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

technical and professional knowledge to authenticproblems [7,8]. The shifts reflect the growing need for an engineering workforce prepared toaddress the increasingly complex and interconnected problems that engineers will face in the 21stcentury [9,10]. The growth in the number of first-year project-based undergraduate engineeringcourses and senior capstone design courses [11,12] provide opportunities to prepare engineeringstudents with progressive knowledge of engineering. In these courses, students engage inauthentic project-based learning activities designed to support their professional engineering skilldevelopment and increase their capacity for effective communication and problem solving[1,11].In conjunction with curricular shifts and the

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana Champaign

Tagged Divisions

Design in Engineering Education

the lack of experiential opportunity mayhave impacted the latter group’s motivation to interact with the product or collaborate with oneanother, thus limiting their collective understanding of the product. All groups experienced more P3 (attempting to solve) than any other collaborativeprocess, reflecting the same trend revealed in historical data of engineering students solving non-scaffolded ill-structured design tasks [10]. Indeed, the group with the highest P3 also had themost physical interaction with the product, suggesting that the other three problem-solvingprocesses were not as inherent to hands-on learning. As ongoing research has since found thatmore balanced participation among the four processes can improve students

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

DeLean Tolbert, Purdue University - West Lafayette; Monica E Cardella, Purdue University - West Lafayette

Tagged Divisions

Design in Engineering Education

by exploring the relationshipbetween the number of ideas generated and their respective mathematics and design previousexperiences for first-year engineering students (FYE).Each participant works for three hours as they complete a design of a playground for a fictionalneighborhood (see fig. 1). During the design sessions, the research team observed studentsaccessing different sources of information: their own knowledge and experiences, the internet,and information from requested by the facilitator. The students draw from their own experiencesas they reflect and record the pieces of equipment which they might remember playing on asyouth. Students often say, “What did I play on when I was younger…. Oh that was fun. Yes,they (the fictional

Conference Session

Capstone Design III

Collection

2007 Annual Conference & Exposition

Authors

Karim Muci-Küchler, South Dakota School of Mines and Technology; Jonathan Weaver, University of Detroit Mercy; Daniel Dolan, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

be done and uses one or more examples taken from different projects to illustrate how theymust be performed. He/she provides extensive feedback based on the work that the students dobut avoids making design decisions for them. The instructor gives suggestions, questions theresults of each task, encourages students to reflect on the process that they followed and ways toimprove it, etc. Most undergraduate students typically feel uncomfortable with this approach,especially during the early stages of the project, because they would prefer to have the instructoras the team leader rather than as an external consultant. However, they appreciate the benefits ofthis approach once they start working in industry and realize how well the experience

Conference Session

Design Cognition II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Itasca Community College

Tagged Divisions

Design in Engineering Education

well as teachesstudents professional skills and technical content 5,14. These professional skills include:communication (written, verbal, presentation), organization and time management, research andinquiry, self-assessment and reflection, group participation and leadership skills 14,15.With guidance from some of the most respected leaders in engineering education, a new model,Iron Range Engineering (IRE), has been developed to utilize industry-based PBL for design,outcome-based assessment, just-in-time interventions, self-directed learning, and emphasis onreflection 16. This new model for engineering education has been funded and began delivery inJanuary 2010. This model is a complete PBL program in which students work with industry ondesign

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle M. Saracino, Georgia Institute of Technology; Kelly Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

sought to understand the participant’s background experiences in learningthrough making. The second 90-minute interview focused on the revisiting the details of thesepast experiences in the makerspace, and participants were asked to bring a project they havemade with them. Finally, the third 90-minute interview dove into understanding the meaning ofthe participant’s involvement in the makerspaces. In this interview, participants were asked todraw a timeline of their making experiences throughout their life leading up to and includingtheir experiences in the makerspace. This encouraged the participants to reflect on theirexperiences and extract the meaning associated with each set of experiences.The modified single-targeted protocol is a

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joseph Towles, Stanford University; Jeff Wood, Stanford University

