Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Gay Lemons, Tufts University; Adam Carberry, Tufts University; Chris Swan, Tufts University; Chris Rogers, Tufts University; Linda Jarvin, Tufts University

Tagged Divisions

Design in Engineering Education

the participants to choose whichever activities they thoughtmight help them formulate a solution. The purpose of offering the diverse choices was to observeif students could cull the important information needed to solve the design task. Whenparticipants completed the design task, they were asked to write a short reflection paper of theirexperience. Photos were taken of their prototypes.LEGO® pieces were used in building the prototype. When subjects chose the Build a prototypecard, they were handed a kit of LEGO pieces and instructed to use the pieces simply to get theiridea across, and not be overly concerned with any challenges arising from the materials. Whilethe functionality of the pieces did not allow for heavy force to be used in

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

review], we demonstrated that techniques used in the earlystages of design (e.g., for concept generation) can be characterized in terms of the degree ofdifficulty associated with learning and using them effectively. Here, we extend thisproposition to design techniques across all stages of the design process, using the followingscale to reflect the level required for their mastery: • Level 1 = very easy to master • Level 2 = easy to master • Level 3 = mid-level difficulty to master • Level 4 = hard to master • Level 5 = very hard to master.The same selection of 24 techniques that appeared in Table 2 will be mapped according tothis level metric below (see Table 3), after we have discussed the classification of

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Bryce Holloway, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Al Mundy, U.S. Air Force Academy; Bradley Adam Camburn, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

at the University of Texas has allowed theundergrad to see what it is like to perform graduate level research. Disseminating the research bywriting a paper intended for publication and presentation in front of a national audience has beena good experience and provides a taste of what the next level of education involves. As a “soon-to-be” officer in the United States Air Force, this research and the resulting publication willprovide a strong “performance evaluation bullet” point that reflects the undergrad’s ability tocommunicate well and willingness to work hard. Finally, working with experts in the fieldprovides opportunities for future research as well as individuals that can write grad schoolapplication references based on the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ang Liu, University of Southern California; Stephen Y. Lu, University of Southern California

Tagged Divisions

Design in Engineering Education

provided by the instructor, the team modifies its design process/outcome accordingly, and prepares a few lead-in questions for the in-person interactions.4) Engage in the in-person interaction: during the in-person meetings, the team thoroughly goes through its improved design process/outcome, and the instructor steps in when he/she identifies any step that would have been designed differently from an expert’s perspective.5) Publish the interaction result: the team reflects its interaction process with the instructor, redoes the design by itself to generate (and evaluate) new ideas, and sends the instructor a Page 24.1035.6 certain

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney C. Rogers, University of Virginia; Rupa S. Valdez, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

] G. S. Weissmann, R. A. Ibarra, M. Howland-Davis, and M. V. Lammey, “The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM,” J. Geosci. Educ., vol. 67, no. 4, pp. 320–329, Oct. 2019, doi: 10.1080/10899995.2019.1620527.[15] E. Charles, “Decolonizing the curriculum,” Insights, vol. 32, no. 1, Art. no. 1, Sep. 2019.[16] D. K. G. Fomunyam, “Decolonising the Engineering curriculum in a South African University of Technology,” vol. 12, no. 17, p. 9, 2017.[17] H. Mogstad and L.-S. Tse, “Decolonizing Anthropology: Reflections from Cambridge,” Camb. J. Anthropol., vol. 36, no. 2, pp. 53–72, Sep. 2018, doi: 10.3167/cja.2018.360206.[18] R. Connell, “Decolonizing Sociology

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced; Marina Shapiro

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

beenmeasured through the use of student surveys and improved student passing rates [16]. Within theHCRD course various methods to ensure student knowledge gains and perceptions towards theircareer preparedness and progress towards degree completion will be assessed through pre andpost-semester surveys, reflections, and final exam/presentation scores. At the two south valleycampuses, students will be primarily be assessed to identify the length to which FC-E-POGILpedagogy is successful in improving knowledge gains. The impact of the two pedagogies onknowledge gains will be evaluated by conducting a one-way repeated measure analysis ofvariance (ANOVA). The ANOVA analysis will assess the difference in participants’ summativeknowledge gains based on final

