Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Molly H. Goldstein, Purdue University, West Lafayette (College of Engineering); Robin Adams, Purdue University, West Lafayette (College of Engineering); Senay Purzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

Engineering from the University of Illinois in Urbana- Champaign.Dr. Robin Adams, Purdue University, West Lafayette (College of Engineering) Robin S. Adams is an Associate Professor in the School of Engineering Education at Purdue University and holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. She researches cross-disciplinarity ways of thinking, acting and being; design learning; and engineering education transformation.Dr. Senay Purzer, Purdue University, West Lafayette (College of Engineering) enay Purzer is an Associate Professor in the School of Engineering Education. She is the recipient of a 2012 NSF CAREER award, which examines how engineering students

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Henry David Banks, James Madison University; Alexander R. Murphy, Georgia Institute of Technology; Matt Robert Bohm, Florida Polytechnic University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

was collected from eight undergraduate engineering students’sophomore, junior, and senior year, and data were analyzed in order to observe how engineeringstudents’ functional aptitude has progressed throughout a design-oriented undergraduateengineering curriculum with multiple points of exposure to functional thinking. Results showthat students’ competency with function does not improve as they progress throughout theirundergraduate career. That being said students did demonstrate some degree of systems thinkingin this study, but the growth of those skills over time remains ambiguous as FunSkill and its’corresponding scoring instruments were not explicitly generated to capture students’ systemsaptitude. Results from FunSkill are discussed and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Carpenter Ed.D., CCD - Custom Curriculum Design; Logan Edward Micher, Florida Polytechnic University; Chris Yakymyshyn; Jorge Vargas, Florida Polytechnic University; Christina Drake, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education

first job. Hart Research Associates 2013survey10 found that 93% of 318 surveyed employers said that when filling a position, criticalthinking, clear communications and complex problem solving were more important than theengineering major studied. The natural arc of an engineer’s career eventually leads to significantparticipatory and/or leadership roles in successfully interpreting and responding to a customer’sstated and implied requirements. Awareness and development of this skill early in a student’scareer has clear long-term benefits for the student, the employer, and the customer.Unfortunately, engineers commonly think of engineering design as just the realization portion ofSheppard’s design1 that tends towards a hobbyist approach to

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

experiences.Dr. Marie C Paretti, Virginia Tech Marie C. Paretti is an Associate Professor of Engineering Education at Virginia Tech, where she co- directs the Virginia Tech Engineering Communications Center (VTECC). Her research focuses on com- munication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring com- munication, design, and identity in engineering. Drawing on theories of situated learning and identity development, her work includes studies on the teaching and learning of communication

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Rose-Hulman Institute of Technology; Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

supportive engineering skills and mindsetsDuring this process the committee looked to see how well the outcomes in the onion mapped toinstitutional learning outcomes. Communication and cooperation were both part of the “basicengineering skills” whereas ethics, leadership, and culture and global awareness were allsubcategories of “multiple perspectives on role of engineers and engineering work.” We alsolooked at the mapping of the current ME learning outcomes to the onion in Figure 1. Ourdepartment outcomes include the following: our graduates will be successful in their careers, ourgraduates set and meet their own goals for career fulfillment, our graduates will continueprofessional development, our

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Srujal Patel, Georgia Institute of Technology; Dirk Schaefer, Georgia Institute of Technology; Daniel P. Schrage, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

Page 23.87.1 c American Society for Engineering Education, 2013 A pedagogical model to educate tomorrow’s engineers through a cloud-based Design and Manufacturing InfrastructureMotivationEncouraging high school students to pursue a career in Engineering is crucial in building a strongfoundation for a successful future of any nation. The United States is ranked 27th (out of 29) forthe rate of Science, Technology, Engineering & Mathematics (STEM) bachelor’s degreesawarded in developed countries - 6% of U.S. undergraduates major in engineering comparedwith 12% in Europe, 20% in Singapore, and 40% in China1. In order to increase the number ofengineering graduates, it is important to encourage

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leigh R Abts, University of Maryland, College Park

Tagged Divisions

Design in Engineering Education

. 34,35,36,37Students who participate in dual enrollment have been shown to be more likely to complete highschool, enroll in college, bypass remedial coursework, make timely progress toward a collegedegree, and incur less college expenses. 35,36,37 Currently, dual enrollment is available in themajority of high schools38 and colleges. 39 However, only five percent of high school studentsreport taking college courses and most programs serve only higher achieving students. 39,40 Inaddition, dual-enrollment offers benefits for career and technical education (CTE) students aswell as secondary students. For example, one study found that CTE students in dual enrollmentcompared to those not in dual-enrollment were more likely to pursue a bachelor’s degree. 35Overview