Tagged Divisions

Design in Engineering Education

addition to providing numeric CATME feedback, students provided written feedback on teammember strengths and areas in which team members could improve using another assessmenttool, called “I like, I wish” (ILIW) (Calleja, 2020). Students were given the following prompt: “Think about interactions with your teammates, and reflect on your team charter. How are things going? What's working well, and what do you wish might improve? Reflect on each team member, what are 1-2 behaviors that you like, 1-2 behaviors you wish they would take on. Reflect on your own behaviors. Are they consistent with your team values? Is there something that you believe you could improve? Communicate honestly, generously, and clearly

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kevin Ray Hadley, South Dakota School of Mines and Technology; Kenneth Reid, Virginia Tech

Tagged Divisions

Design in Engineering Education

teach engineers how to effectively workin teams [11, 12]. Pandemic is a cooperative game where players are members of a Center forDisease Prevention and control team tasked with treating and curing four global diseases. As acooperative game, players only win against the game instead of against each other. In that study,we found, through reflection and experiential learning, the students were able to not only extractproper teamwork but also put it into practice [11, 12].However, we recognize the Pandemic game does not cover all teamwork skills and may onlysimulate the use of other skills at a mediocre level. As such, the goal of this work in progress isto identify other commercial games capable to address the shortcomings of Pandemic for upper

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amber N. Lyerly, East Carolina University; Gene Dixon, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

that faculty grades are based on academic achievement and externalgraders are based on project success. These reflect two unique perspectives on the capstoneprocess, which leads to future studies related to what bias affect the scores of faculty andexternal judges.IntroductionEast Carolina University’s Department of Engineering (ECU’s DoE) is a general engineeringprogram offering five discipline specific concentrations. ECU’s DoE has a two semester longSenior Capstone Design program that spans two distinct courses. The first semester requiresstudents to compete a conceptual level design for an industry sponsored project. The secondsemester requires students to complete a detailed design and often requires build/test objectivesbe completed. The

Conference Session

Capstone Design I

Collection

2007 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

around challenging cases and be formatted as classroomhandouts. Some cases may include video or other media presented by the instructor. Thecoaching tool kit will be created to contain the general skills of facilitating learning and modulespecific tools. The initial module specific tools will be based on anticipated studentmisconceptions and procedural difficulties with each skill.5.2. Step 2: Module Use and Data CollectionModule effectiveness data will be collected in use in regularly scheduled classes. The dataincludes: 1. On-line quizzes immediately following lectures 2. Video/Audio recording of small team interactions during practice sessions 3. Instructor reflective notes of apparent effectiveness of coaching during practice 4

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Alison McKay, University of Leeds; Mark Henderson, Arizona State University; Chell Roberts, Arizona State University; Alan de Pennington, University of Leeds

Tagged Divisions

Design in Engineering Education

produced during the protocol. A key characteristic of the product design teamswas their use of drawings at every stage of the design process; in contrast the freshmanengineering teams carried out more detailed information gathering activities. These differencesbetween senior product and freshman engineering teams reflected the emphasis areas in theircurriculum. All four teams frequently iterated between the different stages of the design processand project planning was a neglected area for all teams. Further research is needed to increasethe number of team studies to explore the role of design drawings in supporting teamcommunication, team information gathering and use processes, and the role of team diversity insupporting innovative design

Conference Session

Design Methodology

Collection

2009 Annual Conference & Exposition

Authors

Saeed Monemi, California State Polytechnic University, Pomona; Weicong Pan, California State Polytechnic University, Pomona; Edward Varnado, California State Polytechnic University, Pomona

Tagged Divisions

Design in Engineering Education

% Self Evaluation 10 % Communication & team work 10 % Availability 5% Reflection 5%Notes: Anyone who needs an accommodation based on the impact of a disability should contact Disable Student Services at 909-869- Page 14.988.4 3333 located in building 9, room 103. 3. Multiple forms of contact information is offered so students have varied ways to contact

