Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Susannah Howe, Smith College

Tagged Divisions

Design in Engineering Education

reflective mini-essay regarding what could be done to improveperformance for the next client meeting, and to provide feedback regarding the new version ofthe rubric. Collectively, the reflective pieces indicated a need for a more informative agenda anddelegating team members’ roles with respect to the meeting. The students indicated that therevisions to the rubric were very clear, but also made some suggestions for further improvementthat informed subsequent rubric versions.Rubric Reliability, Validation, and RefinementGiven the positive feedback received from the initial use of the Client Interaction Rubric, theauthors implemented a systematic review and refinement of the instrument, including examiningit for reliability and subjecting it to

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Patricia Mannix-McNamara, Research Centre for Education and Professional Practice

Tagged Divisions

Design in Engineering Education

and consistency in the problemposed. The briefs selected referenced a similar artefact, though outlined differing themes. Thecontrol (a) and experimental (b) briefs implemented entailed; Design and make a mirror; (a) for bathroom setting to hold personal grooming items with a marine theme, (b) for a utility setting to include storage for small personal items to reflect favourite pastime.Implementation of TasksThe participants were arranged in groups of between four and seven students. All instructionsand time guidelines were read aloud to ensure no misconceptions or misunderstandingoccurred. All participants commenced the control design based task; phase one. A periodsubsequent to phase one, all participants

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

functionalcardiograph that estimates heart rate and respiratory rate. This set of project-based learningactivities addresses industry’s complaint that students lack practical experience (“how devicesare made/work”).The cardiograph project, including learning outcomes for the first semester and ABET studentoutcome for the entire project are discussed. We hypothesized that participating in theseprojects facilitates engagement in the course and Engineering Science major. Each learningoutcome is assessed by the instructor using a custom rubric. In addition to student performance,we also consider how this project may support student engagement and retention viainstructors’ reflections and student surveys. The findings demonstrated that the students wereactively

Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Katja N. Spreckelmeyer, Stanford University, Dept. of Psychology; Jacob Hershfield; Max Hershfield, Stanford University; Carolyn McEachern, Stanford University; Martin Steinert, NTNU (Norwegian University of Science and Technology); Larry Leifer, Stanford University, Center for Design Research

Tagged Divisions

Design in Engineering Education

problemand/or may be difficult to implement as part of the current structure.The Efficiency (E) sub-factor reflects an individual’s preferred methods or tactics for managingideas and solving problems. For example, the more adaptive prefer to define problems and theirsolutions carefully, paying closer attention to details while searching methodically for relevantinformation. They also tend to be more organized and meticulous in their operations. In contrast,the more innovative often loosen and/or reframe the definition of a problem before they begin toresolve it, paying less attention to detail and taking a seemingly casual and less careful approachas they search for and carry out their solutions.The Rule/Group Conformity (R/G) sub-factor reflects

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael A. Gennert, Worcester Polytechnic Institute; Taskin Padir, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education

2 ECE 2 MEGrade Distribution: The number of students receiving A grades in their project work was foundto be 79%. The percentage of B grades was 14% and the number of C grades was 7%. This gradedistribution appears to indicate grade inflation. The large number of A’s relative to the number ofB and C’s is related to the number of projects that were judged to be worth 1 unit (9 credit hours)per student. In this review, it was determined that 29% of the projects completed weremarginally worth 1 unit or did not worth 1 unit at all. However, It must be emphasized that an Agrade should reflect one unit of excellent work by the student, a B grade should reflect one unitof

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

emphasized learning about their product they were designing, ratherthan learning about the process of design. This bias was typical of most entries. The studentsalso had reflective thoughts about the design process in general, though fewer. What I really learned was that something that is made on SolidWorks® isn't always going to come out exactly right from the computer to [the] physical model. Being able to identify aspects of a design problem that might slip through the cracks before going to prototype or solution implementation is a tremendously handy skill to have….When the students began the redesign for the second design-proto cycle, they had to choose howmuch to redesign. Comments about how much to redesign were

Conference Session

Design Spine

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Trivett, University of Prince Edward Island; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Pemberton Cyrus, Dalhousie University

