Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R Ulseth, Iron Range Engineering ; Michael Richard Carlson

Tagged Divisions

Design in Engineering Education

engineering projects, professionalism and reflection (metacognition). His research in the area of engineering education is focused on project-based learning, design and innovation, professionalism and self-directed learning.Mr. Ronald R Ulseth, Iron Range Engineering Ron Ulseth directs and instructs in the Iron Range Engineering program in Virginia, Minnesota and he teaches in the Itasca Community College engineering program in Grand Rapids, MN. He was instrumental in growing the Itasca program from ten students in 1992 to 160 students in 2010. In 2009, he worked with a national development team of engineering educators to develop the 100% PBL curriculum used in the Iron Range model. He has successfully acquired and

Conference Session

Communication in Design

Collection

2010 Annual Conference & Exposition

Authors

Patricia Mellodge, University of Hartford; Fouad El Khoury, University of Hartford

Tagged Divisions

Design in Engineering Education

technology in a professional setting.Within engineering education, wikis have been used in several ways at several different levels.One example is the creation of ePortfolios in a freshman engineering design course8. Thestudents were given writing assignments in which they reflected on the human implications ofdesign. Another example can be found in a team-based capstone design project in which thewiki was used to document social knowledge and assess group performance9. A third example isa student-written online textbook5. In a senior level chemical engineering process controlscourse, an open-source text was written, edited, and reviewed by the students to allow them tolearn the course content though teaching it.This paper describes the use of a

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Libby Osgood P. Eng, Dalhousie University and University of Prince Edward Island; Clifton R Johnston P.Eng., Dalhousie University

Tagged Divisions

Design in Engineering Education

accurate responses and provides a shallow assessment. For example, a student mayscore very poorly on a report because of their communication skills but have a very advanceddesign. An instrument is needed to target the different aspects of a students’ design ability.Various less-traditional tools that are utilized include qualitatively observing behavior6,analyzing creativity7, responding to sample design scenarios8, coding design journals9, and focusgroups10. The Transferable Integrated Design Engineering Education (TIDEE) project11produced the most comprehensive tool that utilizes a short-answer pre-knowledge exam, teamdesign assignment, reflective essay, and self-assessment. This tool, while thorough, requiresintensive analysis of the

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

James M. Leake, University of Illinois, Urbana-Champaign; David Weightman, University of Illinois, Urbana-Champaign

Tagged Divisions

Design in Engineering Education

and creativity that the engineers don't always have to consider.” “It was nice working with the industrial designers because they put an artistic spin on theproduct. They also worked to make the housing ergonomic which is something I would not havebeen able to do.”Then there are the quotes from industrial designers, reflecting on their experience working withengineers:“It is great to work with engineers! They know how to make things work, they know thedimensions and materials well, and they can make cool video and analysis.”“Being the first time I've worked with a group of engineers, I think it was successful and a hugelearning experience.”“I found it really useful working on this project with industrial design and engineering

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara A. Karanian, Stanford University, Wentworth Institute of Technology; Gregory Kress, Stanford University; Tessa Price, Stanford University; Regina Getz-Kikuchi, Stanford University

Tagged Divisions

Design in Engineering Education

IMVU environmentPower Linked to responses that express a sense of self-worth or self-confidence,(PO) including power motivesUser Tracks the extent to which a user is personally invested in IMVU (in terms ofIntensity time, money, etc.)(IN)2.2 Coding/AnalysisQuestions (whenever possible) were coded to reflect an integer score between -2 and 2 forSociality and Activity, and between 0 and 2 for Power and User Intensity. For a given variable,the coding is assigned with zero representing “definitely not,” one representing “arguably so,”and two representing “definitely so.” For example, a response indicating that a person prefersto chat with big groups is a definite indicator of connectivism

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

notrequired that they actually submit the solutions to Innocentive, but most do so as well. A rubricused to grade the submitted assignments is shown in Table 2. The rubric clearly is orientedtowards the graphics and communication aspects of the design project, reflecting the intendedlearning outcomes of the introductory course.DiscussionThe Engineering program at UPEI is very small, and currently only serves the first two yearstowards a degree program that is ultimately completed at Dalhousie University through a long-standing transfer relationship. Students have historically had an excellent track record for beingpractical, and able to excel in capstone design projects after transfer. With a first-year intake ofonly 55 students, our student numbers

