Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Aaron Justin Joya, Georgetown University; Khadijah Jordan; Miranda Nicole Washington; Grace Barar, University of Washington; Alison Gray, University of Washington; Rylie Sweem; Cynthia J. Atman, University of Washington

Tagged Divisions

Design in Engineering Education

processes in future engagements with design. In the spring break week prior to the startof the quarter students documented a design project that they were engaging in. These projectswere either part of a course or project they were already working on. Each student journaledabout their process and notes using a basic design notebook template. This journal was thenbuilt-upon and examined using different lenses (e.g., design models and research results ondesign expertise) throughout the seminar to deepen their understanding of design processes andwhat design awareness could mean. See Table 1 for the list of class activities. Studentsparticipated in brainstorming and ideation sessions to generate ideas for tools that could helpthem maintain design

Conference Session

Creativity and Innovation in Engineering Design

Collection

2010 Annual Conference & Exposition

Authors

Christina White, Columbia University; Austin Talley, University of Texas, Austin; Daniel Jensen, United States Air Force Academy; Kristin Wood, George Washington University; Andy Szmerekovsky, US Air Force Academy; Richard Crawford, University of Texas at Austin

Tagged Divisions

Design in Engineering Education

suiteenhances the creativity of the students. Our approach is to pre-survey students regarding a self-assessment of their creativity using Gouge’s list of creativity descriptors. A control andexperimental group of student design teams across disciplines and class level are then asked todevelop as many concepts as possible for their course design projects. The control group onlyexecutes a single and well-known method from the suite of concept generation techniques,whereas the experimental group employs the entire suite of techniques. The total number ofconcepts developed by the teams is evaluated, documenting the number of concepts per ideationtechnique. The teams are also asked to complete a post-creativity survey. The assessmentresults from this study

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Homero Gregorio Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

differences between cooperative, collaborative, problem-based, project-based, and team-based learning as defined in the field. Finally, furtherimplications for practice and future directions for research are identified.MethodsThe research method was a systematic review of research articles. Following systematicreview procedures proposed by Gough, Oliver [18], the goal of the search was to identify arepresentative set of articles describing the use of active learning in engineering education,specifically focused on the use of TBL. The search was done simultaneously using twojournal article databases: The Journal of Engineering Education and Engineering Village.The second database provided coverage of the primary journals in engineering and

Conference Session

Teams and Teamwork in Design I

Collection

2009 Annual Conference & Exposition

Authors

Joel Dillon, United States Military Academy; Jill Cheney, United States Military Academy

Tagged Divisions

Design in Engineering Education

subject matter. However, a commonly encountered problem with design groupformation in an academic environment is the decision by the instructor on how to form theteams. Should students be allowed to choose their own groups, or should instructors assign theteams directly? If groups are assigned, how should the students be divided among the teams?This project seeks to provide insight into these questions.ME450, a course which provides a capstone design experience to senior non-engineering majorsat the U.S. Military Academy at West Point, is structured around three team-based engineeringdesign projects, or EDPs. Student design teams for these EDPs consist of three to fourindividuals who work toward the common goal of applying the engineering design

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gül Okudan, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

whether or not changes to the classroom environment have any impact on studentlearning due to a lack of validated instruments. Therefore, the overall purpose of this project isthe development of a stable instrument designed to measure the impact of pedagogic changes andsupporting classroom materials on student learning. This paper documents the rationale fordeveloping a new instrument and describes its development process.IntroductionAssessment of students’ engineering design knowledge at various points during their engineeringcurriculum is very critical. This assessment might have many purposes including gaining anunderstanding on: 1) are most students able to meet the intended objectives for the course? 2) isthe information retained after a

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cory A. Hixson, Virginia Tech; Marie C. Paretti, Virginia Tech; James J. Pembridge, Virginia Tech