Tagged Divisions

Design in Engineering Education

without considering the statements. In some questions,wording was changed for the Dalhousie survey to reflect slight context or content differences.Questions that referred to particular software, for example, were modified to be more relevant tothe Dalhousie program. An example of the statements is shown in Table 1 for the “Teamworkskills” category. The first column of the table indicates the question number. Statements wereinterspersed with those from other assessment categories. The statements were skill-specific, and Page 22.350.6require students to identify their strengths in definite areas, rather than general expressions ofcapability.For

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Yogesh Velankar, Purdue University; Sean Brophy, Purdue University; Masataka Okutsu, Purdue University; Daniel Delaurentis, Purdue University

Tagged Divisions

Design in Engineering Education

. Collect team answer sheet 7. Provide correct responses 8. Students self grading- compare individual average scores and team based average scores 9. Team reflection and reworking the incorrect responses 10. Collect all remaining materials and end the sessionAnalysisIn this section, we present a description and analysis of selected episodes from the recordedobservational data of the two teams working on the rocket configuration quest. These episodeswere selected as they relate to our research goals to determine the major events teamstransitioned through to select a shared team answer. Our unit of analysis is at the team level.Team A spent a bulk of their time in negotiating a response to Q.1., and team B had extensiveinteraction negotiating

Conference Session

Design Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leandra Ramos, United States Military Academy; Heather J. Yoshii, United States Military Academy; Kyle Beyer, United States Military Academy; Morgan R. Corliss, United States Military Academy; Brad C. McCoy, United States Military Academy; Aaron T. Hill Jr., United States Military Academy; Kevin P. Arnett P.E., United States Military Academy

Tagged Divisions

Design in Engineering Education

ensure each member of the team was fulfilling theirteam role and contributing clear, complete, and correct work. Partners also provided each otheroverall product feedback and recommendations, and designers were able to reflect on theirpartner’s feedback and adjust their products before submitting them to the project client. Thisdesign review was an iterative process that occurred throughout the design process of threecapstone team projects. The effectiveness of the design review was determined through theperformance and quality of assignments established by the project advisors as well as the finalproject and presentation. Through likert scale questions and open-ended feedback, it was foundthat students believed their learning was enhanced and

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sangarappillai Sivaloganathan, United Arab Emirates University; Ali H. Al-Marzouqi, United Arab Emirates University; Essam K. Zaneldin P.E., United Arab Emirates University

Tagged Divisions

Design in Engineering Education

throughexperiencing things and reflecting on those experiences. The core elements of theconstructivist approach are (a) knowledge is not passively received but actively built up bythe cognizing subject and (b) the function of cognition is adaptive and serves the organizationof the experiential world [16]. The constructivist theory is built on the concept that learning issomething the learner does, not that it is imposed on the learner, and emphasizes that thelearner actively constructs his knowledge [1]. In this process the student should be given theopportunity to explore in finding a design solution and learn or construct his/her knowledgein the process.Facilitating the constructivist learning relates to the choice of learning experience and refersto

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Clay, Arizona State University; Johannah Daschil; Melissa Wood Aleman, James Madison University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

differences in the learning processes and skills developed by team members on projects that vary by scope and ambiguity?3 MethodologyThis study uses methodologies of collaborative autoethnography [18] in which fourundergraduate engineering students adopted the roles of “complete member” as well asresearcher in exploring the team dynamics and learning processes in four different seniorcapstone teams. Chang et al. [18] define collaborative autoethnography as “a qualitative researchmethod in which researchers work in community to collect their autobiographical materials andto analyze and interpret their data collectively to gain meaningful understanding of socioculturalphenomena reflected in their autobiographical data” [p. 23-4]. Over a period of

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Gonzaga University; Diane L. Zemke

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

over 20 years with an emphasis on mechanical packaging of microwave circuitry.Dr. Diane L. Zemke Diane Zemke is an independent researcher and consultant. She holds a Ph.D. in leadership studies from Gonzaga University. Her research interests include teamwork, small group dynamics, dissent, organiza- tional change, and reflective practice. Dr. Zemke has published in the International Journal of Engineering Education, the Journal of Religious Leadership, and various ASEE conference proceedings. She is the author of ”Being Smart about Congregational Change.” c American Society for Engineering Education, 2016 How Students Create Verbal Descriptions of Physical PartsClear and precise