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney C. Rogers, University of Virginia; Rupa S. Valdez, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

conscious of how to design tools and technologies with DEI principles in mindas they go on to their careers. These principles include designing with a wide range of users,especially those who have been historically marginalized, and ensuring that these designs are notexacerbating inequities and continuing to privilege the same populations [7].Though increasing diversity in the engineering workforce could contribute to mitigating bias indesign [8] and there are many efforts to improve recruitment and retention of diverse students[9], progress can also be made to how students are educated about systems engineering practice.This includes not only incorporating more diverse perspectives and voices in course content butalso questioning the historical

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Graham Thomas, Texas Southern University; Esther Thomas, Texas Southern University

Tagged Divisions

Design in Engineering Education

capability to effectively begin, maintain and succeed inchosen careers 11, 14.A variety of teaching methods are available for teaching effectively at the tertiary level; many ofwhich have been tried and tested. Almost all methods on teaching presented by educators fromvarious fields can be applied to Engineering education. The traditional lecture; interactivelecture; action memos; case analyses; varied forms of arts-based learning; e-learning tools; anddirect design and implementation of curriculum and support technologies are all methods whichcan be used in ensuring quality teaching and learning takes place in the engineering classroom 2,3, 4, 6, 7, 8, 9, 11, 14 .There is strong support for the use of cases in the

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Michael Plumley, US Coast Guard Academy; Vincent Wilczynski, U.S. Coast Guard Academy

Tagged Divisions

Design in Engineering Education

previously served as a national officer of the American Society for Engineering Education, as an evaluator for the New England Association of Schools and Colleges, and as a member of the State of Connecticut Department of Higher Education Board of Governor’s Advisory Committee on Accreditation. CAPT Wilczynski has had fellowships at MIT’s Charles Stark Draper Laboratory and the Harvard School of Public Health, and served as the National Director of the FIRST Robotics Competition. Before beginning his teaching career, he served as a shipboard engineer, and as a Staff Engineer and Staff Naval Architect at the U.S. Coast Guard Marine Safety Center. CAPT Wilczynski was named the 2001 Baccalaureate

Conference Session

Design in Engineering Education Division: Postcard and Student Essays

Collection

2019 ASEE Annual Conference & Exposition

Authors

Malini Josiam, University of Texas, Austin; Anita Patrick, University of Texas, Austin; Madison E. Andrews, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

, University of Texas, Austin Maura Borrego is Director of the Center for Engineering Education and Professor of Mechanical Engi- neering and STEM Education at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Edu- cation, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Bob Rhoads, Ohio State University; Clifford A. Whitfield, Ohio State University; Jacob T. Allenstein, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

various lifelonglearning skills shown in Table 2. The lifelong learning skills were adapted from lifelong learningcharacteristics defined by Candy et al.15 and Knapper and Cropley.16 The learning outcomeswere asked three times: 1. Rate the following based on how well the students were PREPARED prior to starting MDC: 2. Rate the following based on the IMPORTANCE to completing MDC: 3. Rate the following based on the CONTRIBUTION of the MDC program to meet the following learning outcomes:The lifelong learning characteristics were only asked once in the survey; to rate them based onthe importance to a student’s academic and professional career. Table 1: Learning Outcomes of the MDC Program

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

goals ofthe current project is to not only characterize the differences between educators’ and students’feedback, but also to develop strategies for helping students be able to give better feedback totheir peers. Not only would this skill enable them to contribute to the learning experiences oftheir classmates, but it would prepare them for their future professional careers where providing Page 26.1430.8feedback is critical to the work of educators as well as engineers. This work points us towardmaking students aware of their feedback focus versus that of experts and developing strategies tohelp students engage more deeply in reviewing design

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

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela L Dickrell, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

understand that the exposure to power tools, 3-d modeling, circuits, coding, and human-centered needs will be beneficial in the long run to my education and career.”Hands-On Nature of the Course: Students who found that the hands-on nature of the course asthe most interesting differentiated the course from “traditional courses,” e.g. lecture-basedcourses, included the opportunity to build prototypes, and learning and applying skills related tomodeling, building, programming, and circuitry. This category is most closely related to learninggoals, 3) Promote a culture of making by introducing solid modeling, programming, sensors,data acquisition, 3D printing, and other maker tools, and 4) Build teamwork and cooperativelearning skills through

Conference Session

Capstone Design II

Collection

2007 Annual Conference & Exposition

Authors

James Wronecki, East Tennessee State University

Tagged Divisions

Design in Engineering Education

course is relevant toengineering educators in that it combines art, design, and technology education. The courseincorporates lessons from historic predecessor courses including: Technical Illustration,Engineering Drawing, and Industrial Illustration. Even though computer aided design, drafting,and rendering programs have replaced the above career fields; it is important that students learntheir fundamental traditional methods as they are essential towards empowering their visualdesign thinking skills. Therefore, to prepare students for today’s entry level career opportunities,the course strategically integrates traditional artistic techniques and technical engineeringgraphics methods with modern day software tools and digital methods.The course