Tagged Divisions

Design in Engineering Education

seek to develop new design educators and provide ongoing supportfor current faculty. Such understanding could help support existing capstone design facultymembers’ growth in expertise, create relevant professional development resources, andencourage new faculty members/university departments to implement capstone design courses. Itcan also provide course coordinators with strategies for engaging project and industry advisorsand for positioning the role of practice-oriented courses across the curriculum.However, little if any work to date explores faculty motivation with respect to design education.To address this gap, this paper analyzes secondary interviews conducted with capstone designfaculty; the interviews focus specifically on teaching

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lisa Guerra, NASA; David T. Allen, University of Texas, Austin; Richard H. Crawford, University of Texas, Austin; Cheryl Farmer, UTeachEngineering

Tagged Divisions

Design in Engineering Education

processing, control, design tools, manufacturing applications; and design and development of energy harvesting systems. Crawford is co-founder of the DTEACh program, a Design Technology program for K-12, and is active on the faculty of the UTeachEngineering program that seeks to educate teachers of high school engineering.Ms. Cheryl Farmer, UTeachEngineering Page 25.118.1 c American Society for Engineering Education, 2012Cheryl Farmer is the founding Program Manager and Project Director of UTeachEngineering. Fundedthrough a five-year, $12.5 million Math and Science Partnership grant

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mitch Cieminski, Franklin W. Olin College of Engineering; Alexandra Coso Strong, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include engineering design education (especially in regards to the design of complex systems), student preparation for post-graduation careers, approaches for supporting education research-to-practice. c American Society for Engineering Education, 2017 An Exploratory Study of Power Dynamics and Feedback in Design ReviewsAbstractA key event in many engineering and design learning environments is the design review, inwhich students present project work to solicit feedback from reviewers like instructors, peers,and outside visitors. Previous

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chrissy Hobson Foster, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Design in Engineering Education

Paper ID #10205An Ethos of Sharing in the Maker CommunityMs. Christina Hobson Foster, Arizona State UniversityDr. Micah Lande, Arizona State University, Polytechnic campus Dr. Micah Lande teaches human-centered design innovation at Arizona State University and researches how engineers learn and apply a design process to their work. He is an assistant professor in the Depart- ment of Engineering on Arizona State University’s Polytechnic campus. Dr. Lande is currently the PI for an NSF funded project investigating the educational pathways of adult Makers and is a co-PI on another NSF funded project on Young Makers. Dr. Lande

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University

Tagged Divisions

Design in Engineering Education

that Motivated the Development of the MERIT KitToday, more than 50% of science and engineering faculty require their undergraduate students toparticipate in collaborative group projects (National Science Board, 2008). Current trendssuggest that this percentage will increase (Project Kaleidoscope, 2006). The results of researchon the impact of cooperative and collaborative learning methods on student learning at theundergraduate level are also promising. Hake’s (1998) study involving six-thousand studentsprovides robust evidence that interactive teaching methods involving group work are moreeffective than traditional teaching methods. In addition, ABET requires that all accreditedengineering programs demonstrate student attainment of outcomes

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

Tagged Divisions

Design in Engineering Education

of design isintended to capitalize on early design ideas, successful or not. However, this iteration requiresattention to features of the design and environment. One can imagine how an attentive studentmay enact design—with careful confidence building based on the results and lessons learnedfrom past project, the establishment of challenging goals and a strategy for approaching theproblem, monitoring throughout the project to ensure an appropriate trajectory, and reflection tosynthesize the experience afterwards. These aspects are among the constituent parts of Self-Regulation Theory, which was integrated with design to form the theoretical framework of thiswork.Self-regulation is “self-generated thoughts, feelings, and actions that are

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 Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Adam R Carberry, Arizona State University; Morgan M Hynes, Arizona State University; Ethan E Danahy, Tufts University

