Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Todd W. Polk, University of Texas, Dallas; Margaret Garnett Smallwood, University of Texas, Dallas; Jeanne Sluder; Robert Hart P.E., University of Texas, Dallas; Joe Pacheco Jr., University of Texas, Dallas

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Diversity

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Design in Engineering Education

engineer’s success. Engineering schools strive to prepare their students in both of theseareas through rigorous education and practice. Technical abilities are taught and practicedthroughout the curriculum, and capstone is where students are given the opportunity to gainvaluable “real world” experience on an open-ended, team-based engineering project.The other component to success in engineering, particularly for new college graduates, is theability to master professional or soft skills such as communication, project management andinterpersonal skills. Companies routinely look for and prize individuals that exhibit theseprofessional skills [1-4].Teamwork is an important skill needed for success in engineering capstone courses. A recentnationwide

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elizabeth Schmitt, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology; Ted A. Conway, Florida Institute of Technology

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Diversity

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Design in Engineering Education

, especially in STEM-related programs 6,7.Nonetheless, the soft skills necessary to succeed in engineering are highlighted in accreditingagencies such as ABET 8,9To mitigate the lack of empathy, employers will often hire engineers who share empathy with theproduct’s target user. For example, the automotive industry has recognized that while femalesbuy 52% and have a significant influence on 85% of all car purchasing decisions, less than 20%of the automotive workforce is comprised of females 10. To address this disparity, theautomotive industry is actively seeking means to increase female employees within variousautomotive sectors. Likewise, it is important that engineering careers that design forhandicapped or elderly target users attract handicapped

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Design in Engineering Education

thefirst time during the first semester of their junior year. Based on analysis of this transitionalsemester, we identified strategies that students used to build an individual sense of competence,in both technical and “soft” skills. These strategies allow for a fuller conversation regarding howstudents adapt competence gained in their group experiences and identify new areas ofcompetence that must be confronted and mastered. These findings indicate the need to furtherunderstand the differences in the ways that the sequencing of group and individual work mightimpact the development of competencies in individual students, and the ways in which a project-based environment can encourage this development in a systematic and sustainable

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nikolaos E. Vitoroulis Jr, Stevens Institute of Technology; Changhong Zhang; Kishore Pochiraju, Stevens Institute of Technology

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Diversity

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Design in Engineering Education

separate designvectors, and to demonstrate the behavior in a physical test or application. The activities will alsoshowcase different modes of failure of mechanical components, and the uncertainty that lieswithin the material itself or within the process of manufacturing. Focusing the activities in a self-learning group environment, students’ learning experience will be greatly improved in tandemwith their soft skills: reporting, communications, and planning [2].To promote a better interest in the overall learning outcomes, the series of activities arestructured to combine their knowledge and culminate to a final project competition for the designof a planar-truss. A competition can bolster the intellectual maturity of students who begin torealize

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

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Diversity

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Design in Engineering Education

first time. Toolsin the connector role (seen in Table 2) can serve as launching points to other modules, but maynot necessarily promote further student interaction with tools in that module. Separating studentsinto cohorts informs on how to move makerspace users from ultra-peripherals and peripherals toconnectors, better connecting the makerspace and promoting student-student interactions byenhancing soft skills. Students that fulfill the connector role are more likely to feel confident inall types of makerspace tasks, and because the design process is often a team activity, connectorstudents are more likely to act as mentors to others. Connector hubs can be thought of aslaunching pads for the makerspace, made up of the most general nodes in

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

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Diversity

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Design in Engineering Education

TimeCardsystem appears be a useful tool to confront “social loafing” or “freeriding”- where some studentsfail to contribute their fair share of the work. This system may be particularly helpful forCapstone instructors with large classes and large teams who are seeking greater visibility onteam processes and more quantifiable data for evaluating individual effort.Introduction and BackgroundThe practice of engineering requires individuals to work with others towards a common goal,and engineers spend a surprisingly large amount of time interacting with other people tocoordinate and complete work [1]. Capstone Design is typically a team endeavor that allowsengineering students to practice "soft skills" such as teamwork and communication that areessential

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Design in Engineering Education

earlier in the undergraduate experience through more exposure to open-ended problemsin their courses prior to Capstone.IntroductionEngineering capstone design courses have been extensively studied due to their unique ability to teachintegration of engineering principles as well as professional soft skills. Students are provided a chance toprepare themselves for practicing real-world engineering design prior to entering the workplace whilesimultaneously learning project management, resiliency, and teamwork skills [1]. We have observed greatengineering students become disillusioned quickly with the capstone process when they encountercustomary levels of uncertainty in their projects. We have students who have, up until the onset ofcapstone in their

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

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Design in Engineering Education

., & Lohmann, J. (2012). Innovation with impact: Creating a culture for scholarly and systematicinnovation in engineering education. American Society for Engineering Education, Washington, DC.  4 National Academy of Engineering. (2004). The Engineering of 2020. National Academies Press, Washington DC.  5 Crismond, D., & Adams, R. (2012). The informed design teaching and learning matrix. Journal of EngineeringEducation, 101(4), 738-797.6 Del Vitto, C. (2008). Cross-Cultural "soft skills" and the global engineer: Corporate best practices and trainermethodologies. Online Journal for Global Engineering Education, 3(1), 1.7 DeTurris, D. (2012). Assessment Rubric for Global Competency in Engineering Education. Proceeding of the 2012ASEE

Conference Session

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

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

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Diversity

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Design in Engineering Education

. Ourresults show that industry team students had the lowest presentation anxiety among all the otherteams. The fall data states that they were confident to present in comparison to students of theother teams. Soft skills play an equal role in the success of an engineer to the technical skill sets.Industry teams get an extra layer of exposure to overcome presentation anxiety and thus wehypothesize that it does plays a significant role in the overall motivation of the senior capstonedesign students.Thus from the ANOVA analysis performed on the cohorts of senior design students, the industryteams started their senior capstone design course with lower cognition and lower self-regulationthan the non-industry teams. They also started with lower

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gina M Quan, University of Maryland, College Park; Chandra Anne Turpen, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park; Emilia Dewi Tanu, University of Maryland, College Park

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Diversity

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Design in Engineering Education

paper describes the embodiment of these goals byhighlighting several key features of the seminar. We conduct quantitative and qualitative analysisof several data sources (surveys, instructor reflections, field notes, and coursework) to assess theextent to which the embodiment of our values helped us meet our goals. Finally, we describechallenges and identify areas where we were not meeting our goals and describe some of theaspects of the seminar that we plan to revise in the next iteration.IntroductionEngineering education research has increasingly focused on the learning and teaching ofdesign,​1-7​ including design thinking and associated “soft” skills such as communication andteamwork. Another trend is the growing number of schools of

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Shalaka Subhash Ghaisas, University of Oklahoma; Xun Ge, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

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Diversity

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Design in Engineering Education

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Dukart, University of Minnesota, Twin Cities

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Diversity

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Design in Engineering Education

Skills The Enhancement of Soft Skills 6 4 2 The Strengthening of Problem- 8 4 4 Solving Skills Perceptions of Gain in Student Group and Peer Affinity 9 5 4 Engagement Professional and Disciplinary 10 6 4 Affiliation Community Involvement and 5 3 2 Spirit Perceptions in Gain in Self- Social Confidence 8 4 4 Efficacy Technical Confidence