Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Stephen Champion, University of Prince Edward Island

Tagged Divisions

Design in Engineering Education

information. With the help and support of library and academic writing staff, we insist uponsources beyond the Wikipedia or simple web resources. Through the nature of Innocentivechallenges, students quickly find that none of the familiar simple Googling searches are effectiveto provide high quality detailed information. This stage of the project opens up an opportunity toshow the value and depth of really good quality academic review papers or engineering journals.The Assignment: IdeationOnce students have submitted their reports on background research into the problem, we meetduring class and the class is broken into groups of students according to their chosen designchallenge. Depending upon the preference of the instructor, some groups are

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University; Bob Rhoads, Ohio State University; Kris Jaeger-Helton, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida

Tagged Divisions

Design in Engineering Education

models in how we address such challenges. Thefocus and the mission of capstone leaders is to maintain the quality of project deliverables andthe integrity of client/sponsor relationships while still offering the capstone experience andmeeting program and ABET Objectives.In many ways this is a chance to be creative, embrace the currently evolving and newly emergingtechnologies, and rethink some legacy protocols. Vander Ark (2020) notes “Large integratedprojects build agency—the knowledge and confidence that you can contribute.” [1] Theseprojects teach project management, research, problem solving, writing, and presentation skills.Team projects develop collaboration skills and learners will have the opportunity to gainexperience in remote working

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

formed for each project and comprised of students selected on the basis of theirknowledge, grades and interest. The students are expected to work as a cohesive team with theopportunity to become team leaders and learn to communicate effectively and efficiently amongthe team members, peers, and sponsors. During these two semesters, SDP students also attempt toparticipate in design competitions and entrepreneurial projects. The course also emphasizesacquiring non-technical professional skills besides the engineering concepts; such as professionalcode of conduct, report writing, and team management which are very critical in today’s emergingglobal economies for a successful engineering career.At the end of the school year, the capstone design

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Austin Talley P.E., Texas State University, San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

statement, design constraints, and criteria for design evaluation. In allsemesters the instruction discussed the topic and provided examples of each with in-classdiscussion. In the hybrid semesters additional in-class time was available for the students tobreak into groups and spend time attempting to write their own mission statement, list ofconstraints and evaluation criteria. This in-class time for attempting to define their ownstatements for a design resulting in much lengthier and engaging in-class discussion of this topic.These in-class exercises and hands-on attempts were done for each step of the design process. Inaddition, the same five 2-D Mastercam labs (#1-5) were used in all three semesters. Data wasplotted in Figure 1 to show how many

Conference Session

Capstone Design II

Collection

2008 Annual Conference & Exposition

Authors

James Widmann, California Polytechnic State University

Tagged Divisions

Design in Engineering Education

, sponsorsand each other.TeamingAfter the first year it was apparent that the students needed more team-work skills. An entirelecture and lab period dedicated to basic team skills along with team check up surveys have beenadded to the class. The challenge to keep students on a functioning team for twenty weeks cannotbe understated. Formal teaming knowledge, skills and attitudes are stressed and the students aretaught Tuckman’s ideas of team development based on “Forming, Storming, Norming andPerforming.”4 There is also training on communication and conflict resolution. The studentstake the CATME5 online survey several times during the project and receive peer feedback ontheir teaming performance. Finally the students are made aware of Social Styles

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Richard Bannerot, University of Houston

Tagged Divisions

Design in Engineering Education

related to developing ways to transport lunar regolith(the fine particles covering the lunar surface) for processing; the sophomore teams chose fromamong 14 provided projects. However, it appears that none of projects required the fabricatingand testing of a “design”. The only product of the projects was a final report which was gradedusing a rubric. It appears that at least 80% of the grading related to technical writing skills andnot “design”. The remaining 20% was evaluated on the basis of the team’s ability to “developand justify a feasible solution.” The grades for the freshman projects were essentiallyindependent of team makeup for three of the four team categories (Overall grading and thegrading of the “solution” portion varied by less

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andy S. Peng, University of Wisconsin - Stout; Brian Eickhoff, Sentera, LLC; Kenan Baltaci, University of Wisconsin - Stout; Liang Zhan, University of Wisconsin - Stout; Robert M. Nelson, University of Wisconsin - Stout

