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

embrace its principles. Bordogna, Fromm, and Ernst,[5] for example, argue that“contextual understanding capability” is an important component of engineering innovation, and Page 22.430.2this growing recognition is reflected in the emphasis reports by the National Academy ofEngineers,[1,2] the National Science Foundation,[6] and the National Research Council[7] place oncontextual competence; in ABET‟s standards for engineering accreditation;[3] and in the growingbody of research literature that explores students‟ contextual understanding and ways toincorporate contextual competence into the engineering curriculum.Despite this increased national

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda Simson, The Cooper Union; Martin S. Lawless, The Cooper Union; Cynthia Lee, The Cooper Union; Lisa Shay P.E., The Cooper Union; Toby John Cumberbatch, The Cooper Union; Austin Wade Smith, The Cooper Union; Neveen Shlayan, The Cooper Union

Tagged Divisions

Design in Engineering Education

Fall 2020 semester Shared Assignments: Learning Shared Objectives: Rubric: Background Research Paper 4, 5 Yes Midterm Presentation “Pitch” 3, 4, 5 Yes Ethics Reading/Reflection 7 No Participatory Design: Problem 1, 3 Yes identification Participatory Design: Decision Matrix 2, 3,6 No Final 5-min video presentation 3, 5 NoFall 2020 Course SpecificsIn the Fall of 2020, 139 first-year and transfer students registered for EID101. The percentageof students

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Margaret Garnett Smallwood, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas; Todd W. Polk, University of Texas at Dallas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

presentation from an earlier student team for the same CSR projectassignment.The literature regarding teaching presentation skills to students includes Stuart’s case study [8],which reviewed techniques used in a graduate presentation skills class. Stuart suggested thatthese techniques be adapted to presentation classes for undergraduates as well. Her class utilizedtechniques such as video recording of student presentations for later review by the student, peerrehearsals, and assessments of PowerPoint slides. Stuart’s graduate class established twofundamental rules for student presentations. First, every aspect of the presentation's preparationand delivery should reflect respect for the audience, and second, student presentations need to be"carefully

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 Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign

Tagged Divisions

Design in Engineering Education

found that “Good cooperation between development team and client” and “Goodrequirements” were the two qualities most beneficial to projects [37]. The Standish Group’sCHAOS reports also emphasize the importance of user involvement and complete requirements,and pre-2000 reports are frequently used to illustrate the connection between requirements andproject success [15], [29], [37]. Newer reports frame the factors differently, yet still point to aclear connection between user or stakeholder needs and clearly stated requirements,recommending that projects focus “on a narrow set of features and requirements, which usersfind easier to understand and absorb” [39]. Bahill and Henderson reflect on famous failures toconsider if poor requirements

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

John Mark Dawidow, Harding University; James L. Huff, Harding University; Keelin Siomha Leahy, University of Limerick

Tagged Divisions

Design in Engineering Education

-thinking across theparticipant sample. The study was approved by Harding University’s IRB.Data CollectionWe gathered design records from three separate teams of four students each (n = 12). Throughoutthis paper, we refer to the teams as Hardware Team, Mattress Team, and Lighting Team. Eachteam was assigned the task of creating displays in the store for the corresponding product. Wecollected two sources of data: design notebooks and team design documents.Design Notebooks: In order to record the students’ design concepts, each student wrote in adesignated notebook. The students were asked in these notebooks to record their reflections,ideas, and thought processes. In the notebooks, individual students documented their earlyconcepts in response to

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Grace Louise Cravens, Sienko Research Group; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

capability.”During the final interview with Team 1, another student stated: “I mean, there was some stuff that [the lab] kind of thought of late, [features] that they sort of thought about and they wanted added in… they didn't really tell us about [the features] until way into the designing process.”These thoughts were reflected in the students’ post-course surveys. For example, one Team 1student added a caveat to their pre-course response about how stakeholders should have aprominent role during design: “Stakeholders should have a large role but they also need to understand the entire design process and know what kind of limitations there are.”The same Team 1 student also changed their pre-course response to Question 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

