Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

,particularly in North America, continuing to reflect the recommendations made in the 1955Grinter Report.[12] Based on this five decade old report, engineering schools chose to focus on ascientifically oriented curriculum that emphasizes the basic sciences, mathematics, chemistry andphysics through a core set of six engineering sciences, ignoring concurrent calls to includeprofessional and social responsibilities in the curriculum. As May and Strong[10] point out, “Fivedecades after this report was published, how many engineering schools can truly claim that theirprograms have evolved in terms of core content and methods of instruction in order to maintainpace with modern professional engineering practice?”The Accreditation Board for Engineering and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Program.Prof. Farrokh Mistree, University of Oklahoma Page 24.1198.1 c American Society for Engineering Education, 2014 THE DEVELOPMENT OF COMPETENCIES IN A DESIGN COURSE FROM A STUDENT PERSPECTIVEAbstract A structured approach using surveys was implemented within the boundaries of anundergraduate design course to track progressively the changing student self-perceptions ofcompetence during a semester long design activity. Using self-evaluation, the students wereasked to reflect and articulate upon their own competency levels while being led through an illstructured system design

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amin Malek Mohammadi, California State University; Amir Hajrasouliha, California Polytechnic State University, San Luis Obispo ; Joseph P. Cleary, California Polytechnic State University, San Luis Obispo ; Jeong H. Woo, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Design in Engineering Education

traditional segmented, topic-based approach toconstruction management curricula clearly has been successful at facilitating the attainment ofspecialized skills and concepts such as quantity surveying, estimating, or scheduling. However,the world does not always present problems that are topic specific and solved in a non-holisticmanner” (Montoya, Kelting, and Hauck, 2009, p.66).Learn by doing, hands on learning, experiential learning, active learning, service learning,project-based learning, and problem-based learning are variants on the schema of experience,observe, and reflect learning methodology, also called the theory of constructivism (Greenwood,Janke, Donegan and Schwab, 2017). This theory suggests that people are active learnersbuilding

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clarke Snell, Stevens Institute of Technology; Emil Pitz, Stevens Institute of Technology; Louis Oh, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

. There is no substitute for that experience, so that is a loss plain and simple. However,we realized that the prototyping process in this course takes up about 1/3 of class time and onlygenerates two useful datapoints in testing: truss failure load and weight. Some would argue thisis a poor return on investment. Practically speaking, not being able to fabricate opened up a lot ofclass time.Upon a bit of reflection, the answer to what could fill this void was obvious. Undergraduateengineering design has by definition a strong theoretical and technical foundation, but design isfundamentally creative in that it starts with a problem (nothing) and generates a solution(something). In our experience, beginning engineering designers often resist the

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Campbell, University of Virginia; Leidy Klotz, University of Virginia

Tagged Divisions

Design in Engineering Education

experience; 2. Reflective observation, or thinking about this experience; 3. Abstractconceptualization, or learning from this experience; and 4. Active experimentation, or trying outwhat you have learned from this experience [52].3.1 Target populationThe target population for this intervention is newly formed teams of 4 to 5 undergraduateengineering students. Since the unit of interest is the team, students will be randomly assigned toteams, and teams will then be randomly assigned to a treatment condition. The key componentsof this sample are 1. that the team is newly formed; 2. that they are engaged in a project thatfollows the engineering or design process; and 3. that the team is working on a problem withsome level of complexity rather than a

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University; Umair Shakir, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

advantageous opportunity toprepare future engineers analytically, practically, and morally. Integrated ethics content canencourage students to practice “what is right to do and how will my decisions impact thesociotechnical and societal norms within society?” The process of seeking answers for thesequestions can help students to recognize the ethical and moral conflicts as a part of designproblems. In a complex design process, there are often conflicts, and these potential conflictsshould be considered simultaneously by design engineers [7].Researchers conceptualize the design process and propose moral reflections with distinctapproaches that are informed by empirical research in socio-technical contexts [6]. While someempirical studies look into