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

• Decision making • Managing meetings • Implementing decisions • Creating a healthy climateThe literature regarding team leadership in the academic setting12,13,14,15 is limited but doesprovide some useful insight.A checklist of attributes of informal leadership adapted to student teams has been reported12 • Exerts influence on group processes (task) • Maintains goal focus for self and group (task) • Creates a collaborative atmosphere (relational) • Exhibits technical competence (task) • Exhibits fairness, humility, and trust (relational) • Use creativity, reflection, and intuition (task and relational)Within a very limited examination of student teams, the authors noted that successful informal

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Concord Consoritum; Xudong Huang, Concord Consortium; Charles Xie; Zhenghui Sha, University of Arkansas; Joyce E. Massicotte, Concord Consortium

Tagged Divisions

Design in Engineering Education

otherdecisions about the agent’s role(s). There many ways in which intelligence can be defined ormeasured17, however one way in which it can be defined is as the capacities or the tasks somesystem (whether biological or computational) can complete or learn to complete to address somegoal18, 59-60. In this context, this can be translated to a systems capable of performing some set ofdesign practices or parts of the design process toward some goal. The design practices aninstructional design agent perform are a direct reflection of its responsibilities within its role andthe larger design challenge or project. Note also that this is a definition of domain-specificartificial intelligence or weak AI59, where the domain is the area of design education.Past

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Malena Agyemang, Clemson University; Cameron J. Turner, Clemson University

Tagged Divisions

Design in Engineering Education

A lack of cultural fit in design solutions has prevented design adoption and diffusion inmany humanitarian engineering and global development efforts. Design requirements aredeveloped to reflect the target user’s needs and product specifications. A lack of cultural fit inthe design solutions suggests there may be a lack of details in the design requirements thatprevents the requirements from conveying cultural information crucial to design success. Usingan experimental case study approach, this study investigates the effects of the Cultural ElementRequirement Assessment (CERA) on design requirement detail. CERA is a formal method thatintroduces culture when developing design requirements. The method was designed to improvecultural

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University

Tagged Divisions

Design in Engineering Education

, reasoningand reflecting (Davis, 2003; Driel, Verloop & Vos, 1998; Magnusson, Krajcik, & Borko, 1999; Veal,Tippins & Bell, 1998). The framework does not advocate for prescriptive ways for teaching for thetransmission of facts and principles (Fenstermacher, 1978; 1986); instead, effective teaching in thisframework provides grounds for students for choices and action (Green, 1971)—a fundamental aspect indesign education. The framework views pedagogy as a process of exchange of ideas: a teacher grasps thecontent knowledge; is aware of how he or she “commuted from the status of learner to that of teacher” 6(Shulman, 1987, p. 12

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Kirsten M. Ely, Sonoma State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

viability [16],[17]. Table 2 lists the four processes as well as how they fit within the structure of the capstoneand the learning outcomes they deliver. The Creative Idea Process addresses both creativeideation and team development. The Customer Discovery Process and the Client ValidationProcess address meeting customer needs at different stages of product development.Commercial viability is addressed in the process of the same name.Experiential learning has four phases: the concept, the application expectations, the experience,and reflection on the three prior phases [26]. We designed the implementation of each process tosatisfy pedagogical scaffolding that supports these phases of experiential learning without takingsignificant time or resources

Conference Session

DEED Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Karim Muci-Küchler, South Dakota School of Mines and Technology; Jonathan Weaver, University of Detroit Mercy; Daniel Dolan, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

. Reflect on the results and the process.Minor modifications and adjustments are made regarding the activities associated with some ofthose steps. Instructionally, PowerPoint presentations are used during the lectures to cover eachtopic and case studies and/or short in-class exercises are employed to illustrate how the ideaspresented can be used in a practical context. Then, the teams are asked to apply what they havelearned in class to their product development project. To make sure that feedback can be given to Page 13.1152.7the students in a timely fashion, progress reports are requested at key milestones and/or meetingsare held between the

