Conference Session

Design Teams 2

Collection

2021 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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Diversity

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Design in Engineering Education

Paper ID #34035Team Formation and Function Decisions and Student Roles on DiverseEngineering Design TeamsDr. David A. Copp, University of California, Irvine David A. Copp received the B.S. degree in mechanical engineering from the University of Arizona and the M.S. and Ph.D. degrees in mechanical engineering from the University of California, Santa Barbara. He is currently an Assistant Professor of Teaching at the University of California, Irvine in the Department of Mechanical and Aerospace Engineering. Prior to joining UCI, he was a Senior Member of the Technical Staff at Sandia National Laboratories and an adjunct

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giselle Guanes Melgarejo, Ohio State University; Genevieve Thanh; Emily Dringenberg, Ohio State University

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Diversity

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Design in Engineering Education

; engineering design decisions are consequential for the design and how it performsupon implementation. To use a spoon, the person may need to like the color; and the material ofthe blade must be strong enough for an endurance task. Because design decisions areconsequential, undergraduate engineering programs have a responsibility to prepare students asdecision makers.Capstone design courses allow undergraduate engineering students to experience open-endeddesign projects before starting their professional careers. As such, capstone serves as anopportunity to develop students’ ability to make decisions in an ill-structured setting. Typically,explicit instruction related to decision making includes an introduction to rationalistic tools, suchas decision

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

Tagged Divisions

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 in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denny Davis, Ohio State University; Peter Rogers, The Ohio State University

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Diversity

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Design in Engineering Education

9PERFORMANCE REVIEW #2: PEER (360) AND SELF-ASSESSMENTContext: Students have engaged in a team-based project through nearly half of its duration, after having set performance goals weeks ago. This provides an opportunity for obtaining both peer and self- assessment data with regard to important knowledge, skills, and abilities being used in the project.Assignment: For each of three areas – Project development, Teamwork development, and Personal development: (a) Rate each team member (including yourself) on his or her personal demonstrations of the knowledge, skill, or ability listed. Insert team member names at the top of each column and fill all unshaded rows of those columns

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Armando A. Rodriguez, Arizona State University; Nirangkush Das, Arizona State University; Brent Wallace, Arizona State University; Phil Blake McBride, Eastern Arizona College; Clark Vangilder, Central Arizona College; Tim S. Frank, Glendale Community College; John W. Griffith, Mesa Community College; Russell Cox, Mohave Community College; Eddie W. Ong, Phoenix College; Ernest Moulinet Villicana, Phoenix College Engineering; Celia . Jenkins, Cochise College

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Diversity

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Design in Engineering Education

. Despite this, the nation still struggles to produce the ENG talent it needs. Given this, programs to increase the number of ENGs that graduate have been promoted across the nation [1]-[3]. Such programs focus on recruitment [4], retention principles [5], persistence [6], as well as practices that help students with critical thinking [7]-[8], academics [9]-[10] and professional development [11]-[12]. The latter includes mentoring by faculty [13]-[14], peer mentoring [15], project-based learning [16]- [26], research experiences for undergraduates (REUs) [27]-[28], internships [29], preparing for graduate school [30], career planning [31], etc. We at Arizona State University’s (ASU’s) Fulton Schools of Engineering, have

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

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Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

shaping and supportingstudents’ group-learning experiences.6 While faculty practices are important in all group-learningapproaches, they can be particularly important for supporting under-represented students, whooften experience marginalization in such settings. Both faculty and peers can marginalizeindividual students in a variety of ways, including through assignment of work tasks, validationof work tasks, validation of ideas or perspectives, and the nature of the group task itself.First, at the onset of an activity, task assignment biases can often result from unconsciousexpectations about who may be more (or less) suited to certain tasks.7, 8 While each team isdifferent, with a different set of identities and personalities, there is also

