Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

diverse workplace are often assumed and not carefully considered. Extantliterature finds that while there certainly can be benefits from diversity, it can also be a source ofconflict and misunderstandings [8], [9]. Increasingly, new types of pedagogy and learning thatrelies on reflection and understanding one’s own identity in comparison to others can lead toincreased group performance [9]. In order to benefit from diversity and inclusion, intentional 4planning and learning opportunities need to be considered. As we plan for a new makerspace, wemust be intentional in order to reach our goals of inclusion and diversity.In thinking about the benefits

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joyce Blandino P.E., Virginia Military Institute; Jon-michael Hardin P.E., Virginia Military Institute

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

chosen for the design. 3. You always have to expect the unexpected when designing for human use. The original plan for the project was to work on the foot/ankle, pylon, and socket component of the transtibial prosthetic limb. However, the stump of the client was not aligned axially and render the prosthesis ineffective in walking straight. A universal joint compensator that could readjust the alignment of the stump/leg vertically was necessary and, therefore, an extra year was added to complete the project.The lessons learned from the service-oriented project reflects what others reported [20]-[23] thatengineer students need to interpret non-technical needs from client into technical constraints forthe

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew P. Ritenour, Western Carolina University; Chip W. Ferguson, Western Carolina University; Patrick Gardner, Western Carolina University; Brett Ronald Banther, Western Carolina University; Jeffrey L. Ray, Western Carolina University

Tagged Divisions

Design in Engineering Education

, our two-semester interdisciplinary industry-sponsored Capstone program, Capstone project examples,and data analysis of past projects.Brief History and Structure of Project Based Learning at WCUThis year marks the 10th anniversary of the implementation of our interdisciplinary PBL coursesequence, required of all engineering and engineering technology majors at WCU. The PBLsequence was originally established by a team of engineering and engineering technology facultyto create a learning environment, and community of learners, that reflects how engineers work inthe real world. Using their previous work experience, several ABET student learning outcomes,and the Industrial Advisory Boards’ feedback as a guiding framework, the PBL sequence

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Charlotte Marr de Vries, Pennsyvania State University, Behrend College; Jill Johnson P.E., Pennsylvania State University, Behrend College; Brian Lani

Tagged Divisions

Design in Engineering Education

mentors. Teams thatwaited until the last minute to submit files to the seniors would not get a chance to implementfeedback into their final designs. Seniors also had to work at communicating technical feedbackto first-year students who are relatively inexperienced in CAD and may have never used a 3Dprinter. When reflecting upon the mentorship experience, seniors routinely stated that promptand clear communication was critical to their success or failure as a group.Positive Outcomes for First year Student Teams: According to faculty and TA observations,first-year students put more effort and overall time into correctly learning how to use CAD in theassociated EDSGN computer lab when they were designing their projects to be 3D printed. First-year

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kaylee A Dunnigan, NYU’s Tandon School of Engineering; Amy Dunford, New York University Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, novelty, and quality in order to evaluate thestudent’s level of design ideation expertise.BackgroundThe phases of engineering design are often taught as having a circular, iterative nature. Anengineering product or process is designed through phases of (i) defining the problem, (ii)brainstorming solutions, (iii) planning a solution, (iv) prototyping, (v) evaluating the solution, andfinally (vi) reflecting for iteration, shown in Figure 1. Figure 1: Simple infographic conveying six phases of engineering design iteratively.In practice, the activities associated with each engineering design phase are highly interdependentand do not simply progress in a neat iterative circle, as implied by common infographics for theengineering design process

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

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

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Design in Engineering Education

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

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhinan Zhang, Shanghai Jiao Tong University; Houzhi Liu, Shanghai Jiao Tong University; Lu Chen, Shanghai JiaoTong University; Yaxin Huang, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, which completedthe transition from curriculum-center to activity-center [8]. In this kind of collaborativeand interactive environment, engineering students can consolidate professional knowledgeand skills by applying and practicing what they have learned in the actual engineeringdesign process and strengthen self-reflection about projects by considering how to makefurther adjustments in the next period of projects. In response, Liu also indicated thatcollaborative, experiential, project-based and service-based learning forms in capstone 3design and its courses could contribute to improving engineering students’ employability[4]. In addition, numerous studies also explored mutually beneficial

