Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary S Carpenter Ed.D., CCD - Custom Curriculum Design; Chris Yakymyshyn; Logan Edward Micher; Ashly Locke, Florida Polytechnic University

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Design in Engineering Education

engineering concentrations. Strict avoidance ofpre-designed kits forced students to experience the frustrations and rewards of creating uniquedesign content. The project selected consisted of a magnetically levitated, wirelessly powereddesk lamp.A key initial assumption was that students enrolled in the class would have a wide range ofdifferent hardware and software skill sets. The assumption (which turned out to be correct)necessitated the selection of assemblies that could be integrated into a unique design withminimal prior knowledge or experience. This applied to both hardware and software tools. It alsomade the project choice more difficult, since there needed to be sufficient flexibility to giveadvanced students an interesting challenge while

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joyce Blandino P.E., Virginia Military Institute; Jon-michael Hardin P.E., Virginia Military Institute

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Design in Engineering Education

Paper ID #28839An Integrated Multi-year Iterative and Service-oriented Capstone ProjectDr. Joyce Blandino P.E., Virginia Military Institute Dr. Joyce Blandino received her Ph.D. in Biomedical Engineering from the University of Virginia. She is currently an Associate Professor in the Department of Mechanical Engineering at the Virginia Military Institute. She previously taught in the Biology Department at Washington and Lee University. Before that, she was a faculty member at James Madison University.Col. Jon-Michael Hardin P.E., Virginia Military Institute Jon-Michael Hardin, Ph.D. Professor and Department Chair in the

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lilianny Virguez, University of Florida; Pamela L. Dickrell, University of Florida; Andrea Goncher, University of Florida

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Design in Engineering Education

the students theopportunity to practice design, problem-solving, and professional skills such as teamwork andcommunication. The inclusion of introductory design courses in the engineering curriculum is afast-growing initiative that has been implemented in several universities across the US as part ofmultiple efforts to improve retention [1]. Still, current concerns about engineering retention andthe preparation that engineering students need, demand an examination of these courses. Oneway to examine these courses is by exploring how students use the content included inintroductory engineering design classes as they progress into successive phases of theirengineering education. In this paper, we are interested in examining what aspects of a

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng.; William Daniel Rosehart P.Eng., University of Calgary

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Design in Engineering Education

how creativity will be integrated intotechnical content in order to graduate engineers capable of leading the future.Creativity can be defined in many different ways, and is often confused with simple problemsolving5. North American engineering institutions such as Ohio State University and PurdueUniversity have developed tools for assessing creativity within an engineering design context2.These types of tools are important assets for instructors attempting to incorporate and gradecreativity within a design curriculum, and also provide recommendations for integratinginterdisciplinary creative skills. Creativity can also be integrated through entrepreneurial productdevelopment and gamification. Gamification is the process of applying game

Conference Session

Design in Engineering Education Division: Capstone Design Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Geoffrey Recktenwald, Michigan State University; William F. Resh, Michigan State University

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Design in Engineering Education

-semester integrated systems design experience. AbstractEngineering is design. In the last 20-25 years, senior level capstone design courses have becomehighly visible at most engineering universities. They serve a key role in teaching students aboutdesign, recruiting new engineers, and maintaining accreditation. They represent an opportunityfor the students to transition from coursework to successfully executing a practical designproject. This transition is quite useful for graduating students who will be entering theworkforce.However, the senior level capstone experience leaves many educational opportunitiesunaddressed or undeveloped. Learning to do good design work is a skill set that is bestdeveloped

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute

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Design in Engineering Education

transferring new technologies to Panasonic product divisions in Japan. He was also responsible for managing his groups’ patent portfolio. From 2002 to 2004, he was a man- ager at the system group of Panasonic’s sales company in Secaucus, NJ providing system integration and software development for clients. He was also an Export Control officer. Dr. Kanai joined the Design Lab at RPI in 2004. He is currently the Associate Director of the lab and and Professor of Practice of in the Electrical, Computer, and Systems Engineering department. The Design Lab provides industry spon- sored and service oriented multidisciplinary design projects to 200 students/semester. His responsibilities include managing the operation of the

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meredith Frances Penney, James Madison University; James Deverell Watkins; Bryan Levy, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

