Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lyndia Stacey, University of Waterloo; Andrew Trivett, University of Waterloo; Jen Rathlin, University of Waterloo; Kyu Won Choi, University of Waterloo

Tagged Divisions

Design in Engineering Education

a certain extent; however, they are less common andtraditionally used in engineering design or ethics courses6, 7, 15. The main reason for this is thatethics and design require context and complexity in order to properly demonstrate the disorderand unrestrained environment of real-world problems. With specific regards to ethics, casestudies can show a student that being a good person does not necessarily mean analyzing anethical issue will be easy for them9. With respect to engineering design, case studies provide amore realistic problem: students may have missing information, a broader scope to consider, orpotential issues arising from a certain situation.Engineering science coursesThere is equal value in incorporating case studies into

Conference Session

Design Methodolgy

Collection

2007 Annual Conference & Exposition

Authors

Rudolph Eggert, Boise State University

Tagged Divisions

Design in Engineering Education

, which assessment measures touse, and how we should make revisions to develop our program.Criterion 3, of ABET’s 2007 Criteria for Accrediting Engineering Programs1, lists 11 desirableoutcomes lettered (a) thru (k). Outcome (c), specifically deals with engineering design, statingthat graduating students should have: “an ability to design a system, component, or process tomeet desired needs within realistic constraints such as economic, environmental, social, political,ethical, health and safety, manufacturability, and sustainability”Criterion 4 goes on to list three subject areas: “(a) one year of a combination of college levelmathematics and basic sciences (some with experimental experience) appropriate to thediscipline, (b) one and one-half

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto

Tagged Divisions

Design in Engineering Education

. Communicate, negotiate and persuade. 2. Work effectively in a team. 4. Utilize graphical and visual representations and thinking. (repeated)Management Capabilities: 3. Engage in self-evaluation and reflection.Prototyping Capabilities: Page 14.220.5 15. Build up real hardware to prototype ideas. 16. Trouble-shoot and test hardware.• Engineering design is more than creating and implementing a technical solution. Today’s engineers must design by following certain standards and regulations. The practice of engineering is recognized in many countries as a profession, thus must comply with the professional conduct and code of ethics. Design

Conference Session

Design for Society and the Environment

Collection

2009 Annual Conference & Exposition

Authors

Zesheng Chen, Florida International University; Erik Pazos, Florida International University; Darian Garcia, Florida International University; Dayron Garcia, Florida International University; Julio Duharte, Florida International University

Tagged Divisions

Design in Engineering Education

understanding ofprofessional and ethical responsibility, an ability to communicate effectively, and a knowledge ofcontemporary issues.To help students achieve these goals and perform senior design projects, Department ofElectrical and Computer Engineering at Florida International University provides two courses intwo consecutive semesters: EEL 4920 (Senior Design I) and EEL 4921 (Senior Design II).Specifically, EEL 4920 gives comprehensive lectures, providing the overview of a senior designproject, the methodologies for developing a project, the considerations of ethics, intellectualproperties, standards, health, and safety, and the design tools for using microcontrollers. In thiscourse, students need to define an appropriate project and create a

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary

Tagged Divisions

Design in Engineering Education

was a glimpse into what they came to engineering for and many became veryenthusiastic about the prospect of upper year courses.Figure 4: Example bow shock - A shadowgraph of the Project Mercury reentry capsule92.7 Week 8The readings of week 7 had an ethics theme. The book was describing the dilemma and conflictfelt by the crew that had left the main character behind thinking he was dead but finding out thathe was very much alive. As part of this first year course students complete a number ofprofessional skills modules. Completion of one of the ethics modules was the deliverable of thisweek to tie back to the book and to make the content relevant and ‘just in time’.2.8 Week 9The main character of The Martian has to try to get to a meeting

Conference Session

Design Spine

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jeffrey L. Schiano, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

principles o The systems engineering mindset, functional decomposition, verification testing and integration  Teaming skills o Temperament, characteristics of effective teams and conflict resolution  Ethics in the engineering environment o Recognizing and handling ethically ambiguous situations in the heat of the moment, professional responsibility and the impact of the engineer on society  Aspects of evolving professional practice o TQI/CQI, global engineering, life

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Junghwan Kim, Yonsei University; Il Moon, Yonsei University

Tagged Divisions

Design in Engineering Education

Type Indicator (MBTI) is a personality test designed to assist a personin identifying some significant personal preferences. The types the MBTI sorts for, known asdichotomies are extraversion / introversion, sensing / intuition, thinking / feeling and judging /perceiving. Participants are given one of 16 four-letter abbreviations, such as ESTJ or INFP,indicating what their preferences are. The term best-fit types refers to the ethical code thatfacilitators are required to follow. It states that the person taking the indicator is always the best Page 12.418.3judge of what their preferences are and that the indicator alone should never be used