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Design in Engineering Education

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

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristian Eduardo Vargas-Ordóñez, Purdue University at West Lafayette; Morgan M. Hynes, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

essential for the creation of attitudesrelated to solving social problems as well as for developing the abilities that could help them. This vision has been appropriated for American engineering curricula considering thatengineering can have a humanistic approach through specific courses or methodologies, theassessment of their activities from a perspective of the ethics, and the reflection about therelationship between engineering and technology, including its impacts [8]. In that sense, themain objective is deconstructing engineering from a utilitarian perspective, based on effectivityand loyalty to institutions, to reconstruct it in a libertarian or communitarian perspective based

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida; Andrea Goncher, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

improvements to first-year experiences. One example skill category thatemerged in each class standing category was teamwork skills. Students who participated in thissurvey after taking the course found skills related to teamwork as useful. The skills developedfrom working in a team are an important outcome of first-year design experiences. We found thatas students reflected on the course with more time removed from taking the course theyidentified different aspects of teamwork as useful. For example, freshmen included timemanagement, sophomores highlighted the interdisciplinary nature of working in a team, andjuniors liked how the team project simulated real-life work experience. The multiple perspectivesimply that the team-based component of the

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amin G. Alhashim, University of Oklahoma; Megan Marshall, University of Oklahoma; Tess Hartog, University of Oklahoma ; Rafal Jonczyk, Adam Mickiewicz University, Poland, and Pennsylvania State University; Danielle Dickson, Pennsylvania State University; Janet van Hell, Pennsylvania State University; Gül E. Okudan Kremer, Iowa State University of Science and Technology; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

other cases, the complexinterplay between these two factors is completely ignored [22].Lastly, the subjectivity of those scoring the responses plays a large role in the outcome of theresults. As mentioned above, before scoring can take place a categorization process is sometimesnecessary. This is done in order to calculate the flexibility dimension. Scorers judge the meaningor intent of a response based on their understanding, and hence, subjectivity is inherent to theprocess. In this paper, we use the dimensions of originality, flexibility, fluency, and elaboration,as presented by Bayliss [28], as the foundation for our scoring method. We provide details of theproposed scoring method in Section 3, along with a reflection on the problems

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meagan Flus, University of Waterloo; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo

Tagged Divisions

Design in Engineering Education

classes (MTE, ME) received an additional workshop on problem finding. 4. One class (MTE) was required to write a reflection on the field experience. This paper presents the first steps in evaluating the efficacy of the interventions. Toperform this evaluation, two research questions were posed: 1. How do students identify, select, and justify their capstone design project problem statement, and are there structural differences in how students who received the intervention perform this step, versus other students? 2. Were the interventions helpful in teaching students about needs identification? This paper specifically looks at student perceptions of their design methods and thehelpfulness of the interventions. A

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Akhil Krishna Mohan, University of Illinois at Urbana-Champaign; Priyanka Dey, University of Illinois at Urbana-Champaign; Sizhi Tan, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois at Urbana-Champaign ; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. By the end ofthe semester, 75% of the students reported being satisfied with their assigned teams while 7%were not satisfied (there was decrease in the number of students with neutral opinions).Overall, these results are very encouraging, since it reveals an overall positive perception and itdoes not reflect a drastic change of opinion as the semester progresses. Indeed, based on anecdotalfeedback, instructors have noticed a decrease in the number of interpersonal conflict within thestudent teams compared with previous versions of this course. Unfortunately, the instructors didnot collect any data prior to the use of junto for a more rigorous comparison.Figure 2: Survey results illustrating student’s perception about the team selection and