Tagged Divisions

Design in Engineering Education

mathematics, science, and engineering to analyze, formulate,interpret data, and design practical engineering systems. An engineering program is required totrain the student for life-long learning, to work professionally and ethically in multi-disciplinaryteams, to communicate orally, and in writing technical documentation [3][4][5]. Such anengineering program is often required to be accredited by the Accreditation Board forEngineering and Technology (ABET), which has been continually increasing its emphasis on theintegration of system design into the engineering curriculum [6]. In fact, one of the criteria of anaccredited undergraduate engineering program is to prepare for engineering practice through thecurriculum, culminating in a major design

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Martin William Weiser, Eastern Washington University; Hani Serhal Saad, Eastern Washington University; Robert E. Gerlick, Eastern Washington University

Tagged Divisions

Design in Engineering Education

studies presented above show a trend toward longer duration capstone experiences withcorresponding increases in content. There is a great deal of literature with very good discussionson the various content and organization of capstone courses, as well as the drivers involved –ABET, industry needs, evolving engineering specialties, program specialties and needs, etc.There is little research, however, on the implication of capstone duration to its intendedobjectives, and there are contradictions in the findings that are available, as mentioned byGriffin8. For instance, Griffin8 cites a study by Bateson9 that purported students in yearlongclasses outperformed their peers in similar semester-long courses, and going further saying thatthe shorter the

Conference Session

Assessing Design Coursework II

Collection

2007 Annual Conference & Exposition

Authors

Olga Pierrakos, Virginia Tech; Maura Borrego, Virginia Tech; Jenny Lo, Virginia Tech

Tagged Divisions

Design in Engineering Education

AC 2007-849: ASSESSING LEARNING OUTCOMES OF SENIOR MECHANICALENGINEERS IN A CAPSTONE DESIGN EXPERIENCEOlga Pierrakos, Virginia Tech Olga Pierrakos is currently a National Academy of Engineering CASEE AGEP Postdoctoral Engineering Education Researcher (PEER) at Virginia Tech in the Department of Engineering Education. Dr. Pierrakos holds an M.S. in Engineering Mechanics and a Ph.D. in Biomedical Engineering from Virginia Tech. Her Ph.D. work pertained to vortex dynamics in left ventricular flows. She has served as faculty advisor to over thirty mechanical engineering seniors involved in biomedical engineering design projects and taught several mechanical engineering fluid mechanics

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

write papers;and debate and critique topics during the teaching-learning process in purely academic settings;the classroom – traditional or virtual. Formal evaluations are the basis for feedback on howstudent’s felt about the course and the instructor’s approaches to teaching and organization of thecourse. Usually formal evaluations capture the basics through responses that are measured usingvarious scales and administered at the end of the semester. Most students avoid the sections onthe evaluations forms provided for additional comments on the course; many because at that timethey are anxious about course outcomes – research papers, final exams, and grades. To capturestudents’ voice on the effectiveness of teaching styles a different approach

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Stagner P.Eng., University of Windsor; Jennifer L Johrendt, University of Windsor

Tagged Divisions

Design in Engineering Education

progress report and poster, construction andcommission of the design apparatus, and a final report and presentation. It is expected that thedesign has both global and detail completeness.7The class meets for two hours, once each week. During these meetings, there are workshops andpresentations on various topics such as technical writing, presentation skills, design philosophy,and discipline-specific topics such as computational fluid dynamics and materials in engineeringdesign. Each design team must register for a four-hour laboratory section. The laboratorysession provides time for teams to meet as a group and with their advisors from industry andacademia. Technicians are also available to supervise fabrication work within the laboratory.This

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Arif Mohsin, University of Florida; Oscar Crisalle, University of Florida; Suleyman Tufekci, University of Florida; Carl Crane, University of Florida

Tagged Divisions

Design in Engineering Education

these incentivesmay be enticing, it is apparent that most coaches truly enjoy working with the student teams andcontributing to the development of these emerging young engineers. The management style ofthe coaches ranges from hands-off, to equal-among-peers, to autocratic.Each year brings new projects, new students, and many new challenges (logistical, managerial,technical, and financial) for the coaches to deal with. Further, coaches for student teams inmultidisciplinary capstone design courses frequently lack teaching paradigms that can be calledupon to serve as a guide when making pedagogical and team-management decisions. In otherwords, few faculty experienced multidisciplinary capstone courses in their own education andsimply do not have

