Conference Session

Assessing Design Coursework I

Collection

2007 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Bernard Gallois, Stevens Institute of Technology; Rashmi Jain, Stevens Institute of Technology; Ian Denholm, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

Stevens Institute of Technology. He is coordinator of core engineering design courses in Freshman & Sophomore years. Prior to his current position, Blicharz worked for 25 years in project management and systems engineering in the aerospace & telecommunications industries. He has a B.E in Electrical Engineering from Stevens Institute of Technology and an M.B.A. from Fairleigh Dickinson University.Bernard Gallois, Stevens Institute of Technology Bernard Gallois is George Meade Bond Professor of Engineering at Stevens Institute of Technology, where he was the founding dean of the Charles V. Schaefer, Jr. School of Engineering. He received the Diplôme d' Ingénieur Civil des Mines at the École

Conference Session

Design in Freshman and Sophomore Courses

Collection

2008 Annual Conference & Exposition

Authors

Susan Masten, McMaster University; Robert Fleisig, McMaster University

Tagged Divisions

Design in Engineering Education

fuelfrom seeds of the Jatropha shrub, which grows in West Africa. The impact of this approach onstudent satisfaction and success is discussed.IntroductionA central focus of engineering education is the design process. Our goal as engineering educatorsis to ensure that graduating engineers have the ability to “design effective solutions that meetsocietal needs” 1. Traditionally, engineering education is built on a foundation of sciences andmathematics courses, with students taking engineering courses in their upper years, with fewstudents experiencing design outside of a focused course in their discipline. In the 1990’s, inresponse to accreditation criteria, most engineering schools added a “capstone” design project inthe final year. These projects

Conference Session

Multidisciplinary Design in the Classroom

Collection

2009 Annual Conference & Exposition

Authors

Jessica Brakora, University of Michigan; Brian Gilchrist, University of Michigan; James Holloway, University of Michigan; Nilton Renno, University of Michigan; Steven Skerlos, University of Michigan; Toby Teory, University of Michigan; Peter Washabaugh, University of Michigan; Daryl Weinert, University of Michigan

Tagged Divisions

Design in Engineering Education

classroom knowledge education. We aretracking the following as some of our most important principles: 1. The real-world is multidisciplinary and our skills of practice must cut across engineering disciplines and even extend beyond engineering; 2. Engineering development must include at a minimum early project scoping (definition of requirements/constraints), concept design, building, and testing – we refer to this simply as the design-build-test (DBT) process. 3. This cannot be simply a traditional capstone, one-semester, senior-level, activity – students should be engaged as early as practical, ideally in the first year, and be able experience the DBT cycle more than once with growing sophistication.Because the MD

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

undergraduate engineering and threeinstructors who teach engineering design capstone project were invited in the face and contentvalidity process. While the students focused their attention on the improvement of wording, theinstructors focused their evaluation beyond the wording issues such as whether each of thosesurvey items was relevant in their capstone design project. Interview sessions were laterconducted for further inquiries and clarifications of their comments about the survey. Revisionswere made based on their feedback and the revised questionnaire was returned back to the samestudents and instructors for their final comments. Final revision was then made based on theirfinal comments.The resulting survey instrument contains 127 questionnaire

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caleb DeValve, Virginia Polytechnic Institute and State University; Richard M. Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

. Page 22.904.12References[1] Malik Q, Koehler MJ, Mishra P, Buch N, Shanblatt M, Pierce SJ, 2010. Understanding student attitudes in a freshman design sequence. International Journal of Engineering Education; 26(5): 1179-1191[2] Farrell S, Hesketh RP, Newell JA, Slater CS, 2001. Introducing freshmen to reverse engineering and design through investigation of the brewing process. International Journal of Engineering Education; 17(6): 588-592[3] Al-Rizzo H, Mohan S, Reed M, Kinley D, Hemphill Z, Finley C, Pope A, Osborn D, Crolley W, 2010. Directional-based cellular e-commerce: undergraduate systems engineering capstone design project. International Journal of Engineering Education; 26(5): 1285-1304.[4] Hines PD

Conference Session

Communication in Design

Collection

2010 Annual Conference & Exposition

Authors

Kristen Eichhorn, SUNY Oswego; Cara Thompson, SUNY Oswego; David Vampola, SUNY Oswego; Fritz Messere, SUNY Oswego; Rachid Manseur, SUNY-Oswego

