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Displaying results 31 - 60 of 107 in total

Investigating Why Students Choose to Become Involved in a University Makerspace through a Mixed-methods Study

Conference Session: Making, Hacking, and Extracurricular Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Ethan Hilton, Georgia Institute of Technology; Megan Tomko, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

Makerspaces," presented at the International Symposium on Academic Makerspaces, Cleveland, USA, 2017.[8] M. Tomko, R. L. Nagel, M. W. Aleman, W. C. Newstetter, and J. S. Linsey, "Toward Understanding the Design Self-Efficacy Impact of Makerspaces and Access Limitations," in 2017 ASEE Annual Conference & Exposition, 2017.[9] R. Morocz, B. D. Levy, C. R. Forest, R. L. Nagel, W. C. Newstetter, K. G. Talley, et al., "University Maker Spaces: Discovery, Optimization and Measurement of Impacts," in ASEE Annual Conference and Exposition, Seattle, WA, 2015.[10] E. C. Hilton, M. Tomko, A. Murphy, R. L. Nagel, and J. Linsey, "Impacts on Design Self- efficacy for Students Choosing to Participate in a University

Relevance Score: 0.05730344

Emergency Transition of Intro Communication and Design Course to Remote Teaching

Conference Session: Best in DEED
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis
Tagged Divisions: Design in Engineering Education

weeks prior to the start of the spring 2020 quarter presented aunique challenge for the instructional team who had no prior experience teaching virtually. Thispaper highlights aspects of the instructional transition to an emergency remote virtual format inthe spring of 2020. While the instructor made key decisions on the use of virtual tools out ofnecessity, such as use of synchronous versus asynchronous activities, the instruction team wasinterested in understanding student-learning outcomes. Student data collected during remoteoffering, pre/post Engineering Design Self-Efficacy (EDSE) surveys along with an end ofquarter reflection assignment, provided a starting point for understanding the students’ learningexperience. Presented in this paper

Relevance Score: 0.05532084

Implementation and Assessment of a Blended Learning Environment as an Approach to Better Engage Students in a Large Systems Design Class

Conference Session: Design in Engineering Education (DEED) Engineering Poster Session
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Reid Bailey, University of Virginia; Michael C Smith, University of Virginia
Tagged Divisions: Design in Engineering Education

group of students would have differentexperiences from students from prior years if a control group were run. Self-selectedpopulations are unavoidable as this is a required course for any student who takes it.The self efficacy instrument was modeled after an instrument developed by Carberry, et al.,7 toassess design self-efficacy. The only changes were to the names of the specific tasks aboutwhich self-efficacy was being measured. The self-efficacy survey was administered after Case 1as a baseline. With Case 2 and 3, two factors were varied factorially with self-efficacy change asthe primary dependent variable. The two factors were whether interim peer feedback was givenand how students submitted cases (as either static PowerPoint presentations

Relevance Score: 0.054191258

Impact of Integrated Product Team Course on Skill Development and Workplace Preparation for Graduating Engineering Seniors

Conference Session: Teams and Teamwork in Design
Collection: 2012 ASEE Annual Conference & Exposition
Authors: Derrick Wayne Smith, University of Alabama, Hunstville; Monica Letrece Dillihunt, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew William Turner, University of Alabama, Huntsville
Tagged Divisions: Design in Engineering Education

task and focuses on reasons such as challenge, curiosity, and mastery. • “Extrinsic Goal Orientation” measures the degree to which the student perceives him/herself to be participating in the task for reasons such as grades, rewards, competition, etc. • “Task Value” refers to the student’s evaluation of how interesting, how important, and how useful the task is and why they are participating in it. • “Control of Learning Beliefs” refers to the students’ beliefs that their efforts to learn will result in positive outcomes. • “Self-Efficacy for Learning and Performance” includes judgments about one’s ability to accomplish a task as well as one’s confidence in one’s skills to perform

Relevance Score: 0.051939297

Board 31: Assessing the Impact of Embedding Nursing Students in Bioengineering Senior Design Projects: Student Perceptions of Interprofessional Team Benefits and Challenges

Conference Session: Design in Engineering Education Division Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: April A. Dukes, University of Pittsburgh; Lucille A. Sowko, University of Pittsburgh School of Nursing; Mark Gartner, University of Pittsburgh; Brandon Joseph Barber, Sawnson School of Engineering University of PIttsburgh; Renee M. Clark, University of Pittsburgh
Tagged Divisions: Design in Engineering Education

