Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Susannah Howe, Smith College

Tagged Divisions

Design in Engineering Education

ofa “Client Interaction Rubric” as discussed here fulfills this identified need while serving twopurposes: obtaining formative feedback from the clients to help improve students’ clientinteraction skills, and providing students ahead of time with a framework of key criteriaregarding having successful interactions with clients.This paper describes initial efforts to develop a rubric in support of student-client interactions forclient-oriented project-based learning activities. The rubric has been tested in two small, privatecollege environments: a user interface design course at Ohio Northern University taken by bothcomputer engineering and computer science majors, and an engineering capstone design courseat Smith College in Massachusetts. The

Conference Session

Design in Freshman and Sophomore Courses

Collection

2009 Annual Conference & Exposition

Authors

Kip Coonley, Duke University; Martin Brooke, Duke University; Philip Ethier, Duke University; Hisham Massoud, Duke University

Tagged Divisions

Design in Engineering Education

motivation and creative thinkingskills, especially when design is targeted toward realistic projects. In addition, the project focusearly on serves to better prepare students for their capstone design projects in their senior year.1To address the issues of a traditional engineering curriculum, the authors are part of a recentcurriculum redesign in the Department of Electrical and Computer Engineering at DukeUniversity. This redesign is funded by the National Science Foundation and is centered upon thetheme of Integrated Sensing and Information Processing (ISIP).4 The redesigned curriculum hasfocused on real-world problems as a means for the successful training of modern engineers. Thetheme of ISIP has been implemented in the development of the first

Conference Session

Design with External Clients

Collection

2010 Annual Conference & Exposition

Authors

William Cross, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

Dakota School of Mines and Technology revamped the designcurriculum. The design curriculum consisted of MET 351—Engineering Design I and 352—Engineering Design II for juniors and MET 464—Engineering Design III and MET 465—Engineering Design IV for seniors2. The purpose and objectives of these classes can be Page 15.904.2summarized by the following Accreditation Board for Engineering and Technology (ABET) self-study description3. This is a two-course sequence in Interdisciplinary Senior Capstone Design Project (ISCDP) that involves both lecture and design practice sessions. The course integrates vertically and horizontally

Conference Session

Multidisciplinary Design in the Classroom

Collection

2008 Annual Conference & Exposition

Authors

Tongele Tongele, Southern Illinois University, Edwardsville

Tagged Divisions

Design in Engineering Education

?” Once again, let’s resist the temptation of trying the answer the questions, and note thatwhen students become seniors and prepare to graduate, they must take capstone design coursesand do senior projects. This looks like a last opportunity but a major opportunity for students toget in depth in the use of codes and standards. This certainly sounds like the “major designexperience based on the knowledge and skills acquired in earlier coursework and incorporatingappropriate engineering standards and multiple realistic constraints” required by ABET. But thequestions remain relevant even up to this point: “Do students use in depth codes and standards intheir capstone design or senior projects?” There may not be an absolute yes or no to the

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Jorge Rodriguez, Western Michigan University; Mitchel Keil, Western Michigan University; Luis Rodriguez, University of Wisconsin - Waukesha; Alamgir Choudhury, Western Michigan University; Pavel Ikonomov, Western Michigan University

Tagged Divisions

Design in Engineering Education

in red. The points with maximum deviation between model andmeasurement have been circled.The distance between these two points was also measured as the hose was positioned. As can beseen from the figure, the maximum deviation was found to be 5.5mm or 0.21 inches, which wasconsidered adequate based on the methodology and level of accuracy carried out during theprocedure.The students made several attempts to transfer the model directly into CAD software1,5 usingIGES, STEP, and Parasolid formats. Version mismatches, other incompatibilities, and,ultimately, time prevented this from happening.ConclusionsThis project has been a wonderful experience for the students in the Capstone Design course.They have worked on real-life situation, where many

Conference Session

DEED Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Oscar Nespoli, University of Waterloo; Steve Lambert, University of Waterloo

Tagged Divisions

Design in Engineering Education

Page 15.480.3The case study development method is depicted in Figure 1, while the source identification anddevelopment methods are depicted in Figures 2 to 6 below. The case study development methodis described first, and the source material development methods described thereafter.Case sources used by WCDE are: i. Co-op student experiences and work-term reports ii. Capstone design project experiences and reports iii. Master of Engineering (MEng) design project experiences and design case study reports iv. Industry partner direct experiences and interaction with facultyCase Study Development ProcessThe case study development process begins with the intent to develop decision by the casedeveloper, student, faculty member and

Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Stephen Ekwaro-Osire, Texas Tech; Peter Orono, Indiana University-Purdue University, Indianapolis

Tagged Divisions

Design in Engineering Education

AC 2009-2227: USE OF RESEARCH NOTEBOOKS BY UNDERGRADUATESTUDENTSStephen Ekwaro-Osire, Texas TechPeter Orono, Indiana University-Purdue University, Indianapolis Page 14.1304.1© American Society for Engineering Education, 2009 Use of Research Notebooks by Undergraduate StudentsAbstract Previously, the authors investigated the use of design notebooks as indicators of studentparticipation in team activities. The authors have used design notebooks in freshman designclasses and senior capstone design class. It was demonstrated that design notebooks are a goodindicator of teamwork practices. The motivation of this study is to enhance creativity in designresearch by

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Lucian Alexander P.E., Texas A&M University - Kingsville; Rajashekar Reddy Mogiligidda, Texas A&M University - Kingsville; David Hicks, Texas A&M University - Kingsville

Tagged Divisions

Design in Engineering Education

three departments in the Frank H.Dotterweich College of Engineering at Texas A&M University-Kingsville have incorporatedengineering design instruction and hands-on design projects in the last two years as part of NSFgrant award #1928611. A primary objective of this grant is to increase the retention andpersistence of minorities in the engineering programs by incorporating high-impact enrichmentactivities into courses early in the student’s academic career. A logical course to include high-impact activities for first-year students is the introduction to engineering courses in thedepartments, which are titled “Engineering as a Career” (GEEN 1201), within the Frank H.Dotterweich College of Engineering.This work presents the approach used for a

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Joseph Zinter III, Yale University; Larry Wilen, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

These authorsexplain that capstone design courses are commonly used to demonstrate the achievement ofprescribed engineering competencies. The development of cornerstone (or introductory) designcourses was prompted by desires to connect new students to the engineering profession in anengaging and meaningful fashion. The value of introducing design thinking and applying project-based learning is emphasized as means to acquire design skills. The Conceive-Design-Implement-Operate (CDIO) process is suggested as a means to infuse design throughout thecurriculum.Design thinking is characterized as the designer’s ability to tolerate ambiguity, addressuncertainty, iterate, maintain a systems perspective, work in a team, make decisions, andcommunicate

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

more educators are becoming aware of the issues of design, and steps arebeing taken world wide to address the concerns of industry at large. One approach has been toform “symbiotic” partnership between industry and academia through senior capstone projects. Page 24.948.2The capstone course has evolved over the years from “made up” projects devised by faculty toindustry-sponsored projects where companies provide “real” problems, along with expertise andfinancial support. In fact, design courses, in general, have emerged as a means for students to beexposed to some flavor of what engineers actually do; and also, could learn the basic elements

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sivachandran Chandrasekaran P.E., Deakin University; Riyadh Ibrahim Al-Ameri, Deakin University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

interests in- clude creativity and innovation in learning and teaching, Design based learning, Cloud learning & located learning and engineering education innovation. His education philosophy is founded on the Project Ori- ented Design Based Learning (PODBL) approach at Deakin University.Dr. Riyadh Ibrahim Al-Ameri, Deakin University Al-Ameri is a Fellow of the Institution of Engineers Australia and chartered Structural Engineer. Since 2010, Al-Ameri is appointed as a Senior Lecturer at the School of Engineering, Deakin University. He have more than 25 years of mixed academic and industrial experience and involved significantly with academia, research, construction industry and consultations. He received his BSc in

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte; Claude M. Hargrove, University of North Carolina, Charlotte; Valentina Cecchi, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

. Conrad is a Senior Member of the IEEE and a Certified Project Management Pro- fessional (PMP). He is also a member of ASEE, Eta Kappa Nu, the Project Management Institute, and the IEEE Computer Society. He is the author of numerous books, book chapters, journal articles, and conference papers in the areas of robotics, parallel processing, artificial intelligence, and engineering education.Claude M Hargrove, University of North Carolina at Charlotte Dr. Claude Hargrove is a Faculty Associate for the Electrical and Computer Engineering Department at the University of North Carolina at Charlotte. He previously taught at North Carolina A&T State University from 2003 until 2010. He has served as Branch Counselor for