Tagged Divisions

Design in Engineering Education

(STOMP).Dr. Morgan M Hynes, Arizona State University Morgan Hynes is a Research Faculty Associate at Arizona State University conducting research on the impact of product archaeology dissection activities on students’ knowledge and abilities to engineer in broader contexts. Before joining ASU, Hynes was a Research Assistant Professor in the Education De- partment and Education Research Program Directorat the Center of Engineering Education and Outreach at Tufts University. Hynesreceived his B.S. in Mechanical Engineering in 2001 and his Ph.D. inEngi- neering Education in 2009 (both degrees at Tufts University). Inhis current positions, Hynes serves as PI and Co-PI on a number offunded research projects investigating

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

aims to answer the question: Do design competencies and learning types differ acrosslearning communities with varied degrees of making integrated into the curriculum? And if so,how?2 BackgroundMersand [12] broadly defined makerspaces as “places where participants may work together tocreate and co-create knowledge and physical or digital products” (p. 175). Activities can rangefrom engineering, tinkering, circuitry to crafting and forms of artistry, as well as much more [4,13]. Makerspaces are open spaces for any student to work on academic, extracurricular, orpersonal projects, and for many, makerspaces are the embodiment of learning by doing.Over the last fifteen years, the number of makerspaces has increased dramatically as the MakerMovement

Conference Session

Multidisciplinary Design in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University

Tagged Divisions

Design in Engineering Education

of engineering, the nature ofengineering design and the cognitive processes involved in this complex activity are not widelyunderstood. How to effectively teach the design process is even less understood. Learningengineering design is a complex process, and it is most often taught in engineering via project-based courses in which instructors guide students through the design process.In their review of research related to the teaching and learning of engineering design, Dym,Agogino, Eris, Frey, & Leifer7 assumed that “the purpose of engineering education is to graduateengineers who can design, and that design thinking is complex.” (p. 103) They discussed thetension in many engineering curricula between importance of design and engineering

Conference Session

Multidisciplinary Design in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Robert Creese, West Virginia University; Deepak Gupta, West Virginia University

Tagged Divisions

Design in Engineering Education

in the College of Engineering and Mineral Resources at West Virginia University in Morgantown, West Virginia. He obtained his BS degree from the University of Roorkee, now IIT – Roorkee, MS from WVU, and is working on his Ph.D. degree at WVU. He is a member of AACE International, IIE, INFORMS. Page 12.1285.1© American Society for Engineering Education, 2007 Software for Materials EvaluationAbstractMulti-disciplinary team projects are an important element in the ABET accreditation ofengineering programs. The basic manufacturing processes course in the Industrial EngineeringProgram at West

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elissa Morris, Texas A&M University; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

American Society for Engineering Education, 2017 Integration and evaluation of peer grading in a graduate-level engineering design courseABSTRACTA peer grading method is developed and integrated into a graduate-level engineering productdesign course. The objective of the peer grading process is to improve the students' designskillset. Students form teams to work on a design project throughout the course, applying themethods discussed in class to their specific project. Each team submits a project report in phasesthroughout the semester. The first two phases of the report are peer graded by themselves andtwo other teams in the class. Teams also grade their graders to ensure accountability and increasegrading

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

, synthesize, analyze, and then apply to their design projects. This type ofextensive information processing has been shown to challenge novices in studies outside ofengineering16–19. These studies have shown that novices tend to not determine the quality and/orvalidity of information gathered when applying it to problems and they tend to simply applyinformation directly to problem solving instead of attempting to synthesize various informationsources together16–19. Studies within engineering courses found similar results when evaluatinguse of internet sources used by students when developing reports20.While the importance of effective execution of front-end design phases has been established inthe literature, research is lacking with regards to how

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Susan McCahan, University of Toronto; Gayle Lesmond, University of Toronto

Tagged Divisions

Design in Engineering Education

Toronto. Her area of specialization is rubric development and testing. c American Society for Engineering Education, 2016 User Testing with Assessors to Develop Universal Rubric Rows for Assessing Engineering DesignAbstractThis paper describes the process of testing and refining modular rubric rows developed for theassessment of engineering design activities. This is one component of a larger project to developuniversal analytic rubrics for valid and reliable competency assessment across different academicdisciplines and years of study. The project is being undertaken by researchers based in theFaculty of Applied Science and Engineering at the University of Toronto.From January 2014