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cheng Chen, University of Georgia; Toluwalase Oluwagbemileke Olajoyegbe, University of Georgia; Beshoy Morkos, University of Georgia

Tagged Divisions

Design in Engineering Education

. 13, no. 4, 1999.[11] S. Russell and P. Norvig, Artificial Intelligence A Modern Approach. 2013.[12] S. Franklin and A. Graesser, “Is It an Agent, or Just a Program?: A Taxomony of Autonomous Agents,” ECAI ’96 Proc. Work. Intell. Agents III, Agent Theor. Archit. Lang., pp. 21–35, 1997.[13] J. R. Dixon, “Engineering design science: The state of education,” Soc. Welf. Scottish Perspect. Scottish Perspect., pp. 70–85, 2018.[14] C. L. Dym, “Learning Engineering: Design, Languages, and Experiences*,” J. Eng. Educ., vol. 88, no. 2, pp. 145–148, 1999.[15] P. L. Hirsch and A. F. McKenna, “Using reflection to promote teamwork understanding in engineering design education,” Int. J. Eng. Educ., vol. 24, no. 2, pp

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

storage spaces, build spaces, andworkbenches. High-resolution tool-use data collection is set to begin spring of 2020 at TexasA&M, including details that will remove some of these limitations.Because of these limitations a hypothetical dataset was created to reflect student-toolinteractions. This hypothetical dataset is guided by current data and engineering curriculum forTexas A&M, so the results are reasonable. These results present a picture of the design advicemodularity analyses will be able to provide once additional data is available.Hypothetical student-tool network creation © American Society for Engineering Education, 2020 2020 ASEE ConferenceA hypothetical-realistic

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Henry David Banks, James Madison University; Alexander R. Murphy, Georgia Institute of Technology; Matt Robert Bohm, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

NationalScience Foundation Graduate Research Fellowship under Grant No. DGE-1650044. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] M. E. Derro and C. R. Williams, "Behavioral competencies of highly regarded systems engineers at NASA," presented at the 2009 IEEE Aerospace conference, 2009.[2] R. Valerdi and W. B. Rouse, "When systems thinking is not a natural act," presented at the 2010 IEEE International Systems Conference, 2010.[3] M. Tomko, J. Nelson, R. L. Nagel, M. Bohm, and J. Linsey, "A bridge to systems thinking in engineering design: An examination of students’ ability

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura J. Hirshfield, University of Michigan; James A. Coller, University of Michigan; Emily A. Madden, University of Michigan; Robin Fowler, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

without fear of repercussions [18]. When groups lack voice safety, the benefitsof incorporating diverse perspectives cannot be realized [19].Voice safety is an important aspect of good group decision making, and it is related to thehierarchical decision making described above. An individual might perceive a lack of voicesafety for a variety of reasons, including actual enforcement of power differences within a groupbut also including differences in expectations regarding conversational rituals [20]–[22]. Items inthe survey were based on validated items from [18], though language was changed to reflect theproject team context.Sense of Belonging and CommunityA sense of belonging is when a student feels as if they fit in and belong to a community

Conference Session

Best In DEED

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eric Cuellar, California Polytechnic State University, San Luis Obispo; Benjamin David Lutz, California Polytechnic State University, San Luis Obispo; Dominick Trageser; Ricardo Cruz-Lozano, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Information Foundation. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the Engineering Information Foundation. Work CitedAeby, P., Fong, R., Isaac, S., Vukmirovic, M., & Tormey, R. (2019). The impact of gender on engineering students’ group work experiences. The International Journal of Engineering Education, 35(3), 756–765.Apesteguia, J., Azmat, G., & Iriberri, N. (2012). The impact of gender composition on team performance and decision making: Evidence from the field. Management Science, 58(1), 78–93.Atman, C. J., Adams, R. S., Cardella, M. E., Turns, J., Mosborg, S., & Saleem

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chieloka Mbaezue, Stanford University; Eric Reynolds Brubaker, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education