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

material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References1. Kendall, M. R., Choe, N.H., Denton, M., Borrego, M., (2018). “Engineering IdentityDevelopment of Hispanic Students.” ASEE Annual Conference and Exposition, ConferenceProceedings, 2018.2. E-mail from TAMUK Office of Institutional Research and Assessment, February 24,2021.3. Prince, S.P., Tarazkar, Y., (2013) “Mechanical Engineering Design Experience forHispanic and Low Income Students.” ASEE Annual Conference and Exposition, ConferenceProceedings, 2013.4. Meyers, K., Cripe, K. (2015) “Prior educational experience and gender influences onperceptions of a first-year engineering design project.” International

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew L. Gillen, University College London; Michael L. Woodrow, University College London; Jose Luis Torero, University College London

Tagged Divisions

Design in Engineering Education

product and reduced redundancies to add clarity for bothinstructor and learner on what the central outcomes of the course should be. See Table 1 for alist of the proposed learning outcomes. Table 1. Proposed Learning Outcomes Learning Theme Specific Student Outcome Design Expertise • Deeply formulate a civil engineering infrastructure problem including identifying stakeholder needs and problem constraints beyond the superficial. • Exercise design skills on a civil engineering problem to provide creative, original, and feasible solutions. Reflective Practice

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint

Tagged Divisions

Design in Engineering Education

University 44 6 Total 77 17 Percentage 81.91% 18.09% Male Female Figure 2: Distribution of Male and Female StudentsData AnalysisStatistical analysis was performed using an independent sample t-test to determine themean values of all five categories of survey questions using SPSS22 software20. Theindependent t- test was used to evaluate the three different hypotheses listed in theprevious section. A t-test’s statistical significance indicates whether or not the differencebetween two groups’ averages most likely reflects a “real” difference in the populationfrom which the groups were sampled.Results and DiscussionDescriptive

Conference Session

Design Methodolgy

Collection

2007 Annual Conference & Exposition

Authors

Hugh Jack, Grand Valley State University

Tagged Divisions

Design in Engineering Education

peer evaluation form shown in appendix B is used for junior level mechanical and productdesign and manufacturing engineering students. Similar forms are used for other upper levelcourses including senior project. The peer evaluation is normally administered the first time in themiddle of the semester. At that time it allows the instructor to assess the team culture on an indi-vidual basis, and it allows the students to reflectively consider the team. The second and last timethe peer evaluation is used is at the conclusion of the project. These are used to adjust individualstudent grades.As expect, the numerical values on the form are the least important indicator. The best indicator ofperformance is the comments and the question “would you

Conference Session

Design for the Environment

Collection

2007 Annual Conference & Exposition

Authors

David McStravick, Rice University

Tagged Divisions

Design in Engineering Education

better if it included amultidisciplinary group i.e. some electrical engineering students on the team. We generally havemultidisciplinary teams, but in this case we relied on technicians in other departments for supportof the students. Reflecting on the overall conduct of the project, it is clear that having morestrength in electrical engineering would have been better for the project progress.We have made a major change in administration of the capstone projects for the current year. Wehave incorporated cooperative learning techniques in the capstone course which address many ofthe issues relating to teams involving multiple departments8. Cooperative learning has beenshown to improve student-faculty and student-student interaction, information

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Graham Thomas, Texas Southern University; Esther Thomas, Texas Southern University

Tagged Divisions

Design in Engineering Education

anundergraduate electronics engineering technology class in which case studies are utilized.Examples of the cases used, their sources, and the method used to incorporate these cases intoclassroom teaching and learning are provided. In addition, students’ comments on the benefitsassociated with the use of cases as a learning tool will be provided and a general summary of thecomments will be presented.Developing Cases for Use in the Engineering ClassroomA case is a narrative account of a situation, problem or decision usually derived from actualexperience. Cases are often a reflection of real world situation and issues which decision makers,such as managers and engineers encounter in formulating plans aimed at finding solutions to agiven problem(s) 6. In

Conference Session

Teams and Teamwork in Design II

Collection

2008 Annual Conference & Exposition

Authors

Mark Chang, Franklin W. Olin College of Engineering; Allen Downey, Olin College of Engineering

