Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

E James Nelson, Brigham Young University; Tatevik Christensen; Fernando S Fonseca, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Design in Engineering Education

final hands-on project whichaccording to Wagener [5] attempts to integrate, extend, critique, and apply the knowledge gained Page 23.539.2in the major.In today’s world many professors and college graduates have observed that it takes more thantechnical expertise to be a successful professional. A wide range of nontechnical skills areessential: leadership, teamwork, problem solving, decision making, critical thinking,interpersonal communication, and management. These types of skills are often referred to as“soft skills.” To help students develop both soft and technical skills, the objectives of a capstonecourse, project, or experience should

Conference Session

Design Tools and Methodology II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven Joseph Kirstukas, Central Connecticut State University; Nidal Al-Masoud, Central Connecticut State University

Tagged Divisions

Design in Engineering Education

. Baumann: 'Assessment of soft-skills for student outcomes using engineering courses', 118th ASEE Annual Conference and Exposition, June 26, 2011 - June 29, 2011, Vancouver, BC, Canada, 2011, American Society for Engineering Education. Page 25.222.125. P. Baumann and N. Al-Masoud: 'Design of experiment and Project Management methodologies support a senior project research course and its assessment', 2010 ASEE Annual Conference and Exposition, June 20, 2010 - June 23, 2010, Louisville, KY, United states, 2010, American Society for Engineering Education.6. N. Al-Masoud, V. Naoumov, and Z. Prusak: 'NASA

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kimberly Lau, University of California, Berkeley; Mary Kathryn Thompson, KAIST; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

versus women and E10 men versus women. The bolded numbers represent thehighest confidence for each category that was statistically significant.In spite of the national differences described previously, both populations show similar genderdifferences. The men ranked higher than the women in their analytical skills, their ability toidentify and solve technical problems, and their ability to use engineering techniques and tools.However, women were more confident in understanding the global impact of engineering designand analysis, and also self-rated higher in their communication skills, team skills, and leadershipskills. These patterns highlight the perceived “hard” and “soft” skill sets often attributed to menand women.      Engineering

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

result of this, many authors have argued for moreteaching of the “soft skills” in engineering. Studies like this continue to fuel the see-sawbetween highly “scientific” engineering education and highly “social”. Ultimately, theargument comes down to the question of which side of the balance is sacrificed in favour of theother.The “structural” design of most engineering programs in Canada is, in accordance with theCanadian Engineering Accreditation Board guidelines 2, based on separate distinct courses. Eachcourse in a student’s degree program has a weight in “academic units” (AU’s) which roughlycorrespond to faculty contact hours for each course per week semester. Comparing thisaccreditation standard with current educational literature, there is

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Wael Mokhtar, Grand Valley State University

Tagged Divisions

Design in Engineering Education

environment to develop soft skills needed for engineers. Theyare distributed throughout the two semesters to give the students a line of guidance. Page 15.259.7Two examples of capstone projects will be discussed in the following sections. The methodexplained above is applied to them with some changes based on the nature of the project.Project 1: Mini Baja vehicleThe Society of Mechanical Engineering (SAE) organizes a design competition for off- roadvehicles each year (Mini Baja). Each team is given the same engine, a set of rules for generalvehicle dimensions, and a list of minimum safety requirements. The technical challenge is todesign and build a

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aruna Shekar, Massey University

Tagged Divisions

Design in Engineering Education

stated that “There is a need forprofessional engineering graduates who are “rounded” and not just technical boffins -manyof the existing graduates do not have strong “soft” skills. Graduates entering industry havetechnical knowledge that is largely theoretical, and industry needs to invest considerably toclose off the knowledge gap between principles as taught and codified knowledge as used inindustry1.” The US Accreditation Board for Engineering and Technology (ABET) have saidthat-“students should develop higher order thinking skills of analyses, synthesis andevaluation2.” Students have felt that sometimes they do not see the relevance of what they aretaught to real-life practice. Hence there is a need to transform the way 21st century