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

James Conrad, University of North Carolina, Charlotte; Nabila (Nan) BouSaba, University of North Carolina, Charlotte; William Heybruck, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; Peter Schmidt, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

ofevaluation has been expanded to encompass all documentation and refined to reflect theimportance of various aspects of each document. Each rubric is provided to the students beforethe assignment is due so that they may ensure their document meets the high-level of standardsthe sponsor will expect.The nine rubrics defined were in use during the Fall 2008 semester. Based on observation ofstudent performance, we determined that some modifications were needed to add weight to theactual design component of the project, not just the formatting and mechanics of thedocumentation. Therefore, the descriptions below refer to the old version of the rubric (Fall2008) versus the new version of the rubric (Spring 2009

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Ron Lasser, Tufts University; Katie Su, Smith College; Sarah Pedicini, Smith College

Tagged Divisions

Design in Engineering Education

be effective for the company. Others reflected the importance of havingemployees who can interact with customers. Several suggested that technical competence isexpected, but professional competence is necessary for advancement: "It is understood thatindividuals will have impressive backgrounds when they get here. We find that individuals whohave the right attitudes are the ones that succeed." Given this sentiment, it is quite likely that theindustry emphasis on professional skills pre-supposes a sufficient baseline level of technicalability.The professional topics deemed most important by industry that did not surface from theacademic or student perspective fit the nature of a competitive working environment. Industryresponses were blunt in

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Jason Weaver, University of Texas, Austin; Kristin Wood, University of Texas, Austin; Julie Linsey, Texas A&M University; John Wood, United States Air Force Academy

Tagged Divisions

Design in Engineering Education

measured by experts in the different fields). The list ofdescriptors is shown below in Table 2. Our assessment strategy entails asking the students toself-evaluate in these 18 areas both before and after they are exposed to the set of CG techniquesdescribed previously. We propose that the difference between their before and after assessmentin these 18 areas is a measure of their increase or decrease in creative ability. Both a controlgroup and experimental group are used as described in detail in the assessment sections below. Table 2 – Gough’s List of Creativity Descriptors Capable Egotistical Informal Interests wide Reflective Sexy Clever Humorous Insightful Inventive

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cory Cooper, United States Air Force Academy; Daniel D. Jensen, United States Air Force Academy; Michael Lawrence Anderson P.E., United States Air Force Academy

Tagged Divisions

Design in Engineering Education

incorporate all four of the phases in the cycle: Concrete Experience,Abstract Hypothesis & Conceptualization and Active Experimentation. However, if the capstoneexperience is one of the first times that formal design process is introduced to the students, theopportunity for Reflective Observation becomes more difficult as the students are literallythrown into a high intensity design process where failure to develop a good product or systemcould lead to failure to obtain their engineering degree [17, 11, 18]. Concrete Experience (dissection, reverse engineering

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul Alexander Horton, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

their appInquiry properly accomplish it. through surveys. A project having a real-world impact A class partnering with a local non-profitAuthenticity that creates a context beyond the to develop apps to help organizer their classroom. volunteers A project that allows students to A class in which students pitch app ideasStudent Voice have obtain ownership by giving to their professor and develop them forand Choice them judgement on the solution they the final project. wish to implement. Having students informally and Having students writing blog posts onReflection formally reflect on what, how

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa M. Del Torto, Northwestern University; Bruce Ankenman, Northwestern University; Stacy Benjamin, Northwestern University; Trevor Harty, Northwestern University; Penny L. Hirsch, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

bybeing involved with design. All of the faculty/staff interviews were audio recorded, and fourwere transcribed and coded for key insights.iThese insights were then used to develop a pair of surveys to gather feedback from students whohad been involved in the Design Certificate Program and DFA: one survey for alumni and onefor current undergraduates. The surveys were essentially identical in the sections that collecteddemographic information, the students’ experiences with design, and what benefits they felt theyhad received from design at Northwestern, but the alumni survey also included a section thatasked alumni to reflect on the skills they gained from being involved with these design programsand how their design experiences affected their