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Marie-Pierre Huguet, Rensselaer Polytechnic Institute; Frank Wright, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

instrument ineducation3 and its integration is often seen as a significant force driving change4. It is nowcausing educators to re-think the very nature of teaching and learning. But where do you start?How can instructors design powerful, innovative, and effective web-based environments that canbe successfully integrated in a face-to-face class or stand alone to support a distance course?In this paper, we answer the question from the perspective of a four-year long project that led aninstructor from using an institutional, unimaginative, web-based template to designing a fullycustomized, award-winning course that truly reflected his teaching style and philosophy,supported the institution’s mission statement and the course objectives, and supported

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Rogelio Cardona, University of Puerto Rico, Mayagüez; Ted Cruz, University of Puerto Rico; Noraica Davila, University of Puerto Rico; Omar Ferrer, University of Puerto Rico; Alexander Gonzalez, University of Puerto Rico; Ramon Gonzalez, University of Puerto Rico; Willie Gonzalez, University of Puerto Rico; Nelson Mendez, University of Puerto Rico; Damian Torres, University of Puerto Rico; José Vega, University of Puerto Rico, Mayagüez

Tagged Divisions

Design in Engineering Education

Research (PAR) is a research methodology where themotivation driving the research is to create a positive social change.13 It embracesparticipation and reflection from within the target of study. In this case, the social Page 14.385.5aspect we would like to positively affect is engineering education. The keybehind PAR is that you must become part of the crowd in order to effectivelystudy it.Problem-Based Learning definedOur observations on standard engineering education involve standard protocolsthat follow the same pattern. First, fundamentals of the course of instruction arediscussed. Second, new theory is built upon those fundamentals. Lastly, we lookat what

Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Megan Kenny Feister, California State University, Channel Islands; Carla B. Zoltowski, Purdue University, West Lafayette (College of Engineering); Patrice Marie Buzzanell, Purdue University, West Lafayette (College of Engineering); David Torres, Purdue University

Tagged Divisions

Design in Engineering Education

enduser throughout the design process; (2) all students participate in a lecture on ethics that focusesprofessional ethics as it relates to a case study as well as their own projects, and (3) students wereasked to reflect on ethics periodically throughout the semester as a component of the course. Theauthors chose this program for this study in part because of the emphasis on the role of the enduser throughout the design process, and the emphasis on ethics education in this program, to probeif students in such a program interact distinctly with regard to ethical versus technical concernsrelated to design. We focused on two classes, which are comprised of project teams consisting of3 to 9 students each. Each class shared a common theme, advisor

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marsha Maraj, Imperial College London; Colin Paul Hale; Andreas Kogelbauer; Klaus Hellgardt

Tagged Divisions

Design in Engineering Education

pressure vessel and the ability to represent these designs usinggeneral assembly drawings.Research QuestionsStudents often have their own ideas of what contributes to an effective learning experience.They are the co-creators of their own learning [30] and understanding their perspective hasbeen shown to influence and enhance reflection-on-action practices [31]; this can allowpractitioners to reflect and review past practice with the purpose of improving futurescholarship. Feedback from student evaluation questionnaires can accordingly imbue thestudent voice with a power and agency to inform reflection-on-action practice which can helpfurther enhance staff development and curriculum review [31].For this reason, we focus primarily on the students

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Liwei Zhang, Purdue University, West Lafayette; Emily Yoshikawa, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

have similarities, components exemplified in one model, may be excluded inanother (Flowers, 2010; Reeve, 2016). Other recent findings demonstrated that these engineeringdesign processes, may not be an accurate reflection of the practices used in industry andtechnical fields (Reeve, 2016). Accordingly, we investigated the perceptions of students,instructors, and practicing engineers through the assessment of a collection of student work froma first-year engineering course.Research Questions To investigate the potential similarities and differences in the values related to engineeringdesign between students, instructors, and practicing engineers the following questions guided ourstudy: RQ1: What correlation, if any exists, between the

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Matthew Cromwell, Utah State University - Engineering Education; Andreas Febrian, Utah State University - Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

self-regulation as “self-generated thoughts, feelings, and behaviorsthat are oriented to attaining goals. Self-regulated individuals are skilled in goal-setting, self-monitoring, self-instruction, and self-reinforcement4 and "habits of mind" and commitment to theideals of reflective thinking, assessment, and learning as an ongoing, lifelong process. Therefore,it naturally follows, that students with good self-regulation are more likely to perform better intheir academic work.5 In this study, a SRL model showing the dynamic and iterative interplay betweenmetacognitive and cognitive activity described in Butler and Cartier’s model was used.6, 7, 8 Inthis model, SRL is characterized as a complex, dynamic, and situated learning process9