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

the globalclimate and energy crisis – including a comprehensive look at the future of solar power.Speakers‟ visits include meetings and in-depth discussions with students and faculty members.Students also participate in the student chapters of eight professional engineering andengineering education societies, although one faculty member noted that engineering at HMCrelied less than other schools on the co-curriculum to develop students‟ “soft” skills because thecurriculum, as delivered, promotes those skills.Efforts to stitch a seamless engineering education experience at HMC is visible in a growingnumber of joint curricular and co-curricular venues for developing engineering and scientificcontextual competence and to internationalize the

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Design in Engineering Education

knowledge and meaning-making that results in career-ready students preparedand committed to apply whole-system thinking to solve local and global problems” (2017, p.xvi).Problem-based learning (PBL) is an alternative to traditional learning environments involvingprimarily lecture delivery (Yildririm, Baur, LaBoube, 2014). PBL features hands on learningwith the goal of longer retention of the desired learning outcomes. PBL activities candemonstrate increased performance compared to a traditional classroom setting. Barlow statesthat soft skills typically not learned through passive learning are developed and honed throughPBL (2011).Spiral learning (SL) adds to the value of PBL by introducing concepts at various points. Veladat& Mohammadi list the

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

first time. Toolsin the connector role (seen in Table 2) can serve as launching points to other modules, but maynot necessarily promote further student interaction with tools in that module. Separating studentsinto cohorts informs on how to move makerspace users from ultra-peripherals and peripherals toconnectors, better connecting the makerspace and promoting student-student interactions byenhancing soft skills. Students that fulfill the connector role are more likely to feel confident inall types of makerspace tasks, and because the design process is often a team activity, connectorstudents are more likely to act as mentors to others. Connector hubs can be thought of aslaunching pads for the makerspace, made up of the most general nodes in

Conference Session

Design Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign

Tagged Divisions

Design in Engineering Education

in undergraduate mechanical engineering courses and found that themajority of these do not mention the use of requirements in the “planning and clarifying stage ofthe design process.” Interestingly though, the use of requirements is mentioned explicitly andimplicitly in later design phases, though students are, “left to assess, under their own judgment,how requirements should be used within design tools” [45]. Developing non-technical or soft-skills, such as those necessary for requirements development, is a well-documented need forsuccess in engineering industry [33], [41], [44], [46]. While engineering design experiences inthe freshman and senior year may contribute meaningfully to the development of design KSA,there is a disconnect

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales

Tagged Divisions

Design in Engineering Education

pedagogies to develop an onlineT&L framework that aims to emulate an industrial team environment to better prepare freshgraduates. The blueprint provided in this framework can be beneficial to the academiccommunity to design courses that have sufficient flexibility and resources to incorporate themodular structure to develop T&L skills in students.References[1] M. Singh and M. Sharma, "Bridging the skills gap: Strategies and solutions," IUP Journal of Soft Skills, vol. 8, no. 1, p. 27, 2014.[2] A. A. Hussin, "Education 4.0 made simple: Ideas for teaching," International Journal of Education and Literacy Studies, vol. 6, no. 3, pp. 92-98, 2018.[3] T. Pham and E. Saito, "TEACHING TOWARDS GRADUATE ATTRIBUTES," Innovate

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

TimeCardsystem appears be a useful tool to confront “social loafing” or “freeriding”- where some studentsfail to contribute their fair share of the work. This system may be particularly helpful forCapstone instructors with large classes and large teams who are seeking greater visibility onteam processes and more quantifiable data for evaluating individual effort.Introduction and BackgroundThe practice of engineering requires individuals to work with others towards a common goal,and engineers spend a surprisingly large amount of time interacting with other people tocoordinate and complete work [1]. Capstone Design is typically a team endeavor that allowsengineering students to practice "soft skills" such as teamwork and communication that areessential