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

its applied nature has aninherent and specific focus on problem solving. Engineers need to be/are educated to transferlearned principles into practice by way of designing solutions for various practical problems. It isthe centrality of problem-solving that inspired us to design our DBT course AME4163 – Principlesof Engineering Design with an explicit anchoring in multiple theoretical constructs that provide animmersive and authentic learning experience to our students while enriching their learnedoutcomes. Accordingly, the course is designed to embody the following essential components: 1. Internalizing the principles of engineering design and learning how to identify and develop career sustaining competencies. 2

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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Diversity

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Design in Engineering Education

Moonbuggy Race. In 2012, the UAH Moonbuggy team won 1st place in the Moonbuggy race. Dr. Carmen is the UAH ASME student chapter faculty advisor as well as a Director of the North Alabama ASME section. Dr. Carmen has served as a National Science Foundation scholarship panelist, Department of Defense SMART scholarship panelist and as a delegate to the ASME Leadership Training conference. In 2010 and 2013, Dr. Carmen was named the Outstanding Mechanical Engineer in North Alabama by ASME. In 2010 she was awarded a NASA Exploration Systems Mission Directorate (ESMD) faculty fellowship – one of 5 senior design class instructors selected from around the country to participate in the program. As a result of the fellowship

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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Diversity

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Design in Engineering Education

afford, which is nice. A lot was just making it up, trying it out, and seeing what worked and what did not work.” (Hayley)Richard and Hayley’s ability to engage led them to learn new ideas and perspectives on how todesign.Invested & CommittedOur framework also highlights invested and committed student designers. In the context of ourframework, this category captures personal commitment to social justice and the sustainability ofthe design and processes. At the novice sophistication level, a student approaches design as asingular task without intention to apply what has been learned to a new situation. An awarestudent has a developing sense of social responsibility and ethics. They begin to explore theimpact of the design in the social

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union

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Diversity

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Design in Engineering Education

peerinteractions as well as interactions with faculty members, and these interactions could encouragemore effective understanding of materials and exploration of topics. Second, liberal artseducation focuses on cultivating adaptive problem-solving skills based on critical thinking,collaboration, and effective communication. These skills make students valuable collaborators inengineering projects and afford them a smooth transition into professional life [3]. That means aliberal arts education can potentially lead to a successful engineering career.In the meantime, the integration of engineering education into liberal arts universities posesseveral challenges to the engineering faculty members. For instance, faculty members may lackthe knowledge needed to

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

Mechanical Engineering at Florida Institute of Technology. Her research focuses on the impact of motivation on performance and persistence in mechanical engineering design courses under the guidance of Dr. Beshoy Morkos. She also serves as a graduate student advisor to senior design teams within the mechanical engineering department. Elisabeth is a member of ASME, ASEE, Tau Beta Pi Engineering Honor Society and Pi Tau Sigma International Mechanical Engineering Honor Society.Miss McKenzie Carol Clark, Florida Institute of TechnologyDr. Beshoy Morkos, Florida Institute of Technology Beshoy Morkos is an associate professor in the Department of Mechanical and Civil Engineering at the Florida Institute of Technology where he

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kaylee A Dunnigan, NYU’s Tandon School of Engineering; Amy Dunford, New York University Tandon School of Engineering; Jack Bringardner, NYU’s Tandon School of Engineering

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Diversity

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Design in Engineering Education

team. This structure, combined with long-term participation,enables an organizational structure to the teams. Students begin early in their academic programin a supportive, apprenticeship, mentor/mentee role in which they learn from more seniorstudents. Over time, students grow into leadership roles, sustaining peer-to-peer learningrelationships with newer members. Through long-term engagement, students have time to gaininsights and develop proficiency with the various yet interrelated activities of engineering designon a project that has real-world implications.The VIP team objectives range from faculty-embedded research and discovery efforts toentrepreneurial and service product development to industry-sponsored design competitions.Students

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Farshid Marbouti, Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

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Diversity

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Design in Engineering Education

