Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shayne Kelly McConomy, Florida A&M University/Florida State University; Ruturaj Soman; Nikhil Gupta, Florida A&M University/Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

, and Ph.D from Florida State University, Tallahassee, FL, in 2014, all in Mechanical Engineering. He is currently an Adjunct Assistant Professor teaching Engineering Design Methods in the Department of Mechanical Engineering. He is also serving as Postdoctoral Research Associate at Center of Intelligent Systems, Control, and Robotics (CISCOR) at Florida State University. His research interests are primar- ily in the areas of dynamic system modeling, intelligent control, autonomous mobile wheeled and legged robotics, dynamic motion planning, and mechatronics.Dr. Chiang Shih, Florida A&M University/Florida State University Dr. Chiang Shih is a Professor of Mechanical Engineering Department, FAMU-FSU College of

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jonathan Gerard Spillane, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

Design in Engineering Education

apparent as students progressed through the task. Web-capture software was used to trackeach student’s progress and monitor their decision making.A multidimensional problem-solving framework was employed when observing participantsattempts. The problem-solving framework looked at four key stages: Identifying, Planning,Implementing, and Evaluating. This was supported by the sub-cycle of conjecture, test, andevaluate (accept/reject) method presented by Carlson and Bloom [3] used to analyse mathematicalproblem-solving. Simultaneously audio responses were also captured, which gave researchers avaluable and rich data set to interpret individual heuristics, conceptual knowledge and decisionmaking.The findings presented in this paper illustrate a clear

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

Capstone Designproject. The design experience and course experience includes defining the problems to beaddressed with formal Design Requirements and identifying how the problems will be solvedwith a formal Project Plan. As the design and the project evolve, the course experience includes aDesign Review and an Engineering Report. For those students that have not had the benefit ofprofessional work experience or internships, these course deliverables provide an initiation andfoundation for their professional engineering careers.Objective assessment of the course deliverables is difficult for Capstone Design projects andcourses. There is excellent published literature that provides guidance based upon learningoutcomes and the design process. The

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mohamed E. El-Sayed, Eastern Michigan University; Jacqueline A. El-Sayed, American Society for Engineering Education

Tagged Divisions

Design in Engineering Education

. Currently Dr. El-Sayed serves on the Board of WEPAN and on the on the Advancement Committee for the Society for College and University Planning (SCUP). She is married and has three adult children. American c Society for Engineering Education, 2021 Achieving Capstone Design Objectives and Outcomes During Necessitated COVID-19 Online Teaching FormatsAbstractA capstone course is usually the peak experience for students in most engineering educationprograms. In addition to any specific learning objectives, capstone courses provide students withthe finishing touches needed for fielded practice, the opportunity to boost their confidence, and theplatform

Conference Session

Design for Manufacture and Industry

Collection

2006 Annual Conference & Exposition

Authors

Somnath Chattopadhyay, Ball State University

Tagged Divisions

Design in Engineering Education

Page 11.740.3Sophomore Year • Computer-aided Design • Industrial Plastics • Machine Tool Processing • Manufacturing Materials • Applied Quality Control • Industrial ElectronicsJunior Year • Automation and CIM Systems • Applied Statics • Fluid Power: Hydraulic Systems • Industrial Control and Digital InstrumentationSenior Year • Applied Strength of Materials • Manufacturing Planning and ControlIn addition the students are required to take 4 additional courses as technical electives,which are;Junior Year• Plastic Product Design• Plastic Production SystemsSenior Year• Design of Experiments in Manufacturing• Projects in Computer-aided ManufacturingThe last course is the capstone course typically taken by the seniors during

Conference Session

DEED Potpourri

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

industry partner as contributing authors. Typically thecase study source material has been collected and reviewed prior to this point, and thedevelopment team has been introduced. They have had time for preliminary discussionsregarding the broad educational goals and promotional benefits to all stakeholders.The case developer then develops a case plan document. The purpose of the case plan is toprovide an outline of the case study in order to obtain provisional approval. Obtainingagreement at this stage reduces the risk of investing work in developing a full case and then notbeing able to obtain approvals from the stakeholders at a later time. Figure 1 – WCDE Case Development Process (CDP)The case plan includes the following