Conference Session

Design Projects

Collection

2007 Annual Conference & Exposition

Authors

Frederick Berry, Rose-Hulman Institute of Technology; Patricia Carlson, Rose-Hulman Institute of Technology; William Eccles, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology; Daniel Moore, Rose-Hulman Institute of Technology; Mihaela Radu, Rose-Hulman Institute of Technology; Terry Schumacher, Rose-Hulman Institute of Technology; David Voltmer, Rose-Hulman Institute of Technology; Mark Yoder, Rose-Hulman Institute of Technology; Edward Wheeler, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

increased student responsibilities in the latter two courses. Students provide thecritiques of many of their colleagues’ first drafts of written documentation; this frees the faculty to focus on thedesign process and to help teams hone their later drafts. No formal data has been collected, but anecdotal dataindicates strong faculty support for the revised design sequence—both from an educational point of view and from aworkload point of view.Though faculty support for the course is strong and widespread throughout the ECE department, not all facultymembers are willing or qualified to teach the design courses. The teaching of “soft skills” associated with designcourses makes many faculty members uncomfortable; they prefer the mathematically-based

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

to teaming skills. Below we reiterate the overall approach and describe thedetails of the Sophomore Year implementation.Outline of the Teaming Thread and AssessmentOur approach is to develop team skills through a series of engineering design courses. Thecurriculum at Stevens Institute of Technology has a design or design-related course everysemester12 with the four courses in the freshman and sophomore years (Engineering Design 1thru 4) being of particular importance to the early development of various “soft skill” threads,including teaming. These first four design courses are core engineering curriculum courses; laterdesign courses in the sequence are disciplinary, culminating in the two-semester capstone designproject.The subject of team

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

earlier in the undergraduate experience through more exposure to open-ended problemsin their courses prior to Capstone.IntroductionEngineering capstone design courses have been extensively studied due to their unique ability to teachintegration of engineering principles as well as professional soft skills. Students are provided a chance toprepare themselves for practicing real-world engineering design prior to entering the workplace whilesimultaneously learning project management, resiliency, and teamwork skills [1]. We have observed greatengineering students become disillusioned quickly with the capstone process when they encountercustomary levels of uncertainty in their projects. We have students who have, up until the onset ofcapstone in their

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Louise Chan, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato; Jacob John Swanson, Minnesota State University, Mankato; Mark Ahrens, Normandale Community College; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Design in Engineering Education

Journal of Engineering Education, vol. 19, no. 5, pp. 657-662, 2003.14. C. E. Hmelo-Silver, “Problem-based learning: What and how do students learn?,” Educational psychology review, vol. 16, no. 3, Sept. 2004.15. S. Kumar and J. K. Hsiao, “Engineers learn ‘soft skills the hard way’: Planting a seed of leadership in engineering classes,” Leadership and Management in Engineering, vol. 7, no. 1, pp. 18-23, Jan. 2007.16. M. Frank et al., “Implementing the project-based learning approach in an academic engineering course,” International Journal of Technology and Design Education, vol. 13, no. 3, pp. 273-288, Oct. 2003.17. R. N. Savage et al., “Integrating project-based learning throughout the undergraduate engineering

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University; Hugh L. McManus, Northeastern University

Tagged Divisions

Design in Engineering Education

that involved software tools, these tools werecalled upon and elaborated on extensively throughout the design experience. Project management, whichis typically covered in the Introduction to Industrial Engineering course, turned out to be anothercommonly recognized tool that students really drew on in order to finish their projects. It is interestingthat some of the ‘soft skills’ such as critical thinking and public speaking are less recognized by thestudents as a skill learned in capstone. Student quotes illustrate the range of ways that students interpretedthis question. Some responses were very specific and detailed:“I have learned how to use IE tools to complete a problem. Ex: DMAIC, Fishbone diagram, Agile Development”Others indicated

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ferris Pfeiffer, University of Missouri; Johannes Strobel, University of Missouri; Suzanne Burgoyne, University of Missouri

Tagged Divisions

Design in Engineering Education

thinking in engineering undergraduates," 8, pp. 1495-1522, 2017.[9] A. Valentine, I. Belski, and M. Hamilton, "Engaging engineering students in creative problem solving tasks: How does it influence future performance?," in 44th SEFI Conference: Engineering Education on Top of the World: Industry University Cooperation, 2016, pp. 1-9: European Society for Engineering Education.[10] H. R. Associates, "Falling Short? College Learning and Career Success," (in English), NACTA Journal, vol. 60, no. 1a, pp. 1-6, 2016.[11] A. Blom and H. Saeki, "Employability and skill sets of newly graduated engineers in India: a study," IUP Journal of Soft Skills, vol. 6, no. 4, p. 7, 2012.[12] P. Tulsi and M. Poonia, "Expectations