Engineering Education at Purdue University. She received her B.S. and M.S. in Food Science from Cornell University and her Ph.D. in Food Process En- gineering from the Department of Agricultural and Biological Engineering at Purdue University. She is a member of Purdue’s Teaching Academy. Since 1999, she has been a faculty member within the First- Year Engineering Program, teaching and guiding the design of one of the required first-year engineering courses that engages students in open-ended problem solving and design. Her research focuses on the development, implementation, and assessment of modeling and design activities with authentic engineer- ing contexts. She is currently a member of the educational team for the

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced; Marina Shapiro

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Diversity

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Design in Engineering Education

students without early exposure to real-worldapplications of their major, that give positive insight into potential careers, do not always connectwith upper-classmen to use as successful peer role models. This research has shown that accessto peer role models increases academic persistence [1], [2]. It has also been shown that retentionof URM and women is increased through project-based learning or experiential learningpedagogies and techniques[3]-[9].Moreover, URM students often have a limited perspective of their contributions to improvingtechnology due to social issues such as a lack of exposure to engineering and science professionsand having personal role models in their local community who are scientists or engineers.Furthermore, when URM

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul Alexander Horton, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University

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Diversity

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Design in Engineering Education

NSF Revolutionizing Engineering Departments grant ”Additive Innovation: An Educational Ecosystem of Making and Risk Taking.” He was named one of ASEE PRISM’s ”20 Faculty Under 40” in 2014, and received a Presidential Early Career Award for Scientists and Engineers from President Obama in 2017.Steven Weiner, Arizona State University, Polytechnic campus Steven Weiner is a PhD student in Human and Social Dimensions of Science and Technology at the School for the Future of Innovation in Society at Arizona State University. His interests include STEM education reform, innovative learning frameworks, and the future of schooling. His previous research focused on how young adults develop identities centered on the Maker

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Margaret Garnett Smallwood, University of Texas at Dallas; Robert Hart P.E., University of Texas at Dallas; Todd W. Polk, University of Texas at Dallas

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Diversity

Tagged Divisions

Design in Engineering Education

longer meets the 0.05 threshold.Further comparison of the small Engineering cohort and the BCOM cohort shows significantswings in the small Engineering cohort's improvement on Questions 9 and 11-13. This furtherconfirms both the effectiveness of training smaller cohorts and the effect of the communicationstraining on engineering students.ImplicationsSimilar to the smaller engineering cohort, the 105-member BCOM cohort consisted of smaller(35-person) classes. The business students’ prior experience working with more than two teammembers on open-ended projects appeared to help the BCOM cohort in this study navigate someof the areas explored by the Briggs [10] team health check: Team Leadership, Processes,Understanding Differences, and

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; John K. Estell, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

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Diversity

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Design in Engineering Education

Paper ID #18260Work in Progress: Do Students Really Understand Design Constraints? ABaseline StudyDr. J. Blake Hylton, Ohio Northern University Dr. Hylton is an Assistant Professor of Mechanical Engineering at Ohio Northern University. He pre- viously completed his graduate studies in Mechanical Engineering at Purdue University, where he con- ducted research in both the School of Mechanical Engineering and the School of Engineering Education. Prior to Purdue, he completed his undergraduate work at the University of Tulsa, also in Mechanical En- gineering. He currently teaches first-year engineering courses as well as

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

Paper ID #18699Switching Midstream, Floundering Early, and Tolerance for Ambiguity: HowCapstone Students Cope with Changing and Delayed ProjectsDr. Kris Jaeger-Helton, Northeastern University Professor Beverly Kris Jaeger-Helton, Ph.D. is on the full-time faculty in the Department of Mechanical and Industrial Engineering at Northeastern University (NU) teaching Simulation Modeling and Analysis, Facilities Planning, and Human-Machine Systems. She is Director of the Galante Engineering Business Program as well as the Coordinator of Senior Capstone Design in Industrial Engineering at NU. She has also been an active member of