Tagged Divisions

Design in Engineering Education

M4, M8 Sophomore year ECE 211 – Electric Circuits & Lab I.1 to I.5, II.1 to II.5 M4, M8 ECE 233 – Signals & Systems I.1 to I.5, II.1 to II.5 M4, M8 Junior year PHL 301 - Professional Ethics I.1 to I.5 M1, M8 ECO 120 - Economics I.1 to I.5 M1, M8 Senior year ECE 491 - Capstone Preparation ECE 401 - Senior Seminar All M1-M7 ECE 492 - Capstone Project All M1-M7As students move through their studies, advanced engineering courses will build on these basicskills by enhancing and reinforcing the primary communication skills gained in the foundationcourses. Since the students will have been exposed to fundamental theories

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allen R. White MRSC, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Kay C. Dee, Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

Works?, Change, 30(4): 26-35, 1998.12) Long, J. and Young, L.: Multiplayer On-Line Role Playing Game Style Grading in a Project-Based Software Engineering Technology Capstone Course Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC, June 2011.13) Prince, M.: Does Active Learning Work? A Review of the Research, Journal of Engineering Education, 93(3): 223-231, 2004.14) Tharp, T.: “The Creative Habit: Learn It and Use It for Life”, Simon & Schuster, pp. 256, 2006.15) Ulrich, K. and Eppinger, S.: “Product Design and Development”, 5th Edition, McGraw-Hill Education, pp. 432, 2011.Appendix: Summary of Creativity Techniques Utilized in this Course

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University; Ronald Earley, Miami University

Tagged Divisions

Design in Engineering Education

service-learningcourse must nevertheless be focused on career preparation of the college studentsas well. (Narayanan, 2004 e; Honnet & Poulsen, 1989). Furthermore it must be clearlyacceptable to the appropriate accreditation agencies. The Senior Design Project Class,which is a two semester-long course, with a total of four credit hours, can be viewed as aservice learning class, depending upon the project chosen by the select student group. Itcontains a substantial amount of education about ethics, ergonomics, economics,sociology and liberal education principles, in addition to rigorous engineering subjectmatter. The student groups are encouraged to appreciate the realities of the socio-economic impact of their chosen project. In many cases

Conference Session

Design in Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Jennifer M. Sieber, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

industry sponsored capstone from at his school and is the advisor of OU’s FSAE team.Prof. Farrokh Mistree, University of Oklahoma Farrokh’s passion is to have fun in providing an opportunity for highly motivated and talented people to learn how to define and achieve their dreams. Farrokh Mistree holds the L. A. Comp Chair in the School of Aerospace and Mechanical Engineering at the University of Oklahoma in Norman, Oklahoma. Prior to this position, he was the Associate Chair of the Woodruff School of Mechanical Engineering at Georgia Tech – Savannah. He was also the Founding Director of the Systems Realization Laboratory at Georgia Tech. Farrokh’s current research focus is model-based realization of complex systems

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra Telenko, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Christopher Saldana, Georgia Institute of Technology; Todd Sulchek, Georgia Institute of Technology; Shannon K. Yee, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Thomas Kurfess, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

, crowd learning of Hands-on engaged Liquid Piston Engine research learning Experiment for theAcademic ClassroomCourses Machining Software Data and user feedback for scaling- Experience with industryServing both Research and Development up of project relevant skillsEducation and through Classroom UseResearch Department of Energy Projects that might also be related Real world projects, Sponsored Capstone to research, industry engagement course credits, IP, job Design for R&D projects with industry

Conference Session

Design in Engineering Education Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Oscar Nespoli, University of Waterloo; William Owen, University of Waterloo; Colin Campbell, University of Waterloo; Steve Lambert, University of Waterloo

Tagged Divisions

Design in Engineering Education

Engineering Education, 2009 Engineering Case Study Implementation: Observations, Results and PerspectivesAbstractWaterloo Cases in Design Engineering (WCDE) at the University of Waterloo (UW) is a newprogram to enhance design education through the development and implementation of designcases from student co-op work term and capstone project reports.This paper summarizes the results of an implementation of the same engineering design casegiven to three separate engineering classes during the same academic term. The engineeringdesign case was written from a student capstone design project report, and was developed tohighlight the engineering design process. The case was developed as a so called