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica A. Kuczenski, Santa Clara University; Erin Susan Araj, Santa Clara University

Tagged Divisions

Design in Engineering Education

 changes shown in IRB survey results to any one course characteristic. One exception might be for question 9, where the positive change was likely due to inclusion of Maker Lab training as part of the course. In general, we believe many of these gains were related to the more structured design communication expectations from the eFolio templates. Additionally, the course learning objectives have been more focused on project management, teamwork, and communication, with particular emphasis towards partner communication with regard to design expectations. The application of these ‘soft’ skills in relation to their discipline skills has been well received.  Conclusions When looking at student project progress using an engineer’s notebook, there seems

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

content knowledge and project requirements must be included in allcapstone courses to ensure core outcomes are met, especially on the “soft skills”. Disciplinaryengineering programs can supplement with program-specific requirements. The core set may befacilitated by expert faculty teaching common classes. The common set of requirements must berequired and assessed for all projects.  Phase 2  Changes made in response to Phase 1 Phase 2 built on the experience and feedback of Phase 1. In the Fall of 2014 the program wasexpanded to approx. 240 students from 6 engineering programs. For the 2014/5 year, in additionto the multidisciplinary projects, several engineering programs adopted the pilot format for theirdisciplinary capstone projects. A working

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., & Lohmann, J. (2012). Innovation with impact: Creating a culture for scholarly and systematicinnovation in engineering education. American Society for Engineering Education, Washington, DC.  4 National Academy of Engineering. (2004). The Engineering of 2020. National Academies Press, Washington DC.  5 Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of EngineeringEducation, 101(4), 738-797.6 Del Vitto, C. (2008). Cross-Cultural "soft skills" and the global engineer: Corporate best practices and trainermethodologies. Online Journal for Global Engineering Education, 3(1), 1.7 DeTurris, D. (2012). Assessment Rubric for Global Competency in Engineering Education. Proceeding of the 2012ASEE

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Lesya M. Hassall, Iowa State University; Nadia V. Jaramillo Cherrez, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Design in Engineering Education

communication and workstyles, coining the rules for team ethics and accountability and accepting the team member’sshortcomings. Several students reported that functioning as part of a team was a learningexperience on its own that prompted them to reflect on their own contribution to the prototypedesign and development and compare their share against that of the other team members. In anattempt to solve team-conflict and self-regulate, the students embraced soft skills: for somesharing equal amount of work was effective; for others, establishing individual member roles andaccountability was critical. Having learned to trust, the students tended to more frequentlydiscuss and review the content of the learning modules with their team members

Conference Session

Teams and Teamwork in Design I

Collection

2008 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

design or design-relatedcourse every semester9 with the four courses in the freshman and sophomore years (EngineeringDesign 1 thru 4) being of particular importance to the early development of various “soft skill”threads, including teaming. These first four design courses are core engineering curriculumcourses; later design courses in the sequence are disciplinary, culminating in the two-semester Page 13.399.3capstone design project. In the first four courses the students are assigned by the instructor toteams rather than allowed to choose their team-mates. This produces diversity of interests andskills and as such is reflective of the reality

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

, 26(3), 27-39.25. Committee on K-12 Engineering Education. (2009). Summary. In L. Katehi, G. Pearson, and M. Feder (Eds.), Engineering in K-12 Education: Understanding the Status and Improving the Prospects (pp. 1-14). Washington, D.C.: The National Academies Press.26. Bamberger, Jeanne. 1991. The laboratory for making things. In D. Schon, ed., The Reflective Turn: Case Studies in and on Educational Practice. New York, NY: Teachers College Press.27. Kumar, S. and Hsiao, J.K. (2007). Engineers learn “soft skills the hard way”: Planting a seed of leadership in engineering classes. Leadership and Management in Engineering, 7(1), 18-23.28. Tsang, E., Van Haneghan, J., Johnson, B., Newman, E. J., & Van Eck, S. (2001). A report on