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Clifford Stover, California State Polytechnic University-Pomona

Tagged Divisions

Design in Engineering Education

• A list of primary and alternate courses which constitute a program of study in this concentration area. • A brief description of the student’s educational objectives and career plans and how these are related to the concentration area proposed. Indicate any special background or preparation that may motivate this choice.The preliminary proposal is then discussed with the student’s tech elective faculty advisor aswell as their academic advisor. If the student’s academic advisor approves of the concentrationarea, the student’s tech elective package will then be signed and returned. Page 12.1253.4The final proposal is now

Conference Session

Design Methodolgy

Collection

2007 Annual Conference & Exposition

Authors

Andrew Foley, U.S. Coast Guard Academy

Tagged Divisions

Design in Engineering Education

.‘Guesstimation’ With most ‘design’ courses, particularly introductory sophomore level courses,tremendous difficulty is experienced by students with the open ended nature of problems.In most of their academic career, analytical science/technology courses invariably setwell posed problems. (E.g. solve for three unknowns given three equations). As suchstudents become accustomed to the ‘one correct answer’ syndrome which is usuallyachieved by drawing on methods and processes that have recently been taught in thesame course. An expectation arises, frequently bordering on dependence, which meansthat when then faced with open ended, multi solution problems, students quickly becomefrustrated and incapable of progressing to a valid solution. Because of

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Scott Anthony Grenquist, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

themselves after theygraduate, and as they begin their careers. Authentic learning methodologies are used extensivelyto instruct medical students and law students.3 Engineering education also employs someauthentic learning techniques by requiring students to complete internships or cooperativeeducational placements in industry. Project-based learning is a subset of authentic learning as itapplies to engineering education. A significant amount of engineering education is involved inteaching students the fundamentals of problem solving skills. These problem solving skills arenow predominantly taught through lecture-based instruction and laboratory instruction.Unfortunately, these two methods of teaching problem solving skills are oriented more

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mohamed E. El-Sayed, Kettering University; Jacqueline A. El-Sayed, Kettering University; Timothy M. Cameron, Miami University

Tagged Divisions

Design in Engineering Education

achievements for theperformance indicators, the capstone course assessment can be viewed as a significant indicatorfor the program assessment, as well. It is a best practice that the set of performance indicatorsand rubrics used for identifying the gaps and assessing the course should be developed incollaboration with the program faculty and stakeholders.References1. Henscheid, J. M., “Professing the disciplines: An analysis of senior seminars and capstone courses,” National Resource Center for the First Year Experience and Students in Transition, Monograph No. 30, Columbia, SC: University of South Carolina, 2000.2. Kerka, S., “Capstone experiences in career and technical education,” Practice Application Brief No16, Clearing house on Adult

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard J. Aleong, Queen's University; David S. Strong, Queen's University

Tagged Divisions

Design in Engineering Education

initiatives with all engineering departments. One of his key initiatives was the introduction of an elective ”Multidisciplinary Design Stream,” in which students participate in a series of courses and industry sponsored projects that build significant and relevant skills to foster creativity and innovation in their future careers. Strong has received multiple awards for teaching and student support, most recently as the recipient of the 2010 Alumni Award for Excellence in Teaching. Prior to his appointment at Queen’s, Strong spent over two decades in the private sector in engineering and management. His experience spans three different areas: the primary aluminum industry, biomedical and biotechnology instrumentation, and

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

Tagged Divisions

Design in Engineering Education

healthcare challenges in resource-limited settings. Prof. Sienko has led efforts at the University of Michigan to incorporate the constraints of global health technologies within engineering design at the undergraduate and graduate levels. She is the recipient of a CAREER Award from the National Sci- ence Foundation, a Teaching Innovation Prize from the UM Provost, and a UM Undergraduate Teaching Award. While at MIT, she was a winner of the MIT $50K Entrepreneurship Competition. Page 24.1126.1 c American Society for Engineering Education, 2014 Student use of design ethnography

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

easy as possible. • Learning and teaching II, acquiring, compiling, and gathering knowledge: In this section of the individual learning career, the student actually applies the abstract knowledge and gathers his or her own experiences. In order to limit the action and reflection possibilities, the learner interacts within a somewhat restricted, artificial environment, which is reduced in complexity and easy to control by the teacher. To provide feedback, the learning environment is designed to include relevant devices where students can deposit their interim products and teachers can inspect them. The emphasis in this model lies on the learning process of the student. Teachers try to help the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christina L. Carmen, University of Alabama - Huntsville; Ben Groenewald, Cape Peninsula University of Technology; Rhyme Kagiso Setshedi, Cape Peninsula University of Technology ; Aysha Abrahams, Cape Peninsula University of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, programs to grow the Science, Technology, Engineering, and Mathematics(STEM) pipeline are a priority due to the fact that advancements and innovations in STEM fieldsare indicative of a growing and progressive society. Within the United States (US), an agingNational Aeronautics and Space Administration (NASA) and Department of Defense (DoD)workforce, as well as the need to create a more diverse STEM workforce, are impetuses foraccelerated efforts that focus upon STEM education and careers. Such efforts are alsocontinuously gaining traction in South Africa; a nation dedicated to overcoming the negativeeducation disparities that resulted from apartheid. As the result of a mutual interest in promotingSTEM education and careers among Kindergarten