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elissa T. Morris, Texas A&M University; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

heavily emphasized scientific theory while abandoning engineering design and creativesynthesis 2. The hands-on training and applied learning methods of earlier engineering educationwere re-introduced to the curricula, and design became a major focus in the reform ofengineering education. The Accreditation Board of Engineering and Technology 3 influenced thedevelopment of capstone design courses offered to senior-level students to meet the need ofdesign implementation in engineering curricula 4. Capstone design courses enable students tobecome familiar with the engineering design process through a class project requiring theapplication of knowledge and training received in freshman, sophomore, and junior levelcourses. While the addition of

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin Schmaltz, Western Kentucky University; H. Joel Lenoir, Western Kentucky University

Tagged Divisions

Design in Engineering Education

Paper ID #33239Delivering Meaningful Design-and-Build Experiences to M.E. UnderclassStudents in the Age of COVID-19 and BeyondDr. Kevin Schmaltz, Western Kentucky University Kevin Schmaltz has been at Western Kentucky University for eighteen years, previously serving as the Chair of Mechanical Engineering at Lake Superior State University. Before entering the academic world, he was a project engineer for Shell Oil responsible for the design and installation of oil and gas production facilities for offshore platforms in the Gulf of Mexico. He has a combined 31 years of experience as an engineer in industry and in

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel D. Jensen, U.S. Air Force Academy; John J. Wood, U.S. Air Force Academy; Philip Knodel, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Robert Vincent, U. S. Air Force Academy

Tagged Divisions

Design in Engineering Education

ladders. The small size constraints (based on the 8 inch insertion/extraction bore hole)and the aggressive navigation requirements for these systems pose extremely significant designchallenges.This has been a multi-year project with each year’s final designs originating from varyingcomponents from the CG suite mentioned above. During the 2009-2010 capstone design course,the students designed a dual-powered Ducted Fan Climber robot system using a two-wheeledconfiguration to better facilitate the insertion and extraction requirement. The robot used adifferential steering scheme with a trailing stabilization device and is shown in Figure 5 below. Figure 5. Ducted Fan Climber counter-tunnel robotic system [13].The counter-tunnel robotic

Conference Session

Teams and Teamwork in Design I

Collection

2009 Annual Conference & Exposition

Authors

Xiaobo Peng, Prairie View A&M University; Katie Grantham Lough, Missouri University of Science and Technology; Benjamin Dow, Missouri University of Science and Technology

Tagged Divisions

Design in Engineering Education

Collaborative Engineering and Product DataManagement,” presented at PACE Annual Forum, Mexico City, Mexico, July 27-30.15. Jensen, C. G., Dean, C. , Bohn, J. H., and Marshall, J., 2005, “Using Collaboration and PLM Tools to LinkRemote Capstone Team Members,” presented at PACE Annual Forum, Mexico City, Mexico, July 27-30.16. McCammon, J. B., Brooks, B. W., and Jensen, C. G., 2006, “Hosting/Participating in Global CollaborativePACE Projects,” presented at PACE Annual Forum, Provo, Utah, July 24-29.17. Hinds, T. J. and Lloyd, J. R., 2006, “Teamcenter Tools Collaboration Project,” presented at PACE AnnualForum, Provo, Utah, July 24-29.18. Anderson, J., Eastein, M., Nielsen, B., and Rochow, T., 2006, “Virtual Engineering Design Collaboration: AJourney into

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin Jobidon, University of Waterloo; Maria Barichello, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Mehrnaz Mostafapour, University of Waterloo; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo; Jason Grove P.E., University of Waterloo

Tagged Divisions

Design in Engineering Education

theirparticular course or project. Several implementations are described below.The workshop was implemented twice in a management engineering capstone design projectseries of courses. In one implementation, it was delivered just after the mid-point of the designprocess, as students were creating detailed design verification plans. In this case, the “concepts”on which the students sought peer feedback were different ideas they had come up with to verifytheir designs. In the other implementation, the workshop was delivered about one-third of theway through the design process, once students had completed their problem formulation phaseand had begun creating a number of different conceptual designs to address the identified need.The workshop was also

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

sophomore and junior years.Even within capstone courses, teamwork instruction can be limited. A national survey ofcapstone design courses that included faculty beliefs and teaching practices by Pembridge andParetti showed that teamwork, as a separate topic from project management, were rarely in thetop five topics covered in the course [18]. Much attention in literature has been focused aroundhow to form teams [19-23] and using peer-evaluation to improving teamwork skills [24, 25] butthere are still many open-ended questions relating to the best way to manage and mentor teams[15].One major reason for benchmarking teaming experiences currently in the curriculum is to betterunderstand where students are exposed to teams throughout a curriculum. This