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shayne Kelly McConomy, Florida A&M University/Florida State University; Ruturaj Soman; Nikhil Gupta, Florida A&M University/Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

Engineering and Technology (ABET) guidelines.Assessment of past efforts while developing the Capstone Design curriculum reveals importantoverall qualitative attributes which are summarized in Table 1. The work presented in this paperdiscusses the aspects listed in Table 1. Table 1 Important qualitative attributes of a Capstone Design curriculum No. Qualitative attributes of design curriculum 1 Student-team based project solving. 2 Project topics in line with real-world applications. 3 Clear division of the design course including design theory and project implementation. 4 Emphasis on professionalism and ethics

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Student Outcomes to Knowledge and SkillsTo help implement the new model, we hierarchically prioritize the ABET criteria to guide thedesign of direct measures 20. The hierarchical prioritization is shown in Figure 4. Criteria 3c ofthe ABET 2000 program outcomes calls for students to demonstrate an ability to “design asystem, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability”. We view this student outcome as paramount to engineering practice andencompassing of the remaining student outcomes 21. In support of criteria 3c the remainingABET student outcomes call for a foundation of knowledge that facilitates

Conference Session

Design Tools and Methodology II

Collection

2012 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

/EAC) requires that engineeringprograms demonstrate that their graduates minimally meet eleven basic outcomes1. Theoutcomes are typically listed using lower case letters. This paper concerns two of these elevenoutcomes (c and k) which require that students graduate with: (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. Page

Conference Session

Capstone Design Pedagogy I

Collection

2010 Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

Elective Year 2 Calculus 3 Calculus 3 Statistics Statistics Engineering Ethics Engineering Ethics Material Science Material Science Geology Electric circuits 1 Calculus 4 Calculus 4 Design 1 Design 1 Strength of Materials Strength of Materials Electric Circuits Engineering finance Economics Electric circuits 2 Geology 2 Electronic Physics 1After a number of years advising students for course selection, its seems there is a population ofengineering students who compare and contrast the

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Janis Terpenny, Virginia Tech; Clinton Dancey, Virginia Tech; Doug Nelson, Virginia Tech; Michael Ellis, Virginia Tech; Richard Goff, Virginia Tech; Dennis Hong, Virginia Tech

Tagged Divisions

Design in Engineering Education

, evaluation, and selection of design alternatives against multiple and perhaps conflicting requirements e.) analysis and verification of the design throughout the various stages of the process, leading to a product that is validated against design requirements2. Design systems in a team environment where multiple disciplines or ME specialty areas are used.3. Understand the ethical responsibilities associated with the mechanical engineering profession.4. Prepare formal written design documentation (e.g. memos and technical reports) and present effective oral presentations.5. Utilize a variety of sources in researching the field(s) and concepts appropriate to the design and benchmarking (e.g : US Patent and Trademark Office, vendor

Conference Session

Design for Society and the Environment

Collection

2009 Annual Conference & Exposition

Authors

Melissa Bilec, University of Pittsburgh; David Torick, University of Pittsburgh; Joe Marriott, University of Pittsburgh; Amy Landis, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

constraints3.d- Ability to function on multidisciplinary X X X X Xteams3.e- Ability to identify, formulate, and solve X X Xengineering problems3.f- Understanding of professional and ethical X X X X X Xresponsibilities3.g- Ability to communicate effectively

Conference Session

Design for Community and Environment

Collection

2006 Annual Conference & Exposition

Authors

Odis Griffin, Virginia Tech; Vinod Lohani, Virginia Tech; Jennifer Mullin, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

Design in Engineering Education

engineering standards and realistic constraints that include most of the following considerations: economic, environmental, sustainability, manufacturability, ethical, health and safety, social, and political [Source: ABET (2003). ABET Criteria for Accrediting Engineering Programs Effective for Evaluations During 2003-2004 Accreditation Cycle].Following this, a 5-week long Sustainable Development Design Project (SDDP) was brieflyintroduced to the students.3.0 The Sustainable Development Design ProjectInstructional material and guidance for the SDDP was provided jointly in both the lecture andworkshop sessions by the GTAs and instructors, who visited the workshop sectionscorresponding to their lecture session for at least 15 minutes to