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Design in Engineering Education

research focus is in student en- gagement and retention in engineering and engineering technology education. Contact: kgt5@txstate.eduDr. Shaunna Fultz Smith, Dr. Shaunna Smith is an Assistant Professor of Educational Technology in the Department of Curriculum and Instruction at Texas State University. She holds an Ed.D. in Curriculum & Instruction with an em- phasis on technology integration and art education. Her teaching and research explore how the hands-on use of design-based technologies (e.g. digital fabrication, 3D modeling and printing, computer program- ming, and DIY robotics) can impact multidisciplinary learning that transcends traditional content contexts (e.g. arts-based STEM integration). At her free

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

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Diversity

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Design in Engineering Education

the modern engineering world, traditional in-class teachingmethods may need to be modified to adequately prepare students to be competent in today’sindustry. Therefore, there is an increased emphasis in providing design experience throughintegrated project-based learning throughout the engineering curriculum. In this paper, we willpresent our recent efforts at the Department of Mechanical Engineering of the Florida Agriculturaland Mechanical University-Florida State University College of Engineering (FAMU-FSU COE)to develop a coordinated and integrated three-semester course sequence to the capstone experience.The broad aim is to introduce the overall design process through project planning, management,and product development with an emphasis

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

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Design in Engineering Education

. Students participate in labs through which they gain hands-on experience inmilling, turning, forming, welding, and sand casting, among other manufacturing processes. Additionally,through several iterations of an individual project, each student builds a functional, high-fidelity, well-finished prototype of their own design. Drawing from Dewey alongside Lave and Wenger’s theories oflearning through experience and participation in communities of practice, we observe how students engagetheir mind, hands, and heart in a makerspace environment and the subsequent changes that they experience.We hypothesize that greater integration of students’ mind, hands, and heart is associated with increasedengineering task self-efficacy, innovation self-efficacy

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Courtney C. Rogers, University of Virginia; Rupa S. Valdez, University of Virginia

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Design in Engineering Education

professionals in systems engineering and related fields that have integrated DEIinto their work to provide recommendations for how DEI principles can be integrated intoengineering education. Participants were recruited online and through snowball sampling. Semi-structured interviews were completed with 15 participants either over the phone or on a videochat platform. These interviews were analyzed through inductive content analysis, which yieldedthree themes related to integrating DEI into systems engineering education: curriculumdevelopment, course design, and educator development. The results from this study align withrecent calls in higher education to decolonize the curriculum. Beyond strategies like ensuringrepresentation in class readings and

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Grace Sawatzki, Saginaw Valley State University; Rajani Muraleedharan, Saginaw Valley State University

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Design in Engineering Education

increasingly difficult to facilitate due to the COVID-19 pandemic, is an integral component of any comprehensive engineering education program. Aproject-based approach using low-cost, pre-made kits offers practical experience in teamworkand collaboration, system design and implementation, problem solving and refinement ofinterdisciplinary skillsets through projects that can be completed at home or in the classroom.Robotics instruction and experimentation provides a means to achieve robust interdisciplinarylearning outcomes, facilitating long-term retention of engineering concepts by illustrating theconnections between theory and practice. This paper aims to establish the need for designintegration throughout the undergraduate curriculum, identify

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle Maher, University of Missouri-Kansas City; Kathleen O'Shea, University of Missouri-Kansas City; Jacob M. Marszalek, University of Missouri-Kansas City; Darran Cairns, University of Missouri-Kansas City

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Design in Engineering Education

World Prosthetics, dedicated to creating low-cost prostheticand assistive devices [14]. It is an integral component of the recently implementeddevelopment engineering doctoral courses at UC-Berkeley [15]. Finally, the capstone course ofthe software engineering program at Lappeenranta University in Finland incorporates thedesign process structure [16]. In all cases, use of the design process has resulted in increasedstudent engagement. However, a closer look at these examples and others suggests that thedesign process is most commonly found in advanced undergraduate or graduate courses with asmall enrollment. Given this, we wondered to what extent the design process is transferable tointroductory courses that enroll close to two hundred students

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bekir Kelceoglu, Syracuse University; Efe Kutuk, Kean University

