Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Asly Artiles, Massachusetts Institute of Technology; Katherine E LeVine, Wellesley College

Tagged Divisions

Design in Engineering Education

). The designathon was created as a model to move the resultsgenerated from Figure 3’s Quadrant III to Quadrant II, toward the quicker and valuableresults. Figure 3: Regimes of results under different problem-solving events.To characterize the differences in these events is to understand the relationship between Q (thequality of results from the yield of a given event) and t (the time spent working or hacking at thatevent). Observation suggests that Quality is a function of the log of time, where tH , tD , and tRrepresent the optimized event time horizons for hackathons, designathons, and traditional Page 26.1455.5research

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lexie Mitchell, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

in Spring 2015, the ITD program created new class activitiesto help students understand the difference between their perceptions and experiences of aproblem, and those of the people actually affected by that problem.These activities include: ● Subject Matter Expert (SME) Talks: Experts present on various aspects of the problem, followed by a 20-minute Q&A session. ● User Empathy Experience: Re-creation of the problem context on class premises, where students execute project-relevant tasks. ● Stakeholder Engagement Experience: Students are sent off campus to observe and interact with users/stakeholders. ● A reflection assignment: Analysis of what they thought were problems for the users compared with what

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Schuster, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Eltahry Elghandour, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

contrast to the traditional faculty-formed teaming method, in September 2018, the seniorproject faculty decided to allow students to create their own teams (student-formed teaming). Aswith the traditional teaming method, the students were given detailed information about theprojects prior to team forming, including project Q&A sessions with sponsors. The actual teamforming took place during the scheduled class time, using the Mingling process as described inAller, et al. In preparation, faculty created an 11”x17” poster (Figure 3) for each project andtaped them to the walls. The posters included the proposal number, name, and sponsor at the topand a box for any special skills required near the bottom. The stage was set by writing out

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Jiangqiong Liu; Kathleen H. Sienko, University of Michigan

Tagged Divisions

Design in Engineering Education

and Conducting Mixed-Methods Research, 3rd ed. Los Angeles, CA: SAGE Publications, 2018.[28] M. Q. Patton, Qualitative Research & Evaluation Methods, 4th ed. Thousand Oaks, CA: SAGE Publications, 2015.[29] M. B. Miles, A. M. Huberman, and J. Saldana, Qualitative Data Analysis: A Methods Sourcebook, 3rd ed. Los Angeles, CA: SAGE Publications, 2014.[30] J. L. Campbell, C. Quincy, J. Osserman, and O. K. Pedersen, “Coding In-depth Semistructured Interviews: Problems of Unitization and Intercoder Reliability and Agreement,” Sociol. Methods Res., vol. 42, no. 3, pp. 294–320, Aug. 2013, doi: 10.1177/0049124113500475.[31] C. J. Atman, D. Kilgore, and A. McKenna, “Characterizing Design Learning: A Mixed- Methods Study

Conference Session

Design Projects

Collection

2007 Annual Conference & Exposition

Authors

Nicole Giullian, Brigham Young University; C. Greg Jensen, Brigham Young University; Jason McCammon, Brigham Young University; Brad Brooks, Brigham Young University

Tagged Divisions

Design in Engineering Education

, ‘Mass Customization: The Next Industrial Revolution’, Industrial Management, Vol. 37,No. 5, pp. 18.4. M. Saad and M.L. Maher, 1996, ‘Shared understanding in computer-supported collaborative design’, Computer-Aided Design, Vol. 28, No. 3, pp. 183–192.5. Cutkosky, M. R., Tenenbaum, J. M., And Glicksman, J., 1996, MADEFAST: collaborative engineering over theInternet. Communications of the ACM, Vol. 39, No. 9, pp. 78–87.6. Huang, G. Q., and Mak, K. L., 2001, ‘Web-integrated manufacturing: recent developments and emergingissues’, International Journal of Computer Integrated Manufacturing, Vol. 14, No. 1, pp. 3-13.7. Girard, Philippe and Vincent Robin, 2006, ‘Analysis of collaboration for project design management’,Computers in Industry, Vol. 57, No