, which may be influencedby an intense design experience, such as the BioE senior design project described in this paper.Thus, a post survey is planned for the end of the spring 2019 semester to measure potentialchanges in self-efficacy following student completion of the interdisciplinary teamworkexperience over the two semesters. Additionally, at that time, changes in students’ competenciesin collaboration will be assessed using the Interprofessional Collaborative CompetencyAttainment Survey Instrument [18]. This is a 21-question survey instrument that examinesstudents’ pre-class and post-class collaborative competencies in the following interprofessionalcore competency areas [19]: communication, collaboration, roles and responsibilities

Relevance Score: 0.046294894

Design Intentions: Engineering Students Looking Ahead to their Future Design Behavior

Conference Session: Best In DEED
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Giovanna Scalone, University of Washington; Aaron Justin Joya, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Cynthia J. Atman, University of Washington
Tagged Divisions: Design in Engineering Education

provide students with standards that they can use to monitor and evaluatetheir learning. For educators, gaining insights into students’ intentional and goal-directedprocesses makes visible students’ orientations, motivation, and intent because they make theirunderstanding related to a task explicit and show how they are translating their tasks into goals[2].From a social cognitive viewpoint [3], self-regulation refers to learning processes that includestrategies for achieving goals on the basis of self-efficacy perceptions. This viewpoint accountsfor self-regulated learning strategies, self-efficacy, and commitment to goals. Thus, implying thatstudents are metacognitively, motivationally, and behaviorally engaged in their own learningprocess

Relevance Score: 0.045829643

A Mixed Methods Analysis of Motivation Factors in Senior Capstone Design Courses

Conference Session: Best In DEED
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; McKenzie Carol Clark; Beshoy Morkos, Florida Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

two instances in time: their Fall and Spring senior capstone designcourse. The findings from the prior longitudinal study also impelled the authors to implement aqualitative survey to gain insight into the student’s perspective of their motivation. Both of thesurveys measure five factors of student motivation: cognitive value, intrinsic value, self-regulation,self-efficacy, and test/presentation anxiety.This paper presents quantitative and qualitative results to further explore the impact of studentmotivation on their performance in senior capstone design courses. The study also examines thestudent’s motivation factors with regard to their demographic information. This includes thestudent’s gender, age, residency (domestic or international

Relevance Score: 0.04569527

The Prototyping of Human-centered Design Engineering Curricula to Address Global Environmental Challenges

Conference Session: Design in Engineering Education Division: Student Empathy & Human-centered Design
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

”, Self-efficacy beliefs of adolescents 5, 307–337.http://web.stanford.edu/dept/psychology/bandura/pajares/014-BanduraGuide2006.pdf[11] Barr, D. A.; & Burke, J. R. (2013). “Using confidence-based marking in a laboratory setting: A tool for student self-assessment and learning.”The Journal of chiropractic education, 27(1), 21. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3604960/[12] Carberry, A.; Lee, H. & Ohland, M. (2010), “Measuring engineering design self-efficacy”, Journal of Engineering Education 99 (1), 71–79.http://www.ceeo.tufts.edu/documents/journal/carberry_lee_ohland.pdf[13] Fantz, T.; Siller, T. & Demiranda, M. (2011), “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students”, Journal ofEngineering

Relevance Score: 0.04417075

A Longitudinal Study Exploring Motivation Factors in Cornerstone and Capstone Design Courses

Conference Session: Teamwork and Student Learning in Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

, intrinsic value, and self-efficacy. Motivation is measuredagainst the final grade in the course.The major contribution of this paper is the ability to examine the impact of motivation on gradesin design courses. The motivation and performance is also measured with regard to student gender,residency (domestic or international), family income, and highest degree attained by parents todetermine if a correlation is realized.Additionally, the study focuses on a single cohort of 32 students. This affords the ability for theexamination of the differences in motivation between the students’ freshman and senior year todetermine if this can be correlated to student gender, residency (domestic or international), familyincome, and degree attained by

Relevance Score: 0.042041164

Creating Meaningful Experiences Through Extracurricular Project-Based Experiential Learning

