

Tagged Divisions

Design in Engineering Education

Page 14.1224.5overall project grade. A summative examination is given to teams over their block diagrams;this is discussed in detail later in the manuscript.After the teams create a block diagram of their project, individual students research how toimplement the function of the block(s) assigned to them. This research phase asks students toexplore alternative implementations as well as model their circuits using electronic CADsoftware; This stage represents the research and modeling phases of the design cycle shown inFigure 1. A short, circa two page, written report is submitted by students when they meetindividually with TA’s at the completion of the research phase. As with each stage of the projectif students are unable to demonstrate

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Miskimins, Colorado School of Mines; Ramona Graves, Colorado School of Mines; Craig Van Kirk, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

Technology, Inc., 2005).2. R. S. Thompson, C.W. Van Kirk, R.D. Benson, T.L. Davis, R.M. Graves, and R.M. Slatt, “SPE 36771:Incremental Benefits of a Team Approach to Reservoir Management, ” (paper presented at the 1996 Society ofPetroleum Engineers 71st Annual Technical Conference and Exhibition, Denver, Colorado, October 6-9 1996).3. Robert S. Thompson and Andrew L. Prestridge, "Integrated Engineering Design by Design" (paper presented atthe ASEE Gulf-Southwest Section Annual Meeting, Austin, Texas, 1993).4. Jennifer L. Miskimins, John B. Curtis, Tom Davis, and Maximillian Peeters, "Capstone Design in the EarthEngineering Sciences: Case Study of a 10-Year Interdisciplinary Program," (paper presented at the ASEE AnnualConference and Exhibition, Salt

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Todd W. Polk, University of Texas, Dallas; Margaret Garnett Smallwood, University of Texas, Dallas; Jeanne Sluder; Robert Hart P.E., University of Texas, Dallas; Joe Pacheco Jr., University of Texas, Dallas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. 2. Tugend, A. (June 28, 2013), “What It Takes to Make New College Graduates Employable”, The New York Times, retrieved from www.nytimes.com. 3. Hamilton, T. (May 21, 2014). “Only 2% of companies seeking to hire liberal-arts major, poll finds”, Los Angeles Times, retrieved from www.latimes.com. 4. Adams, S. (November 12, 2014). “The 10 skills employers most want in 2015 graduates”, Forbes, retrieved from www.forbes.com. 5. S. Howe, L. Rosenbauer, and S. Poulos, “2015 Capstone Design Survey – Initial Results”, Proceedings of the 2016 Capstone Design Conference, Columbus, OH. 6. Oakley, B, Felder, R. M., Brent, R. and Elhajj, I, “Turning Student Groups into Effective Teams”, Journal of Student Centered Learning

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Whitney Gaskins, University of Cincinnati; Nandita Baxi Sheth, University of Cincinnati, College of Design, Architecture, Art, and Planning; Kate Rice, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

prevents a lengthy divergence into these the arena of arts based researchand design thinking, we briefly define them next. Class assignments were developed within adesign thinking framework of human-centered design developed by the global design firmIDEO (Ideo, 2015). We developed assignments--Projects and Provocations (more on thoselater) keeping in mind IDEO’s Mindset elements of Empathy, Iteration, Creative Confidence,Making, Embracing Ambiguity, and Learning from Failure. Course activities also incorporateddesign thinking concepts of Ideation and Implementation methods to evaluate research, defineproblems, establish audience/s, and develop solutions. In addition to design thinking methods,we were inspired by the methods of the emerging field

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

conclusions or recommendations expressed in this material are thoseof the authors and do not necessarily reflect the views of the National Science Foundation.References[1] D. E. Chubin, G. S. May, and E. L. Babco, "Diversifying the engineering workforce," Journal of Engineering Education, vol. 94, no. 1, pp. 73-86, 2005.[2] M. Borrego and J. Bernhard, "The emergence of engineering education research as an internationally connected field of inquiry," Journal of Engineering Education, vol. 100, no. 1, pp. 14-47, 2011.[3] J. J. Duderstadt, "Engineering for a Changing World-A Roadmap to the Future of Engineering Practice, Research, and Education (Flexner)," 2008.[4] C. B. Zoltowski, P. M. Buzzanell, A. O. Brightman, D