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University; Timothy M. Cameron, Miami University

Tagged Divisions

Design in Engineering Education

University Dr Jacqueline El-Sayed is a professor of Mechanical Engineering at Kettering University and the Richard L. Terrel Professor of Excellence in Teaching. She is the founding chairperson of the Planning and Assessment Council appointed by the provost and president. This university wide, shared governance council facilitates the strategic planning and assessment for the campus. In addition she is a commissioner for the State of Michigan in the area of commercial vehicle safety. She is married and has three children.Timothy M. Cameron, Miami University Page 22.805.1 c American

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ana Elisa E. Goulart, Texas A&M University

Tagged Divisions

Design in Engineering Education

health and emergency personnel with the end user’s real-time vital signs during an emergency call.The students have included BDD scenarios as one of their deliverables, and have workedclosely with the sponsor on these scenarios. This paper shows an evaluation, from thepoint of view of faculty advisor and industry sponsor, of the use of BDD as a projectmanagement tool that can be taught to undergraduate engineering students. It alsodiscusses the impact of the BDD approach in the Requirements and Testing phases of thecurrent Capstone project.The remainder of this paper includes an introduction to the BDD approach (Section 2),followed by an overview of the Capstone project in Section 3, with details on how BDDwas used in the planning, design and

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael S. Trevisan, Washington State University; Denny C. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Jay Patrick McCormack, University of Idaho; Phillip L. Thompson, Seattle University; Paul R. Leiffer, LeTourneau University; Howard P. Davis, Washington State University; Susannah Howe, Smith College; Jennifer E. LeBeau, Washington State University; Robert E. Gerlick, Pittsburg State University; Patricia Brackin, Rose-Hulman Institute of Technology; M. Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

performance for 12  Need for developmentDevelopment listed types of abilities/attributes  Development planPlan  Identify 3 abilities needing further development  Evidence needed for success  Define a plan to develop one abilityProfessional  Identify 3 abilities of attempted development  Old development motivation,Development actions, impact, refinement  Explain development in an area attemptedin Progress

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Alison McKay, University of Leeds; Mark Henderson, Arizona State University; Chell Roberts, Arizona State University; Alan de Pennington, University of Leeds

Tagged Divisions

Design in Engineering Education

produced during the protocol. A key characteristic of the product design teamswas their use of drawings at every stage of the design process; in contrast the freshmanengineering teams carried out more detailed information gathering activities. These differencesbetween senior product and freshman engineering teams reflected the emphasis areas in theircurriculum. All four teams frequently iterated between the different stages of the design processand project planning was a neglected area for all teams. Further research is needed to increasethe number of team studies to explore the role of design drawings in supporting teamcommunication, team information gathering and use processes, and the role of team diversity insupporting innovative design

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

of industrial studies traced the design processcommonalities between engineering disciplines across a broad spectrum of industries [5-7].These studies identified a six-stage transdisciplinary design process, which is widely acceptedand applicable across engineering disciplines. The six stages are Planning, ConceptDevelopment, System-Level Design, Detail Design, Implementation and Testing, andProduction. In light of current transdisciplinary design practices in the industry, Ertas [8]identifies challenges currently faced by engineering education and suggests responding to thesechanges by introducing transdisciplinary engineering design education. This paper is part of an empirical research project carried out at the Engineering Faculty at

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Wu, California State University, Fresno; Yupeng Luo, California State University, Fresno

Tagged Divisions

Design in Engineering Education

Paper ID #11244Investigating the Synergies of Sustainability and BIM through CollaborativeProject-based LearningDr. Wei Wu, California State University, Fresno Wei Wu, PhD, LEED AP, CM-BIM, A.M.ASCE, is an Assistant Professor of the Construction Manage- ment Program in Lyles College of Engineering at California State University, Fresno. He received the Bachelor of Engineering in Civil Engineering with a focus on Built Environment from Hunan University in China, the Master of Science in Environmental Change and Management at University of Oxford in the UK, and the Doctor of Philosophy in Design, Construction and Planning at

