Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher D. Schmitz, University of Illinois at Urbana Champaign; Jake Fava, Siebel Center for Design; Sneha Subramanian, Siebel Center for Design

Tagged Divisions

Design in Engineering Education

the other(captured on the y-axis) has to do with how students prefer to be developing those skills. ● The “What” - Student Skill Development PrioritiesOne clear divide in the attitudes of students we interviewed had to do with what skills theywanted to prioritize developing during their time in the program. All the students we spokewith acknowledged that the primary purpose of engineering education is to develop technicalskills and knowledge, but many students also saw a lot of value in developing non-technical,“soft” skills (such as presentation and collaboration skills), and even expressed the desire tohave more of this skill development integrated into their curricular experiences. TABLE III

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devanshi Shah, University of Georgia; Elisabeth Kames, Florida Polytechnic University; Beshoy Morkos, University of Georgia

Tagged Divisions

Design in Engineering Education

education research [5] and serves as afoundation for understanding student success [6] and persistence [7]. Further, motivation hasimpacted how problem [8] and project [9] based learning is implemented. Research in engineeringeducation has highlighted the interconnectedness of problem-based and project-based learningapproaches [10,11]. However, the recipe for student development is beyond that of “hard skills”,for example, technical knowledge and project experiences. Universities and colleges are startinginitiatives to promote student development by cultivating a student’s “hard skills” and “soft skills”– such as cognitive knowledge [12,13] and teamwork [13,14], respectively. Ultimately, educatorswant to ensure students leave with all the necessary

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Meghan Leigh Fajarillo; Angie Moussa; Yanfen Li, University of Massachusetts Lowell

Tagged Divisions

Design in Engineering Education

Illinois at Urbana Champaign. Her current research is in engineering education with a focus on curriculum development and retention of female and minority students in engineering. American c Society for Engineering Education, 2021 Impacting Team-Based Learning of First-Year Engineering College Students via the creation of an Upperclassmen Project Management CourseAbstract Engineering curricula excels at introducing students to technical information andengineering design thinking which is important for students to succeed in their future careers.However, “soft skills” such as teamwork is also an essential skill in engineering curricula.Generally, it is

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amin Malek Mohammadi, California State University; Amir Hajrasouliha, California Polytechnic State University, San Luis Obispo ; Joseph P. Cleary, California Polytechnic State University, San Luis Obispo ; Jeong H. Woo, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Design in Engineering Education

knowledge and meaning-making that results in career-ready students preparedand committed to apply whole-system thinking to solve local and global problems” (2017, p.xvi).Problem-based learning (PBL) is an alternative to traditional learning environments involvingprimarily lecture delivery (Yildririm, Baur, LaBoube, 2014). PBL features hands on learningwith the goal of longer retention of the desired learning outcomes. PBL activities candemonstrate increased performance compared to a traditional classroom setting. Barlow statesthat soft skills typically not learned through passive learning are developed and honed throughPBL (2011).Spiral learning (SL) adds to the value of PBL by introducing concepts at various points. Veladat& Mohammadi list the

Conference Session

Design Pedagogy

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign

Tagged Divisions

Design in Engineering Education

in undergraduate mechanical engineering courses and found that themajority of these do not mention the use of requirements in the “planning and clarifying stage ofthe design process.” Interestingly though, the use of requirements is mentioned explicitly andimplicitly in later design phases, though students are, “left to assess, under their own judgment,how requirements should be used within design tools” [45]. Developing non-technical or soft-skills, such as those necessary for requirements development, is a well-documented need forsuccess in engineering industry [33], [41], [44], [46]. While engineering design experiences inthe freshman and senior year may contribute meaningfully to the development of design KSA,there is a disconnect

Conference Session

Design Teams 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales

Tagged Divisions

Design in Engineering Education

pedagogies to develop an onlineT&L framework that aims to emulate an industrial team environment to better prepare freshgraduates. The blueprint provided in this framework can be beneficial to the academiccommunity to design courses that have sufficient flexibility and resources to incorporate themodular structure to develop T&L skills in students.References[1] M. Singh and M. Sharma, "Bridging the skills gap: Strategies and solutions," IUP Journal of Soft Skills, vol. 8, no. 1, p. 27, 2014.[2] A. A. Hussin, "Education 4.0 made simple: Ideas for teaching," International Journal of Education and Literacy Studies, vol. 6, no. 3, pp. 92-98, 2018.[3] T. Pham and E. Saito, "TEACHING TOWARDS GRADUATE ATTRIBUTES," Innovate

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

] Cambridge Handbook of Engineering Education Research. Cambridge University Press, 2014.[9] S. Deep, A. Ahmed, N. Suleman, M. Z. Abbas, and H. S. A. Razzaq, “The Problem-Based Learning Approach towards Developing Soft Skills: A Systematic Review,” p. 27, 2020.[10] N. A. Ebrahim, S. Ahmed, and Z. Taha, “SMEs; Virtual research and development (R&D) teams and new product development: A literature review,” Int. J. Phys. Sci., vol. 5, no. 7, pp. 916–930, Jul. 2010.[11] J. R. Goldberg and S. Howe, “Virtual Capstone Design Teams: Preparing for Global Innovation (Journal article),” Int. J. Eng. Educ., vol. 31, pp. 1773–1779, 2015.[12] Y. Shen, L. Li, G. Zheng, and R. Guo, “An Evaluation Framework for Selecting Collaboration Systems