Tagged Divisions

Design in Engineering Education

assigned to the same project, that costs 100 points. This weight reflects our desire to accommodate anti-preferences almost absolutely while still considering that violating an anti-preference might allow the program to explore a part of the solution space that yields a better global allocation. The program that generates solutions works in three phases: 1. During the first phase, the program uses one of two probabilistic greedy algo- rithms to generate an initial allocation. One algorithm enumerates the students in random order and assigns each student to the available project with the high- est preference. The other algorithm enumerates the projects in random order and chooses the student

Conference Session

Capstone Design III

Collection

2008 Annual Conference & Exposition

Authors

Morshed Khandaker, University of Central Oklahoma; Peter Orono, Indiana University-Purdue University-Indianapolis; Stephen Ekwaro-Osire, Texas Tech University

Tagged Divisions

Design in Engineering Education

participation, and leadership skills. Kuisma4 presentsportfolio assessment techniques to assess an undergraduate group project in the Physiotherapy Page 13.1304.2Program. This technique involves the students themselves reflecting on and evaluating theirlearning and also allows teachers to evaluate individual students' learning in group tasks.Traditionally, design reports alone have been the method by which the students' performance isjudged in typical capstone design courses 5. However, this limits the ability of the faculty todetermine the students' interaction with their companies and also with their peers. Rubrics aregenerally written to insure the

Conference Session

Capstone Design I

Collection

2008 Annual Conference & Exposition

Authors

Susannah Howe, Smith College

Tagged Divisions

Design in Engineering Education

for Capstone Involvementand number of faculty receiving teaching credit for theirinvolvement. Note that the faculty numbers do not Student/Faculty % of Responsesnecessarily reflect all faculty involved with the capstone Ratio (n=53)course, only those who received teaching credit for theirinvolvement. As discussed in Table 1, a sizable minority of 1 – 10 19programs do not provide teaching credit for coaching

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

Regina Hannemann, University of Kentucky

Tagged Divisions

Design in Engineering Education

structure of thecourse including experiences, challenges, and successes. It will further outline future changes tothe course planned for the next couple of semesters. The design review is needed at this pointbecause it is planned to implement the next major step in the remodeling process: switching froma one-semester course to a two-semester sequence in the fall of 2009. Evaluating the status willhelp to define current strengths of the course, which should be kept and reinforced, as well ascurrent shortfalls, which should not be transferred to the two-semester sequence if possible.Presenting this design review will encourage other educators to reflect on the status of their ownCapstone Design Courses.IntroductionThis paper briefly describes the

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Robert Fleisig, McMaster University; Harry Mahler, Ontario College of Art and Design; Vladimir Mahalec, McMaster University

Tagged Divisions

Design in Engineering Education

, and LJ Leifer, “Engineering Design Thinking, Teaching and Learning”,Journal of Engineering Education, 2006, 34(1), pp. 103-120.19 CL Dym and P Little, “Engineering Design: A Project-Based Introduction”, third edition, 2009, Wiley.20 KT Ulrich and SD Eppinger, “Product Design and Development,” fourth edition, 2007, McGraw-Hill.21 AS Lau, “Teaching ethics to first-year college students”, 2004, Science and Engineering Ethics, 10(2), p. 359-368.22 C Justice, J Rice, W Warry, S Inglis, S Miller, and S Sammon, “Inquiry in Higher Education: Reflections andDirections on Course Design and Teaching Methods”, Innovative Higher Education, 2007, 31, pp. 201-214, DOI10.1007/s10755-006-9021-9.23 Ibid.24 S Memmer, “Volvo’s Safety Concept Car: The

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Samuel T Hunter, Pennsylvania State University; Gul Kremer, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

Page 14.419.4this study. First, during the pilot phase, the questions were modified to allow students to identifyany course as the source for their design learning, not just the first year cornerstone course.After each CADEK question, students were also asked to evaluate their agreement with twostatements; “I have acquired related knowledge to this question during the design class I havejust completed” and “Any person who takes this course should be able to answer this question.”Responses were coded as follows: “agreed” = 3, “neutral” = 2, and “disagree” = 1. These resultssuggested that students perceived most items to be an adequate reflection of the material coveredin their introductory engineering design course. Based on these ratings along

Conference Session

Design for Society and the Environment

Collection

2009 Annual Conference & Exposition

Authors

Melissa Bilec, University of Pittsburgh; David Torick, University of Pittsburgh; Joe Marriott, University of Pittsburgh; Amy Landis, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