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Farrokh Attarzadeh, University of Houston; Alan Gow, Alan Gow and Associates; EunSook Kwon, University of Houston

Tagged Divisions

Design in Engineering Education

implement changes in their curriculum2.Following the guidelines provided by Quality Enhancement Plan (QEP)3 and the NSF-TUES, theauthors met during the summer 2010 to plan and execute a new plan to measure and assessstudent learning outcomes in fall 2010 between two senior level courses in two dissimilardisciplines: Computer Engineering Technology (CETE) in the College of Technology andIndustrial Design (ID) in the College of Architecture. The following section describes how theauthors formulated the collaborative research between the two programs by describing theStudent Learning Outcomes.Student Learning OutcomesThe following QEP Student Learning Outcomes are addressed for each of the six criteriadevised for the two disciplines.1. Students will

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mario W. Gomes, Rochester Institute of Technology (COE); Elizabeth A. DeBartolo, Rochester Institute of Technology (COE)

Tagged Divisions

Design in Engineering Education

number of constraints: • Accommodate large class sizes: plan for nearly 300 students per year • Limited financial and personnel resources: $10/student and existing machine shop staff • Respect for departmental history: freshmen must still make the traditional machinist’s hammer that has been part of our curriculum for decades • Allow students to be creative in a meaningful way • Pose the problem in such a way that there is not one obvious solution • Require collaborative effort within teams (and between teams, if possible) • Require analysis appropriate for students who have completed high school physics and pre-calculusThe project identified for this course is to charge students with designing a mechanical

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Elise M. Barrella, James Madison University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Justin J Henriques, James Madison University; Daniel Devon Imholte

Tagged Divisions

Design in Engineering Education

at Georgia Tech completing her Ph.D. research as part of the Infrastructure Research Group (IRG). She also completed a teaching certificate and was actively involved with the Center for the En- hancement of Teaching and Learning (CETL) at Georgia Tech. Her academic interests focus on two primary areas of sustainable transportation: (1) community-based design and planning and (2) strategic planning and policy development. Dr. Barrella is also interested in investigating how to best integrate these research interests into classroom and project experiences for her students.Dr. Robert L. Nagel, James Madison University Dr. Robert Nagel is an Assistant Professor in the Department of Engineering at James Madison University

Conference Session

Design Methods and Concepts

Collection

2006 Annual Conference & Exposition

Authors

David Voltmer, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

demonstrations of team communication skills and written assignments such as meetingminutes and agendas, project presentations in the form of a design review and test plan, and ateam final report. The students are seen applying course-supplied techniques in their teamprocess and design and test of their robotic solutions. The course is structured to allow for peer-reviewed writing assignments, professional development, and team skills coaching. The coursealso provides a convenient opportunity to discuss relevant professional issues such asprofessionalism, ethics, registration, and engineering societies. Student feedback on the coursehas been positive, and students carry enthusiasm into subsequent design sequence courses.IntroductionEngineering is a

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

-regulated learning.The resulting survey instrument contains 127 questionnaire items assessing five SRL features:task interpretation, planning strategies, cognitive actions, monitoring and fix-up strategies, andcriteria of success. This survey instrument may be useful for cognitive and metacognitiveresearch and assessing design processes in the context of engineering design project.Keywords: engineering design, instrument development, metacognitive, questionnaire Page 24.412.2INTRODUCTIONMetacognition is the process of thinking about thinking, which refers to students’ ability tocontrol cognition to ensure that learning goals are achieved or a