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eli M. Silk, University of Michigan; Shanna R. Daly, University of Michigan; Kathryn Jablokow, Pennsylvania State University; Seda Yilmaz, Iowa State University; Meisha Nicole Berg, Iowa State University

Tagged Divisions

Design in Engineering Education

, as well as industrial representatives, military leaders, and corporate consultants.Dr. Seda Yilmaz, Iowa State University Dr. Yilmaz is an Assistant Professor of Industrial Design who teaches design studios and lecture courses on developing creativity and research skills. For her research, she investigates design approaches and ideation, ethnography in design, foundations of innovation, creative processes, and cross-disciplinary design team dynamics. She is the author of more than 20 peer-reviewed journals and conference proceed- ings. She also serves on review, advisory, and scientific boards of various journals and conferences. Her current research focuses on identifying impacts of different factors on ideation of

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kevin Schmaltz, Western Kentucky University; H. Joel Lenoir, Western Kentucky University

Tagged Divisions

Design in Engineering Education

and practicing design skills) • Professional Communications (conveying designs and interacting with peers/customers) • Professional Tools [4] (teaching and implementing design tools) • Professional Ethics [5] (evaluating and practicing appropriate professional behavior)Offering a hands-on, project-based environment does not require much convincing. It has beenstated that the value of active learning is “sufficiently answered.” [6] To address the morepertinent follow-up question: “what kind of activities work best in which situations?” WKU MEfaculty continue to deliver, assess and refine the Professional Plan.This paper is focused on design experiences at freshman and sophomore levels, which eitherintroduce or reinforce the design

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University; Hugh L. McManus, Northeastern University

Tagged Divisions

Design in Engineering Education

], but they are certainly more so than students have seen in classroom or lab settings. Students workingin teams of 4-5 must manage team interactions and project planning on an ongoing, iterative basis [5].Finally, students must document and present their work, requiring several different communication skills,and creating at least one round of reflective learning by requiring students to re-tell their story to peer,mentor, and sponsor audiences.Best PracticesAligning with ABET is good practice. The Program Objectives and Student Outcomes set out by ABETserve as a sound standard by which to calibrate engineering curricula and capstone is no exception [6].Table 1 shows the current ABET Student Outcomes mapped to the Senior Capstone Design

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

to generate a unique technical proposalin response to a Request For Proposal (RFP) or Broad Agency Announcement (BAA) suppliedby the instructor. The format selected for the RFP or BAA is widely used in the engineeringprofession. The proposal topic choices were guided by the need to: stimulate the interest ofstudents pursuing a variety of engineering disciplines; provide deliberately vague designconstraints to introduce students to the challenge of interpreting the intentions of the RFP orBAA; encourage individual creative content in the proposed solution; and adjust the technicalchallenge to be accessible to students with no previous engineering courses. A preliminarydesign review with peers and the instructor provided valuable feedback to

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Salah Badjou, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

design courses. He has conducted research, with peer-reviewed publications, in biomedical engineering in the areas of biomechanics, bioelectricity, and biomedical imaging, since 1992. Other research interests include renewable energy, optical fiber communications, and project-based multidisciplinary and interdisciplinary education. Page 22.912.1 c American Society for Engineering Education, 2011 Integrating Online Learning in Interdisciplinary Electromechanical and Electromechanical/Biomedical Design Courses AbstractThe following paper

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Elise M. Barrella, James Madison University; Robert L. Nagel, James Madison University; Jacquelyn Kay Nagel, James Madison University; Justin J Henriques, James Madison University; Daniel Devon Imholte

Tagged Divisions

Design in Engineering Education

experiences rely on final reports and presentations for formal evaluation ofperformance, capstone experiences that include a traditional course component also use regularquizzes and examinations on the design content being instructed.17 Further, many engineeringprograms have found it useful to include peer evaluations, which translate to a team grade aswell as an individual grade to accurately evaluate student performance during these capstoneexperiences.6Capstone models can also vary by capstone course lecture content. Many capstone modelsencompass both a lecture component and the applied capstone design project. While this is themost common implementation, not all capstone models include a lecture component. Rather,they focus on the applied design

Conference Session

Teams and Teamwork in Design I

Collection

2009 Annual Conference & Exposition

Authors

Edward Lumsdaine, Michigan Technological University; Josh Loukus, Michigan Technological University; Jason Dreyer, Michigan Technological University; Steve Chenoweth, Rose-Hulman Institute of Technology; Monika Lumsdaine, E&M Lumsdaine Solar Consultants, Inc.