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Kathryn Thompson, Technical University of Denmark; Line H Clemmensen, Technical University of Denmark; Harvey Rosas, Valparaiso University

Tagged Divisions

Design in Engineering Education

Paper ID #6423Statistical Outlier Detection for Jury Based Grading SystemsProf. Mary Kathryn Thompson, Technical University of Denmark Mary Kathryn Thompson is an Associate Professor in the Department of Mechanical Engineering at the Technical University of Denmark. Her research interests include the development, improvement, and integration of formal design theories and methodologies; assessment in project-based engineering design courses; and numerical modeling of micro scale surface phenomena. From 2008 - 2011, Prof. Thompson was the Director of the KAIST Freshman Design Program, which earned her both the KAIST Grand

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew Wettergreen, Rice University; Joshua Brandel

Tagged Divisions

Design in Engineering Education

flagship first-year engineering design and Prototyping and Fabrication course. This practical hands-on course increases student proficiency in the development of prototypes using low fi- delity prototyping, iterative design, and advanced manufacturing tools. Dr. Wettergreen’s efforts to scaf- fold prototyping into all of the OEDK’s design courses were recognized with Rice’s Teaching Award for Excellence in Inquiry-Based Learning. In 2017, four faculty members, including Wettergreen, combined the engineering design courses at the OEDK to create the first engineering design minor in the US, cre- dentialing students for a course of study in engineering design, teamwork, prototyping, and client-based projects

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ethan Reggia, University of Maryland, College Park; Kevin M Calabro, University of Maryland, College Park; Justin Albrecht, University of Maryland, College Park

Tagged Divisions

Design in Engineering Education

 were enrolled in the course this semester. The purpose of this class is to teach first­year engineering students important technical skills and practices necessary for engineering design. The students have the opportunity to tackle a difficult design challenge that requires them to use these capabilities, including working with a team, preparing and giving presentations, working under a budget, and constructing a functional prototype that accomplishes a complex set of  18​objectives and adheres to a set of design specifications​ . In order to complete the project, students learn the basics of mechanics, electronics, programming, and manufacturing. Learning

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Lisa Marie Stabryla, University of Pittsburgh; Leanne M. Gilbertson, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

quantify the degree of active learning and other interactive practices.The assessment plan consists of a host of methods, including 1) pre, midterm, and post-coursesurveys, 2) an end-of-term focus group, 3) a project presentation with a panel of judges, and 4)midterm and end-of-term student written reflections on their application of the design thinkingprocess. The post-course survey included questions from the StRIP (Student Response toInstructional Practices) survey, a new rigorously-developed survey for measuring students’perspectives on and responses to active learning. Rubrics and measurement matrices from theliterature were adapted to guide assessment of the students’ presentations and design solutions,including the Oral Communications VALUE

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander R. Murphy, Georgia Institute of Technology; Danielle M. Saracino, Georgia Institute of Technology; Beyza Akgun, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

. Beyza Akgun, Georgia Institute of Technology Beyza Akgun is a graduate from the Georgia Institute of Technology, where she received a B.S. in Me- chanical Engineering, a minor in Industrial Design, and a concentration in Automotive Engineering in May 2021. During her undergraduate studies, Beyza was involved in Georgia Tech Motorsports, the school’s Formula SAE team, research on prototyping in design, and assistantship in a project-based de- sign course. Following graduation, Beyza accepted a full-time offer at Triumph Integrated Systems in Connecticut as a project engineer, and she plans to further continue her education by pursuing graduate school in the future.Dr. Katherine Fu, Georgia Institute of Technology

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Indhira María Hasbún, Virginia Tech; Alexandra Coso Strong, Florida International University