Conference Session: Making, Hacking, and Extracurricular Design
Collection: 2017 ASEE Annual Conference & Exposition
Authors: Kyle Dukart, University of Minnesota, Twin Cities
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

. This finding is consequential to policy makerslooking at the implications for practice and will be discussed later in the paper.2. EPBEL as an Effective Tool for Increasing Self-Efficacy and MotivationEPBEL provides a particularly engaging experience for students, but another important questionis how it develops self-efficacy. Bandura describes self-efficacy as the measure of “convictionthat one can successfully execute the behavior required to produce the outcomes” desired. 31 TheAcademic Pathways of People Learning Engineering Survey (APPLES) found that high levels ofmotivation and confidence are important indicators for success in engineering and that studentswho participate in extracurricular activities are more likely to have high levels

Relevance Score: 0.041561462

Work in Progress: California Challenges in STEM Energy Education through Human-Centered Design Process: A Cooperative Adaptive-Learning Approach to Academic Success for Underserved Students

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

], [28].Flipped classroom pedagogies, including POGIL, effectiveness on student outcomes has beendemonstrated thoroughly in the literature through longitudinal studies [18], STEM classes [15],[19], and quantitative studies of exam performance [20]-[25]. The literature shows increases instudent outcomes, student perceptions [12], even in self-efficacy with regards to complicatedsubject matter [25]. The flipped classroom pedagogy equalizes opportunities for students,especially for students of lower socioeconomic status and first-generation students. Incomparison to advantaged students who may have support systems in place to help completehomework and projects with tutors or advice from previous generations of how to navigatehigher education

Relevance Score: 0.04119176

Engineering Students’ Epistemological Thinking in the Context of Senior Design Projects

Conference Session: Design Mental Frameworks
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Qiushi Li, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University
Tagged Divisions: Design in Engineering Education

in developingengineering students’ multiple skills and abilities, such as independent thinking, criticalthinking, creative thinking and hands-on skills [8]-[10]. For instance, using self-reported questionnaires among senior students ， Marques (2017) pointed out thatengagements in SDPs can strengthen students' soft skills like communication andpublic speaking [9]. Also, Xiong and Liu (2012) suggested that students whoparticipated in SDPs got their critical thinking and engineering design thinkingimproved [13]. In addition, applying self-efficacy scales, Dunlap (2005) measuredstudents' self-efficacy in a capstone environment. Pre- and post- data showed astatistically significant change in student perceptions of personal ability andpreparedness

Relevance Score: 0.04119176

Self Management Of Cognition In A Team Based Engineering Design Project: A Case Study

Conference Session: Teams and Teamwork in Design I
Collection: 2007 Annual Conference & Exposition
Authors: Oenardi Lawanto, Univ Of Illinois-Urbana Champaign
Tagged Divisions: Design in Engineering Education

, interpretations were made through individual instances as well as throughaggregation of instances until a clearer picture of understanding emerged about the OrangeTeam’s hydraulic bike design process.Instrumentation. Four control-of-self skills were quantitatively measured in this case studythrough motivation scales of the Motivated Strategies for Learning Questionnaire (MSLQ)designed by Pintrich, Smith, Garcia, and McKeachie [12]. The internal reliability coefficients foreach motivational component are high: Intrinsic Goal Orientation (i.e., α = .74), Task Value (i.e.,α = .90), Control of Learning Beliefs (i.e., α = .68), and Self-Efficacy for Learning andPerformance (i.e., α = .93) The scale correlations with the final grade of this test instrument are

Relevance Score: 0.038781196

Student Perspectives on Capstone Design Learning

Conference Session: Capstone Design
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Ben David Lutz, Virginia Tech; Mike Ekoniak, Virginia Tech; Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

tasks are generallygood predictors of subsequent performance on those tasks 27 and are positively correlated withdifferent identity-related constructs like attainment value and identification. 28 Consequently,self-efficacy or other perceptions of competence for performing engineering tasks seems apotentially important outcome for capstone design in terms of both performance and identitydevelopment.Discussion and ImplicationsAs the results above indicate, students in this study described outcomes from the capstone designexperience that align with various facets of their identity as engineers. Their sense of enteringinto a community as colleagues represents an interpersonal component, in which experiencedengineers recognize them as engineers. The

Relevance Score: 0.036042787

Introducing A "Ways Of Thinking" Framework For Student Engineers Learning To Do Design