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alexander R. Murphy, Georgia Institute of Technology; Henry David Banks, James Madison University; Matt Robert Bohm, Florida Polytechnic University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

based on our past experiences, cultural perspectives, innocuous misconceptions, orsubjective biases. Measuring these different mental models poses a unique challenge sinceconceptualizations are held in the mind and any description of them is simply a representation ofthe mental model and not the mental model itself; in other words, we are seeing a reflection ofthe mental model through a dirty mirror. In this work, the previously published instruments usedto elicit undergraduate students’ mental models [1-3] are deployed without intervention to makeprogress on validation of the instruments for future research studies, therefore cleaning thatmetaphorical mirror. Despite the impossibility of perfectly representing a mental model, thiswork takes a

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Indhira María Hasbún, Virginia Tech; Alexandra Coso Strong, Florida International University

Tagged Divisions

Design in Engineering Education

. Given that engineering starts and endswith people, it may be helpful to have students reflect on the impacts of their design work onstakeholders and the environment at different phases within the design process. Lastly, this resultalso highlights the need for the broader engineering design curriculum within senior design andpossibly earlier required courses to examine how to better support students’ thinking about theimplications of engineering and its relationship to society.The lack of deep consideration for stakeholders seen in the preliminary results of this work inprogress is consistent with previous studies of students from a large public institution.Researchers found that learning activities focused on stakeholders supported students

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

. Students evaluate themselves and their team mates atmid-semester and end-of-semester. The evaluations are confidential and automated.The overall process is diagramed in Figure 1. Each team member uses a custom “pre-programmed” Excel workbook which stores individual data onto a common server drive. Whenall the team members have submitted their ratings, they can examine their own averages to seehow other team members rated their teamwork skills. Each member is asked to reflect on his orher progress and to suggest ways to improve his or her rating during the next rating period. Figure 1. Teamwork evaluation data entry, storage and retrieval. Enter teamwork SAVE rating values evaluation data

Conference Session

Capstone Design III

Collection

2008 Annual Conference & Exposition

Authors

Mark Chang, Franklin W. Olin College of Engineering; Jessica Townsend, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

approach thatbetter reflects actual engineering practice. From the beginning, it was clear that a two-semester, Page 13.8.2senior-year, engineering capstone project course would be part of the curriculum for all Olinstudents. Just prior to the first year of instruction at Olin, the Curricular Decision Making Boardput together plans for the senior year, and noted that “by the time students are seniors, they’ll bedoing the real engineering on their own, in a year-long capstone project that will look very muchlike professional practice.” Development work on this program, eventually named SCOPE, theSenior Consulting Program for Engineering, began in

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Shawn S Jordan, Purdue University; Nielsen Pereira, Purdue University

Tagged Divisions

Design in Engineering Education

machine design and a writtensequence of steps. Pictures were taken throughout the class, and videos of the finaldemonstrations were made. The two instructors kept reflective teaching journals, and evaluationsmeasured the students’ perceptions of the class. These data were collected and electronicallystored (e.g., the sketches were scanned) during the class in a master file.Data Analysis We analyzed the data collected during our study using a grounded theory framework10. Thisqualitative research framework involves analyzing data without preconceptions of an existingtheory for the purpose of generating a new theory through induction. Results can then speakindependently (but can be connected to) established models. While this research is not

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Robert Prins, James Madison University

Tagged Divisions

Design in Engineering Education

serve as an object lesson ofthe need for teamwork and communication3,4 . Many of the most popular competitions aresponsored by national or international engineering societies and attract competitors frominstitutions around the globe. Other competitions may exist only at a single school, or evenwithin a single course. All engineering competitions typically share the broad objective ofpromoting engineering academic objectives. Other specific objectives are reflected in thecompetition rules which sometimes reflect a desire to influence social behavior. For instance, ina situation where the retention of under-represented groups is an objective, competition rulesrequire inclusion of a member of an under-represented group on each team5. In another