Sciences, Vol.9, No.3, pp.313-314.26. Oakes, W. C., Jamieson, L. H., and Coyle, E. j.,(2001), “EPICS: Meeting EC 2000 Through Service Learning,” Proc., ASEE Conference and Exhibition, Session 3461.27. Bright, A., and Dym, C. L., (2004), “General Engineering at Harvey Mudd: 1957-2003,” Proc., ASEE Conf. and Exhibition, Session 1471.28. Adams, R. S., Turns, J., and Atman, C. J., (2003), “Educating Effective Engineering Designers: The Role of Reflective Practice,” Design Studies, Vol. 24, No. 3, pp.275—294.29. Mills, J. E., and Treagust, D. F., (2004), “Engineering Education- Is Problem – Based or Project - Based Learning the Answer?” Australasian Journal of Engineering Education, www.aaee.com. Au/journal/mills_treagust03.pdf.30

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

was due in part to the process ofproposing new, “workable” problems and in part due to the heavy load of grading the many documents required Page 12.235.5from the students. In addition to this pressure, several other factors were coming to bear upon the junior level courseas well. It became apparent that entrepreneurial and project management skills were becoming increasinglyimportant in engineering. Changing community needs resulted in an increasing number of requests from non-profitand charitable organizations for product development. With these factors in mind, the junior level course wasrevised to reflect a more service

Conference Session

Capstone Design II

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

dragons, while others were motivated by aircraft design. One Koreanstudent used the current trend of “destroyed” blue jeans to create a design that exposed thechassis in a way similar to the way these popular jeans expose the wearer’s leg. These sketcheswere then posted on TcC for others to review. Critiques of these sketches including initial 2Dflow analysis using Fluent were sent back to the ID schools. The students then produced newsketches reflecting changes induced by their peers’ evaluations. After these later sketches weregenerally approved by the flow and substructure analysis teams, the industrial design studentsbegan to create 3D models of their designs using Alias. They again posted their models to TcCfor peer scrutiny. The frame team

Conference Session

Design Communications

Collection

2009 Annual Conference & Exposition

Authors

Keelin Leahy, University of Limerick; William Gaughran, University of Limerick

Tagged Divisions

Design in Engineering Education

of these stages is reflected in the students’design folder. However, generally design is taught in a linear and assessment based approach,stifling design ability and creativity; “If one only works from within an established pattern thenone tends to follow its natural line of development and is unlikely to restructure the pattern.”[16]The present design process works to a certain extent however “many students shut down whengiven a list of requirements and constraints”[17] thus design ability and creativity aresuppressed..Figure 2: Irish curriculum design process[18].The cognitive activity involved in design activity in the professional world is an area of greatambiguity. As a result the assessment in post primary education is dominant on the

Conference Session

Design in Freshman and Sophomore Courses

Collection

2009 Annual Conference & Exposition

Authors

Thomas Schubert, University of San Diego; Frank Jacobitz, University of San Diego; Ernest Kim, University of San Diego

Tagged Divisions

Design in Engineering Education

Introduction to Engineering ,a Comprehensive Approach, 5th ed., pp. 352-353, Great Lakes Press, Wildwood, MO, 2006.3 Jonathan Wickert, An Introduction to Mechanical Engineering, Brooks/Cole-Thomson Learning, Belmont, CA, 2004.4 Clive L Dym and Patrick Little, Engineering Design, A Project-Based Introduction, 2nd ed. John Wiley & Sons, Hoboken, NJ, 2004.5 Saeed Moaveni, Engineering Fundamentals: An Introduction to Engineering, Brooks/Cole-Thomson Learning, Pacific Grove, CA. 2002.6 Donald A. Schön, The Reflective Practitioner: How Professionals Think in Action, Basic Books, New York, NY, 1983.7 Barry Hyman, Fundamentals of Engineering Design, 2nd ed., Prentice-Hall, Upper Saddle River, NJ, 2003.8 Ralph M. Ford and Chris S. Coulston

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Jennifer Miskimins, Colorado School of Mines; Ramona Graves, Colorado School of Mines; Craig Van Kirk, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

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

, a student will typicallyexperience a new project and team although occasionally, projects and teams may be continuedfrom a previous semester. In design, students are assessed on their ability to complete the designprocess and develop a solution that meets specifications. In addition to three design credits,students enroll in three professionalism credits. In professionalism, students are assessed on allthe aspects of the design project that are not design (e.g., communicating with the client,conducting a personal review, reflecting on the design process, working in teams, andunderstanding engineering ethics). Furthermore, each student enrolls in a one-credit seminarcourse where they learn and practice design and professionalism