Conference Session: Design Cognition
Collection: 2009 Annual Conference & Exposition
Authors: Micah Lande, Stanford University; Larry Leifer, Stanford University
Tagged Divisions: Design in Engineering Education

. Page 14.796.6Figure 4. Array of Project Content Categories Figure 5. Dispersal of Project Content Focus in Selected ME310 Projects (1979, 1999, 2006)Map to Current ME310 Course Content FocusMechanical Engineering 310 is a master’s level course at Stanford University in mechanicalengineering and design. Students are set up in teams and spend the school year, over threequarters, attacking a problem supplied by industry, having the freedom of time, money ($15K)and plenty of self-efficacy. Many students have had design classes their senior year but ME310serves as a Capstone Plus course wherein rather than learning through a problem-based learningenvironment, the students are in a product

Relevance Score: 0.0353415

Evaluation of a flipped classroom freshman engineering mechatronics design project

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

. Assignments Design 10 % This grade is determined based on your design performance Performance relative to design specifications at the end of the design process. Final 15 % Oral presentation on design project. Presentation Self-Efficacy 5% Online surveys which will compare knowledge and abilities before Surveys and after the course. Students receive emails prompting to complete these surveys on the designated weeks. Teamwork 10 % These will be two teamwork survey assignments throughout the Assessment quarter, each is available on Blackboard Learn

Relevance Score: 0.0353415

Interactive Panel: Improving the Experiences of Marginalized Students on Engineering Design Teams

Conference Session: Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing

Relevance Score: 0.034449387

Using A Modularity Analysis to Determine Tool and Student Roles within Maker Spaces

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

pathway metaphor into an ecosystem. The ecosystemapproach suggests more complex aspects of a system be recognized by offering a holisticunderstanding of educational experiences [22]. Lord et al. argue that the ecosystem approachoffers insights into contextual factors such as multiple influential actors, gatekeepers, powerrelations, tacit knowledge, knowledge transmission, and disciplinary cultures. Much like thispaper, we plan to apply network analysis techniques to makerspaces to provide richer insights.A survey measuring student participation in makerspaces and students’ self-efficacy for designrelated tasks [23] was deployed at Georgia Tech. The results of the study showed that studentswho are voluntary involved (not class-related) in the

Relevance Score: 0.03439168

Integrating 'Design Challenges' into a Freshman Introduction to Mechanical Engineering Course

Conference Session: Design in Engineering Education (DEED) Engineering Poster Session
Collection: 2013 ASEE Annual Conference & Exposition
Authors: Gerald Sullivan, Virginia Military Institute; Jon-michael Hardin P.E., Virginia Military Institute
Tagged Divisions: Design in Engineering Education

mastery” that enhance feelings of self-efficacy in, and increases the likelihood of, success in engineering12.The benefits of integrating design problems into the curriculum during the freshman year areundeniable, however such integration typically requires a heavy commitment in faculty time andin resources3,10,11. At the Virginia Military Institute, a small state supported military college inthe south, the amount of design-based project content in the curriculum of its 1-creditintroduction to mechanical engineering course, ME-105, has been increased through theintroduction of a „design challenge‟ hovercraft development project. All students are required totake this introductory course during the fall semester of their freshmen year. Design

Relevance Score: 0.03363293

K-WIDE: Synthesizing the Entrepreneurial Mindset and Engineering Design

Conference Session: Design in Engineering Education Division Poster Session
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University
Tagged Divisions: Design in Engineering Education

accept differences in opinions andgoals, even when those goals are not in alignment. They make forward progress through timely de-cisions, strategic compromises and coordinated actions. The professional will expand or contractto fill the roles that are needed on a team 38 .Role ModelThe role model is searching for continuous growth in themselves and the team around them. Theydo not lead in the traditional sense but rather gain the respect of those around them through self-efficacy 39,40,41 a growth mindset 42 and intrinsic motivation - characteristics of what Jim Collinsdescribes as the “Level 5” or Enlightened Leader 38 . They learn from their own failures 43 and en-courage others to learn from theirs. They motivate others by appealing to their

Relevance Score: 0.033141937

WORK IN PROGRESS: Design, Creation and Assessment of Innovation Spaces Across an Engineering Campus