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

necessary.Design faculty across a range of educational institutions still feel that the leaders of engineeringschools (deans, department heads, tenured faculty) are unable or unwilling to recognize theintellectual complexities and resources needed to support good design education.Fortunately, more and more educators are becoming aware of the issues of design, and steps arebeing taken world wide, to address the concerns of industry at large. One approach has been toform “symbiotic” partnership between industry and academia through senior capstone projects.The capstone course has evolved over the years from “made up” projects devised by faculty toindustry-sponsored projects where companies provide “real” problems, along with expertise andfinancial support

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

necessary.Design faculty across a range of educational institutions still feel that the leaders of engineeringcolleges (deans, department heads, tenured faculty) are unable or unwilling to recognize theintellectual complexities and resources needed to support good design education[1].Fortunately, more and more educators are becoming aware of the issues of design, and steps arebeing taken world wide, to address the concerns of industry at large. One approach has been toform “symbiotic” partnership between industry and academia through senior capstone projects.The capstone course has evolved over the years from “made up” projects devised by faculty toindustry-sponsored projects where companies provide “real” problems, along with expertise andfinancial

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University; Barrett Myers, Purdue University

Tagged Divisions

Design in Engineering Education

used inEPICS.IntroductionThe importance of significant design experiences to prepare undergraduate engineering studentsfor engineering careers has been well-documented 1, 2. These experiences typically emphasizethe application of the technical skills as well as the professional skills such as communication,working as a team and customer interaction 3-5. The need for such experiences has spawnedmany innovative approaches to senior capstone design courses 6, 7 as well as design courses forunderclassmen 8-11. Most of these courses are confined to one semester or quarter and areintended to give the students an intense exposure to the design process. The model that guidedthe creation of the Engineering Projects in Community Service (EPICS

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Renee Rogge, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

supplemental design evaluation was administered in paper form to biomedical engineeringseniors in the capstone design course at Rose-Hulman Institute of Technology, at the conclusionsof the Fall, Winter, and Spring 2007-2008 terms (IRB approved protocol #RHS0054). Duringthe Fall quarter, teams of biomedical engineering seniors selected projects with corporate clientsor individuals within the community, worked up at least three distinct design options, created andused merit and feasibility criteria to select one option, and completed a full design proposal forthat option. During the Winter quarter the teams built and tested their designs, and completedextensive design documentation. The completed projects were delivered to clients early in theSpring

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Richard Bannerot, University of Houston

Tagged Divisions

Design in Engineering Education

2006-833: HOW THE PRESENCE OF WOMEN AFFECTS THE PERFORMANCEOF DESIGN TEAMS IN A PREDOMINATELY MALE ENVIRONMENTRichard Bannerot, University of Houston Richard Bannerot is a Professor of Mechanical Engineering at the University of Houston. His research interests are in the thermal sciences and in engineering design education. For the past fifteen years he has taught the required "Introduction to Design" course at the sophomore level and has been involved in the teaching of the department's capstone design course. He is a registered professional engineer in the State of Texas. Page 11.697.1

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Richard Bannerot, University of Houston

Tagged Divisions

Design in Engineering Education

) ‚ Initial Testing: Oct 8th ‚ Final Testing and Artifact Evaluation: Oct 31st ‚ Team Presentation: Nov 7th ‚ Team Final Report and Extended Abstract: Nov 19th 12% 5. Midterm exam (closed book), Oct 15th 23% 6. Final Exam (closed book), Dec 12thTeam ProjectThe largest single component of the grade is the grade for the Team Project. Asummarized problem statement (The actual problem description is usually seven or eightpages.) for the Fall 2007 team project is presented in Table 2. All elements of the projectare submitted by the team, not by individuals as in the capstone course. Students self-select into teams of four (to the extent possible). The major deliverables for the projectare: a final report, a

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

followingresearch question: How and when do students use prototypes to engage with stakeholdersthroughout the design process? This research project was approved by a Midwestern university’sInstitutional Review Board.ParticipantsA total of 16 students from three different engineering capstone design courses were interviewedfor this study. Table 1 shows the distribution of students based on their gender, design course,and prior design experience. All student names were replaced by pseudonyms to ensureanonymity. Less than half of the students had not referenced previous design experience outsideof their capstone design project. Three students had higher education levels, having completed orwere currently in a Master’s Program while three students previously