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Robin Ott, Virginia Tech; Marie C. Paretti, Virginia Tech; Cristian Hernandez; Jessica Deters, Virginia Tech; Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Anne Kary, Smith College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

the bottom of the figure.  The x-axis depicts perceived preparedness, with lower perceived preparedness to the left and higher perceived preparedness to the right. (Note that while we also have perceived preparedness data from participants’ pre-graduation interviews and their weekly surveys, we used only the workplace interview data to select participants for this paper; subsequent larger studies will use the full data set.)  The size of the circle reflects extent of engineering identity; the larger the circle, the more the participant identified as an engineer.  The shading represents mention of gender bias/discrimination (shaded = yes, unshaded = no).As is clear from Figure 1

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Meghan Armstrong, University of Calgary

Tagged Divisions

Design in Engineering Education

depicted, ideas are more able to inspire new ones. Sketching can be a way toexpress sight and the imagination however when used for creative ideation thedesigner/engineer’s sketch is not typically an exercise in transposition or duplication. This isbecause the idea has yet to exist in a tangible form. The sketch resembles thinking out loud,giving form to a vague thought. As Andersson describes, “one of the basic cognitive benefits ofsketching is that the mere acts of formulating a mental image in a concrete way on paper makesit possible for the designer to reflect over the concept at once and almost instantly develop itfurther into a new concept, a so called iteration.”4 Acting as a placeholder the sketch gives formto uncertainty and provides the

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tristan Utschig, Kennesaw State University; Sandip Das, Kennesaw State University; Valmiki Sooklal, Kennesaw State University; Eduardo Farfan, Kennesaw State University

Tagged Divisions

Design in Engineering Education

. Finally, twointerdisciplinary case studies involving nuclear engineering topics are discussed – one frommechanical engineering and one from electrical engineering. These case studies includedescriptions of the projects along with reflections and assessments by students and facultymentors on their impact.IntroductionAn investigation into how interdisciplinary senior design projects emphasizing nuclearengineering applications can best be managed has been conducted, and nuclear engineeringtechnical content areas with the greatest opportunity for interdisciplinary projects are presented.RationaleAs the nuclear industry workforce ages, a new generation of engineers capable of filling this gapis needed [1]. At the same time, emphasis on detection of

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

Visualizer) to help them visualize the transition from 2D models to 3Dmodels with the UAV augmented to the scene.Our research examines how using 3D modeling with AR can enhance youth spatial reasoningskills. We collected both product and process data in the form of artifacts generated duringdesign iterations, pre and post activity mental rotation tests, screen-recordings of youth using the3D AR Visualizer, and youth design reflections. Our results indicate that youth were able tobetter understand the strengths and weaknesses of pre-designed 3D models with the help of theAR application, and they made better and more informed design decisions that resulted insuccessful delivery of supplies to the disaster area.IntroductionAs Osborn and Agogino [1

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

response was robust (N=632, 85.4% of total population) and reflected classdemographics. Females demonstrated lower mean self-efficacy scores in engineering applicationand tinkering (Table 1a). Both URMs and first-generation students showed slightly lower meanself-confidence in math and science skills (Tables 1b and 1c). Intersectionality of race andgender was examined; and URM females showed marginally lower mean self-efficacy thanURM males in tinkering tasks, when controlling for both demographic factors (femaleURM=3.3, male URM=3.6, αinteraction=.007). International students demonstrated significantlyless professional/interpersonal and problem solving self-confidence (Table 1d).DiscussionTaken together, these results suggest that there are

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Denis Onen, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

– March – 2016] 5. R. Morris et al., Sustainability by Design: a reflection on the suitability of pedagogic practice in design and engineering courses in the teaching of sustainable design. European Journal of Engineering Education, 32:2, 135-142, 2007.