Conference Session: Maker Spaces within the University
Collection: 2016 ASEE Annual Conference & Exposition
Authors: Jenifer Blacklock, Colorado School of Mines; Stephanie Ann Claussen, Colorado School of Mines
Tagged Divisions: Design in Engineering Education

., Jariwala, A.S., Fasse, B.B., Linsey, J., Newstetter, W., Ngo, P. and Quintero, C. “The invention studio: A university maker space and culture.” Advances in Engineering Education. (2014).3. Oplinger, J.L., Heiman, A.M, Dickens, M., Foster, C.H., Jordan, S.S., and Lande, M. “Making and engineering: Understanding similarities and differences.” 121st ASEE Annual Conference Proceedings. Paper ID #9985. (2014).4. http://epicenter.stanford.edu/resource/how-to-create-an-on-campus-innovation-space5. https://www.whitehouse.gov/sites/default/files/microsites/ostp/building_a_nation_of_ makers.pdf6. Carberry, A. R., Lee, H. S., & Ohland, M. W. “Measuring engineering design self- efficacy.” Journal of Engineering Education 99(1): 71. (2010).

Relevance Score: 0.03242479

A Comparative Analysis of Teacher and Student Perceptions of Sources of Motivation in Freshman Engineering Design Courses at Liberal Arts Universities

Conference Session: Empathy and Human-centered Design 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

real-world problems. When students work on real-world problems,they are more motivated because real-world problems usually have proximal and tangible goalswhich often lead to higher self-efficacy and control among students. The pedagogy in this courseachieved the goal because the real-life-based design project and related activities were implicatedin personally meaningful tasks.On the other hand, students were not highly motivated by being able to connect information fromdisparate contexts and make reflective judgments through critical thinking. Nowadays, engineersare required to be flexible and creative with a good understanding of human-centered design andan ability to work in multidisciplinary contexts. In school, design and other

Relevance Score: 0.03089382

Examining Beginning Designers' Design Self-regulation Through Linkography

Conference Session: Design in Engineering Education Division: Student Empathy & Human-centered Design
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute
Tagged Divisions: Design in Engineering Education

planned and cyclicallyadapted to the attainment of personal goals” [16, p. 14]; Self-Regulation Theory structuresattention prior to, during, and after performance into three phases. As in design, these phases arecyclical, where information and thoughts shape behavior proactively and reactively [21].Forethought encompasses activities and thought in preparation for a task, such as planning, goalsetting, and non-cognitive factors like self-efficacy. In performance, attention is given to thequality of execution by self-control and focusing strategies, as well as record keeping. The finalphase, self-reflection, includes judgment and reaction elements that assess and explain outcomes,as well as shape future attempts.Self-regulation has been recommended

Relevance Score: 0.03089382

Student Perceptions of an Iterative or Parallel Prototyping Strategy During a Design Competition

Conference Session: Making in Design Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Alexander R. Murphy, Georgia Institute of Technology; Danielle M. Saracino, Georgia Institute of Technology; Beyza Akgun, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology
Tagged Divisions: Design in Engineering Education

(considereda virtual design problem), greater solution divergence, and improved self-efficacy [10, 11].Notably, Dow et al. also investigated these effects for physical prototyping, but withinconclusive results [11]. The parallel prototyping strategy employed by Dow et al. shows somebenefits over an iterative strategy, but there is a lack of supporting empirical evidence. The workin this paper aims to provide evidence for the benefits and limitations of these two prototypingstrategies through an undergraduate engineering design project for physical products.Beyond an iterative or parallel approach, researchers have outlined other strategies for aneffective prototyping process. Menold et al. [28-30] developed “Prototype for X (PFX)”, aframework for

Relevance Score: 0.03019854

Guardian Angels of Our Better Nature: Finding Evidence of the Benefits of Design Thinking

Conference Session: Best of DEED
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Luke David Conlin, Stanford University; Doris B Chin Ph.D., Stanford Graduate School of Education; Kristen Pilner Blair, Stanford University; Maria Cutumisu, Stanford University; Daniel L Schwartz, Stanford University
Tagged Divisions: Design in Engineering Education

Sciences, 12(4), 495-547.[2] Dym, C.L., Agogino, A.M, Eris, O., Frey, D.D., Leifer, L.J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120.[3] Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin, 119(2), 254-284.[4] Dow, S. P., Glassco, A., Kass, J., Schwarz, M., Schwartz, D. L., & Klemmer, S. R. (2010). Parallel prototyping leads to better design results, more divergence, and increased self-efficacy. ACM Transactions on Computer- Human Interaction (TOCHI), 17(4), 1-24.[5] Bransford, J. D., & Schwartz, D. L. (1999