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Schmitt, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology; Ted A. Conway, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

wherestudents may be of different demographics than those they will ultimately design for. Upongraduation, students will be expected to design solutions for handicapped or elderly individualswho are from a completely different background 3,29.Within the context of engineering design, the term “empathetic design” has emerged as animmersive design experience meant to help designers understand the needs of the end-user.Empathetic design is defined by Battarbee 30 as the ability of an engineer to immerse themselvesin the lives, environments, attitudes, experiences, and dreams of end users. Further, thisimmersive experience should be reflected in the design requirements 31. This experience is oftenrecommended in various user-centered design

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University

Tagged Divisions

Design in Engineering Education

between product and process is deliberate and designed to roughly follow a generalized“V-model” for systems development [13], figure 1. Figure 1: Representation of the V-model on which the capstone class is loosely based.The V-model has two phases, validation on the left and verification on the right. The validationphase focuses on effectiveness, do the design decisions reflect the right thing to do, while theverification phase focuses on efficiency or whether the planned design is being executed the rightway. The top of the Vee represents broader more contextual elements of design while thebottom of the Vee represents detailed design. In this model as student teams move from left toright through the design course they first represent their

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean-Celeste M. Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Design in Engineering Education

the secondary students.Deeper learning is promoted by the formal reflective activities built into the HSE programthrough these poster and presentation requirements because these activities promotemetacognitive gains. They offer opportunities for both coaches and students to assess theirprogress in terms of the larger picture of a long-term project instead of just day to day gains;that is, they impose divergent thinking. Additionally, the Expo campus visit has the criticallyimportant function of making the university accessible to the secondary students. From the artifacts created for spring Expo, we see trends toward an improved abilityof students to communicate technical information and an improved understanding of the

Conference Session

Design with External Clients

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Eric Leonhardt, Western Washington University

Tagged Divisions

Design in Engineering Education

contribute to greater fuel economy. Unique design and fabricationtechniques for high performance structural composites will be utilized to reduce curb weight by30-50%, when compared to conventional steel chassis design benchmarks. Self-imposedmandates adopted by the WWU R&D team include design and manufacturing sustainabilityfocus, which are reflected in all architectural, materials selection, and manufacturing processdecisions. An additional design goal targets the ability to use a range of alternative fuels by usinga modular hybrid powertrain and open source control strategies that enable utilization of regionalfeedstocks available to the purchaser. The hybrid bus project combines undergraduate Vehicle Design students withEngineering

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Figure 1. Flow Diagram for Study SelectionWhat types of assets do students bring into engineering programs? What are implications ofasset-based approaches to engineering, engineering design process, and design pedagogy?Different student groups hold different assets in the form of cultural wealth and/or funds ofknowledge. Here, we summarize (see Table 1) assets by student subpopulations and theirimplications to engineering and engineering design education. Neither the student subgroups northeir corresponding assets and asset categories are meant to be exhaustive in nature. Thesummary in Table 1 reflects evidence found in the literature and are only meant to be illustrativeand of practical value to engineering educators.Table 1. Summary of assets

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lindy Hamilton Mayled, Arizona State University; Ryan J. Meuth, Arizona State University; Brent James Sebold, Arizona State University; Eric Prosser, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

sets were significant across the classroom types (p < .05).Figure 2. Sprint Retrospective Reports Analysis. Error bars indicate standard deviation. *indicates significant difference with Pro Mentor classroom type (p < .05).Sprint Retrospectives are progress report documents generated by the student team every 2weeks. These reports include a list of tasks committed and completed during the last workperiod (a two-week "sprint"), a breakdown of the relative effort of the team members, descriptionof the feedback received by the team from their project sponsor, and a reflection on teaminteractions.As seen in Figure 2, across the Sprint Retrospective averages, the ProTA mentored students hadthe highest average score, followed by the Fall 2019

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

reflects the individual student’s average rating acrossall five categories as compared the average of the team overall. This factor can then be used toadjust team deliverable scores to individual grades. CATME has been widely used in engineeringeducation across a range of disciplines and levels of students, with use at over 1000 institutionsby nearly 6000 instructors and over 300,000 students (https://info.catme.org/about/our-user-base/).It is important to understand the extent to which peer ratings may be influenced by unconsciousor implicit bias [8]. Studies of unconscious bias have established the following situationalelements as being more likely to result in unconscious bias: lack of information, time pressure,stress from competing tasks [9