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

design.Following these guidelines, this type of space may be replicated to inspire the next generation ofengineers.References1. Maltese, A. V. & Tai, R. H. (2011). Pipeline Persistence: Examining the Association of Educational Experiences with Earned Degrees in STEM Among U.S. Students. Science Education, 95(5), 877-907.2. National Research Council. (2009). Ch. 1: Introduction, Ch. 2: Theoretical perspectives. In Philip Bell, Bruce Lewenstein, Andrew W. Shouse, and Michael A. Feder (Eds.), Learning Science in Informal Environments: People, Places, and Pursuits (pp. 11-53). Washington, DC: The National Academies Press.3. Tai, R. H., Liu, C. Q., Maltese, A. V., and Fan, X. (2006). Planning early for careers in science. Science, 312, 1143

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

where the learner can currently reach with his or her present understanding.Thus, the game provides an impetus to learners to encourage them to want to understand moredeeply. The learners move from concrete knowledge to the more abstract knowledge when theirunderstanding shifts from being an understanding of individual points to become anunderstanding at the level of strategies and approaches whereby the acquired knowledge isorganized into a system that can be applied into a new context 7.References[1] Entertainment Software Association of Canada. (2011). 2011 essential facts. Retrieved fromhttp://www.theesa.ca/wp-content/uploads/2011/10/Essential-Facts-2011.pdf.[2] Google Trends: gamification. Retrieved fromhttp://www.google.fr/trends/?q

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Caleb DeValve, Virginia Polytechnic Institute and State University; Richard M. Goff, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

. Page 22.904.12References[1] Malik Q, Koehler MJ, Mishra P, Buch N, Shanblatt M, Pierce SJ, 2010. Understanding student attitudes in a freshman design sequence. International Journal of Engineering Education; 26(5): 1179-1191[2] Farrell S, Hesketh RP, Newell JA, Slater CS, 2001. Introducing freshmen to reverse engineering and design through investigation of the brewing process. International Journal of Engineering Education; 17(6): 588-592[3] Al-Rizzo H, Mohan S, Reed M, Kinley D, Hemphill Z, Finley C, Pope A, Osborn D, Crolley W, 2010. Directional-based cellular e-commerce: undergraduate systems engineering capstone design project. International Journal of Engineering Education; 26(5): 1285-1304.[4] Hines PD

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ruth Wertz P.E., Purdue University, West Lafayette; Meagan C. Ross, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

Practitioners. 96, 359-379 (2007).11. Bursic, K.M. & Atman, C.J. Information Gathering: A Critical Step for Quality in the Design Process. Quality Management Journal 4, 60-75 (1997).12. Brown, C., Murphy, T.J. & Nanny, M. Turning Techno-Savvy into Info-Savvy: Authentically Integrating Information Literacy into the College Curriculum. Journal of Academic Librarianship 29, 386-398 (2003).13. Kuhlthau, C.C. Seeking Meaning: A Process Approach to Library and Information Services, (Libraries Unlimited, Westport, CT, 2004).14. Holliday, W. & Li, Q. Understanding the Millenials: Updating Our Knowledge About Students. Reference Service Review 32, 356-366 (2004).15. Shanahan, M.C. Transforming information

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

-212.5 Shuman, L. J., Besterfield-Sacre, M., & McGourty, J. (2005). The ABET "Professional Skills" - Can They BeTaught? Can They Be Assessed? Journal of Engineering Education , 94 (1), 41-556 Paretti, M. C. (2008). Teaching Communication in Capstone Design: The Role of the Instructor in SituatedLearning. Journal of Engineering Education , 97 (4), 491-5037 Yin, A. (2010). Understanding Cooperative Education and Internships: The Influence of Engineering Students'Problem Solving Skills. ASEE Annual Conference. Louisville, KY: ASEE.8 Yin, A. (2010). Examining Problem-Solving Skills Between Students with and without Engineering WorkExperience. ASEE Annual Conference. Louisville, KY: ASEE9 Castro-Cedeno, M., & Mazumder, Q. (2010

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ang Liu, University of Southern California; Stephen Y. Lu, University of Southern California