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw, University of Alberta

Tagged Divisions

Design in Engineering Education

introduce Blended Learning into Engi- neering Capstone Design Courses, and is a co-author with John M. Shaw on a number of recent journal, book, and conference contributions on engineering design education.Dr. John M. Shaw, University of Alberta John M. Shaw PhD., P.Eng. is a Professor and NSERC Industrial Chair in Petroleum Thermodynam- ics in the Department of Chemical and Materials Engineering at the University of Alberta. He has used distance synchronous teaching/learning approaches since the 1990’s to co-instruct graduate courses with colleagues and students at remote locations, and has been a member of the University of Alberta Provost’s Digital Learning Committee since its inception. He won an undergraduate

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, University of California, Irvine; Mark E. Walter, University of California, Irvine

Tagged Divisions

Design in Engineering Education

their support with the changes to the curriculum. Additionally,we are grateful to our scheduling office and laboratory managers who helped with organizationalaspects of running the course. Thank you, also, to Michael McCarthy and Derek Dunn-Rankinfor providing guidance on the history of MAE projects. Finally, thank you to the two anonymousreviewers for their helpful comments and feedback.ReferencesAdams, R. S., Turns, J., & Atman, C. J. (2003). Educating effective engineering designers: Therole of reflective practice. ​Design studies, 24​(3), 275-294.American Association for the Advancement of Science [AAAS]. (2001). Atlas of science literacy.Washington, DC: National Science Teachers Association.Archer, L. B. (1965). Systematic method for

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lyndia Stacey, University of Waterloo; Andrew Trivett, University of Waterloo; Jen Rathlin, University of Waterloo; Kyu Won Choi, University of Waterloo

Tagged Divisions

Design in Engineering Education

a) The weight of the new chassis is still heavier than the original fuel cell car, which reduces run time. b) The fuel cell car`s maneuverability is limited by the size of the chassis and the type and number of sensors. c) Running time is still short (2 minute approximately) so it would be beneficial to increase this. d) New fuel cell car requires twice as much fuel in order to maintain original run times.The case activities, course concepts and report due dates were planned for five stages,summarized in Table 2. Ultimately, the students recommended design improvements for the nextversion of the chassis based on the case activity results. Students worked in teams of five andcompleted

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Larissa Cannon, Brigham Young University; Cory C Cunningham, The Boeing Company; Aaron Lau Inouye, Brigham Young University; Brett Stone, Brigham Young University; Fabian Zender, The Boeing Company

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. 20, no. 3, pp. 305-312, 2004.[8] C. Dym, A. Agogino and O. Eris, "Engineering design thinking, teaching, and learning," Journal of Page 26.1100.15 Engineering Education, no. January, 2005.[9] N. Hotaling, B. B. Fasse, L. F. Bost, C. D. Hermann and C. R. Forest, "A Quantitative Analysis of the Effects of a Multidisciplinary Engineering Capstone Design Course," Journal of Engineering Education, vol. 101, no. 4, pp. 630-656, 2012.[10] J. L. Zayas, J. S. Lamancusa, A. L. Soyster, L. Morell and J. Jorgensen, "The Learning Factory: Industry- Partnered Active Learning," Journal of Engineering Education, no. January 2008, pp

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Robin Dawn Anderson, James Madison University; Cheryl Alyssa Welch

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

expertise in biomedical engineering students.In Proceedings of the 2001 American Society for Engineering Education Annual Conference, Albuquerque, NM[2] Brophy. S., Hodge, L. & Bransford, J. (2004, October). Work in progress – Adaptive expertise: Beyond applyacademic knowledge. In the ASEE/IEEE Frontiers in Education Conference.[3] Crawford, V. M., Schlager, M., Toyama, Y., Riel, M., & Vahey, P. (2005, April). Characterizing adaptive expertise inscience teaching. In annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.[4] De Arment, S. T., Reed, E., & Wetzel, A. P. (2013). Promoting Adaptive Expertise A Conceptual Framework forSpecial Educator Preparation. Teacher Education and Special Education: The

