Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Paul O. Leisher, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; Richard W. Liptak, Rose-Hulman Institute of Technology; Sergio Granieri, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

– concept generation through volume production in less than three hours1. AbstractDesign for manufacturability (DFM) is the practice of engineering products such that they aremore easily produced in volume. DFM is traditionally taught by lecture and students aresubsequently encouraged to utilize the underlying concepts in their engineering design coursesand capstone project. One of the problems with this approach is that the design is rarely taken tovolume production, giving students little chance to see firsthand the benefits of employing DFMin their work. To address this, we have developed an in-class activity which allows studentteams to design a widget and take it to volume production all within the span of a single three-hour

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Rogelio Cardona, University of Puerto Rico, Mayagüez; Ted Cruz, University of Puerto Rico; Noraica Davila, University of Puerto Rico; Omar Ferrer, University of Puerto Rico; Alexander Gonzalez, University of Puerto Rico; Ramon Gonzalez, University of Puerto Rico; Willie Gonzalez, University of Puerto Rico; Nelson Mendez, University of Puerto Rico; Damian Torres, University of Puerto Rico; José Vega, University of Puerto Rico, Mayagüez

Tagged Divisions

Design in Engineering Education

nine highly and self-motivated undergraduate students and oneprofessor trying to, and at times succeeding in, being inconspicuous. We are aninterdisciplinary team from several areas of the Computer and ElectricalEngineering programs at the University of Puerto Rico, exploring novel ideas ofproducts that can become feasible projects for the capstone design course. Theapproach to our work contrasts with many conventional engineering educationpractices, which place emphasis on highly structured and formal procedures andsolving problems proposed by faculty members or by industry partners. Althoughwe still meet in the formal setting of a classroom and one research laboratory, thesessions differ significantly from regular classes, appearing more

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Susannah Howe, Smith College

Tagged Divisions

Design in Engineering Education

ofa “Client Interaction Rubric” as discussed here fulfills this identified need while serving twopurposes: obtaining formative feedback from the clients to help improve students’ clientinteraction skills, and providing students ahead of time with a framework of key criteriaregarding having successful interactions with clients.This paper describes initial efforts to develop a rubric in support of student-client interactions forclient-oriented project-based learning activities. The rubric has been tested in two small, privatecollege environments: a user interface design course at Ohio Northern University taken by bothcomputer engineering and computer science majors, and an engineering capstone design courseat Smith College in Massachusetts. The

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xinyu Liu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Nicholas Andres Brake, Lamar University; Jiang Zhou, Lamar University; Xianchang Li, Lamar University; Dorothy Sisk, Lamar University

Tagged Divisions

Design in Engineering Education

enhancements in the 2019 RET summer program:1) to have workshops and research activities that are centered around the 3D CAD design and 3Dprinting, which are now readily available in most high schools, and we already made greatimpacts on the design and manufacturing education; 2) to put more emphasis on the connectionbetween the design and manufacturing research experience with the high school STEM coursemodule development so that the participating teachers would not only have more hands-onresearch experience, but also be able to kick-start the development of the suitable coursemodules for their students. The goal of the project was to host 12 high school teachers toparticipate in engineering design and manufacturing research and then transfer their

Conference Session

Design in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

W. Lawrence Neeley, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

weresufficient to deem a course a design course. However, any combination of these classificationscan be used to describe a single design class.What follows is a description of each of the classifications along with representative syllabusexcerpts.Design as ExperienceThe classification treats the most familiar variety of design course—the design experiencecourse. The dominant and most familiar form in which design exists in the classroom is as designexperience. In almost every program, this experience-based design appears in the capstonedesign course. Students typically work on open-ended projects in teams. Often these projects arefor external clients, in order to increase the “reality” of the experience. There is an emphasis onapproximating “real-world

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Yogesh Velankar, Purdue University; Sean Brophy, Purdue University; Masataka Okutsu, Purdue University; Daniel Delaurentis, Purdue University