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Design in Engineering Education

even feed pets and play with them while their owners are at work or out of town.As the demand for skilled designers is increasing in the industry, it is not a surprise that the IoT-related courses started to emerge in the ID curriculums. The interconnectivity of products isbecoming a standard in the product development process rather than an option; consequently,companies look for designers who can conceptualize such products.This paper asks the vital question, perhaps as a self-criticizing way: “Are we ready to address thedemand when potential employers ask for a new breed of designers who are capable of designinginterconnected products?”The authors of this paper investigated this question by conducting mixed methodology researchwith ID

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ha Nguyen, University of California, Irvine; Liang Li Wu, University of California, Irvine; Gregory N. Washington, University of California, Irvine; Kyu Yon Lim, Ewha Womans University; Christian Fischer, University of Tübingen, Germany

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Design in Engineering Education

distinguishes expert from novice engineers. Forexample, first-year engineering students who spent more time selecting among alternativesproduced design solutions of higher quality in think-aloud design tasks [12]. Efficient designersfrequently looped through various design stages—gathering information, developing prototypes,and implementation, instead of using a linear process [13].In sum, evaluating among alternatives is integral to engineering design decisions. Thus, wefollow Atman et al. [12] and conceptualize design decision as opting for an idea or solutionamong alternatives, after a period of brainstorming ideas, modeling solutions, analyzingfeasibility, and evaluation. Researchers have used verbal protocol analysis to study the differentphases

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lindy Hamilton Mayled, Arizona State University; Ryan J. Meuth, Arizona State University; Brent James Sebold, Arizona State University; Eric Prosser, Arizona State University

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Design in Engineering Education

-enabled frequent feedback. Prior to her role and Director of Instructional Effectiveness, she worked as the Education Project Manager for the NSF-funded JTFD Engineering faculty development program, as a high school math and science teacher, and as an Assistant Principal and Instructional & Curriculum Coach.Dr. Ryan J Meuth, Arizona State University Dr. Ryan Meuth is a Freshmen Engineering Senior Lecturer in the Ira A. Fulton Schools of Engineering, and also teaches courses in Computer Engineering for the School of Computing, Informatics, and Decision Systems Engineering at Arizona State University.Dr. Brent James Sebold, Arizona State University Dr. Brent Sebold is an expert faculty designer and administrator of

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeanne M. Homer, Oklahoma State University; James Beckstrom, Oklahoma State University; Tom Elliott Spector, Oklahoma State University; John J. Phillips, Oklahoma State University; Khaled Mansy, Oklahoma State University

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Design in Engineering Education

2007 ACSA/AIAS New Faculty Teaching Award, and the 2006 Halliburton Excellent Young Teacher Award. In addition to carrying on an architectural practice while teaching, many of her scholarship and creative activities relate to teaching in the Comprehensive Design Studio. Topics include multidisciplinary collaborations and integration of systems. She has collaboratively created educational material covering basics of egress design which has been viewed by students and professionals worldwide, and has led multidisciplinary design teams and research projects. She has presented at a variety of architecture, engineering, and fire protection academic and professional venues.Mr. James Beckstrom, Oklahoma State University

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jered H. Dean, Colorado School of Mines; Kristine R. Csavina, Colorado School of Mines

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Design in Engineering Education

Paper ID #18237Self-Guided Professional Development as an Enabler for MultidisciplinaryProgramsProf. Jered H. Dean, Colorado School of Mines Jered part of the leadership team of the Capstone Design@Mines Program in the College of Engineering and Computational Sciences at the Colorado School of Mines. He worked for nine years in product development before returning to Mines to join the Faculty. During his time in industry, he worked on everything from children’s toys to complex electro-mechanical systems. With over 30 products under his belt, you can find products that he and his teams worked on in many stores including Toys

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

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Design in Engineering Education

uses the space and diversity of use is growing. Integration into thecurriculum of several departments is planned as the space will grow into a resource tosupplement engineering design education. An iterative approach was used for the design of thespace, and this approach is continued as the community and culture of the makerspace develops.IntroductionUniversities in the United States and worldwide are investing heavily in the implementation ofmakerspaces as a key component to developing a mindset of innovation among students,enhancing their learning experience, in particular when it comes to engineering design skills, andpromoting interdisciplinary collaboration. The idea of a university innovation space is quiterecent, with the first one

Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Qing Lei, Beihang University; Dongya Cheng, Tibet University, Teachers College

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Design in Engineering Education

of the social high-speeddevelopment. In the same sense, the curriculum arrangement of engineering majors inundergraduate level practical teaching mainly consists of cognition practice, productivepractice, graduation practice, curriculum design and graduation project, among others.1 Beingthe significant component of practical teaching process carried out by engineeringuniversities, productive practice is recognized as the effective measure for consolidating anddeepening the professional basic theory, boosting engineering students’ abilities to linktheory with practice and to deal with practical problems, as well as optimizing the students’engineering practical abilities.Productive practice is a course which closely integrates classroom

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis

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Diversity

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Design in Engineering Education

past few decades, there has been a push for engineering curriculum to better engagewith the global, ethical, and societal impacts of the field and to prepare students to engage in amulticultural and diverse workspace and world. In an effort to introduce diversity in design andto troubleshoot the concept of the universal user, we adapted the display compatibilityquestionnaire from Smith’s study of display-control stereotype designs, and presented the samedesign questions to 21st century first-year engineering students, non-engineering students, andnon-engineering professionals. This work explores current societal impacts such as gender, age,and occupation on the user expectation of a control’s display and user-interface design.Additionally, the

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer S. Mullin, University of California, Davis; Jean S. VanderGheynst, University of California, Davis

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Design in Engineering Education

teamor knowledge of farming, the experience led to encouraging outcomes including high levels ofstudent engagement and gains in their engineering design self-efficacy. Having a “client” oncampus (i.e., the student farm) with a rich set of problems to solve and access to the site providedstudents with an authentic opportunity to explore, collaborate and develop their design solutions.Preliminary course outcomes including significant gains in students’ design self-efficacyhighlight the potential for integrated communication and design course(s) in undergraduateengineering curriculum across engineering majors and years. Plans are underway to continuewith the project through the Winter and Spring quarters, to assess feasibility for a larger

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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Design in Engineering Education

. Sheppard, E. McGrath, and B. Gallois, “Promoting Systems Thinking inEngineering and Pre-Engineering Students,” in American Society for Engineering EducationSpring 2008 Mid-Atlantic Section Proceeding. 2008.[2] J.E. Mills, and D.F. Treagust, “Engineering Education—Is Problem-Based or Project-BasedLearning the Answer,” Australasian Journal of Engineering Education, vol. 3, pp. 2-16 2003.[3] D. J. Cappelleri and N. Vitoroulis, "The Robotic Decathlon: Project-Based Learning Labsand Curriculum Design for an Introductory Robotics Course," IEEE Transactions on Education,vol. 56, no. 1, pp. 73-81, Feb. 2013.[4] M. Yim, et al. "AC 2008-2230: A Practice-Integrated Undergraduate Curriculum inMechanical Engineering," ASEE PEER, pp. 13.81.1 - 13.81.15 Jun

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Design in Engineering Education

showcase the nexus of science and design using case studies, news, and articles. As an instructor, she was one of the recipients of The Allan Blizzard Award, a Canadian national teaching award for collaborative projects that improve student learning in 2004. In 2005, she was one of the recipients of the American Society of Mechanical Engineers Curriculum Innovation Award. She is - as PIC II chair - currently a board member of ASEE.Dr. Denis Onen, University of Calgary Dr. Onen is a registered professional engineer with a broad industrial background in electrical engineering, in the following areas: electronics and embedded systems, integrated circuit design (signal processing and crytpography), biomedical engineering

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University; Joseph Zinter III, Yale University; Larry Wilen, Yale University

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Design in Engineering Education

eight courses taught in the profiled higher education makerspace, threedesign-focused instructional methods are presented that integrate course instruction, skilldevelopment, knowledge acquisition, and client-based problem solving by student teams. Thesemethods have been applied across all four undergraduate years in courses closely aligned withbiomedical engineering, environmental engineering, mechanical engineering, and engineering asa whole (for an introductory course). The courses span design education across the typical gapbetween cornerstone and capstone design courses. In all cases, the specific role of the highereducation makerspace in enhancing the value of these courses is demonstrated.IntroductionThe establishment of higher education

Conference Session

Best In DEED

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alejandra Hormaza Mejia, University of California, Irvine; Mark E. Walter, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine

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Design in Engineering Education

University of California, Irvine. She earned her B.S. in aerospace engineering at Syracuse University and her Ph.D. in engineering education in the School of Engineering Education at Purdue University. She is particularly interested in teaching conceptions and methods and graduate level engineering education. American c Society for Engineering Education, 2020 Whom are we serving? An exploration of student demographics in a large engineering design projects ecosystemAbstractProject-based learning is a popular way for students to gain hands-on experience in engineeringcurriculums. Curriculum in the Department of Mechanical and Aerospace Engineering at

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Christina L. Carmen, University of Alabama - Huntsville; Ben Groenewald, Cape Peninsula University of Technology; Rhyme Kagiso Setshedi, Cape Peninsula University of Technology ; Aysha Abrahams, Cape Peninsula University of Technology

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Design in Engineering Education

through 12th grade (K-12) students in the USand South Africa, an academic partnership was established in 2012 between the University ofAlabama in Huntsville (UAH) in Huntsville, Alabama (AL), and the Cape Peninsula Universityof Technology (CPUT) in Cape Town, South Africa. The partnership is referred to as theALLiance for International Excellence among the future Space workforce (ALLIES). One of theprimary goals of ALLIES is to design and develop STEM tools within engineering capstonedesign classes at UAH and CPUT. Upon completion, the STEM tools are donated to various K-12 schools in the US and South Africa. The STEM tools adhere to stringent curriculum andproduct requirements-with safety as a top-level requirement. Another critical goal 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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Design in Engineering Education

Intentionally ReflectiveKolb +Bloom (IRK+B) model developed by one of the workshop coordinators, Amy Bradshaw[5]. A concrete takeaway from these efforts were two clearly differentiated set of competencies,namely, task specific competencies that make a learner competitive today and meta-competenciesthat enables a learner to adapt to future needs. IRK+B provides an instructor with a conceptualframework to understand and evaluate (using Bloom’s taxonomy) where a learner is today andwhere he/she needs to be in future and thereby determine the scaffolds (using Kolb’s experientiallearning) a learner would need in attaining the goal. These experiences were foundational to the design a curriculum that embodies the need fora systemic development of

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis

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Design in Engineering Education

Engineers’ Committee on Sustainability subcommittee on Formal Engineering Education.Dr. Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis Anusha Sathyanarayanan Rao is an assistant director at the IUPUI Center for Teaching and Learning. She manages the center’s graduate student and postdoc development program, assists faculty with instruc- tional design and assessment for course and curriculum development. Anusha is also an adjunct assistant professor in electrical engineering at IUPUI. She received her Ph.D. in electrical engineering and post- doctoral training in educational psychology from Vanderbilt University. Her research focused on tracking and quantifying movement disorders using signal

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kathy Lea Malone, The Ohio State University; Anita M. Schuchardt, University of Minnesota; Courtney R. Irwin, The Ohio State University; Rachel Louis Kajfez, The Ohio State University; Karen E. Irving, The Ohio State University

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Diversity

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Design in Engineering Education

, Yelamarthi, & Kaya,2016; Kukreti, Maltbie, Steimle, 2015). In our study, teachers did not initially work through abioengineering design challenge in the role of students (as they did with the Modeling Instructionfor experiments). Instead, they experienced engineering design in the role of teachers with thegoal of designing an engineering design curriculum situated in a biological context for theirstudents. Because the teachers had multiple backgrounds and experiences with engineering, butall were trained as science teachers, directed discussion was used to surface ideas and to developkey principles of the EDP such as solving a problem and iterative design. The EDP(brainstorming, asking questions, design solution, test solution, and improve

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Wesley L. Stone, Western Carolina University

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Design in Engineering Education

the concepts learnt in theclass and thoughtfully consider project requirements and constraints while seeking possiblesolutions. PBL also allows the instructor to integrate oral and written communicationcomponents into the course through required presentations, project reports and team meetings.The application and hands-on components of PBL are especially crucial in an applied scienceprogram such as engineering. Also, it is argued in this paper that integrating a PBL course in thejunior year curriculum can serve as a very good preparation for the Capstone project.While it is extremely important to design engineering curriculum so as to meet specific programoutcomes and deliver specific content, it is being increasingly recognized that a focus