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

. Papert, S. (1991). Situating constructionism. In I. Harel & S. Papert (Eds.), Constructionism. Westport, CT: Ablex Publishing Corporation.14. Resnick, M. (2006). Computer as paintbrush: technology, play, and the creative society. In Singer, D., Golikoff, R., and Hirsh-Pasek, K. (eds.), Play = Learning: How play motivates and enhances children's cognitive and social-emotional growth. New York, NY: Oxford University Press.15. Edelson, D. C. & Reiser, B. J. (2006). Making authentic practices accessible to learners: Design challenges and strategies. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 335-354). New York, NY: Cambridge University Press.16. Wellington, J. (1990). Formal and informal learning

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University ; Philip Samuel, BMGI

Tagged Divisions

Design in Engineering Education

designer’s usual way of thinking and the type(s) of thinkingrequired to resolve a given Problem A. For example, a designer whose capacity for sketchingis low might learn some basic drawing techniques to help bridge this (level) gap. Or, adesigner who tends to think tangentially may need to apply techniques that help him/her to“stay focused” (a different style) in order to solve a particular problem. Once again, werecognize the need for a systematic way to characterize design techniques, so the appropriatechoices can be made; we turn now to our development of such a classification scheme.3. A Cognition-Based Classification Scheme for Design TechniquesBased on the Cognition-Based Design (CBD) framework described briefly above, we havedeveloped a

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

a secondary student’s design-based project(s) – an often important aspect of anundergraduate Introduction to Engineering Course.Currently, a student’s transcript is the most widely applied and utilized model for representing astudent’s learning and practice of STEM concepts. The transcript provides a series of one-dimensional, snapshots (grades) aggregated as a Grade Point Average – GPA, and is sometimessupplemented with other data such as SAT® or ACT® scores. The assessment process that ismost often used to generate a transcript grade is the administration of multiple-choice tests,inferences from which have, for the past century, been central to the definition of competency.Given the potential richness and complexity of evidence of

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Josh Tenenberg, University of Washington, Tacoma

Tagged Divisions

Design in Engineering Education

drawings on paper or whiteboard, but also might include screenshots or photos of partially developed sketches/prototypes. There should be several! 4. Choice rationale: Provide a rationale for your choice of the design idea(s) that you converged on for prototyping. That is, given the set of ideas that you considered, why did you choose these ideas for further development? 5. Novelty: Is it novel? If not novel, how does it differ from what currently exists, and how is it better? 6. Appropriate to user needs: Make sure to indicate how this design meets the key goal(s) that you Page 22.1631.3

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Homero Gregorio Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

scienceeducation. Using the search terms “active learning,” “teaching, ” “learning,” and “team-based learning” in any field, the searched was focused on articles published in peer-reviewed journals between January 1993 and December 2013. A 20-year period wasselected intentionally in order to include relevant work related to cooperative learning donein the late 90´s, and to achieve saturation. In the initial search 49 articles were found.Analyzing the full text of every article refined the search. The final articles were chosen fordemonstrating all the following selection criteria: 1. The research must have used a type of active learning in the theoretical framework. 2. The research was focused on improving student learning in the engineering

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo

Tagged Divisions

Design in Engineering Education

grading platform (Marmoset), which is capable of doing functional assessment ofstudent code, but not an assessment of style, nor of design. The shift to automatic grading for onequestion also necessitated that the question had to be highly structured, though the otherquestion(s) were similar to past years. All of the assignment questions required coding in C++.2.2.3 MTE121 Course ProjectThe course project in 2019 was to design and implement a mechatronic/robot system of thestudents’ choosing, while meeting a set of given specifications for the mechanical system(number of sensors and motors) and the software (number of functions); taking place over thelast 5 weeks of the term. Students, in groups of three or four had the freedom to choose their

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis

Tagged Divisions

Design in Engineering Education

Paper ID #32834Emergency Transition of Intro Communication and Design Course to RemoteTeachingMr. Clay Swackhamer, University of California, Davis Clay is a PhD candidate at UC Davis working under the supervision of Dr. Gail M. Bornhorst in the department of Biological and Agricultural Engineering. His research focuses on the breakdown of solid foods during gastric digestion and the development of improved in vitro models for studying digestion.Dr. Jennifer Mullin, University of California, Davis Jennifer S. Mullin is an Assistant Professor of Teaching in the Department of Biological and Agricultural Engineering. She has a