Tagged Divisions

Design in Engineering Education

challenges.Designers are faced with the constant need for reiteration and reframing as they work towardsmeeting the often-evolving constraints and specifications of a project. One of the mostchallenging factors designers must account for is the consideration of stakeholders. Stakeholdersare defined as all individuals who affect and/or are affected by the design and design process [1];hence, they play a major role in contributing to the effectiveness of a design. Stakeholder needs,safety, behaviors, and preferences when interacting with a design will impact whatconsiderations engineers must consider when designing. Overlooking these needs not only canbe detrimental to the overall effectiveness of the final design, but more critically, can haveadverse social

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto; Jason A. Foster, University of Toronto

Tagged Divisions

Design in Engineering Education

,engineering communication, and teamwork. These theories and models are analogous to therequirements in an engineering design project. Page 23.218.3High Level Requirements – Course pedagogy and model of engineering designFour major conceptual frameworks inform the Praxis courses: Vygotsky’s Zone of ProximalDevelopment, constructivism, design theory, and approaches to active learning. The overridinggoal of Praxis is to support each student as they construct a unique, personalized approach toengineering design and communication.Vygotsky’s Zone of Proximal Development (ZPD) offers the foundational theory to guide thechanges in requirements and

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ulan Dakeev, Sam Houston State University; Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Y. Luong, Sam Houston State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

transportation technologies in US waters. He was recognized as an Advisor of the Year Award nominee among 8 other UNI faculty members in 2010- 2011 academic year Leadership Award Ceremony. Dr. Pecen received a Milestone Award for outstanding mentoring of graduate students at UNI, and recognition from UNI Graduate College for acknowledging the milestone that has been achieved in successfully chairing ten or more graduate student culminating projects, theses, or dissertations, in 2011 and 2005. He was also nominated for 2004 UNI Book and Supply Outstanding Teaching Award, March 2004, and nominated for 2006, and 2007 Russ Nielson Service Awards, UNI. Dr. Pecen is an Engineering Tech- nology Editor of American Journal of

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hsiao-Wen Wang, National Cheng Kung University, Taiwan

Tagged Divisions

Design in Engineering Education

abilities must be emphasized, fostering flexibility and innovative as well as effectiveness, which are necessary for an uncertain and unpredictable future. This study applies project-based learning (PBL) to hydraulic engineering education. PBL were designed for an undergraduate course to emphasize real-world problems while enhancing learning motivation and performance, and fostering the problem-solving skills necessary for innovation and excellence in the learners’ future professional careers as hydraulic engineers. Not only divergent thinking activities, but also convergent thinking strategies (i.e., those which involve evaluating and selecting among generated innovative thoughts according to the guidelines and purposes of the activity) were

Conference Session

Multidisciplinary Design in the Classroom

Collection

2008 Annual Conference & Exposition

Authors

Tongele Tongele, Southern Illinois University, Edwardsville

Tagged Divisions

Design in Engineering Education

references made to standards and codes during thesetours?” General Knowledge Freshmen Tours Passive Learning Freshmen Seminars Student Field-specific Courses Field-Specific Knowledge Active Learning Senior Projects Figure 2 A Process of Exposing Students to Codes and Standards Let’s leave these questions right there for now, and remark that beyond the freshmentours, there exist freshmen seminars conducted by engineering departments to introduce

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education

knowledge.2 The path to achieving domain expertise can bea complex and difficult one that begins, simply, with gaining professional and educationalexperience.Gaining experience leads to engineers often being tasked with designing projects that demandconsideration of local, regional, and even global communities. Such projects may be situated incomplex spaces, requiring both technical expertise and an ability to consider broad contextualissues. While the beginning engineer relies predominately upon their educational background;expert engineers hold experiential knowledge in their domain of expertise to aid them inconsidering a broader array of factors. ABET, the engineering accreditation body, specificallystates in Criterion 3h, that engineering