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University, Center for Engineering Education Research; Morteza Pourmohamadi, Tabriz Islamic Art University; Sarah Abdellahi, University of North Carolina, Charlotte; Lilian Maria de Souza Almeida, Utah State University ; Yuzhen Luo, Utah State University, Department of Engineering Education; John S Gero, University of North Carolina, Charlotte, and George Mason University

Tagged Divisions

Design in Engineering Education

andprocess information (Allinson & Hayes, 1996; Goldstein & Blackman, 1978; Messik, 1984;Riding, 1997). It is reflected in the organization of information in memory, the speed andaccuracy of decision-making under uncertainty, the global or macro approaches to dealing withproblems, and the preference for different problem solving strategies (Messik, 1976, 1984;Sternberg & Grigorenko, 1997).Two measures of cognitive design style are used in this project, the first is the problem-solutionindex and the second is design patterns based on the transitions of design issues and designprocesses. These provide quantitative measures of design styles. Cognitive design style ismeasured at the meta-level by dividing the entire design activity into two

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Lisa McNair, Virginia Tech; Chad Newswander, Virginia Tech; Eloise Coupey, Virginia Tech; Ed Dorsa, Virginia Tech; Tom Martin, Virginia Tech; Marie Paretti, Virginia Tech

Tagged Divisions

Design in Engineering Education

receivingfeedback from students and instructors, we extracted three categories of how groups are able toform in an effective and efficient manner. Once these classifications were selected, one authorcoded them and looked at class transcripts and interviews to determine what pedagogicalpractices were helpful in building coordination and communication among students. Theseselected categories were (1) desire to work in interdisciplinary groups, (2) manifestations ofgroup cohesion, and (3) the balance between structure and openness. The desire to work ininterdisciplinary groups reflected the promotion and applicability of each team’s project in theclassroom and work setting. Group cohesion was manifested by the ability of students to cometogether and produce

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Carla Gould, Ontario College of Art and Design; Casey Wong, Ontario College of Art and Design; Michael Helms, Georgia Institute of Technology; Djordje Zegarac, University of Calgary; Sean Gibbons, University of Montana; Carl Hastrich, Ontario College of Art and Design; Jeannette Yen, Georgia Institute of Technology; Bruce Hinds, Ontario College of Art and Design; Denise DeLuca, Biomimicry Institute; jessica ching, Ontario College of Art and Design

Tagged Divisions

Design in Engineering Education

rigidity (fig. 10 step5). These functions are related by commonproperties and relationships between liquid and solid states of a given substance. This exampleprovides a case where individuals search and recall analogies using a complex interactionbetween knowledge of the physical world, behaviors and functions. Functional analogy alone isnot capable of duplicating such an example. d. The University of CalgaryThe engineering instructors of our design course developed an action based approached to designthat is intended to better reflect the actions taken by successful design engineers. This action-based approach is based on the activities of design: familiarization, functionality and testing orFft. Familiarization requires the students to seek

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Seda McKilligan, Iowa State University; Colleen M. Seifert, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

,analyses of award winning products, and a case study of a long-term design project, DesignHeuristics capture the cognitive “rules of thumb” used by designers to intentionally vary their setof candidate designs[23]. These strategies appear to be ones that expert designers employautomatically, without consciously deciding to do so[24]. The heuristics were individuallyextracted across multiple concepts from multiple designers to reflect a useful level of abstractionin describing how to alter design characteristics to create new ones[25]. The resulting set of DesignHeuristics capture 77 different strategies, each of which can be applied independently or in tocreate new designs[26].The set of Design Heuristics is packaged as an instructional tool for

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

diverse workplace are often assumed and not carefully considered. Extantliterature finds that while there certainly can be benefits from diversity, it can also be a source ofconflict and misunderstandings [8], [9]. Increasingly, new types of pedagogy and learning thatrelies on reflection and understanding one’s own identity in comparison to others can lead toincreased group performance [9]. In order to benefit from diversity and inclusion, intentional 4planning and learning opportunities need to be considered. As we plan for a new makerspace, wemust be intentional in order to reach our goals of inclusion and diversity.In thinking about the benefits