Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Divisions

Design in Engineering Education

. Previously developed instruments could be utilizedto look at impact on design self-efficacy with students who have access to an academicmakerspace at different stages in their undergraduate career [15].References[1] E. Halverson and K. Sheridan, “The Maker Movement in Education,” Harvard Educational Review, vol. 84, pp. 495–504, Dec. 2014, doi: 10.17763/haer.84.4.34j1g68140382063.[2] S. Carlson, “The maker movement goes to college”, Chronicle of Higher Education, vol. 61, A26– A28, 2015.[3] V. Wilczynski and R. Adrezin, “Higher Education Makerspaces and Engineering Education,” presented at the ASME 2016 International Mechanical Engineering Congress and Exposition, Feb. 2017, doi: 10.1115/IMECE2016-68048.[4] M. M. Hynes

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Proceedings, 2018, doi: 10.18260/1-2--30204.[56] J. A. Mejia, D. Ruiz, V. Popov, A. Esquinca, and D. Gadbois, “Board 104: Asset-based Practices in Engineering Design (APRENDE): Development of a Funds-of-Knowledge Approach for the Formation of Engineers,” in Proceedings of the ASEE Annual Conference & Exposition, 2019.[57] S. L. Dika, M. A. Pando, B. Q. Tempest, and M. E. Allen, “Examining the Cultural Wealth of Underrepresented Minority Engineering Persisters,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 2, pp. 1–9, Apr. 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000358.[58] S. L. Dika, M. A. Pando, B. Q. Tempest, K. A. Foxx, and M. E. Allen, “Engineering self- efficacy, interactions with faculty

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Shawn S Jordan, Purdue University; Nielsen Pereira, Purdue University

Tagged Divisions

Design in Engineering Education

is to be in an environment where they can interact with like-minded peers. Saturday talent development programs can be an alternative strategy for children who needmore advanced content in a specific field. Children are usually taken to programs outside ofregular schools, such as university summer camps and Saturday talent development classes.These types of programming offer several benefits to students, such as exposure to advancedcontent in diverse subject areas, highly qualified instructors, and interaction with like-abilitypeers in a learning environment where the students feel safe to be themselves7. Special talentdevelopment programs can also provide affective gains in participants’ self-esteem, self-efficacy,and academic motivation

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

matters. (p. 123)A separate but related phenomena to creativity is innovation. Specifically, based on extensiveinterviews with serial innovators, Dyer, Gregersen, and Christensen (the authors of theInnovator’s) DNA postulate that innovators tend to be avid questioners, observers,experimenters, and idea networkers. They framed these four phenomena as the “behavioraltendencies” of serial innovators. In alignment with the Innovator’s DNA, we identify innovationas much more than a function of the brain but also a function of behaviors [7]. In the context ofengineering design, to be an innovative engineer requires the act of doing or creating.We recognize that behavior is fundamentally contingent upon one’s inner drives, motivations,values, self

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering

Tagged Divisions

Design in Engineering Education

50studies, Dean et al. have extracted an overarching consistency from such studies, in whichcreative work is measured using four scales where the originality or novelty of an idea must bebalanced by its flexibility or workability, its relevance to the solution set, and its specificelaboration [20]–[22].In this study, however, we are less interested in the eventual creative product and more interestedin the self-efficacy, or change in design confidence gained by student engineers through theworkshop process. While the metrics described above may serve to uncover changes in creativequalities of consecutive designs, they will not necessarily reveal changes in a student’s creativeapproach, their confidence in approaching open-ended work or their self

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

people with different skillsets ascompared to laboratories, creating an environment with greater social interaction. Morocz et al(2015) found that influence of peers can decrease anxieties around making because makerspacescan function to level the playing field by modeling different degrees of comfort with differentmaking processes. Further, Bandura’s theory posits that the social interactions can increasestudents’ self-efficacy. Having shared and communal making opportunities dissipates fearsaround making and increases student confidence in the process [1].Engineers in many disciplines are most effective when, in addition to technical knowledge intheir field, they have enhanced knowledge of the capabilities of processes such as milling,welding

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly Cook-Chennault, Rutgers, the State University of New Jersey

Tagged Divisions

Design in Engineering Education

, training on operation of research related equipment, rigorouspreparation and evaluation of curricular units, and participation in events aimed at developingteacher-faculty interaction and teacher-teacher communication. II.2. Undergraduate Research Program The undergraduate research program is a residential summer program that engagesundergraduate rising juniors and seniors in innovative “green” science and engineering researchduring a 10-week summer program and provides these scholars with professional developmentand academic training and exposure to cutting edge research equipment and facilities, where theprogram was designed to foster undergraduates’ understanding of and self-efficacy in scienceand engineering. Students who

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

for medium or large companies. It was further found that “those who had taken one ormore entrepreneurship courses showed significantly higher entrepreneurial self-efficacy on anumber of measures”.   The growth of entrepreneurship programs in engineering undergraduate education has beenstudied by Shartrand & others 3 finding that “the vast majority of programs were labeled asminors, concentrations or certificates” rather than integrated into the core curriculum. Thisresearch has also provided detailed categorization of the models being implemented to provide a“landscape” by clustering types of opportunities and the perspective by which they are taught4.Much of the delivery of entrepreneurship education is via courses, however it is argued

