Displaying results 631 - 646 of 646 in total
- Conference Session
- Design in Engineering Education Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa; Patrick Dumond, University of Ottawa
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- Best of DEED
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Susannah Howe, Smith College; Sophia L. Poulos, Smith College; Laura Mae Rosenbauer, Smith College
- Tagged Divisions
- Design in Engineering Education
regular progress/status reports; schedules Plan/Manual 29 user manual or training manual; business plan; manufacturing plan General 17 varies; client determined deliverables; many deliverables; the usual Student peer evaluations; ethics assignments; individual reflections; classAccountability 16 attendance and participation Final report Interim reports Final recommendation Patent disclosure Conference or journal paper 0 50 100 150 200 250
- Conference Session
- Capstone Design Courses II
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- April M. Bryan, Western Washington University; John Andrew Lund, Western Washington University
- Tagged Divisions
- Design in Engineering Education
Finalization Phase, were completed overone summer period by four students. Two of the four students were students who participated inthe Conceptual Design Phase, and two of the students were new. Table 4 Team RolesThe teams of students were diverse and reflective of the demographics in the department. Thefirst student to join the project was female. This student was joined by one male and one femalestudent for the Conceptual Design Phase. The team that completed the Detailed Design andDesign Finalization Phases consisted of one female and three male students. Two of the students’were enrolled in the Plastics Engineering Program and the remaining students two students wereenrolled in the Manufacturing Engineering
- Conference Session
- Maker Spaces within the University
- Collection
- 2016 ASEE Annual Conference & Exposition
- Authors
- Vincent Wilczynski, Yale University; Joseph Zinter III, Yale University; Larry Wilen, Yale University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
to the learning and teaching styles in engineering education by Felder and Silverman.9Active learning encourages not only high levels of physical engagement with course content(such as physically experimenting with concepts) but also reflection on the results of thatactivity. Teaching styles that are correlated with prevailing learning styles lead to higher successand greater fulfillment. Engineers are more likely to be active learners and engaging learningenvironments have a significant impact on this segment of learners. The role of active learningthrough the use of cooperative learning environments and project-based exercises has also beenendorsed by other researchers as means to improve design education.10 It is our thesis that
- Conference Session
- FPD and DEEDs Joint Postcard Sessions
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education, First-Year Programs
at Duke University than they were about being successful inthe engineering industry after graduation. As was reflected in the open-ended responses fromSurvey 1 and Survey 3, participants in the focus group also listed math as their most difficultSTEM course. As far as their opinions on the Engineering Design and Communication course,students had a positive experience to date in the class. They appreciated learning a quantitativeapproach to choosing a design solution as well as the unique opportunities the course providedwhich they might not find elsewhere at Duke. Students elaborated on learning the engineeringdesign process, saying the process is different than expected as it took much more time than theythought would be necessary for
- Conference Session
- Studies in Engineering Design
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Nicky Wolmarans, University of Cape Town; Jennifer M. Case, Virginia Tech
- Tagged Divisions
- Design in Engineering Education
- 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
teaching the engineering design courses have workedcollaboratively to develop these courses so that the content will be developmental with seamlessintegration and transitions over the seven semester sequence. This was achieved by havingweekly or biweekly meetings to discuss the execution of these courses as well as many meetingsduring summers, before the start and after the completion of each semester to reflect and identifyareas of improvement in content, delivery, and assessment.Our pedagogical vision in teaching these engineering design courses is to enable masterylearning through directed and non-directed, group-based and independent, simple and complex,structured and unstructured, problem-based learning experiences that incrementally expose
- Conference Session
- Design Spine
- Collection
- 2012 ASEE Annual Conference & Exposition
- Authors
- Olga Pierrakos, James Madison University; Eric C. Pappas, James Madison University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University