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

year of a three-year NSF fundedproject. We have developed and delivered a professional development (PD) course for teachersin urban school districts such as Boston (Massachusetts) Public Schools. The paper covers thedetails of the capstone-based PD program and how it is designed and implemented to advancethe pedagogical skills of the high school teachers, the results, what we have learned, and the datawe collected. We discuss the two types of data we collected (attitude and content knowledge)and what improvements we plan to make for the next PD offering next year. The paper alsodiscusses the evaluation methods developed by the project evaluator and the insight gained fromthe data analysis. Data is presented on teacher attitude change as well

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

Intelligent Systems, Control, and Robotics (CISCOR) at Florida State University. His research interests are primarily in the areas of dynamic system modeling, intelligent control, autonomous mobile wheeled and legged robotics, dynamic motion planning, and mechatronics.Dr. Matthew James Jensen, Florida Institute of Technology Dr. Matthew J. Jensen received his bachelor’s degree in Mechanical Engineering from Rose-Hulman Institute of Technology in 2006. Matthew received his doctorate from Clemson University in 2011 in Mechanical Engineering, focused primarily on automotive control systems and dynamics. During his graduate studies, Matthew was awarded the Department of Mechanical Engineering Endowed Teaching Fellowship

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Zeshan Hyder, Virginia Tech & UET Lahore; Zulfiqar Ali, Virginia Polytechnic State University; Janis P. Terpenny, Virginia Tech; Richard M. Goff, Virginia Tech

Tagged Divisions

Design in Engineering Education

learning outcomes in the form of competence andabilities desired, development of course content to achieve these outcomes [1], proper utilizationof available data and resources, development of assessment criteria and student feedback. “It is acontinuous process that starts with course planning, continues with lesson design and delivery,moves through student assessment and grading to conclude with course evaluation andrevision”[2]. Several aspects of course design process are available in literature [3-5]. The processof course designing and update is a non-trivial task. It requires effective organization of differenttasks, coordination of efforts and involves extensive decision making about the way course willbe taught[5] to achieve desired

Conference Session

Capstone Design I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gregory K Watkins, California State University, Chico

Tagged Divisions

Design in Engineering Education

estimating, budgets, documentation, and formalreports. Each project group is required to give three oral presentations during the semester. Thepresentation topics are Project Proposal, Midterm Review, and Final Design. The semesterconcludes with submission of a comprehensive design report.The spring semester includes less time in the classroom and more time spent building and testingthe designs. Students are required to develop a comprehensive test plan to prove thespecifications developed in the fall semester. They then fabricate and test the design, and inmost cases, proceed directly to redesign activities. The semester concludes with a final oral

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Design in Engineering Education

anundergraduate-only, project-focused curriculum. Students are given instruction and mustdemonstrate their abilities to execute team-based design and to build projects in all of their fouryears of study. The pedagogical basis for their required design classes is governed by aProfessional Plan, assuring that by graduation all ME students experience key areas of theengineering profession and show the ability to perform at an acceptable professional level.The authors of this paper have delivered the freshman and sophomore design classes at WKU formore than a decade. The courses are stable; student performance in all aspects of design havebeen consistently assessed and deemed successful. The stability of this aspect of the curriculumwas thrown into

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, University of California, Irvine; Mark E. Walter, University of California, Irvine

Tagged Divisions

Design in Engineering Education

Building Physics in Holzkirchen, Germany, in July of 2015, Dr. Walter joined the Department of Mechanical and Aerospace Engineering at the University of California, Irvine. At UCI Dr. Walter teaches regular MAE classes and helps to manage the senior projects program. c American Society for Engineering Education, 2019 Designing Senior Design for Student-Led Projects with Large EnrollmentsAbstractThis paper examines the mechanical engineering senior projects ecosystem at the University ofCalifornia, Irvine, which has one of the top-20 largest mechanical engineering undergraduateprograms in the US. We report on the evolution, changes, and future plans of our seniorprojects experience. In

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Elizabeth Shroyer, University of Washington; Timothy Sun, University of Washington