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

peerreviews and periodic reflections on team dynamics. Interestingly, Giurintano, et al. [8], found aneed to focus on teamwork and leadership coaching after observing a lack of effective teamworkamong interdisciplinary teams. They adopted an approach similar to that discussed here withseveral capstone lectures devoted to teamwork and related topics. They also providedspecialized training to interdisciplinary teams. However, an important difference from ourapproach is that their capstone instructors developed and provided the training. The authorsreported that 70% of students surveyed felt that the material was valuable and only 6% said thatit had no value to them. This outcome supports the validity of our approach.MethodologyOur university is

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University; James Deverell Watkins; Melissa Wood Aleman, James Madison University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

for students,makerspaces encourage experiential and situated learning experiences through communities ofpractice. Experiential learning is not merely a technique that can be utilized to provide studentswith an experience from which they can learn, but a philosophy of education (Dewey, 1986; A.Y. Kolb & Kolb, 2005). This experiential learning philosophy is characterized by several tenets:learning is (1) a process not an outcome, (2) relearning, (3) resolving conflicts, (4) holisticallyadapting to the world, (5) interacting with the environments, and (6) creating knowledge (Kolb1984). This perspective is built on the notion that knowledge is created from reflecting upon atransformative experience, exemplified through the processes of the

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Crepeau P.E., University of Idaho, Moscow; Michael R. Maughan P.E., University of Idaho, Moscow; Dan Cordon, University of Idaho, Moscow; Steven W. Beyerlein, University of Idaho, Moscow; Matthew John Swenson P.E., University of Idaho, Moscow; Daniel J. Robertson, University of Idaho, Moscow; Sean Michael Quallen, University of Idaho, Moscow

Tagged Divisions

Design in Engineering Education

sticks, and other common materials (Figure 1). Within one year, Arduinosand three-dimensionally printed parts are used to realize the projects (Figure 2), opening upbroad possibilities that can be incorporated into the design. The raters all noted the markedimprovement in the designs between the freshman and sophomore years, and this is borne out inthe data. By the time students become seniors, they have more experience programming, usingmore complicated three-dimensionally printed parts and have developed machine shop skills tocomplete even more sophisticated projects. These observations are also reflected in the data.Across each course, the data gives relatively constant values from semester-to-semester, and allof the variations are within the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

. Student and faculty assessment of the pilot to dateshow good progress made but challenges remaining. A significant feature of this initiative is itsgoal to scale the approach to all engineering programs at the university.  Introduction  Engineering educators are challenged to prepare their students with the knowledge andcompetencies that will support success both in the immediate post-graduation period and also asthe foundation for careers in the rapidly changing global environment in which these will bepursued. It is not sufficient to educate engineers just to be technically competent. Engineeringcurricula and the accreditation criteria for engineering programs have evolved to reflect thisreality by demanding that an array of non-technical and

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joy M. Adams, University of Michigan; Mical D. DeGraaff, University of Michigan; Gail S Hohner, University of Michigan

Tagged Divisions

Design in Engineering Education

integrate the feedback into their performance. As a result, we were not achievingour desired program outcomes: improved project-specific engineering design skills, professionalbehavior, and evidence of self-reflection. To address this, we have created and implemented anadditional avenue for peer-to-peer anonymized feedback: a qualitative survey utilizing codedcompetencies. The purpose of this research is to evaluate this qualitative instrument in terms ofoverall effectiveness. This paper outlines insights and trends noted in the first year ofimplementation.Context The Multidisciplinary Design Program is an academic program that provides studentsfrom across the university an opportunity to develop and refine their engineering skills byworking

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Asly Artiles, Massachusetts Institute of Technology; Katherine E LeVine, Wellesley College

Tagged Divisions

Design in Engineering Education

. Page 26.1455.2IntroductionThis paper lies at the intersections of two movements. The first, a realization for the untappedproblem-solving potential inherent in big, collaborative meetings of passionate people (mostcommonly seen in hackathons). The second, the realization that design thinking can extend muchfarther beyond the traditional product design engineering classroom and into the hands of ourcitizens in order to capacitate them as able problem-solvers in our community.To understand the first realization is to understand the hacker culture that has expanded acrossnations and disciplines. Originally used to describe someone who makes furniture with an axe,this makeshift nature reflected onto the first programming-oriented use of the word