Tagged Divisions

Design in Engineering Education

Laboratories, where he led teams in reviews of projects and taught courses in design and creativity to newly forming teams. At NCR Corporation he was a manager and consulting analyst in software development projects. He has a PhD in Computer Science and Engineering from Wright State University, Dayton, OH and has attended HBDI workshops.Monika Lumsdaine, E&M Lumsdaine Solar Consultants, Inc. Monika Lumsdaine is management consultant for corporate behavior, with a B.S. degree in mathematics. She won a national design award for the design of a passive solar home from DOE/HUD. She has extensive technical writing experience in solar energy, product quality, and engineering design, including co

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

complex engineering problems, as well aspresentations and intensive technical writing. We conducted comparative surveys of teachers andstudents at a medium-sized liberal arts university in the Midwestern U.S. The results showed thatsolving real-life problems and teamwork skills are the strongest motivators for students. Thesefindings aligned with teachers’ perceptions of what motivated their students in this course.Furthermore, we found some interesting differences in some of the motivations based on gender,race, and student GPA. We hope our results inform more effective design in first-yearengineering design courses in liberal arts universities and further improve student retention andgraduation rates. We also intend to use this pilot study for

Conference Session

Teams and Teamwork in Design I

Collection

2008 Annual Conference & Exposition

Authors

Rudolph Eggert, Boise State University

Tagged Divisions

Design in Engineering Education

byfollowing up with appropriate feedback instruments, on a regular basis, such as mid-term andend of term peer and self-evaluations.The paper discusses key elements of teamwork and how they relate to engineering design projectteams. Then a spreadsheet tool and results of its use is presented. The tool requires each studentto evaluate himself/herself and his/her teams mates covering 15 teamwork skills. The tool hasbeen implemented over the last year and a half in the senior design project course andincorporates advanced spreadsheet features including hot-linked graphics, protected macros,student identification numbers, passwords, hidden rows and hidden sheets.IntroductionAs we participate on engineering design projects we learn to appreciate how

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Divisions

Design in Engineering Education

), thecommunications instructor had earned a master’s degree in writing, taught writing andcommunication courses at the university and community college level, and earned a doctor ofphilosophy degree in higher education program development, including transformative andexperiential education pedagogies. The technical instructor had earned a master’s of engineeringand completed some coursework in engineering education. Together, they began working tocreate a curriculum that challenges engineering students to develop critical thinking skills inorder to engage in technical problem solving, to consider what it means to be an engineer, tochallenge their own assumptions and perspectives, and to prepare to enter into a community ofprofessional engineers. This

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Wael Mokhtar, Grand Valley State University

Tagged Divisions

Design in Engineering Education

year and they have the chance to choose between them. By the end of the junioryear teams, are selected and faculty advisors start working with the students. By the end of thefirst semester of the senior year each team is required to write a project proposal that includes theproject feasibility, its implementation plan, and the scope of the work to be accomplished. Theproposal is reviewed by Project Review Board (PRB) who are a group of faculty including thefaculty advisor and each team is required to give a presentation. If the project is approved byPRB, the team starts the building and testing during the second semester. A second round ofreview by PRB is done during the mid-semester to evaluate the progress of the project. In thismodel, the

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Junichi Kanai, Rensselaer Polytechnic Institute; Mark Anderson, Rensselaer

Tagged Divisions

Design in Engineering Education

the other hand,laboratory courses and engineering design courses are often used to teach communication andteamwork skills 1. Typical communication skills include, but are not limited to, maintaininglab/design notebooks, writing technical reports, and oral presentations. A project-based coursemay also include writing a proposal.On-line collaboration tools, also known as groupware, are widely used in many organizations toimprove their productivity and the quality of their products. Currently, Wikipedia includes over95 software tools 2. Types of collaboration tools include bulletin (discussion) boards for threadeddiscussions, public folders for sharing documents, and version control systems for concurrentediting software source codes or CAD