Tagged Divisions

Design in Engineering Education

for Engineering Education, 2010 Team Based Negotiation of Ideas on Design Decision Making PerformanceIntroductionEngineering in the 21st century is becoming a more social process with multiple stakeholders.Nowadays, many engineering design projects are undertaken by project teams consisting ofvarious disciplinary content experts. This type of engineering work requires domain knowledgecoupled with many professional skills such as teamwork, collaboration, communication of ideas,decision making, etc. Recent reports such as the Engineer of 20201 have recognized that suchskills are essential in the education of the next generation of engineers. The challenge is findingeffective instructional methods that develop these skills without large amounts

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Sanders, Purdue University, West Lafayette; Molly H. Goldstein, University of Illinois at Urbana Champaign; Justin L. Hess, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

categories might be considered antecedents to other ways of experiencinghuman-centered design. Beginning with Category 3, "User as Information Source Input to LinearProcess," the categories become hierarchically related, wherein each more ‘comprehensive’category includes and builds on the design behaviors and attitudes of preceding categories [2].Figure 1 shows the hierarchical relationship between these categories.Category 7, "Empathic Design," describes the most holistic way of experiencing human-centereddesign [2]. According to Zoltowski et al., empathic design is characterized by a deep connectionbetween the designer and the user that extends "beyond scope of the project" and into a deepcontextual awareness of elements that affect the user (e.g

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

peerinteractions as well as interactions with faculty members, and these interactions could encouragemore effective understanding of materials and exploration of topics. Second, liberal artseducation focuses on cultivating adaptive problem-solving skills based on critical thinking,collaboration, and effective communication. These skills make students valuable collaborators inengineering projects and afford them a smooth transition into professional life [3]. That means aliberal arts education can potentially lead to a successful engineering career.In the meantime, the integration of engineering education into liberal arts universities posesseveral challenges to the engineering faculty members. For instance, faculty members may lackthe knowledge needed to

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales

Tagged Divisions

Design in Engineering Education

plans and assigning roles and responsibilities. This stage ideally comeswith conflicting opinions that needs to be addressed. Norming is where the relationships arebuilt, and the group starts functioning as one unit displaying good teamwork skills. Theperforming stage is when the team it at its peak efficiency, trusting each other, displayingcommitment and accountability for the common goal. The Adjourning stage is when membersreflect on the team performance and provide peer evaluation at the close of a project [18].Other team models that have been identified in literature include Cogs ladder model GPRIModel, and the Katzenbach and Smith Model [19] [20] [21] .While these models are an effectiveguide, Forsell [22], believes that theoretical

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle Maher, University of Missouri-Kansas City; Kathleen O'Shea, University of Missouri-Kansas City; Jacob M. Marszalek, University of Missouri-Kansas City; Darran Cairns, University of Missouri-Kansas City

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

their progress, answer questions, and provide guidance and support. Each ofthe 35 teams offered a final design that was an innovative response to a Grand Challenge. In Figures4 – 6, we showcase team projects, accompanied by student reflections on what was learned throughproject participation. Although we recognize that the poster text is difficult to read, we provide thesestudent artifacts to offer engineering instructors insight into how student teams displayed theirengagement with the design process stages.Figure 4. Team Project Addressing the Grand Challenge to Restore and Improve UrbanInfrastructure Roads Require Too Much Maintenance: Fixing Potholes Using Alternative PavingThe project

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Lesya M. Hassall, Iowa State University; Nadia V. Jaramillo Cherrez, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Design in Engineering Education

, course design and development, universal design for learning and faculty professional development. Lesya received her doctoral degree in Instructional Technology from Iowa State University in 2006 and has since been involved in many teaching and learning projects, including pedagogical applications of virtual reality, mo- bile technologies, audience response systems and social media in higher education settings. Lesya also holds a MA degree in teaching English and German as second languages from Nizhyn State University, Ukraine.Ms. Nadia V. Jaramillo Cherrez, Iowa State University Nadia Jaramillo is a PhD student in Curriculum and Instructional Technology at Iowa State University. She holds a B.S in Computer