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Lobna El Gammal, Institute For Leadership Education in Engineering at the University of Toronto; Jennie Phillips MA, University of Toronto; Greg Evans, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education

competency was removed as the focus groupdata demonstrated that it was a difficult competency to assess due to interpretation and itsassessments were highly correlated with those of motivate others on the team to do their best,and encourage progress to meet goals and deadlines. Since the essence of this competency wasalready encompassed in other competencies it was deemed redundant and eliminatedWithin the relational aspect, two competencies were removed: accept feedback about strengthsand weaknesses and collaborate effectively. The accept feedback competency was removed asfeedback is a form of suggestion for improvement, and this competency was seen as the self-efficacy component that is a precursor to the competency adopt suggestions from other

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette (College of Engineering); Terri S. Krause, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, as they worked concurrently on group projects and began to frame and build theirunderstanding of individual, year-long projects. Themes include both cognitive, design-relatedchallenges, such as scoping and problem framing, and personal capabilities representingstudents’ self-efficacy, such as time management and maturation. In addition, we noted theimportance of the students’ self-monitoring of their own ability, and the ways in which thisemerged in group and individual work.Scoping and Problem FramingOne of the fundamental challenges in addressing ill-structured problems is the negotiation of anappropriate problem frame, which describes the scope of work and allows the designer tounderstand the dimensions of the solution space16,24. While

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Aditya Vora, Pennsylvania State University; Daniel Allen Henderson, Pennsylvania State University; Jennifer Bracken, Pennsylvania State University; Neeraj Sonalkar, Stanford University; Stephen Harris, Community College of the Air Force

Tagged Divisions

Design in Engineering Education

gather thestudents’ perceptions. Others have used Likert-type scales in the context of design assessment; afew examples include a decision-making tool for prototyping9, self-efficacy surveys in a designcourse10, and learning outcomes surveys for pre-capstone teams11.Despite the ubiquity of Likert-type scales within the design literature, there are a number of keychallenges that researchers have experienced while using them. Studies have found that peopleanswering questions using Likert scales may preferentially choose options on the ends of the scaleinstead of choosing less extreme answers12. Other studies have shown that misuse (ormisunderstanding) of the midpoint on the Likert scale can confound results; if someone wants toavoid a question, or

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

40 different makerspacesshows that makerspaces have an opportunity to revolutionize the current educational system byproviding an extracurricular means for students to engage in more hands-on projects and developa large range of the skills that are currently being underdeveloped. This project is a collaborationacross Georgia Tech, Texas State – San Marcos, and James Madison University to measure theimpact that makerspaces have on engineering idea generation skills, design self-efficacy,retention and minority/female engagement.The Invention Studio at Georgia Tech provides a large pool of engineers in training for study, asit is used by students enrolled in over 25 different courses and numerous other students who justwant to build things for

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

. Motivation for learning will depend upon alignment of individual goals with team,course, and stakeholder goals, and this motivation will affect the durability of learning 20, 25, 26.Students’ self-efficacies also influence their motivation, so feedback from peers and instructors Page 22.791.5will affect student confidence and motivation to learn 27. Table 2 summarizes conditions inwhich the team-based design experience occurs.Table 2. Summary of Team-Based Project Learning ContextLearning Environment Team Cultureo Each student is a member of a team developing o Each student brings unique experiences, a design

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 in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa; Patrick Dumond, University of Ottawa

Tagged Divisions

Design in Engineering Education

them to an authentic and iterative engineering design activity helps studentsincrease their self-efficacy and confidence in relation to their design skills.This paper addresses the research gap in the Maker Movement literature about the impact thatthe integration of making activities into cornerstone design courses has on engineering students.The existing literature lacks studies that aim to determine specific impacts of maker education onstudents’ technical or soft skills [16]. This study follows fourth-year mechanical engineeringstudents in their capstone design course and explores the effects of different students’ learningexperiences on the outcome of their capstone design project. Students who took one or both ofthe courses discussed

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kristin L. Wood, University of Texas, Austin; Rajesh Elara Mohan, Singapore University of Technology and Design; Sawako Kaijima, Singapore University of Technology and Design; Stylianos Dritsas, Singapore University of Technology and Design; Daniel D. Frey, Massachusetts Institute of Technology; Christina Kay White, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy; Richard H. Crawford, University of Texas, Austin; Diana Moreno, Singapore University of Technology and Design; Kin-Leong Pey, Singapore University of Technology and Design

Tagged Divisions

Design in Engineering Education

Outgoing, Energetic Openness to experience Cautious, Conservative Inventive, Curious Agreeableness Competitive, Outspoken Friendly, Compassionate Conscientiousness Easy-going, Careless Efficient, Organized Emotional (Neuroticism) Secure, Confident, Calm Sensitive, Anxious Figure 5. Five Factor Model (http://intraspec.ca/images/eysenck.gif)There exist a number of other dimensional measures of personality, such as Webster and Kruglanski’s“Need for Closure” scale (Webster, 1994). These dimensional measures, e.g., Webster and Kruglanski’s,are known to be related to the Five Factor Model. One well known

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

of the Statistical Package for theSocial Sciences (SPSS) software (v.18). Twenty-nine associate deans for undergraduateeducation (or the equivalent) from the 31 participating institutions returned surveys.Using the data collected from each group, the research team constructed scales that measurevarious curricular emphases, classroom and program experiences, and attitudes about education.Factor analytic techniques identified the number of latent constructs underlying sets of items inorder to reduce the number of items necessary to adequately measure those constructs and toassess each factor‟s meaning. [18, 19] Principal axis factoring and direct oblimin oblique rotationwith Kaiser normalization were used to identify factors. Principle axis