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

summary are evaluated by a jury consisting of alumni and individualsfrom related industry. Projects are evaluated based on their technical aspects as well as the abilityof the group to communicate their findings. The final grade is determined by a committee madeup of faculty advisors. In a typical semester in the second course approximately 1-5 projects haveprovisional patents filed to protect significant intellectual property. Students are expected todemonstrate both technical design skills and soft skills including project management,professional interactions with sponsors, technical writing and oral communication, and teammanagement.Students in the MIE department are organized into cohorts with common schedules. One MEgroup (referred to as the

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

that the head instructor and TAsare able to work effectively and efficiently together to respond to the frequent changes that resultfrom working with real partner(s), another skill that is rarely tested by traditional engineeringcourses that have pre-written assignments and exams that are comparable from year to year.This course also succeeds in creating a team dynamic that closely simulates the types ofdepartments, lab groups, etc. that students will face when they graduate. The project teams formedin the Humanitarian Design Projects course involves students of various ages, disciplines, skills,and knowledge sets. Soft skills are emphasized by instructional staff, which means that beyondworking together for shared deliverables, more

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University; Bob Rhoads, Ohio State University; Kris Jaeger-Helton, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida

Tagged Divisions

Design in Engineering Education

] Cambridge Handbook of Engineering Education Research. Cambridge University Press, 2014.[9] S. Deep, A. Ahmed, N. Suleman, M. Z. Abbas, and H. S. A. Razzaq, “The Problem-Based Learning Approach towards Developing Soft Skills: A Systematic Review,” p. 27, 2020.[10] N. A. Ebrahim, S. Ahmed, and Z. Taha, “SMEs; Virtual research and development (R&D) teams and new product development: A literature review,” Int. J. Phys. Sci., vol. 5, no. 7, pp. 916–930, Jul. 2010.[11] J. R. Goldberg and S. Howe, “Virtual Capstone Design Teams: Preparing for Global Innovation (Journal article),” Int. J. Eng. Educ., vol. 31, pp. 1773–1779, 2015.[12] Y. Shen, L. Li, G. Zheng, and R. Guo, “An Evaluation Framework for Selecting Collaboration Systems

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Ourresults show that industry team students had the lowest presentation anxiety among all the otherteams. The fall data states that they were confident to present in comparison to students of theother teams. Soft skills play an equal role in the success of an engineer to the technical skill sets.Industry teams get an extra layer of exposure to overcome presentation anxiety and thus wehypothesize that it does plays a significant role in the overall motivation of the senior capstonedesign students.Thus from the ANOVA analysis performed on the cohorts of senior design students, the industryteams started their senior capstone design course with lower cognition and lower self-regulationthan the non-industry teams. They also started with lower

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa; Patrick Dumond, University of Ottawa

Tagged Divisions

Design in Engineering Education

them to an authentic and iterative engineering design activity helps studentsincrease their self-efficacy and confidence in relation to their design skills.This paper addresses the research gap in the Maker Movement literature about the impact thatthe integration of making activities into cornerstone design courses has on engineering students.The existing literature lacks studies that aim to determine specific impacts of maker education onstudents’ technical or soft skills [16]. This study follows fourth-year mechanical engineeringstudents in their capstone design course and explores the effects of different students’ learningexperiences on the outcome of their capstone design project. Students who took one or both ofthe courses discussed

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikhil Gupta, Florida State University; Matthew J Jensen, Florida Institute of Technology; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

emphasizes onacquiring soft skills besides the engineering concepts such as professional code of conduct,report writing, and team management. These skills are critical in todays emerging globaleconomies for a successful engineering career. With this in mind, the purpose of the course is toequip the students with technical and non-technical professional skills that could be implementedon engineering design problems, while working in a global team with different dynamics. For thestudents, to be successful in the course, they have to develop and sharpen skills in organization,time management, self-discipline, and technical writing, while working as a strong teammember.At the end of the school year, the capstone design course concludes with a one-day