Conference Session

Design for Society and the Environment

Collection

2008 Annual Conference & Exposition

Authors

Eric Pappas; Ronald Kander, James Madison University

Tagged Divisions

Design in Engineering Education

,engineering educators have been modifying engineering curricula by initiating coursesand projects that foster in their students advanced thinking skills and an understanding ofthe creative process. The educational modes in these "new engineering classrooms" areboth diverse and experimental, crossing disciplines, and involving processes oncereserved for artists and writers. The topography of progressive engineering programsvaries dramatically from university to university, as professors draw inspiration fromnon-traditional sources including the social sciences, philosophy, business, architecture,and art. The future of engineering education and practice is now largely the responsibilityof university programs that must respond flexibly to market

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Martin A. Watkins, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #25078Characterizing Framing Agency in Design Team DiscourseDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Utah Educational Network; Jeremy Ray Farner, Weber State University; Thomas James Paskett, Weber State University; Elias V. Perez, Utah State University Eastern; Isabella Borisova, Southern Utah University

Tagged Divisions

Design in Engineering Education

this course the Curriculum Development Team was composed of selectedinstructors from across the state to create a web-based book (Portable Document Format and/oreBook) and online course that teaches the principles of drafting and design at the process level topromote curriculum acceptance and implementations from K-12 to Post-Secondary Education.The team members of this project were given the task to teach the underlying basic principles ofdrafting in generic terms and then supply some supplemental training specific to each CADsoftware package. This approach treats the specific CAD software as just a tool to learn theprocess so the student can solve the problem much like a calculator is to math (just a tool, it doesnot matter if it is a Casio

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brian Bielenberg, Petroleum Institute

Tagged Divisions

Design in Engineering Education

leadership skills, is creative, and hasthe skills and knowledge to bring about innovation.[10,11] Traditional engineering programs andcourses frequently struggle to address outcomes related to these skills, often working with theassumption that students either enter their programs with the abilities, or will acquire the skillswith little explicit instruction or assessment. Others, such as that described in this paper, haverecognized a need to include process oriented, project-based engineering courses in theirprograms as a means to address the calls of accreditation boards and industry for engineers withboth technical and professional skills. For example, in design courses students work together inteams to solve open ended problems through the

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

supervised 91 MS projects/theses, 38 doctoral dissertations and numerous undergraduate researchers. Dr. Agogino is engaged in a number of collaborative projects with industry. Prior to joining the fac- ulty at UC Berkeley, she worked in industry for Dow Chemical, General Electric and SRI International. Her research interests include: Community-based design; Sustainable engineering, Intelligent learning systems; information retrieval and data mining; multiobjective and strategic product design; nonlinear optimization; probabilistic modeling; intelligent control and manufacturing; sensor validation, fusion and diagnostics; wireless sensor networks; multimedia and computer-aided design; design databases; design theory

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

James Righter, The Citadel; Joshua D. Summers, Clemson University

Tagged Divisions

Design in Engineering Education

. Joshua D. Summers, Clemson University American c Society for Engineering Education, 2021 Leadership and communication network identification and analysis with Dependency Structure Matrices in student design teamsAbstractA case study is presented that explores informal leadership emergence within capstone studentdesign teams. The study focused on a ten-person, multi-university, multi-disciplinary, two-semester design project focused on unmanned aircraft solution design and build. This study usesa sociometric survey instrument to determine perceived leadership and communicationrelationships between team members. These relationships are modeled through dependencystructure

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

collaborativecommunication among geographically diverse groups. Evaluation under controlled conditions suggests the new method is not only extremelyeffective, but also easy to use and well received by students. Classroom testing has shown verypositive results, signifying broad applicability in education as well as field practice. We arecurrently integrating the method into the design curricula of our departments and conductingongoing assessment for continued improvement. Here we present the essence of the method, results of preliminary testing, and examplesof student projects which could benefit from the method. Templates, lecture slides, andexamples in electronic format are freely available from the corresponding author