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Deininger, University of Michigan; Kathleen H. Sienko, University of Michigan; Shanna R. Daly, University of Michigan; Jennifer Chen Lee, University of Michigan

Tagged Divisions

Design in Engineering Education

qualitative research approach was used for this study, and information was gathered fromparticipants through a semi-structured interview format21. This approach provided guidance tothe participants as they reflected on the entirety of their design project while allowing them thefreedom to express their unique experiences and thoughts. Interview questions were designed tospecifically follow the stages of the design process8 and, at times, to target detailed descriptionsof the use of prototypes. These questions helped to elicit information about how the use ofprototypes impacted the design process and how students learned from prototypes.Interview question were developed iteratively. The research team reviewed and refined thequestions several times

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

academic year he spent a sabbatical in the Department of Engineering Education at Virginia Tech. Since then, his professional development has focused on researching and promoting metacognition, self- regulated learning, and reflection in engineering education among students and faculty. Dr. Cunningham is a PI on one NSF-funded research study, led Rose-Hulman’s participation in the Consortium to Promote Reflection in Engineering Education (CPREE), and is a regular contributor to the Improve with Metacog- nition blog. In May of 2018, Dr. Cunningham received the Rose-Hulman Board of Trustee’s Outstanding Scholar Award. c American Society for Engineering Education, 2019 Benchmarking

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

this technology Provide any additional feedback you Free response haveIn this initial module deployment, collection of student feedback was somewhat limited in aneffort to keep the module similar in workload and structure to the other software options. Notwanting to deter interested students during the pilot test of this module, the feedback wasrestricted to a single online survey at the conclusion of the module. In future semesters,instructors plan to survey students both before and after completing the module (weeks 1 and 4)to investigate changes in perceived knowledge and attitudes about the technology. In addition,students will be asked to complete a short reflection about their experience during the module,whether they consulted

Conference Session

Teams and Teamwork in Design I

Collection

2008 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

individuals work together in the team to identify anddocument personal and team development goals. At the end of the semester a final peer-feedback questionnaire is used to assess team development and also to modulate an individualgroup project grade to reflect the contributions of the individual team members. Extension of theteaming thread into subsequent design courses is planned. In this paper, the experience andassessments from the freshman year part of the teaming thread are discussed. In particular, weprovide analysis of the relationships between prior teaming experiences and actual behavior asmeasured through peer and self-evaluation and provide inferences on how these can be used asassessment tools and for personal development.BackgroundThe

Conference Session

Capstone Design II

Collection

2006 Annual Conference & Exposition

Authors

Juri Filatovs, North Carolina A&T State University; Devdas Pai, North Carolina A&T State University

Tagged Divisions

Design in Engineering Education

experience in which many skillsare integrated. In addition to the technical skills, we have strived to develop the many otherprofessional attributes and competencies necessary for a successful career. We have based theseon primarily industrial interaction and believe they reflect elements identified by otherauthors1,2,3,. With the implementation of the Accreditation Board for Engineering andTechnology (ABET) Criteria 2000, further modification of the course occurred. Although manyof the ABET outcomes were addressed in our capstone course a partial recasting was necessary,particularly in the assessment/grading, required course documentation, and student awareness ofour goals. In this paper we describe our experiences and lessons learned in

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Priya Seshadri, Purdue University; Tahira N. Reid, Purdue University, West Lafayette; Joran W. Booth, Purdue University

Tagged Divisions

Design in Engineering Education

, customer-oriented design methods used in design engineering.These include, but are not limited to, emotional design, user-centered design, human centereddesign, empathic design, and co-design. They consider different aspects of both customer andcontext, and provide valuable information in different ways.2.1 Emotional DesignEmotional design was described by Don Norman13 as including three levels of design: visceral,behavioral, and reflective. These levels are influenced by human cognition and emotion. Thevisceral level assesses preferences as perceived through the senses. They are fast and automatic,often based on “gut level” reactions. Emotional design is usually based on the aesthetics (e.g.,visual, auditory, etc.) of an artifact. The