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

imperative that we recognize the internalization ofthe principles of engineering design as a career sustaining competency.Accordingly, we have piloted a pre-capstone course called Principles ofEngineering Design. In this course we aim to empower the students to internalizethe principles of engineering design, learn through doing (reading, designing,building, testing, and post-project analysis), learn to frame, postulate, andimplement a plan of action for their Spring 2016 Capstone projects, and transitionfrom being a student to a junior engineer in a company. In this course through ascaffolded set of assignments and activities, we provide an opportunity forstudents to internalize the principles of engineering design. In Fall 2015 we

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Towles, Stanford University; Jeff Wood, Stanford University

Tagged Divisions

Design in Engineering Education

controls, and engineering design. Joe’s scholarship interests are in the areas of engineering education and neuromuscular biomechanics. Specifically, Joe’s engineering education activities include student-centric course and curricular development; assessment of student learning and engagement; and innovation in approaches to enhance student learning. In neuromuscular biomechanics, Joe’s interests are in restoration of human movement following neuromuscular injury.Mr. Jeff Wood, Stanford University Goal: Make a difference in the world, through development and training of engineers to solve the most pressing problems facing the world today. ME Capstone Course and Lab Project Development Director Jeff is the ME Capstone

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Boulder; Hunter Porterfield Ewen, University of Colorado, Boulder; Jiffer W Harriman Jr, University of Colorado; Jean Hertzberg, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education

literature on teaching engineering design through project-oriented capstone courses. J. Eng. Educ. 2, 17–28 (1997).7. National Academy of Engineering. Infusing Real World Experiences into Engineering Education. 40 (2012). Page 26.165.15 at 8. Ro, H. K., Merson, D., Lattuca, L. R. & Terenzini, P. T. Validity of the Contextual Competence Scale for Engineering Students. J. Eng. Educ. 104, 35–54 (2015).9. Hotaling, N., Fasse, B., Bost, L. F., Hermann, C. D. & Forest, C. R. A quantitative analysis of the effects of a multidisciplinary engineering capstone design course. J. Eng. Educ. 101, 630–656 (2012

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devanshi Shah, University of Georgia; Xiaoou Yang, University of Georgia; Beshoy Morkos, University of Georgia

Tagged Divisions

Design in Engineering Education

empathy. A design project is given to students enrolled in a Design Methodologies course –which serves as a Capstone Design Precursor – at a small private, engineering focused university.Student empathy was collected through a survey that combined two existing empathy instruments.Student empathy was calculated before and after the product design assignment. Further, studentsperformed stimulated reflection to discuss the challenges observed with their design.The results of the study suggest that while students recognize the importance of empathy, theassignment itself did not improve their empathy scores. Students did not see a statisticallysignificant change in their empathy scores before and after the assigned based on the surveyinstrument

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Kevin O'Connor, University of Colorado Boulder ; Mark Rentschler, University of Colorado at Boulder

Tagged Divisions

Design in Engineering Education

Paper ID #13095Comparing Organizational Structures: Two Case Studies of Engineering Com-paniesCarlye Anne Lauff, University of Colorado, Boulder Carlye is a 2nd year PhD student in Mechanical Engineering with a concentration in Design. She is originally from Pittsburgh, PA and received her B.S. in Mechanical Engineering from the Pennsylvania State University. At the University of Colorado Boulder, she is advised by Dr. Mark Rentschler and co-advised by Dr. Daria Kotys-Schwartz. For the past two years, she has worked as a Graduate Research Assistant on the NSF-funded project entitled ”Cognitive Ethnographies of Engineering

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

. Page 26.1455.7The analysis of the EduDesignathon projects occurred as the author, Jessica A. Artiles, began herwork as a mentor for 2.009 Product Engineering Process 13 , the MIT Mechanical EngineeringFigure 5: EduLinks, a Designathon hack to capture the direct and indirect influences each player,stakeholder, and theory has within the education system.Department’s senior capstone class, instructed by Professor David R. Wallace, co-author on thispaper and Thesis advisor to Jessica. The course takes graduating seniors on an adventure throughproduct design teaching them the virtues of following a deliberate process, and slowly engagingthem to think like designers.Figure 6: Schematic of the 2.009 Product Engineering Processes project workflow