Conference Session

Capstone Design I

Collection

2006 Annual Conference & Exposition

Authors

Alan Dutson, Brigham Young University-Idaho

Tagged Divisions

Design in Engineering Education

from an industry perspective include: ‚ Produce a quality product ‚ Produce students with marketable skillsDepartment: Many of the desired program outcomes for a department can be filled in a capstonecourse, thereby making the department an important customer of the course. In order to satisfyABET requirements, departments often have outcomes that deal with such things as teamwork,ethics, lifelong learning, engineering economics, and understanding the impact of engineeringsolutions on society. A capstone course is often a good place to address some of these “difficult”program outcomes3.A capstone course must also be designed to work within the constraints of the department andthe university. The faculty within the department will have a

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy F. Wheeler, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

the Design Process” covers the phases of a project lifecycle, project management skills (including teaming), as well as professionalism topics including leadership, conflict resolution, lifelong learning and engineering ethics. Technical communication skills are also a focus of this course. During the final weeks, students begin to organize their capstone projects.  400-level course – “Senior Capstone Design” will be offered in three different forms: Corporate-sponsored projects, Projects with faculty and Special Topics sections.This sequence of design courses was approved by the Electrical Engineering Departmentfaculty in 2010 and by the University Faculty Senate in early 2012. The 200-level course

Conference Session

Capstone Design II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter L. Schmidt, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

must demonstrate that their students attain: a. an ability to apply knowledge of mathematics, science, and engineering b. an ability to design and conduct experiments, as well as to analyze and interpret data c. an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. an ability to function on multi-disciplinary teams e. an ability to identify, formulate, and solve engineering problems f. an understanding of professional and ethical responsibility g. an ability to communicate effectively h. the broad education necessary to understand the impact of

Conference Session

Design Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kumar Yelamarthi, Central Michigan University

Tagged Divisions

Design in Engineering Education

, specification definition, concept development, detail design,testing and refinement, and production.4.5 Demonstrate an understanding of professional and ethical responsibility The TGR design platform is a natural place to introduce ethical as well as global engineeringissues. By working on these projects, students obtain first hand feedback from the end user. Thishelps students obtain a clear picture of the health and wealth of public, and to disclose promptlythe factors that might endanger the end user. By working with end user, but not the corporateindustries, students have the ability to approach system design based on usability rather thanmonetary profits, realizing the ethical responsibility of engineers. Largely, TGR platform helpsstudents use

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

-learning community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. American c Society for Engineering Education, 2020 Unconscious Bias in Peer Ratings of International Students’ Contributions to First-Year Design Projects?AbstractPeer ratings are often used to help award individual grades from team projects. It is thereforeimportant to understand the extent to which these peer ratings may be influenced by unconsciousor implicit bias

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

engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability (d) an ability to function on multi-disciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Schmaltz, Western Kentucky University

Tagged Divisions

Design in Engineering Education

. … they learn to be engineers by applying their textbook learning to complex projects-by doing their work as students the way real engineers do their work. They work on projects at every level in their program of study, from …steam engine models in their first engineering classes, to industrially-sponsored projects …in their capstone classes. Page 23.369.2 …WKU engineers not only master technical skills and knowledge, but also acquire and hone professional skills such as teamwork, communication, and ethical professional behavior.The Mechanical Engineering faculty at WKU have developed, implemented, assessed

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Design in Engineering Education

produce the tech-nologies that helps drive the economy forward 9,10 , but the constraints for design are coming frommany directions that are non-technical 11 . ABET has long required programs to demonstrate thattheir engineering graduates have a broad understanding of the world around them. Many programs,however, struggle to integrate an awareness of the non-technical constraints on design that includesocial, political, environmental, global, ethical and economic forces.In the past decade, there has been a movement toward integrating an entrepreneurial mindset intoengineering design 12,13,14,15,16 . There are also several public (NSF Epicenter; epicenter.stanford.edu)and private foundations (KEEN; www.keennetwork.org, NCIIA; nciia.org, and Big

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

interest in evaluating the progress of our program underABET criterion 3 through the Engineering Senior Design Program. ABET criterion 3 specifiesthe following outcomes: (a) An ability to apply knowledge of mathematics, science, and engineering; (b) An ability to design and conduct experiments, as well as to analyze and interpret data; (c) An ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability; (d) An ability to function on multidisciplinary teams; (e) An ability to identify, formulate, and solve engineering problems; (f) An understanding of professional and

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Design in Engineering Education

ability to apply knowledge of mathematics, science and engineering b. An ability to design and conduct experiment, as well as to analyze and interpret data An ability to design a system, component, or process to meet desired needs within realistic c. constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability d. An ability to function on multidisciplinary teams e. An ability to identify, formulate, and solve engineering problems f. An understanding of professional and ethical responsibility g. An ability to communicate effectively The broad education necessary to understand the impact of engineering solutions in a