Tagged Divisions

Design in Engineering Education

24.1035.13Traditionally, the team-instructor interaction on design projects mostly takes place during thereview presentations in class. For example, after all teams present their design process/outcometo the whole class, the instructor interacts with each team during the limited Q&A minutes. Thedisadvantage is that the instructor often spends a significant amount of the interaction timecorrecting every team’s similar mistakes in using the design method instead of demonstratinghow the instructor would design differently. As a consequence, it is common that the grading ofdesign presentations is largely determined based on “how correctly the methods were used”instead of “how creatively the problem was solved”.6. Conclusion and future worksThis paper presented

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Concord Consoritum; Xudong Huang, Concord Consortium; Charles Xie; Zhenghui Sha, University of Arkansas; Joyce E. Massicotte, Concord Consortium

Tagged Divisions

Design in Engineering Education

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Eva Chi, University of New Mexico; Abhaya K. Datye, University of New Mexico; Sang M. Han, University of New Mexico; Jamie Gomez, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York

Tagged Divisions

Design in Engineering Education

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Malena Agyemang, Clemson University; Cameron J. Turner, Clemson University

Tagged Divisions

Design in Engineering Education

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Greses Pérez, Stanford University; Sheri Sheppard, Stanford University; Swetha Nittala, Stanford University; Carol B. Muller, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University

Tagged Divisions

Design in Engineering Education

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria R. Young, University of Michigan; Shanna R. Daly, University of Michigan; Sara L. Hoffman, University of Michigan; Kathleen H. Sienko, University of Michigan; Madeline A. Gilleran, University of Michigan

Tagged Divisions

Design in Engineering Education

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andreas Febrian, Utah State University, Engineering Education; Oenardi Lawanto, Utah State University

Tagged Divisions

Design in Engineering Education

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cory Mettler, South Dakota State University; Robert Fourney, South Dakota State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

any preliminary prototype data to a review panel. This panel consists offaculty with appropriate backgrounds who are not part of the project team. The instructor aloneassesses the quality of the presentation. The panel is instructed to focus solely on the quality ofdesign; they are NOT involved in the assessment process. The purpose is to allow students theopportunity to honestly present their ideas and get feedback on their designs before entering theExecuting Processes. The students provide a copy of their presentation slides to the panel a fewdays before the review, present during the review for 20 minutes, and spend 40 minutes in a Q/Asession.Prototype Demonstrations - Teams are required to include prototype demonstrations in theirproject

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida; Olukemi Akintewe, University of South Florida; Schinnel Kylan Small, University of South Florida; Terreonn Henry

Tagged Divisions

Design in Engineering Education

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra Telenko, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology; Christopher Saldana, Georgia Institute of Technology; Todd Sulchek, Georgia Institute of Technology; Shannon K. Yee, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Thomas Kurfess, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University; Timothy W. Simpson, Pennsylvania State University, University Park; Emily A. Waterman, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

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

a larger change from Survey 1 to Survey 2 than from Survey 2 to Survey 3. Thethree highest changes were seen in developing a prototype for a design challenge (Q8), settingdesign criteria (Q5), and using an iterative process to complete the design challenge (Q10).Table 3. Engineering design process results. Survey 1 Survey 2 Survey 3 Difference Q Step P value Average Average Average btw 1 & 3 Identifying a design problem from 1 3.40 4.30 4.20 0.80 <0.005 the community Incorporating

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

of surveys completed by individuals Table 4 – The Survey Questions and the Surveys in which they were asked (Highlighted: 1,3,4,7,16,17,20,22,23,24 – 10 consistently asked competency questions)Q # Question 1A 1B 2A 2B 3&4 ABILITY TO MANAGE INFORMATION AND PROCESSES1 I am confident in my ability to scope, plan and manage a process * 1 1 1 12 I am confident in my ability to gather, interpret, validate and use information

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

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Dirk Ifenthaler, University of Freiburg; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

collective learniing through the t use oftechnologies to addreess the geoggraphical diffferences (A33, A4). The Q4SQ was finally a compiilationof A3 annd A4 and the answer waas compiled and submitteed by each team. One off the uniqueaspects of o this coursee was the collaborative structure s in which w studennts worked in team settinngs inorder to answer a the Q4S. Q Studennts were askeed to identifyy competenccies needed tot be successsful atcreating value in a cuulturally diverse, distribuuted