Conference Session

Design for the Environment

Collection

2007 Annual Conference & Exposition

Authors

Douglas Gabauer, Virginia Tech; Tim Bayse, Virginia Tech; Janis Terpenny, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

Design in Engineering Education

are drawn between the FLLmentoring experiences and similar problems encountered in project-based undergraduate designcourses. Improved teaching and evaluation paradigms are presented with the intent of enhancingthe undergraduate design experience. FLL mentoring experience will be presented at twodistinct team levels; one at the elementary school and one at the middle school level.Experiences at both levels are discussed with respect to their relevance to undergraduateengineering design and associated strategies that facilitate their implementation.IntroductionLego® MindstormsTM hands-on design, construction and programming have been incorporatedinto engineering courses at several Universities. The United State Air Force Academy developeda

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

- gogic Consultant at the Planetarium of Bogot´ for the project Centers of Interest in Astronomy, Innovation a Mediator at the science and technology museum Maloka and Chemistry Teacher in school environments. He has worked in primary, secondary, and tertiary sectors, and in private and public companies throughout his professional life. He also develops as Hatha Radja Yoga Teacher.Dr. Morgan M Hynes, Purdue University at West Lafayette Dr. Morgan Hynes is an Associate Professor in the School of Engineering Education at Purdue Univer- sity and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic

Conference Session

Multinational and International Design

Collection

2008 Annual Conference & Exposition

Authors

Matthew Mehalik, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

students contrasted intwo conditions: One group worked on an international design project that required cross-institutional and international collaboration. The projects were geared towards improving thelives of developing areas in Brazil and focused particularly on designing products that couldimprove housing, living conditions, and/or personal security. The second group consisted ofstudents that worked on projects domestically with companies as clients. The contrast willexamine the extent to which these two project domains influenced the type of entrepreneurshipskills that the student participants learned. The purpose of the international development effort was to further infuse sustainabilityand product realization into the

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

11.432.4changes made to several courses during the past six years.Additionally, two exit interview questions were written to address this criterion as follow: Do you feel that you could design and conduct an experiment if required by your first job assignment after graduation? How would your laboratory experiences at CSM including CH 121 (intro to chemistry lab, freshman-level), PEGN 309 (reservoir rock properties, sophomore-level), MEL Labs (multidisciplinary lab, junior-level), and PEGN 413 (gas measurement, senior-level) help you complete this first job assignment? Do you feel prepared to work open-ended design problems such as the Lone Cedar project and the Brazos problem you worked in PEGN 439 (senior

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw, University of Alberta

Tagged Divisions

Design in Engineering Education

Paper ID #23029CATME or ITP Metrics? Which One Should I Use for Design Team Develop-ment and Assessment?Prof. Marnie V. Jamieson, University of Alberta Marnie V. Jamieson, M. Sc., P.Eng. is an Industrial Professor in Chemical Process Design In the Depart- ment of Chemical and Materials Engineering at the University of Alberta and holds a M.Sc. in Chemical Engineering Education. Her current research focuses on the application of blended and active learning to design teaching and learning, student assessment, and continuous course improvement techniques. She managed and was a key contributor to a two-year pilot project to

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

Paper ID #16821Seven Axioms of Good Engineering: Development of a Case Study-BasedCourse for NASADr. Anthony F. Luscher, Ohio State University Dr. Anthony Luscher has taught engineering design for 23 years at the freshman, sophomore and senior levels. He leads the capstone design effort at Ohio State and is interested in innovative methods of teaching design. At Ohio State he conducts research in innovative fastening strategies and methods, assembly ergonomics and structural optimization.Mr. Roger Forsgren, NASA Headquarters Roger Forsgren is the director of NASA’s Academy of Program/Project and Engineering