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Dukart, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineers capable of solving the grand challenges this new century brings.Reviewing the LiteratureStudent engagement theory pioneer Alexander Astin hypothesized that the more involved astudent is socially and academically in college, the more he or she will learn due to increases inmotivation and interaction with faculty, fellow students, and other campus activities. 4,5,6Unfortunately Astin found that choosing an engineering major had “negative effects on a varietyof satisfaction outcomes: faculty, quality of instruction, Student Life, opportunities to takeinterdisciplinary courses, … the overall college experience, … writing skills, listening skills,[and] Cultural Awareness.”6 He did find that engineering majors reported the highest growth

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

David C. Che, Geneva College; David Allen Clark, Geneva College; David W. Shaw, Geneva College; James S. Gidley, Geneva College

Tagged Divisions

Design in Engineering Education

Page 25.891.2expounded on the benefits of peer-led team-learning that comes with SAE Baja projects4. Reimer,Lawrence and Abro noted that competitive activities such as Baja could help nurture theentrepreneurial mindset in students5. Hoff and Davis pointed out that the SAE Collegiate DesignSeries can provide valuable hands-on experience for undergraduates6. Novoselich and Dillonexplored the unique dynamics and benefits of creating two student teams instead of one to furthermotivate students to excel, in the context of a large engineering program7. Marlor shared hisexperience serving as a faculty advisor to the SAE Baja team, especially from advising the SAE clubperspective8. In this paper, we will share our experience working with a small pool

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

learning,etiquette, writing, ethics, etc. Each semester students are given multiple opportunities tohave feedback provided on their written work and speaking skills. They also practicegiving effective feedback to other students. Each week a different practicing engineerfrom industry comes for lunch and “story hour” where she or he shares importantmessages and experiences from their careers.At the end of the semester there are several culminating events: • Practice Final Design Review: where students get faculty and peer feedback in a non-graded opportunity to give their design project presentation. After being given the opportunity to use the feedback for improvement the students present their final design work and summary of

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Wegner, University of Michigan College of Engineering; Stefan M Turcic II, University of Michigan; Gail Hohner, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Page 26.1066.5importance of reflection in courses is demonstrated in Wong et al. who suggested that studentwriting can be used as evidence of reflective thinking and learning.14As previously stated, there are several ways to engage in critical reflection. Kavanagh listed endof course meta-learning, portfolio reflections, peer assisted learning sessions in their engineeringcourse,2 and as seen in O’Moore and Baldock,19 they discussed online reflections, and teamreflections. Each technique has strengths and weaknesses, but they provide a different approachto understanding of learning outcomes and experiences. Journal writing has also been seen in theliterature,13, 14, 17 and in these instances, reflection can occur in the journal entries and

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kate Youmans, Colorado School of Mines; Idalis Villanueva Alarcón, University of Florida; Jana Bouwma-Gearhart, Oregon State University; Louis Nadelson, University of Central Arkansas

Tagged Divisions

Design in Engineering Education

learning [8,27].Second, Kafi highlights that the constructionist learning culture is collaborative, allowingcommunity members to introduce each other to new activities and share their expertise [6].Students are encouraged to learn with other students as well as with other groups or staff [36].Collaborative learning is strongly reflected in the maker-movement, which promotes a culture inwhich peer-to-peer learning is encouraged, and all members of the community are expected tocontribute [15].Finally, the constructionist learning culture shifts focus from knowledge to knowing,emphasizing the process of learning, rather than the specific knowledge. “[It] reminds us that learning, especially today, is much less about acquiring information or

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

R. Keith Stanfill, University of Florida; Amy Rigby, www.amywriting.com; Maureen Milch, University of Florida

Tagged Divisions

Design in Engineering Education

Technologies Corporation.Amy Rigby, www.amywriting.com B.S., Telecommunication-News University of Florida Amy Rigby is a freelance writer and marketing consultant. She has worked for the University of Florida’s College of Engineering for four years and has been providing writing services for the Integrated Product and Process Design program for two years. She runs her own business in which she provides small businesses with copywriting and marketing services.Maureen Milch B.A., Theater Arts Rollins College M.A., Architecture University of Florida Maureen Milch is a consultant and previously served as the Program Assistant for the Integrated Prod- uct and Process Design Program for five years, a program that