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Mike Ekoniak, Virginia Tech; Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Design EngineeringEducation (TIDEE) project has yielded assessment tools intended to measure engineering designlearning outcomes, including communication, teamwork, and design outcomes. 4, 8, 9Missing from these measures of student outcomes, however, are reflective accounts from thestudents themselves, though Pierrakos et al. did explore student perceptions of learning using a Page 26.1425.350-item survey instrument. 10 But capstone design is a complex instructional environment thatoften results in a diverse array of learning experiences; surveys or rubrics may overlookadditional or unanticipated outcomes. To address this gap, we present an

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guannan Liu, Purdue University - West Lafayette; DeLean Tolbert Smith, Purdue University - West Lafayette; John Alexander Mendoza-Garcia, Purdue University - West Lafayette; Anirudh Roshan Sriram, Purdue University - West Lafayette; Monica E. Cardella, Purdue University - West Lafayette

Tagged Divisions

Design in Engineering Education

andfound that experts typically spend more time engaged in problem scoping and gather moreinformation than senior engineering students1 and seniors gathered more information thanfreshman students2. However, information gathering alone does not distinguish experts, fromsenior and first-year engineering students3. Results of previous investigations 4-6 demonstrate thatboth quantity and type of information gathered are indicators of experts and novices qualitywork.Shanteau3 focused on the relationship between information use and expertise and found that theamount of information used does not reflect the designer's’ level of expertise. Rather, it is theevaluation and utilization of the relevant gathered information that differentiates experts fromnon

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Design in Engineering Education

circle that can begin at any one of the four points. It often begins withan individual moving forward with a particular action and then observing the effect of his or herinvolvement with the action. Reflecting on observations is a precondition for problem-basedlearning. Kolmos and Holgaard7 suggested that this reflection sets up a methodologicalframework for being innovative on the meta-cognitive level for being able to systematicallyimprove individual and organisational learning processes. Following this, the second step is tounderstand these effects in the particular instance, so that if the same action was taken in thesame circumstances, it would be possible to anticipate what would follow from the action. In thispattern, the third step would

Conference Session

Design in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

W. Lawrence Neeley, Stanford University; Sheri Sheppard, Stanford University; Larry Leifer, Stanford University

Tagged Divisions

Design in Engineering Education

picture of the state of mechanicalengineering education. It was from these schools that the programs discussed in this paper weredrawn as subjects of an even narrower investigation into mechanical engineering designeducation.Our working definition of engineering design was drawn from a recent article in a special issueof the Journal of Engineering Education focused on engineering education research: Engineering design is a systematic, intelligent process in which designers generate, evaluate, and specify concepts for devices, systems, or processes whose form and function achieve clients’ objectives or users’ needs while satisfying a specified set of constraints.3This definition, along with the research perspective it reflects, operates

Conference Session

Design Pedagogy and Curriculum 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jay R. Goldberg P.E., Marquette University; David B. Rank, Root Cause Consortium, LLC

Tagged Divisions

Design in Engineering Education

, and design for manufacturability. The module includesseveral examples of active and student centered learning as part of an in-class assembly linesimulation exercise. Students reflected on this experience, and suggested process improvementsto save time, reduce cost and waste, and improve the assembly line process. They learned of theimportance of manufacturing documentation, process design, and design for assembly. At theend of the module, students understood the importance of designing a product not only for theend user, but also for the assemblers and inspectors. Details of the module design andimplementation will be presented along with comments from students.IntroductionISO 9001:1994, Quality SystemsModel for Quality Assurance in Design

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University; Steve Chenoweth, Rose Hulman Institute Of Technology