Page 14.467.5curriculum development. The Sustainability in Higher Education Assessment Rubric (SHEAR) 4is designed to aid faculty in creating effective courses in sustainability. Through the knowledgeand use of this rubric, we increased our focus on group learning and reflection opportunities forthe learner. The rubric also suggests greater success can be achieved through long-term mutuallybeneficial relationships with corporate/community partnerships. This category has helped usensure that we are mindful of both our learners and our partners needs

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Mohamed El-Sayed, Kettering University

Tagged Divisions

Design in Engineering Education

Page 14.547.2among engineers and researchers there has not been an in depth study for the relationshipbetween realization and design. By using the word realization, in product realization, to meanbeing in physical reality through production the contribution of design and its relation torealization is usually lost. To understand this relationship in depth, however, it is important tounderstand what the term realization actually means. Webster's Dictionary describes some of theuse of the verb to realize as [1]: to make real; to convert from the imaginary or fictitious into theactual; to bring into concrete existence; to accomplish; as, to realize a scheme or project. Anothersource [2], reflecting the current use of word, defines realization as

Conference Session

Design in Freshman and Sophomore Courses

Collection

2009 Annual Conference & Exposition

Authors

Madiha Khurshid, University of Calgary; Marjan Eggermont, University of Calgary; Daryl Caswell, University of Calgary

Tagged Divisions

Design in Engineering Education

TimeWeek Deliverables Lecture Lab (hr.) (hr.) Logbook Reflection Homelessness Facts 0.5 Root Causes Workshop 1.5 Research Questions 10 Year Plan 0.25 Welfare Workshop 0.5 1 Project Introduction 0.25 Homelessness Research 1 Affordable Housing 1.5 Research 2 Lab Contract

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Patricia Mellodge, University of Hartford; Diane Folz, Virginia Tech

Tagged Divisions

Design in Engineering Education

mostrecent empirical findings. This process of revision becomes even more crucial as the Universityof Hartford research team enters the project in the spring semester of their senior year. Since thecapstone project activities for the two collaborating teams are offset by a semester, new datagenerated by the team conducting the most critical aspects of testing will have a profound effecton the decision-making process of the Virginia Tech students. They will be involvedsimultaneously in the “reflective observation” and “abstract conceptualization” phases of thelearning cycle as they incorporate new information, expand their understanding of the empiricaldata and collaborate to generate a summary technical paper.The summer program will bring a new

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Peter Schmidt, University of North Carolina, Charlotte; James Conrad, University of North Carolina, Charlotte; William Heybruck, University of North Carolina, Charlotte; Daniel Hoch, University of North Carolina, Charlotte; Deborah Sharer, University of North Carolina, Charlotte; Linda Thurman, University of North Carolina, Charlotte; Nabila (Nan) BouSaba, University of North Carolina, Charlotte; Patricia Tolley, University of North Carolina, Charlotte; Martin Kane, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

messaging and instant messaging in their conduct of daily life. Perhaps this is aself imposed barrier to keep work and personal matter separate, or it may be a reflection of thelack of integration of these tools into the business world. It is also encouraging that the studentsfeel able to make telephone calls to their sponsors to discuss issues, rather than filtering themthrough email.The sponsoring organizations are also doing a good job of making their communications timely,helpful and complete. Students in this program are required to keep project notebooks of the typenormally used to document work for a patent. This requirement was reinforced during a meeting

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Chao Chen, Indiana University-Purdue University, Fort Wayne; Carlos Pomalaza-Ráez, Indiana University-Purdue University, Fort Wayne; Scott Hendershot, Indiana University-Purdue University, Fort Wayne; Ma Oo, Indiana University-Purdue University, Fort Wayne; Adam Hilton, Indiana University-Purdue University, Fort Wayne

Tagged Divisions

Design in Engineering Education

over z-axis has been below -1.5g and a range of ±2g was setautomatically for those values. Since the jumping movement is mainly in the vertical axis, theacceleration over z-axis depicts the pattern more clearly. We also calculated the normalizedmagnitude value (Anorm) using Equation (1) and setting T=0.5sec. The change of Anorm over timeis plotted in Figure 7(b), showing that Anorm does reflect the level of activity. For example, Anormis higher during the jumps, but lower while standing.We also tested an abnormal movement where a person falls on the ground. The accelerationmeasurements over three axes are depicted in Figure 8(a). The change of Anorm over time isplotted in Figure 8(b), where Anorm is calculated using Equation (1) and setting T