- Tagged Divisions
- Design in Engineering Education
through the design sequence. Students learn to work and communicate in both small (2-4), medium (5-7), and large (10+) engineering teams, as an effective member of these design teams, and to work on the process as a team as well as learn to develop and execute a design plan. Individually, students should begin to understand their strengths and weaknesses, be able to reflect on the process and grow. Communication is emphasized and practiced throughout the design sequence through regular submission of memos and technical reports, and frequent technical presentations. Students learn how to compose a proposal, memo, report, technical paper, and technical presentation as well as how to project their professional image through a resume
- Conference Session
- Best of DEED
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- R. Keith Stanfill, University of Florida; Amy Rigby, www.amywriting.com; Maureen Milch, University of Florida
- Tagged Divisions
- Design in Engineering Education
for improving the overall effectiveness ofthe IPPD Program in meeting educational goals and for maintaining long-lasting relationshipswith sponsoring companies. Students have always been a central stakeholder, yet no professionalpractice guide had ever been provided as a reference for effective interactions with IPPD. A Page 24.1240.4guide was needed to span the IPPD interactions inside and outside the classroom, such as Louinotes in student reflections, a student “would be a professional “both on and off the clock”because being a professional is integral to a person’s identity”11.Streamline procedural, professional, and legal information into
- Conference Session
- Design Pedagogy and Curriculum 1
- Collection
- 2013 ASEE Annual Conference & Exposition
- Authors
- William A Kline, Rose-Hulman Institute of Technology; Cory A. Hixson, Virginia Tech; Thomas W. Mason, Rose-Hulman Institute of Technology; Patricia Brackin, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology
- Tagged Divisions
- Design in Engineering Education
in design orentrepreneurship fields. Specifically, it provides a means to help both novice and expertdesigners and entrepreneurs organize, communicate, refine, and reflect on their ideas. Thecanvas also provides a means of design-thinking documentation in which comparisons betweeninitial, mid, and final versions of the canvas could be used to assess student learning.The prototype version of the innovation canvas is shown in Figure 2 below and is availableonline for educators and practitioners to test, evaluate, and provide feedback36. In addition to thedetails presented in the remainder of this paper, a brief description of the canvas’s themes can befound in the appendix of this paper. The canvas is shared under a Creative Commons (CC
- 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
- Conference Session
- Teams and Teamwork in Design I
- Collection
- 2009 Annual Conference & Exposition
- Authors
- Edward Lumsdaine, Michigan Technological University; Josh Loukus, Michigan Technological University; Jason Dreyer, Michigan Technological University; Steve Chenoweth, Rose-Hulman Institute of Technology; Monika Lumsdaine, E&M Lumsdaine Solar Consultants, Inc.
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- Design for Community and Environment
- Collection
- 2006 Annual Conference & Exposition
- Authors
- Matthew Green, LeTourneau University; Julie Linsey, University of Texas-Austin; Carolyn Conner Seepersad; Kathy Schmidt; Kristin Wood, University of Texas-Austin
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- Design in Engineering Education Division: Design Mental Frameworks
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Armando A. Rodriguez, Arizona State University; Nirangkush Das, Arizona State University; Brent Wallace, Arizona State University; Phil Blake McBride, Eastern Arizona College; Clark Vangilder, Central Arizona College; Tim S. Frank, Glendale Community College; John W. Griffith, Mesa Community College; Russell Cox, Mohave Community College; Eddie W. Ong, Phoenix College; Ernest Moulinet Villicana, Phoenix College Engineering; Celia . Jenkins, Cochise College
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- The Best in DEED
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Jaryn Studer, Iowa State University; Shanna R. Daly, University of Michigan; Jaclyn Kuspiel Murray, University of Michigan; Seda McKilligan, Iowa State University; Colleen M. Seifert, University of Michigan
- Tagged Divisions
- Design in Engineering Education
- Conference Session
- Best of DEED
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Eli M. Silk, University of Michigan; Shanna R. Daly, University of Michigan; Kathryn Jablokow, Pennsylvania State University; Seda Yilmaz, Iowa State University; Meisha Nicole Berg, Iowa State University
- Tagged Divisions
- Design in Engineering Education