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Middle School Classroom: Key Elements in Developing Effective Design Challenges,” Journal of the Learning Sciences,Vol.9, No.3, pp.313-314.26. Oakes, W. C., Jamieson, L. H., and Coyle, E. j.,(2001), “EPICS: Meeting EC 2000 Through Service Learning,” Proc., ASEE Conference and Exhibition, Session 3461.27. Bright, A., and Dym, C. L., (2004), “General Engineering at Harvey Mudd: 1957-2003,” Proc., ASEE Conf. and Exhibition, Session 1471.28. Adams, R. S., Turns, J., and Atman, C. J., (2003), “Educating Effective Engineering Designers: The Role of Reflective Practice,” Design Studies, Vol. 24, No. 3, pp.275—294.29. Mills, J. E., and Treagust, D. F., (2004), “Engineering Education- Is Problem – Based or Project - Based Learning the

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

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Varghese Ittoop Vadakumcherry, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

personalized feedback. 5)Reflection allows students to think about how their pre-existing ideas about a topic have evolvedand expanded through completing the learning block. In this study, we examined the impact ofthe “Idea Generation” and “Concept Development” learning blocks. Each learning block takesapproximately 6 hours to complete and is built on pedagogical best practices that combines self-study with remote feedback [29]. It focuses on a student-centered teaching approach developedaround the constructivist learning theory [30], which allows content sharing online without timeand location limitations [31]. The learning blocks are built around the best practices in teachingand learning to promote active engagement, which is essential for success

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, 2011) argue that while there are three main affordances — proximity,privacy, and permission — that support interactions in a space, finding the right balance amongthem is crucial because “a lopsided distribution is more likely to inhibit than promote beneficialinteractions” (Fayard and Weeks, 2011, p.110). In particular, Fayard and Weeks (2011) stressthat people always interpret what are the appropriate behaviors in a space (e.g., in a librarypeople tend to be silent or speak in a low voice) and that these interpretations often reflect anorganization’s culture.The role of culture is also highlighted in research on makerspaces, especially through the senseof community makerspaces promote and nurture: “Participants often refer to the space as

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

, Beghetto and Kaufman [46] added 2 additional c’s: 1) pro-c level creativity,demonstrated by professionals who haven’t reached Big-C eminence and 2) mini-c creativity,which focuses on personally meaningful discoveries that may occur while a student is learning.All of these definitions reflect the idea that creativity is the foundation of innovation; asinnovation is recognized as something new (product, process, etc.). Furthermore, creativitygenerates spaces where meaningful ideas impact society.To implement this approach, we relied on an evidence-based, active learning process thatintegrates techniques drawn from actor training, improvisation, and theatre of the oppressed[47]with creative problem-solving methods drawn from multiple, research-based

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony F. Luscher, Ohio State University; Roger Forsgren, NASA Headquarters

Tagged Divisions

Design in Engineering Education

focused on and explicit about the desired learningoutcome. For instance, such a case may present the scenario of a satellite antenna that did notdeploy properly due to a single technical flaw. The focus of this case narrowed and case may notlook beyond the lone conclusion related to the technical flaw. In contrast, an analysis of a casestudy about the Deepwater Horizon accident yields more insight into engineering design than asingle answer to why the failure occurred.The case study approach provides course participants with the opportunity to apply their criticalthinking skills to each scenario and exercise non-analytical insight as part of the design process.Ultimately, the methodology reinforces the practice of reflection upon past successes

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Carpenter Ed.D., CCD - Custom Curriculum Design; Logan Edward Micher, Florida Polytechnic University; Chris Yakymyshyn; Jorge Vargas, Florida Polytechnic University; Christina Drake, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education

tracking device, water transport and filtration device, educational toy or exhibit) had anegative impact on student interest in the engineering program. Another important considerationis the need to keep the attention of students from different engineering concentrations, as well as(in our case) a significant population of students enrolled in the College of Information &Technology. The latter group of students may have minimal interest or curiosity regardingengineering, and represent a challenge to win over their engagement in the class.There needs to be a balance between narrowing the scope of the assigned problem sufficiently toavoid students being unable to find a way forward, but having a sufficiently open-ended naturethat it reflects a

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

activities (unassociatedwith courses or engineering student clubs).11 Rarely is the facility used to support curriculum orresearch activities. Given its purpose to support student design interests, this facility perhapsqualifies to be called an academic makerspace but that title may not be appropriate due to aunique attribute of the facility. The MITERS workshop operates nearly independent from MIT,with the student members directing all aspects of its operation. This organizational structure ismore reflective of that found in community-based makerspaces outside of the academicenvironment.What is striking in these two examples from the same institution is their very different