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Yu-Lun Huang, Department of Electrical and Computer Engineering, National Chiao Tung University; Chao-Yang Cheng, Institute of Electrical and Control Engineering, National Chiao Tung University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

member of Open Education Consortium since 2017. Her research inter- ests include wireless security, secure testbed design, embedded software, embedded operating systems, network security, secure payment systems, VoIP, QoS and open education.Dr. Chao-Yang Cheng, Institute of Electrical and Control Engineering, National Chiao Tung University Chao-Yang Cheng is a postdoctoral researcher from the Institute of Electrical and Control Engineering of National Chiao Tung University in Taiwan. He majored in educational psychology and minor in multi- level linear models. Flow theory, daily reconstruction method, classroom experience, immediate process feedback module, capstone teaching and learning, and engineering education are

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan Cardoso Monsão, PPGM-UFBA/BiLab-Business and Innovation Lab; Jes Fiais Cerqueira P.E., Federal University of Bahia (Brazil); Augusto Cesar Pinto Loureiro da Costa, Universidade Federal da Bahia; Jose Siqueira Dias, University of Campinas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

to transform the content learnedinto practical projects implies restructuring a course, with teacher training and changes in thecontent of the disciplines10. The National Survey of Student Engagement (NSSE)5 reports thatstudents involved in “high impact practices” have higher scores on deep approaches to learning,integrating learned theory into meaningful applications.Very often, students’ contact with practical activities is during traditional lab classes, where thestudents do hands on work on pre-formatted experiments used to strengthen the theoreticalconcepts6, or when they are concentrating on their capstone projects7,8, where students apply theknowledge acquired on engineering design projects very late, giving them little chance

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Divisions

Design in Engineering Education

training in Molecular Biophysics at the University of Vermont under David Warshaw. His research interests include novel assessments of educational efficacy, the molecular basis of cell movement, and the mitigation of infectious diseases. c American Society for Engineering Education, 2017A skills-focused approach to teaching design fundamentals to large numbers of studentsand its effect on engineering design self-efficacyDesign courses are often tasked with teaching all the steps of the engineering design process inthe span of a single semester. Project-based curricula are particularly useful in this regard,providing end-to-end exposure all the steps of the engineering design process, includingfabrication

Conference Session

Teaching Design

Collection

2006 Annual Conference & Exposition

Authors

Rashmi Jain, Stevens Institute of Technology; Anithashree Chandrasekaran, Stevens Institute of Technology; Bernard Gallois, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

V) or thestudent’s capstone design, which may include multidisciplinary projects (Design VI to VIII).In this paper the authors report on a pilot experience to design, develop, and implement changesto the first course of the design spine (Design I or E121), aimed at introducing the first elementsof a comprehensive approach rooted in “Total Design,” with implementation of other elements inother courses to follow. Total design9 is the systematic activity necessary, from the identificationof the market/user need, to the selling of the successful product to satisfy that need – an activitythat encompasses product, process, people and organization.Rationale for Total Design Engineering education is, by necessity, mostly concerned with the

Conference Session

Early Engineering Design Experiences

Collection

2010 Annual Conference & Exposition

Authors

Douglas Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University

Tagged Divisions

Design in Engineering Education

inauthentic, inquiry-based STEM (science, technology, engineering, and math) learning. Studentsparticipate on teams organized as virtual companies that develop products or services. Each year,there is a capstone event where secondary student teams gather on a university campus to presenttheir project work alongside college teams to an audience of university faculty and students andindustry representatives. The overarching goal of HSE is to seed and cultivate what will becomea world-class and broadly inclusive science and technology workforce. Due to the long-termnature of the projects, there are many opportunities to introduce, and then spend significant timeon, the engineering design process. To introduce engineering design concepts into this

Conference Session

Teams and Teamwork in Design II

Collection

2008 Annual Conference & Exposition

Authors

Vukica Jovanovic, Purdue University, West Lafayette; Mileta Tomovic, Purdue University; Richard Mark French, Purdue University

Tagged Divisions

Design in Engineering Education

“knowledge workers”. Thoseengineers need a new skill set to work successfully on collaborative projects involving peoplelocated not only at different companies, but also potentially on different continents. This newskill set can be developed using secure web sites for storing product related data, virtual chatrooms which would enable students to share presentations and applications. Those tools couldenable faster collaboration on those projects. They could save that information as knowledge fortheir future capstone projects and alike. Working around the clock has recently become the goalof every company. Collaboration needs to be facilitated by digital means such as web portals,voice over internet protocol, and video and audio conferencing

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University; Stewart Thomas, Bucknell University