Tagged Divisions

Design in Engineering Education

thestructure of a course that explicitly teaches design, we engaged 7 undergraduate students in a 10-week research group that provided instruction around tracing and making sense of experiences inthe makerspace but not instruction around how to design, what project to make, and how to makeit. In this group, students initiated and engaged in personal sewing projects in a universitymakerspace and documented their experiences weekly as they planned and executed theirprojects. We look at traces of student activity through this self-authored documentation, focusingon how students saw design, how design practice or thinking manifested in their projects, andwhat resources supported their engagement with design.We present our findings in two parts. We first

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

solve problemsstrategically. Many studies [3, 7] have found that students’ cognitive and metacognitive skills(i.e., monitor and control one’s own cognitive processes) play an essential role in problemsolving processes.The application of one’s metacognitive skills can be observed through what that particularperson does for a particular given task. Brown [2] identifies metacognition through activitiessuch as planning, monitoring, and revising. Paris and Winograd [11] offer a more comprehensiveview where metacognition can be observed through two essential features of metacognition; (a)cognitive self-appraisal and (b) cognitive self-management. These two metacognitive featuresinvolve cognitive and motivational issues such as skill and will, which

Conference Session

Design Communications & Cognition I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leema Kuhn Berland, University of Texas, Austin; William F. McKenna, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

useful if he had started with a better understandingof the parts they would be using and how they fit together. This comment points out apossible challenge facing these students when using their notebooks to facilitate ideageneration: the students did not know enough to draw detailed sketches. However, oncethey had enough familiarity with the VEX robotics kits to create useful sketches of theirdesign plans, they were no longer making frequent notebook entries.The students’ notebook entries align with the interviews by revealing the challenge withmaking detailed drawings as well as the emphasis on the early part of the design process.First, we see that the entries were rather sparse both in content and count. Donald’snotebook exemplifies this

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

minuteslong. After learning about design processes of engineers with various levels of expertise andresponding to questions about what they found to be important information, students were asked‘Will Information from this exercise affect how you will do design in the future? How?’ Throughcoding students’ responses, we discovered that students are thinking metacognitively aboutdesign through articulating plans, efficient use of time, monitoring their steps, and evaluatingtheir design processes. While all students can articulate their design intentions, some studentsexplore a nuanced understanding of their design intentions and subsequent actionable strategiesthat could impact how they design in the future. This practical classroom activity can be used

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

-controlled environment. Further, faculty monitoring andwell-planned intervention into teams as they practice can greatly increase learning. However,scheduling team practice time into the regular class period seriously reduces the time tointroduce the content and method of these skills. Instructors are often torn between providingadequate instruction and adequate practice time. As a result, successful learning of these skills ishampered. This paper describes an assessment-driven curricular development at GonzagaUniversity to teach collaborative engineering skills. The modular curriculum consists of threecomponents: 1. An intelligent tutoring system prepares students with content knowledge before class practice. Formative and summative

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

course. The first-year engineering program atThe Ohio State University provides honors students with the opportunity to engage in anintensive design-and-build robotics project. The primary educational objective of this course isto give students a realistic engineering experience, so that at the end of their first year, they canmake educated decisions about whether engineering is the profession they want for themselves,and, if so, what particular engineering discipline they want as a major. To that end, the projectincludes many aspects of real-world engineering, including teamwork, budgeting, planning aproject schedule, communicating orally and in writing, documenting, programming amicrocontroller, constructing and wiring a device, and, of course

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

Paper ID #19933Work in Progress: A Strategy for Assessing Learning Through Reflecting onDoingMr. Jackson Lyall Autrey, University of Oklahoma Jackson L. Autrey is a Master of Science student in Mechanical Engineering at the University of Ok- lahoma from Tulsa, Oklahoma. He holds a Bachelor of Science in Mechanical Engineering from the University of Oklahoma and currently is involved with research into design-based engineering education. After completion of his Master’s degree, Jackson plans to pursue a Ph.D. in Mechanical Engineering.Prof. Zahed Siddique, University of Oklahoma Zahed Siddique is a Professor of Mechanical