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

others interested in the project to discuss skill sets and to make ageneral determination of their compatibility as teammates.During each lab time, up to 75 students mingled and placed sticky notes on up to 25 posters. Weallocated about 45 minutes for this mingling process. Students were encouraged to monitor thenumber of sticky notes, colors, and names on a particular project poster in order to gage the levelof interest and note which other students were interested in the project. Based on thisinformation, they had the opportunity to adjust their choices. Pictures of the activity as itprogressed are shown in Figure 5.After this first 45-minute round, we asked the students to stop and reflect: Did their first-choiceproject include people with

Conference Session

Design Projects

Collection

2006 Annual Conference & Exposition

Authors

Hansen Lukman, Bucknell University; Steven Shooter, Bucknell University; Fabrice Alizon, Bucknell University; Asli Sahin, Virginia Tech; Robert Stone, University of Missouri-Rolla; Janis Terpenny, Virginia Tech; Timothy Simpson, Pennsylvania State University; Soundar Kumara, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

andVirginia Polytechnic Institute dissecting products designed with a platform approach andapplying novel design metrics. The students worked closely with professors, post-doctoralstudents, graduate students, and other undergraduate students on the topic while also expandingtheir interests in graduate school. This paper is a reflection on the research, the structure of theREU program, and the students’ overall experience. This is the second year of the program;therefore, analogies are drawn to the first year along with a follow-up on the impact to theeducation of the students from the first year.NomenclatureCDI Commonality vs. Diversity IndexDSM Design Structure MatrixDSMflow Design Structure Matrix with Flow representationITR

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

-1144.4. Author. (accepted).5. MAKE. (2012). About MAKE. Retrieved from http://makezine.com/about/index.html.6. New York Hall of Science. (2010). Proceedings from the “Innovation, Education, and the Maker Movement” Workshop. Retrieved from http://www.nysci.org/media/file/MakerFaireReportFinal122310.pdf.7. Kuznetsov, K. & Paulos, E. (2010). Rise of the Expert Amateur: DIY Projects, Communities, and Cultures. Proceedings: NordiCHI 2010, 295-304.8. Resnick, M. & Silverman, B. (2005). Some reflections on designing construction kits for kids. Proceedings from IDC ‘05: The 2005 Conference on Interaction Design and Children. New York, NY: ACM.9. Dym, C. L., Agogino, A. M., Frey D. D., and Leifer, L. J. (2005). Engineering design

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Olga Pierrakos, James Madison University; Jacquelyn Kay Nagel, James Madison University; Eric C Pappas, James Madison University

Tagged Divisions

Design in Engineering Education

work to reiterate on the conceptual phase of the design processbefore prototyping, testing, and refining a design for the client. The project culminates with thestudents demonstrating their final product to the client, the client’s family, the University, andthe local community. Knowing that they will have this public demonstration day seems tomotivate the students to succeed.Our engineering program is currently in its fourth year, and the sophomore engineering designsequence is currently in its third run. In this paper, we will reflect on the lessons learned as wehave taught these two courses. A mixed-methods approach, which includes surveys andquestionnaires, was used to collect data related to project learning goals, program

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

effectiveness of using simulation tools indesign. Students were required to design a steel truss bridge to carry a two-lane highway across ariver. The software West Point Bridge Designer™ [11] was given to students for generating andevaluating their design ideas. In addition, students were required to perform detailed calculationsand analyses. Discussion and reflection on their learning in a team environment throughout thisproject were emphasized. At the end of the project, students were required to give oralpresentations and submit complete design reports. Figure 3 shows a student presentation. Page 24.506.5 Figure 2: APSC 260 project: hovercraft