Tagged Divisions

Design in Engineering Education

community, especially needs of thosewho are under-served. It is reciprocal in nature, valuing the partnership and recognizing theexpertise brought by the community partner. It also includes reflection, which has been shownto enhance learning across academic subjects12. Giles and Eyler (1999)13 found that the majorityof students surveyed reported they learned more, understood more, and were motivated inservice-learning courses.While engineering has been slower to adopt service-learning than many other disciplines, there issignificant and growing increase in service-learning within engineering. Curricular models ofservice-learning, such as the EPICS Program, have been adopted at several universities as well asextra-curricular models such as Engineers

Conference Session

Best of DEED

Collection

2014 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

Strategies Questionnaire Items Across Design Phases Design phase Questionnaire item example Problem definition While I define my design problem, I am clarifying the design goals with design team/client. Conceptual design While I generate solution ideas, I am determining whether I need to look for alternative design solutions. Preliminary design While I work on my selected design, I am judging whether my design model reflects my final design. Detailed design While I finalize my design, I am judging whether further adjustments are needed to improve the design performance. Design communication While I communicate my design

Conference Session

Engineering Design in Pedagogy

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ibrahim F. Zeid, Northeastern University; Sagar V. Kamarthi, Northeastern University; Claire Duggan, Northeastern University; Jessica Chin, Northeastern University

Tagged Divisions

Design in Engineering Education, K-12 & Pre-College Engineering

appreciate the EDP and the thinking framework it provides, we use aninnovative approach in Day 1 of Week 1 by giving the teachers a design challenge before wediscuss the EDP with them. We asked teachers to design a 3-legged chair that is stable and safeand that can carry the maximum amount of weight. We divide the teachers into teams of 3.After they finish and test their designs, we ask them to reflect on their experience and use theirreflection to discuss the EDP and its value. Such experience and discussion help them in theirdesign activities of Day 4 and 5. Figure 1 shows some teacher activities during the designchallenge. Page 22.824.5

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Craig Titus, Purdue University ; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

in service in the community and reflect ontheir involvement in such a way as to gain further understanding of course content and of thediscipline and its relationship to social needs and an enhanced sense of civic responsibility8. Thepedagogy of service-learning is has four key characteristics: service to underserved communities;academic content; reciprocal partnerships with the community, university and students; andreflection or metacognitive activities that enhance student learning of course content, thecommunity and themselves9.When design is taught through service-learning, it moves to a human-centered approach.Students must understand the users, stakeholders and the issues impacting the need and potentialsolutions to develop an

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aruna Shekar, Massey University

Tagged Divisions

Design in Engineering Education

: Example course assessment details Assessment Team or Individual Weighting (%)1 Project proposal Team 102 Concept design assessment Individual 103 Detailed design Team 204 Oral presentation Individual & Team 20 (10+10)5 Final project report Team 306 Log book & self-reflection Individual 10Assessment rubrics provide clear

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

April M. Bryan, University of the West Indies

Tagged Divisions

Design in Engineering Education

through experience, it is desirable that new college graduatesdisplay a reasonably high level of competency at engineering design. In fact, it is now arequirement of many new managers2. This is also reflected in the program accreditationrequirements of the Accreditation Board of Engineering and Technology (ABET)8 and theEngineering Council9, the two major international organizations that set accreditation criteriafor engineering programs.As a result, over the last twenty years, engineering departments have begun to introduceengineering design courses into their curriculum1,10. The main objective of these courses is tobridge the gap between theory and practice in order to allow students opportunities todevelop those skills that will be necessary

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University; Stewart Thomas, Bucknell University

Tagged Divisions

Design in Engineering Education

programmaticchange in higher education is rather rare [1], [2], [6], [7]. This section discusses the factors that,in retrospect, coincided to enable large scale curricular change to occur at this particular point intime. These factors, in no particular order, are: 1) reflection prior to and the post-hoc results ofan ABET accreditation visit, 2) arrival of an external department chair, 3) a preponderance ofyounger faculty in the department, 4) lingering pressures from lower-than-desired enrollment, 5)an environment that welcomed educational innovations, 6) a promotion and tenure system thatvalued teaching, 7) innovations occurring college-wide from a KEEN Foundation grant, and 8)growing institutional stresses caused by external factors not under the