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kim J Manner, University of Wisconsin, Madison; Frank E Pfefferkorn, University of Wisconsin, Madison

Tagged Divisions

Design in Engineering Education

and clearly state that sophomores wereencouraged to enroll. This is reflected in the enrollment numbers listed in Table 2. Table 2: Semester Enrollment in ME 449 (formerly ME 601) Semester Sophomore Junior Senior Graduate Fall, 2012 3 6 2 3 Spring, 2013 0 2 14 8 Fall, 2013 0 2 13 3 Spring, 2014 0 2 17 5Additionally, it was noted during that first semester that students with lower technicalbackgrounds, e.g., those who

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Shari Ann Robinson, University of Florida Counseling and Wellness center

Tagged Divisions

Design in Engineering Education

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

industrysuccess. By having participants make individual connections with social, cultural, market, andtechnological trends, the tool, IdeaKegTM, has the primary goal of getting participants to simplyask better questions. It naturally follows that better solutions to a given problem can be found ifstarting from better questions. The IdeaKeg tool was implemented for both teams of faculty andteams of students in several different applications including faculty course development,department retreats, senior design projects, student composition projects, and more. This papersummarizes the IdeaKeg process, the different implementations of IdeaKeg at RHIT, feedbackfrom both faculty and student participants, and reflections from IdeaKeg facilitators.Additionally

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary S Carpenter Ed.D., CCD - Custom Curriculum Design; Chris Yakymyshyn; Logan Edward Micher; Ashly Locke, Florida Polytechnic University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

content was reflected in not only the types of components studentsrequested from a list of recommended vendors to allow grouping of orders for efficiency (forexample, DigiKey offers over 20,000 unique LEDs), but also by the variety of components fromother vendors selected by students, including numerous Amazon and Ebay vendors. The BOMalso included any 3D printing requests for the on-site printing facility. It was clear based oncomments made by the 3D printing facility supervisor that a rich variety of objects wereFigure 8- Layouts of two of six panelized printed circuit boards representing approximately 40unique prototypes.submitted for printing. Some students chose to use 3D printing services from outside, in the fewcases where an unusual

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, Rutgers, The State University of New Jersey; Shanna R. Daly, University of Michigan; Kathryn W. Jablokow, Pennsylvania State University; Seda Yilmaz, Iowa State University; Amy Rechkemmer; Jennifer Marguerite Wenger, University of Michigan College of Engineering

Tagged Divisions

Design in Engineering Education

one design situation togenerating more innovative or radical ideas in another design situation is an indication of theircapability for being flexible in their design approaches.In idea generation, a measure of flexibility can be thought of as the ability to apply a range ofapproaches, choosing the approach that best aligns with particular situational characteristics (asopposed to applying the same approach regardless of alignment with particular situationalcharacteristics). In our prior work, we utilized individual’s reflections on their ideation process toqualitatively characterize their approach and how that approach changed from on situation to thenext.7 We build on that work by focusing this study on developing a quantitative measure

Conference Session

Understanding Student Development in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jiliang Li P.E., Purdue University Northwest; Nuri Zeytinoglu P.E., Purdue University Northwest; Masoud Mojtahed, Purdue University Northwest; Matthew William Wooden, Purdue University Northwest; Ikechukwu I Nnachi, Purdue University Northwest

Tagged Divisions

Design in Engineering Education

. Interdisciplinary courses instructions and learning are closely tied to each other.Constructive feedback from engineering educators in different expertise areas are gratefullyappreciated and sincerely thanked by the authors. The voice, opinions and remarks conveyed inthe paper does not reflect any organization’s endorsement but purely the authors’ ownobservations and comments.REFERENCES1. Akili W. (2006) CASE STUDIES IN GEOTECHNICAL/FOUNDATION ENGINEERING: ENGAGING STUDENTS AND BRINGING THE PRACTICE INTO THE CLASSROOM, 2006-7842. Castro, G. (1975), “Liquefaction and Cyclic Mobility of Saturated Sands”. Journal of the Geotechnical Engineering Division, ASCE, Vol 101, No. GT6, pp 551-569.3. Castro, G. and Poulos, S. J. (1977). “Factors Affecting