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Active Learning Work? A Review of the Research,” J. Eng. Educ., vol. 93, no. 3, pp. 223–231, 2004.[6] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci., vol. 111, no. 23, pp. 8410–8415, Jun. 2014.[7] K. A. Smith, S. D. Sheppard, D. W. Johnson, and R. T. Johnson, “Pedagogies of engagement: classroom-based practices,” J. Eng. Educ., vol. 94, no. 1, pp. 87–101, Jan. 2005.[8] K. Sheridan, E. R. Halverson, B. Litts, L. Brahms, L. Jacobs-Priebe, and T. Owens, “Learning in the Making: A Comparative Case Study of Three Makerspaces,” Harv. Educ. Rev., vol. 84, no. 4, pp. 505–531, Dec. 2014.[9] E. C. Hilton, C. R. Forest, and J. S. Linsey, “Slaying Dragons

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Corey T. Schimpf, The Concord Consoritum; Sherry Hsi, Concord Consortium

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ying Ying Seah, Purdue University, West Lafayette; Tugba Karabiyik, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

design: Two strategies linked to uncertainty resolution," Design Studies, 2009. https://doi.org/10.1016/j.destud.2008.12.005[2] Y. C. Chen, M. J. Benus, and J. Hernandez, "Managing uncertainty in scientific argumentation," Science Education, vol. 103, no.5, pp. 1235–1276, 2019. https://doi.org/10.1002/sce.21527[3] D. P. Crismond and R. S. Adams, "The informed design teaching and learning matrix," Journal of Engineering Education, vol. 101, no.4, pp. 738–797, 2012. https://doi.org/10.1002/j.2168-9830.2012.tb01127.x[4] C. L. Dym, A. M. Agogino, O. Eris, D. D. Frey, and L. J. Leifer, "Engineering Design Thinking, Teaching, and Learning," Journal of Engineering Education, vol. 94, no. 1, pp. 103–120, January 2005

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Towles, Stanford University; Jeff Wood, Stanford University

Tagged Divisions

Design in Engineering Education

communication skills, including oral presentations, written deliverables, and critical listening and feedback. Do you think CATME helped you to achieve any of the goals? If so, which one(s)? How? 3. How useful was the feedback you received? 4. How did you use the feedback, if at all? 5. How accurate did you believe the feedback to be? 6. Would you recommend the use of CATME in other teamwork settings?The interview responses were manually reviewed to identify common themes or anecdotes andto identify key quotes among the participants. In this study, we employed a triangulation designmixed-methods approach (Creswell, 2003) where we aimed to address the study questionsusing data sets from

Conference Session

Capstone Design III

Collection

2008 Annual Conference & Exposition

Authors

Mohamed El-Sayed, Kettering University; Steven Beyerlein, University of Idaho

Tagged Divisions

Design in Engineering Education

priorities: Since the learning outcomes are shared with theprogram, the focus in this phase should be on establishing priorities for closing the relevantaspects or dimensions of the multi-dimensional gap. These efforts should be guided on thedeveloped vision for the course and program, using the following methodology: 1. Prioritize professional roles emphasized by course type. 2. Select most relevant type(s) of learning outcome for each role. 3. Define role-driven learning outcomes using behavioral prompts from the profile.The first step in crafting learning outcomes involves identifying roles emphasized in a particularexperience. These depend on course type and context. The second step is identifying the type ofoutcome most closely aligned

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Joseph Hitt, United States Military Academy; Daisie Boettner, United States Military Academy; Stephen Suhr, United States Military Academy; Joel Dillon, United States Military Academy

Tagged Divisions

Design in Engineering Education

continued to utilize a common theme (design of a portable illuminationdevice) to provide context for new course material and design tools; however, a more open-ended approach was used to stimulate student creativity and emphasize the importance offunction over form in the early stages of conceptual design. Delaying the selection of aflashlight as the illumination device helped illustrate a more comprehensive application of thedesign process – better preparing students for their out-of-class and capstone design efforts. The individual design project (design a device to store a West Point class ring) continued asthe framework for out-of-class homework assignments, but it underwent several changes aimedat streamlining the course‟s transition to

Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Euisuk Sung, Purdue University, West Lafayette (College of Engineering); Todd Kelley, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

adoptedHalfin’s codes (1973). Halfin identified seventeen design strategies that commonly appeared insuccessful practitioners’ daily work. Among Halfin’s seventeen codes, the researchers confirmedthat SLED participants frequently used seven cognitive strategies; therefore, the study used theseven codes for analyzing the CTA sessions (as shown in Table 2).Table 2 Seven Halfin (1973) Cognitive Processes Code Cognitive Definition Strategy DF Defining The process of stating or defining a problem which will enhance problem(s) investigation. leading to an optimal solution. AN Analyzing The process of identifying, isolating, taking apart, breaking down, or

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

activity conducted over two consecutive course periods, students, in teams, choosefrom a list of articles about different types of technologies, such as a bridge, a GPS app, airconditioning in office buildings, and airbags. Many of the articles were non-academic includingsome blogs. Our intent here was to push students to not only be able to discern the key points theauthor(s) raise(s) and what information and evidence (or lack thereof) is used to support theirclaims, but also critically consider what the stance of the author is and how this might havecolored his/her assumptions and viewpoint.After evaluating the article as a whole, students are asked to analyze the technology itself andcreate a single presentation slide to summarize their

Conference Session

Design in Engineering Education Division: Capstone Design Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Richard T. Mangum, Embry-Riddle Aeronautical University; Dina M. Battaglia, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

engineering instructor. Both good team cohesionand an embedded communication instructor create better capstone experiences, and we arelooking into how to help students understand the importance of both. In the future, we propose tolook more deeply at how the teams are performing and perhaps develop interventions thatpromote more collaboration between team members.References [1] A. J. Dutson, R. H. Todd, S. P. Magleby, and C. D. Sorensen, “A review of literature onteaching engineering design through project-oriented capstone courses,” Journal of EngineeringEducation, pp. 17-28, Jan. 1997.[2] D. R. Brodeur, P. W. Young, and K. B. Blair, “Problem-based learning in aerospace engineering education,” In Proc. ASEE Annual Conference, 2002, pp. 16-19.[3

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Matthew Cromwell, Utah State University - Engineering Education; Andreas Febrian, Utah State University - Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

develop andrecognize one’s own self-regulation in learning and teaching.ACKNOWLEDGMENT This material is based upon work supported by the National Science Foundation underGrant No. 1148806. Any opinions, findings, and conclusions or recommendations expressed inthis material are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.Bibliography[1] ABET - Engineering Accreditation Commission, “Criteria for Accrediting Engineering Programs: Effective for Reviews During the 2015-2016 Accreditation Cycle. November, 2014[2] Zimmerman, B. J., “Becoming a Self-Regulated Learner: An Overview.” Theory into Practice, vol. 41, no. 2, pp. 64-70, 2002.[3] Zimmerman, B. J. Attaining self

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Buelin-Biesecker, North Carolina State University; Cameron Denson, North Carolina State University

Tagged Divisions

Design in Engineering Education

. (1987). On creating creative engineers. Engineering Education 77(4), 22-227. 3. Todd, S. M., & Shinzato, S. (1999). Thinking for the Future: Developing Higher-Level Thinking and Creativity for Students in Japan—and Elsewhere. Childhood Education, 75(6), 342-345. 4. National Center on Education and the Economy (2010). Equipping the Federal Government to Counter Page 24.339.12 Terrorism. Retrieved September 7, 2011 from http://www.nap.edu/catalog/10415.html.5. Lau, S., & Li, W. (1996). Peer status and perceived creativity: Are popular children viewed by peers and teachers as creative? Creativity Research

Conference Session

Design Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, University of Texas, El Paso; Jose Gabriel Davila, University of Texas, El Paso; Jorge Garza-Ulloa, University of Texas, El Paso; Pablo Rangel, University of Texas, El Paso; Julio Adrian Torres

Tagged Divisions

Design in Engineering Education

. Another key feature is the“pulsating” representation where at each “pulse” the different disciplines or subsystems “open”to work independently and then “close” to integrate their findings. The model will be madeavailable for use in senior design courses as well as for prototyping in the author’s research areaof biomechatronics.1 IntroductionThe objective of this paper is to present an initial model for the multidisciplinary interaction ofdisciplines in mechatronics design. The objective of the model is to allow engineers to create astrategy for the interactions among disciplines.“Mechatronics” refers to a new engineering field, which started in Japan in the early 70’s and hascontinued its development since then. Mechatronics has been defined as