Relevance Score: 0.030088812

Assessment of a University Makerspace Using a Quantitative and Qualitative Student Survey

Conference Session: Design in Engineering Education Division: Postcard and Student Essays
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Lee Allen Dosse, University of Pittsburgh; Irene B. Mena, University of Pittsburgh; William W. Clark, University of Pittsburgh
Tagged Divisions: Design in Engineering Education

spaceshad a positive impact on many attributes vital to engineering, such as design and analyticalabilities, design self-efficacy, communication skills, management skills, and working effectivelyas a team [6], [8], [9], [10].About the MakerspaceThe makerspace being studied is relatively new, having only opened in 2016. The space isapproximately 1700 sq. ft. and is divided into several distinct areas. The front of the room closeto the entrance has a dual-function whiteboard/table, a couch, and a 60” monitor. It is setup formeetings, training for new users, lectures, planning, and if desired, relaxing. The middle of theroom has several large tables and is designed for testing out ideas and assembling small tomedium sized projects. The area can also

Relevance Score: 0.029428814

Design Ability Assessment Technique

Conference Session: DEED Melange
Collection: 2014 ASEE Annual Conference & Exposition
Authors: Libby Osgood P. Eng, Dalhousie University and University of Prince Edward Island; Clifton R Johnston P.Eng., Dalhousie University
Tagged Divisions: Design in Engineering Education

. R., & Lee, H. S. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79.6 Zoltowski, C. B., Oakes, W. C., & Cardella, M. E. (2012). Students’ ways of experiencing human-centered design. Journal of Engineering Education, 101(1), 28-59.7 Charyton, C. et al. (2011). Assessing creativity specific to engineering with the revised creative engineering design assessment. Journal of Engineering Education, 100(4), 778-799.8 Schilling, W. W. (2012). Effective assessment of engineering design in an exam environment. Proceedings from the 2012 ASEE Conference.9 Sobek, D. K. (2002). Preliminary Findings from Coding Student Design Journals. Proceedings from the 2002 ASEE Conference.10 Nesbit, S

Relevance Score: 0.028465679

Drones for Project-Based Learning (PBL) Capstone Design

Conference Session: Capstone Pedgagogy
Collection: 2020 ASEE Virtual Annual Conference Content Access
Authors: Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Stephen Andrew Gadsden, University of Guelph; Elyse Hill
Tagged Divisions: Design in Engineering Education

capstone design. In themeantime PBO has proven beneficial for this particular capstone design project. Students willbegin delivering data to the farmers for consideration this season.References[1] Zimmerman, Barry J. "Self-regulated learning and academic achievement: Anoverview." Educational psychologist 25.1 (1990): 3-17.[2] Pintrich, Paul R., and Elisabeth V. De Groot. "Motivational and self-regulated learningcomponents of classroom academic performance." Journal of educational psychology 82.1(1990): 33.[3] Schunk, Dale H. "Goal setting and self-efficacy during self-regulated learning." Educationalpsychologist 25.1 (1990): 71-86.[4] Wilkerson, S. A., A. D. Gadsden, and S. A. Gadsden. "An unmanned aerial system for thedetection of crops with

Relevance Score: 0.025919978

CATME or ITP Metrics? Which One Should I Use for Design Team Development and Assessment?

Conference Session: Teamwork and Student Learning in Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Marnie V. Jamieson, University of Alberta; John M. Shaw, University of Alberta
Tagged Divisions: Design in Engineering Education

and team performance. Appraisers’perceptions of potential aversive consequences to them as a result of giving negative as well aspositive feedback (Napier & Latham, 1986) can also impact the ratings given. Whether or notappraisers are in a low self-efficacy or high self-efficacy environment may impact the behaviourof the appraiser as they determine if the appraisal is going to make a difference to their courseoutcome. “Students are, however, willing to penalize peers who do not contribute but often failto differentiate between higher levels of effort.” (Pond, Rehan, &Wade, 1995) At times,instructors require deeper insight into the team environment in order to mentor the team and tounderstand the peer ratings.CATME tools provide