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alejandra Hormaza Mejia, University of California, Irvine; Mark E. Walter, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and Exposition, Conference Proceedings, 2011. [8] K. Meah, D. Hake, and S. D. Wilkerson, “A multidisciplinary capstone design project to satisfy abet student outcomes,” Education Research International, vol. 2020, 2020. [9] K. Jaeger-Helton, B. Smyser, and H. McManus, “Capstone prepares engineers for the real world, right? abet outcomes and student perceptions,” in 2019 ASEE Annual Conference & Exposition. ASEE, 2019.[10] R. M. Felder and R. Brent, Teaching and learning STEM: A practical guide. John Wiley & Sons, 2016.[11] M. B. Beigpourian, M. Ohland, and D. Ferguson, “The influence of percentage of female or international students on the psy-chological safety of team,” in American Society for Engineering

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

. Joshi has worked on multiple industry sponsored research projects (Michelin tweel –low rolling resistance for non-pneumatic tires, IFAI ballast friction testing project). She was actively involved in mentoring and advising Capstone design projects. She has advised over 10 different design projects –BMW, Rotary, TTi and mentored over 100 students. While at Clemson, Dr. Joshi was also awarded endowed teaching fellowship as a part of which she has taught a sophomore class on Foundations of Mechanical Systems for 2 semesters. Dr. Joshi worked as a Post-Doctoral Fellow with Professor Jonathan Cagan at Carnegie Mellon University. She investigated the avenues of internet of things and connected products. While at Carnegie

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ada Hurst, University of Waterloo; Christine Duong, University of Waterloo; Meagan Flus, University of Waterloo; Gregory Litster, University of Waterloo; Jordan Nickel, University of Waterloo; Aaron Dai, University of Waterloo

Tagged Divisions

Design in Engineering Education

Paper ID #33745Evaluating Peer-led Feedback in Asynchronous Design Critiques: AQuestion-centered ApproachDr. Ada Hurst, University of Waterloo Ada Hurst is a continuing lecturer in the Department of Management Sciences at the University of Water- loo. Her research falls in the areas of design cognition, and design teaching and learning. She regularly teaches capstone design project courses in the Management Engineering program.Ms. Christine Duong, University of Waterloo Christine Duong is a third year student at the University of Waterloo in the Life Science Psychology program.Ms. Meagan Flus, University of Waterloo

Conference Session

Understanding Student Development in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samantha Paige Moorzitz, The College of New Jersey; Manuel Alejandro Figueroa, The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

  reflections   is   analyzed   elsewhere   but   shows   that  overwhelmingly   students   felt   a   sense   of   vulnerability   during   the   simulation   which   could   have  influenced  their  chosen  design  solution.        Design   Quality   Rubric:   Each   final   project   was   evaluated   by   two   researchers   using   a   design  quality   rubric,   as   described   by   Sobek   and   Jain   [14].   The   assessment   rubric   was   developed   to  evaluate  the  outcome  quality  of  engineering  design  capstone  projects.  The  rubric  is  designed  to  be  objective  so  only  the  prototype  quality  is  assessed.  For  the  present  study,  the  satisfaction  of  the   end   user   was   not   considered   because   there   was

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Rogelio Cardona, University of Puerto Rico, Mayagüez; Ted Cruz, University of Puerto Rico; Noraica Davila, University of Puerto Rico; Omar Ferrer, University of Puerto Rico; Alexander Gonzalez, University of Puerto Rico; Ramon Gonzalez, University of Puerto Rico; Willie Gonzalez, University of Puerto Rico; Nelson Mendez, University of Puerto Rico; Damian Torres, University of Puerto Rico; José Vega, University of Puerto Rico, Mayagüez

Tagged Divisions

Design in Engineering Education

nine highly and self-motivated undergraduate students and oneprofessor trying to, and at times succeeding in, being inconspicuous. We are aninterdisciplinary team from several areas of the Computer and ElectricalEngineering programs at the University of Puerto Rico, exploring novel ideas ofproducts that can become feasible projects for the capstone design course. Theapproach to our work contrasts with many conventional engineering educationpractices, which place emphasis on highly structured and formal procedures andsolving problems proposed by faculty members or by industry partners. Althoughwe still meet in the formal setting of a classroom and one research laboratory, thesessions differ significantly from regular classes, appearing more