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

Design in Engineering Education

alternatives) - Evaluation of the pros and cons of each alternative design are compared. An analysis of engineering ethics, hazards, and failures are considered for health and safety concerns. 5. Implementation - Develop the final solution and fabricate, test, and evaluate design. 6. Reflection and Iteration - Contemplates final design, reviews the failures, and redesigns the product accordingly.Figure 1: Graphical Representation of the Engineering Design Cycle, from Voland 2004Following the engineering design cycle, students are walked through each phase of the cycleusing real world examples. Lectures and homeworks are given for each of the cycle phasesusing different examples in world needs and engineering.This course also

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

an effective solution. Effective teamsshould also be organized enough to produce this design solution in sufficient time to test anddocument the results of their design. Page 22.242.3Assessing the effectiveness of capstone design projects is a complex undertaking. Many schoolshave turned to the use of design journals or notebooks to require students to document theprogress of their design and to reflect on the design process10,11. Other schools, includingNortheastern, have used a combination of faculty, industrial sponsors, and professional peerevaluations to provide a number of views of the quality of the projects12. Student self

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Pedro Renato Acosta, University of Texas, El Paso; Rafael Gonzalez, University of Texas, El Paso; Noe Vargas Hernandez, University of Texas, El Paso

Tagged Divisions

Design in Engineering Education

resultcounterproductive since the students will be overloaded with information. Another extreme willbe to teach them only one or few methods; although this avoids an overload, the authors haveobserved that most instructors do this, teaching just a couple of preferred methods. The premiseof this research work is that there is a lack of guidance when it comes to design methodselection. This situation is also reflected in the professional world where it is well known thatdesigners will stick to just a couple of methods in each category for the most of their professionallife. This is understandable because (1) the designer is familiar with the method, and (2) there isnot a clear guide to help decide which other methods to use. A test-bed for an expert system toguide

Conference Session

Creativity and Innovation in Engineering Design

Collection

2010 Annual Conference & Exposition

Authors

Christina White, Columbia University; Austin Talley, University of Texas, Austin; Daniel Jensen, United States Air Force Academy; Kristin Wood, George Washington University; Andy Szmerekovsky, US Air Force Academy; Richard Crawford, University of Texas at Austin

Tagged Divisions

Design in Engineering Education

that we provided in the CG suiteresources and the majority of the teams included their own research of a historical innovator(Appendix B). In their reflections about the direct inspiration that historical innovators providethem with during their design process, a number of teams indicated that their historical innovatorwas the impetus for their final innovative design. The diversity in inventors supports ourinclination to consider demographics to include many types of people in our CG suite. Indeed,the diversity and interests represented by the students across gender, year of study, and ethnicitywould not have been addressed without a more diverse set of historical innovators. Table 1illustrates the design inventions and the corresponding

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Susan Garver Stirrup, University of Colorado Denver

Tagged Divisions

Design in Engineering Education

% 90.3% RateMinor course changes were made for the Fall 2019 - Spring 2020 academic year. The collegeadopted the 4D Design Innovation Method [6], so the instructor changed the language of theproject to reflect that terminology and process (discover, define, develop, deliver). TheEnvironmental Design Challenge remained largely unchanged in terms of expectations andculminating activities. The Design Challenge increased to 25% of the overall grade and quizzesand exams fell to 55%. See Table 1 for summary of course elements and changes over time.As with most universities, the pandemic closures of Spring 2020 required modifications to thecourse. Following a campus-wide closure in March, the course remained the same as originallyplanned, but some

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, NYU Tandon School of Engineering; Ariane Schoenwiesner, New York University

Tagged Divisions

Design in Engineering Education

the impact ofthe makerspace training and course integration. The responses reflect the familiarity withmakerspace equipment and learning process allowing completion of both coursework andextracurricular and personal projects.BackgroundProject-based courses and learning continue to increase in engineering programs and degrees, asuniversities seek to overhaul their curriculum, support different methods of teaching andlearning, and satisfy new ABET criteria [2]. To support these courses, new curricular programshave been developed such as the service design program, EPICS, at Purdue, and the VerticallyIntegrated Projects (VIP) program, started at Georgia Tech [3, 4]. These programs seek tosupport project-based learning from the cornerstone, first