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Paul Santi, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

Page 11.221.6unidentified future time (not shown on the graph) when the dams are destroyed by silting andovertopping, by overtopping from rare, large flood events, or by additional landslide movementcaused by large-scale triggering events.Figure 5. Failure rate of natural landslide dams, based on 187 case studies of failed dams (from reference 6). Notethat this curve represents the first half of a bathtub-shaped hazard rate curve.Maintainability Dhillon3 defines maintainability as “a characteristic that reflects the accuracy, safety, costeffectiveness, ease, and time required to perform any needed maintenance tasks.”3 Theconnotation is that the goal is to keep equipment and machinery in good working order.Although geological engineering

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Richard Bannerot, University of Houston

Tagged Divisions

Design in Engineering Education

; thirteen teams hadtwo female members; and two teams had three female members. The evaluation of variousaspects of the team’s performance is represented on a “grade point average” scale with an “A”equaling 4.0, a “B”, 3.0, etc. in the four columns on the right. (Extraordinary work orperformance is awarded a grade above 4.0.) As noted above, the project grade is composed ofthree components: artifact testing, design quality, and communications.Some of the literature, e.g.2, suggests that adding one female to an otherwise all male team couldbe disruptive. However, that doesn’t seem to be reflected in the team performances in this study.Further, some say adding a second female would be better, while others say it would make thingsworse1. The current

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mehwish Butt, University of Alberta; Alyona Sharunova, University of Alberta; Ahmed Jawad Qureshi, University of Alberta

Tagged Divisions

Design in Engineering Education

[11,15]. A reflection of typical designstages from various disciplines can be seen in [3,16-23]. Many authors argue that, due to thevarying contextual nature of the products across disciplines, it is difficult to agree that thereexists a common design process. However, earlier industrial studies carried out have demonstrated that disciplinary expertsdemonstrate similar understandings of the engineering design process. A study performed byGericke and Blessing [13] reviewed 64 design process models across 9 engineering disciplinesand proposed the following set of most common transdisciplinary design stages: Establishing ANeed; Analysis of Task; Conceptual Design; Embodiment Design; Detailed Design;Implementation; Use; and Closeout. Gericke et al

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Design in Engineering Education

students to earn academic credit for their work on these projects. Based on the individualprogram, this credit bearing course is typically structured in one of the following ways:independent study, capstone design, or a stand-alone course. While historically, an independentstudy course has been a more common approach for academic credit, more recently stand-alonecourses such as Humanitarian Design Projects and/or integrated programs such as the EPICSprogram at Purdue and other universities are becoming more common.[7-9] This manuscriptpresents the Humanitarian Design Projects course, its structure and major assignments, andprovides evaluation data and reflections on the successes and challenges of implementing thecourse in its current form.2

Conference Session

Understanding Student Development in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bin Lei, Drexel University; Brandon B. Terranova, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

Design in Engineering Education

information and resources to aid in the information gathering phase ofthe design process. In addition to the engineering and science concepts relevant to the project,the online lectures provided information regarding project management techniques such as workbreakdown structure, network diagram, Gantt chart, and bill of materials. To close the designcycle, students are asked to make brief presentations on their designs to the class before theycomplete the distance trial. This metacognitive exercise enables the teams to reflect on what theydid during the term and provides an opportunity to share their experience with others in thesection. They are asked to address the following questions: 1. Who are your group members and what is your car's name

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Barbara E. Marino, Loyola Marymount University

Tagged Divisions

Design in Engineering Education

addition, the LED ICs were daisy-chained together allowing data frames to be transmitted sequentially and received by consecutiveICs. Once this was mastered, the students moved on to the more creative aspect of the project. a) APA102C RGB Full Color LED Control IC b) TM1000Q Tilt Switch Figure 6: Bicycle Safety Vest ComponentsThe students had great fun designing the jacket and embedding the electronics in the fabric.Groups used hot glue, sewing thread and reflective tape to secure the electronics. On oneprototype, the LEDs were arranged in the shape of two arrows that flashed to indicate the turndirection. This prototype can be seen in Figure 7a. On another prototype, the LEDs werecreatively arranged in the