Tagged Divisions

Design in Engineering Education

first year, a course in the second year focusing on measurement andfabrication, a course in the third year to frame technical problems in societal challenges, andculminates with our two-semester, client-driven fourth-year capstone design sequence.The impetus to create a design thread arose from preparation for an ABET visit where weidentified a need for more “systems thinking” within the curriculum. Here systems thinkingrefers to understanding abstraction and its relation to system decomposition and modularity;students having difficulty making engineering evaluations of systems based on data; andstudents’ difficulty transferring skills in testing, measurement, and evaluation from in-class labscenarios to more independent work on projects. We

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Owen Carlson, Brigham Young University; Mason Webster, Brigham Young University; Greg Jensen, Brigham Young University; Daniel Korth, Brigham Young University

Tagged Divisions

Design in Engineering Education

must teach current engineering students the skills necessary for globalcollaboration. There are many intricacies that can only be worked out through experienceand Senior Design (Capstone projects) are ideal for practicing the skills demanded by theglobal market. The real problem of global design comes when the members of the teamare not in the same country or speak the same language. How can current design methodsthat depend so much on clear easy communication be used effectively with global teams?Design methods have only begun to be used on the Global scale. In the past it has beentoo difficult for teams located around the world to communicate quickly and effectively.Due to advances in technology this is rapidly changing and will only get

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto

Tagged Divisions

Design in Engineering Education

content-based instruction to project-based knowledge construction. Thepractical steps are detailed for a full-year design course at the sophomore level.1. IntroductionDesign has changed status from a formal course to a flagship stream. There has been a cleartransition in the engineering curricula from the traditional approach to the alternative paradigm.The former viewed design as a byproduct of engineering education that cannot occur without thesolid formation of engineering sciences1, whereas the latter argues that analytical knowledge isnot adequate for tackling real-life engineering problems, and that design can be viewed as ameans of learning engineering not a result of it. Capstone design courses are fruits of formerapproach. They have

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Craig Forest, Georgia Institute of Technology; Helena Hashemi Farzaneh, Institute of Product Development, Technical University of Munich; Julian Weinmann, Munich University of Technology; Udo Lindemann, Technical University of Munich

Tagged Divisions

Design in Engineering Education

-centric environments for design, invention, andprototyping. In a makerspace, users work side by side on different projects within an openculture of collaboration. Makerspaces are generally equipped with traditional manufacturingequipment, such as manual mills and lathes, more advanced equipment, such as CNC-mills(Computerized Numerical Control) machine tools, and emerging rapid prototyping tools such as3D printers, along with worktables, chairs, and even couches. Similar to traditional workshops,especially larger makerspaces are divided into areas, based on the materials groups andmanufacturing methods.These spaces exist to facilitate a culture of design, invention, and prototyping. Physicalprototyping is a key activity in product development and

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carl A. Reidsema PhD, The University of Queensland; Lydia Kavanagh, The University of Queensland; Lesley Jolly, Strategic Partnerships

Tagged Divisions

Design in Engineering Education

predominantly reflect thecenturies old traditional engineering science model. In this model the fundamental conceptsof mathematics and science are viewed as content that is prerequisite to practice anddelivered to students as abstracted cognitive instruction through a sequence of lectures,tutorials and examinations. Despite a strong demand by engineering stakeholders forincreased emphasis on engineering ability and professional competencies, there is littleopportunity within this model for these to be addressed within the types of authentic contextsthat are required if learning is to be situated as practice3. While Capstone project-baseddesign courses have found their place as culturally acceptable vehicles for many of theengineering ability and

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico

Tagged Divisions

Design in Engineering Education

, and problem solving discourse among students, faculty, and practitioners. Dr. Olewnik is also the Director of Experiential Learning for the School of Engineering and Applied Sciences.Dr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological En- gineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Educa

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, NYU Tandon School of Engineering; Ariane Schoenwiesner, New York University

Tagged Divisions

Design in Engineering Education

-year project to the capstone, seniordesign class. Alongside these programs, new campus facilities and academic makerspaces havebeen developed to satisfy the need for rapid prototyping tools and support both extracurricularand curricular project-based learning [5, 6].Use of these makerspaces can be intimidating for first-year students as they enter the university.And, though there is a growing presence of these spaces at most schools, many students still donot know that they exist or, if they do, how to attend training and start utilizing the availableresources [7]. To address this, first-year engineering programs are embedding use of themakerspace within course activities [1, 8-11].For the first-year program at Northeastern, a new “Learning