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Dawson, York College of Pennsylvania; Stephen Kuchnicki, York College of Pennsylvania

Tagged Divisions

Design in Engineering Education

areexpected to demonstrate professional and ethical behavior.These philosophical ideas are articulated in the outcomes for Capstone Design which appear inthe course syllabus as shown below. The letters after each outcome refer to the ABET a-kcriteria. Students completing this course should have: Course Outcome 1: An ability to design, fabricate, and test a mechanical or thermal system. (b, c, e, k) Course Outcome 2 – An ability to learn independently to complete a design problem successfully. (i) Course Outcome 3 – An ability to work professionally within a team to complete a project on schedule and within budget. (d, e, f) Course Outcome 4 – An ability to use written and

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

performances of professional skills and yieldsdocumentation of individual student achievement important to assignment of grades and toprogram accreditation.IntroductionEngineering grand challenges confronting the global community call for engineers to workacross cultures, adapt to change, innovate, and develop solutions that are sensitive to a broad setof technical, business, and social constraints 1, 2. This requires a comprehensive set ofprofessional skills in addition to technical engineering competence 3-7. Among the professionalskills needed by engineers of the twenty-first century are abilities to: work with diverse teams,demonstrate professional and ethical responsibility, and engage in self-directed learning thatenables adaptability and leads

Conference Session

Teams and Teamwork in Design II

Collection

2007 Annual Conference & Exposition

Authors

Mario Blanco, California Institute of Technology; Kenneth Pickar, California Institute of Technology; Luz Marina Delgado, GEMA; Oscar Arce, Universidad Rafael Landivar; Jeff Kranski, California Institute of Technology; Francoise Herrera, Universidad Rafael Landivar; Charles MacVean, Universidad Rafael Landivar

Tagged Divisions

Design in Engineering Education

, Product Design for the Developing World, atCaltech over the last three years. The course gives engineering and design students theopportunity to be creative and to take active leadership roles, exposing them to social, ethical,and political issues that will prepare them to be industrial and community leaders in a worldincreasingly influenced by issues raised by globalization.Similar efforts are taking place at MIT [3-6], while at other institutions, such as Georgia Tech,these efforts take a complementary approach in what we now know as “SustainableEngineering”. Sustainable Engineering emphasis is on conservation and balance of problemsbrought about in a post-industrial society, problems such as pollution, unmanageable urbansprawl, natural

Conference Session

Capstone Design III

Collection

2008 Annual Conference & Exposition

Authors

Greg Kremer, Ohio University-Athens; David Burnette, Ohio University

Tagged Divisions

Design in Engineering Education

for measuring many outcomes and areconducive to evaluating professional skills7.” They also claim that "a performance appraisal issuitable for measuring such behaviorally based skills as evaluating an ethical dilemma orworking on teams7."Assessing communication, teamwork and ethics within a senior capstone is becoming fairlycommon, but there is still much confusion reported regarding the overall professional skillsoutcomes and how to assess them8. Although academia and industry have both pointed out theshortcomings in the old criteria, there has been little reported evidence as to what skills studentsthemselves value or believe to be of value in industry. A survey conducted by Penn StateUniversity was undertaken which polled recent graduates

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jered H. Dean, Colorado School of Mines; Kristine R. Csavina, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

college level and is the required capstone experience for all Civil, Electrical,Environmental and Mechanical Engineering majors in the university. In addition, a small numberof students from other majors enter the program each semester to take part in specific projects tomeet either technical elective or capstone requirements in their chosen degree program. Each ofthe three departments involved in the capstone program is looking for students to walk awayfrom the program with 1. a significant capstone project experience, 2. professional practice and ethics training, and 3. knowledge of discipline specific design tools and techniques.A leadership committee, supported by faculty advisors, oversee the Capstone program to ensurethese key

Conference Session

Design Methods and Concepts

Collection

2006 Annual Conference & Exposition

Authors

David Voltmer, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

demonstrations of team communication skills and written assignments such as meetingminutes and agendas, project presentations in the form of a design review and test plan, and ateam final report. The students are seen applying course-supplied techniques in their teamprocess and design and test of their robotic solutions. The course is structured to allow for peer-reviewed writing assignments, professional development, and team skills coaching. The coursealso provides a convenient opportunity to discuss relevant professional issues such asprofessionalism, ethics, registration, and engineering societies. Student feedback on the coursehas been positive, and students carry enthusiasm into subsequent design sequence courses.IntroductionEngineering is a