Conference Session

Making in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context in both K-12 and undergraduate engineering design education. He received his Ph.D. in Engineering Education (2010) and M.S./B.S. in Electrical and Com- puter Engineering from Purdue University. Dr. Jordan is PI on several NSF-funded projects related to design, including an NSF Early CAREER Award entitled ”CAREER: Engineering Design Across Navajo Culture, Community, and Society” and ”Might Young Makers be the Engineers of the Future?” He has also been part of the teaching team for NSF’s Innovation Corps for Learning, and was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014. Dr

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

Design in Engineering Education

. Lewisdescribes this as the “standards movement” where educators concentrate on specificstandards rather than the broader educational goals of the subject1. This influence can beseen in students design project work where the evidence of student learning is presented in adesign portfolio following the completion of a linear design process. Atkinson argues that forhigh level cognitive development to occur students should record their learningsimultaneously to the design activity2. This paper outlines the importance of portfolios forstudent learning and outlines how an electronic portfolio provides students with theopportunity to express their learning ‘in their own voice’ (ibid).Portfolios in Design and Technology EducationBarrett and Carney ask the

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kurt Henry Becker, Utah State University; John S. Gero, University of North Carolina, Charlotte; Morteza Pourmohamadi, Tabriz Islamic Art University; Sarah Abdellahi, University of North Carolina, Charlotte; Lilian Maria de Souza Almeida M.Sc., Utah State University; Yuzhen Luo, Utah State University

Tagged Divisions

Design in Engineering Education

Paper ID #21338Quantifying Differences Between Professional Expert Engineers and Engi-neering Students Designing: Empirical Foundations for Improved Engineer-ing EducationProf. Kurt Henry Becker, Utah State University Kurt Becker is the current director for the Center for Engineering Education Research (CEER) which examines innovative and effective engineering education practices as well as classroom technologies that advance learning and teaching in engineering. He is also working on National Science Foundation (NSF) funded projects exploring engineering design thinking. His areas of research include engineering design

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Ann F. McKenna, Arizona State University

Tagged Divisions

Design in Engineering Education

engineering design and features of mathematical modeling.3.1 Features of engineering designOne of the definitions for engineering design is the “systematic, intelligent process in which designersgenerate, evaluate, and specify concepts for devices, systems, or processes whose form and functionachieve clients’ objectives or users’ needs while satisfying a specified set of constraints” (Dym et al.,2005, p. 104). Design pedagogy is enhanced through project-based learning (PBL), where studentsengage in real-life projects that motivate learning by doing (Kolb, 1984). Providing design experiencesthat promote the learning of the different aspects of the design process; e.g., creative thinking andteamwork, have existed in the engineering curricula in the US

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven Joseph Kirstukas, Central Connecticut State University; Nidal Al-Masoud, Central Connecticut State University

Tagged Divisions

Design in Engineering Education

ofstudents to design a system, component, or process, and to use modern engineering toolsnecessary for successful engineering practice. The evaluation process focuses on the students’ability to apply a specific software package (NX, formerly known as Unigraphics) in asophomore-level course entitled “Computer Aided Design and Integrated ManufacturingCAD/CAM/CIM” where they work on assignments and a self-selected project that involve usingthe software efficiently, creating the correct geometry in both shape and size, and employingconstraint-based solid modeling to transfer design intent from drawing to model. The creation ofpart models, assemblies, and layout drawings is covered. While it is clear and measurable thatstudents come a long way towards

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University

Tagged Divisions

Design in Engineering Education, First-Year Programs

Fawwaz HabbalPre-Collegiate Program Background and Direct ObjectiveAs new experiments and design-based projects are envisioned, they must be evaluated andassessed before they become part of the curriculum. Initially, we introduced such new items to asmall group of the Harvard College students, but as the demands for new experiments increased,it became difficult to have a thorough evaluation through the small sample of students. Wedecided to engage a different student body of diverse backgrounds by establishing a pre-collegiate program. This program attempts to prototype and develop multiple new activelearning initiatives before integrating them into the full curriculum. Indeed, the program becamea valuable platform to develop, to experiment, and