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Katz, Virginia Polytechnic Institute and State University; Isil Anakok, Virginia Polytechnic Institute and State University; Umair Shakir, Virginia Polytechnic Institute and State University; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

technology and the profit-maximization of theemployer. This simple scenario intrigued the following two-prong issues for engineeringeducators: 1) what should be the underpinnings/justification of the decision-making process of anengineer? 2) when and in what context should an engineer learn these decision-makingprocesses? Engineers should anchor their decisions on ethical/moral basis, and learn and practicethese ethical-decision-making skills in their early professional development phase.Undergraduate education is one of the first formal places in the professional development of anengineer. Engineering students would be able to far-transfer ethical decision-making skills intheir industry career if they learn and practice in context. Capstone design

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

and explorations of engineering students’ pathways in industry support theneed to determine how to better prepare students to incorporate stakeholder considerations intodesign. In an IEEE Spectrum article titled “What keeps engineers from advancing in theircareer,” Hinkle [8] outlines four pieces of advice for early career engineers, one of which isto Know your stakeholders. This can be much more difficult than knowing your customers, who are a subset of your stakeholders. The broad definition of a stakeholder is anyone who is affected by your work in any way, or who affects your work in any way. Think about that, and you’ll start to realize the impact you are having on the world. It’s probably much bigger

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

a Life Member of APSIPA. American c Society for Engineering Education, 2021 Work in Progress: Review of teaching strategies towards development of a framework for online teamworkAbstract:Teamwork and leadership (T&L) skills are highly valued skills in industries allover the world. These graduate attributes significantly influence studentemployability and improve chances of early career growth. Coronavirus (COVID19) pandemic has pushed the higher education sector to convert teaching deliveryfrom face to face (f2f) to online abruptly. Teamwork activities are traditionallyassociated with f2f engagement between students, peers, and faculty. Hence,cultivating teamwork and

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

John Nazemetz, Oklahoma State University; Paul Rossler, Oklahoma State University; Martin High, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Design in Engineering Education

students to be successful in their first design projects.At the current time, many engineering programs provide an introduction or overview toengineering design early in the student's academic career. This introduction, to be meaningful,often includes an initial exposure to engineering design through a small design project. Students,however, are generally not prepared to develop solution concepts Ðfrom scratch,Ñ nor are theyprepared to document and describe their solutions in precise engineering terms. This is whereexposure to and use of patent information can have significant impact.Patents, by their very nature, provide conceptual descriptions of solutions, accompanied byannotated conceptual drawings. In design courses at the introductory

Conference Session

Design Projects

Collection

2007 Annual Conference & Exposition

Authors

Frederick Berry, Rose-Hulman Institute of Technology; Patricia Carlson, Rose-Hulman Institute of Technology; William Eccles, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology; Daniel Moore, Rose-Hulman Institute of Technology; Mihaela Radu, Rose-Hulman Institute of Technology; Terry Schumacher, Rose-Hulman Institute of Technology; David Voltmer, Rose-Hulman Institute of Technology; Mark Yoder, Rose-Hulman Institute of Technology; Edward Wheeler, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

transplanted middle westerner, having spent her childhood in Norfolk, Virginia. She came to Rose-Hulman early in her teaching career and has taught a wide variety of courses over the past three decades. Pat has held a number of American Society for Engineering Education summer fellowships that have taken her to NASA-Goddard, NASA-Langley, the Army Research Laboratory in Aberdeen, Maryland, and NASA’s Classroom of the Future in Wheeling, WV. She was on loan to the Air Force Human Resources Laboratory from 1989 to 1995, managing a project to transition advanced instructional technologies to ten different middle schools located in five states. She is on the editorial board of three

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Renee Rogge, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology; Glen Livesay, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

CAREER award, and served as a Fellow at the National Effective Teaching Institute. Page 14.476.1© American Society for Engineering Education, 2009 Development of an Evaluation for Assessing Student Practices, Independence, and Responsibility in Design CoursesAbstractDesign courses are challenging for both students and educators. Students grapple with the open-ended nature of typical design problems, the sustained team efforts required to complete a largeproject with appropriate documentation, and the need to teach themselves new things in order tocomplete their objectives. Design instructors balance