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

of closed-ended fundamental of engineering type problems, to the starting of the execution of student designed deeper learning activities. Learning activities during these phases include “learning conversations” (daily scheduled 2 hour faculty led or student led active learning workshops), one on one faculty conversations, workshops by external experts such as practicing engineers, peer group learning, self guided research and learning, problem solving sessions, and reflection. Figure 2. Approximate time on task for learning activities vs. project execution during semester. • Upon reaching the completion of the personal model development, students stand for an oral exam where high levels of

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Christopher Williams, Virginia Tech; Erin Crede, Virginia Tech; Janis Terpenny, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2010-2201: EFFECTS OF STUDENT-CUSTOMER INTERACTION IN ACORNERSTONE DESIGN PROJECTChristopher Williams, Virginia Tech Christopher B. Williams is an Assistant Professor at the Virginia Polytechnic Institute & State University, where he directs the Design, Research, and Education for Additive Manufacturing Systems (DREAMS) Laboratory. His joint appointment in the Mechanical Engineering and Engineering Education departments reflects his diverse research interests which include layered manufacturing, design methodology, and design education. As a member of an instructional team that orchestrated a service-learning design project for the first-year engineering program, Professor

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus

Tagged Divisions

Design in Engineering Education

be graded as low (less than -1 total factor score),moderate (between -1 and 1 total factor score), or high (more than 1 total factor score). The idealmodel level will be a reflection of how a model compares to other proposed ideas and keyconcepts.Coauthors collaborated in order to determine how particular models and model categories rate oneach scale. In addition, qualities emphasized by Atman, Haik, and other researchers1, 3, 5, 17 weretaken into consideration before rating a particular design model. Overall, particular ratings areobjectively based on experience.The evaluated models come from various engineering journals and books. These process modelsare often seen in engineering courses and have applications in a real world environment

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

traditionallecture because students reflect about what they are doing after engaging in several learningactivities introduced in the classroom [1, 14, 16, 23-25]. In contrast, students in traditionallecture pedagogies receive information from the lecturer and their participation andengagement is minimal. As Smith, Sheppard [26] express: “students learn more whenintensely involved in educational process and are encouraged to apply their knowledge inmany situations” (p.87). According to Bonwell and Eison [22], the amount of informationretained by students declines considerably after ten minutes of listening, so traditionalinstructional strategies may not be effective, specially in engineering education. Also, thereflection promoted in active learning has been

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Design in Engineering Education

the capstone design experience that influence team and individual skilldevelopment include the use of collaborative project management tools, mentoring relationshipswith freshmen students in the Introduction to Mechanical Engineering Course, a checklist-basedapproach for creating an ongoing dialogue between the design teams and Industrial AdvisoryBoard project mentors, requirements to reflect on and evaluate decisions as a team, and asignificant emphasis on professional skills reinforced in an ongoing dialogue with teams andstudents. Page 23.1131.3Challenges to Developing Team Skills and Some Ideas for Overcoming ThemTeams and teamwork have

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Vimal Kumar Viswanathan, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

and testing physical models is a very effective tactic tomitigate design fixation. Tomorrow’s designers need to be trained to effectively build theirdesigns and to test them in order to be more effective innovators. Courses which emphasesexperimental design are critical.AcknowledgementsSupport for this work is provided by the National Science Foundation CMMI-1000954. Anyopinions, findings, and conclusions or recommendations expressed in this paper are those of theauthors and do not necessarily reflect the views of the National Science Foundation.References[1] Green, G., and Kennedy, P.," Redefining engineering education: the reflective practice of product design engineering", International Journal of Engineering Education Vol. 17

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

eventwas over, students reflected on their design and design process. The activity was structured sothat all students were challenged, and few were able to complete all parts of the activity.The remote instruction environment of 2020 necessitated changes to the activity structure. Theobjective shifted from introducing students to problem solving and design, to providing anactivity where students would get to know their classmates by working in groups. The overalltime commitment was the same: 2, 8-hour days, 1 week apart; but the task was very different asit had to be completed at home. For 2020, students were instructed to purchase an AdafruitCircuit Playground Express microcontroller, and used MakeCode and MakeCode Arcade toproduce a video game