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #27578A Mixed Methods Analysis of Motivation Factors in Senior Capstone DesignCoursesElisabeth Kames, Florida Institute of Technology Elisabeth Kames is a graduate student working on her Ph.D. in Mechanical Engineering at Florida Institute of Technology. Her research focuses on the impact of motivation on performance and persistence in mechanical engineering design courses under the guidance of Dr. Beshoy Morkos. She also serves as a graduate student advisor to senior design teams within the mechanical engineering department. Elisabeth is a member of ASME, ASEE, Tau Beta Pi Engineering Honor Society and Pi Tau

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

, he developed the capstone course sequence in the newly-formed Bio- engineering department and has been responsible for teaching it since. Todd also serves as a Director for the UTDesign program, which facilitates resource sharing and corporate sponsorship of projects for all engineering disciplines at the university. He attended the Capstone Design Conference in 2014 and 2016, and is an active member of IEEE and EMBS.Prof. Margaret Garnett Smallwood, University of Texas, Dallas I am a Senior Lecturer II in the Jindal School of Management at the University of Texas at Dallas. I teach three business communication courses to undergraduate students. I have an MBA in international management and marketing from UTD and

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Gewirtz, Virginia Tech; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Marie C. Paretti, Virginia Tech; Sidharth Arunkumar; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Laura Mae Rosenbauer, Smith College; Nicholas Emory Alvarez, New Mexico Institute of Mining and Technology; Jessica Deters, Virginia Tech ; Cristian Hernandez

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Diversity

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Design in Engineering Education

comparative studies between engineering education and professional design practices, examining holistic approaches to student retention, and exploring informal learning in engineering education.Dr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CU’s Department of Mechanical Engineering at the College of Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State University, an M.S. degree in industrial/organizational psychology and a Ph.D. degree in education, both from the University of Tennessee. Dr. Knight’s research interests are in the areas of retention, program evaluation and teamwork practices in

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jennifer Wegner, University of Michigan College of Engineering; Stefan M Turcic II, University of Michigan; Gail Hohner, University of Michigan

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Diversity

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Design in Engineering Education

member of the NASPA Center for Women National Board and co-founded the University of Michigan Women in Student Affairs chapter. Jennifer’s research interests include the culture of busy, the intersection of women’s higher education career ascension and professional development, and women’s leadership development. She is currently a doctoral student at New England College and holds her M.Ed. in Higher Education Student Affairs from the University of Vermont and a B.A from Oakland University.Mr. Stefan M Turcic II, University of Michigan Stefan Turcic is a recent graduate from the University of Michigan in Ann Arbor, MI, where he received his M.A. in Higher Education from the Center for the Study of Higher and

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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Diversity

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Design in Engineering Education

to inspire human-centeredinnovation, the lead instructor presented material on how to design and implement a survey, andteams created a brief survey; the brief survey presented in the Appendix is an example of a team-designed survey. As a team, team members also created an interview protocol to learn about eachother. Each student interviewed at least one other team member and reflected on how theinterview had unfolded. Typical interview questions included, “What brought you to thisuniversity?”; “What activities are you involved in on and off campus?”; “What do you plan tomajor in and why?”; and “What are your long-term career goals?” Common interview reflectionsincluded, “I rushed through questions; I won’t do that next time”, “We should

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

engineers capable of solving the grand challenges this new century brings.Reviewing the LiteratureStudent engagement theory pioneer Alexander Astin hypothesized that the more involved astudent is socially and academically in college, the more he or she will learn due to increases inmotivation and interaction with faculty, fellow students, and other campus activities. 4,5,6Unfortunately Astin found that choosing an engineering major had “negative effects on a varietyof satisfaction outcomes: faculty, quality of instruction, Student Life, opportunities to takeinterdisciplinary courses, … the overall college experience, … writing skills, listening skills,[and] Cultural Awareness.”6 He did find that engineering majors reported the highest growth

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

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Diversity

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Design in Engineering Education

support. In fact, design courses, in general, have emerged as a means for students to beexposed to some flavor of what engineers actually do; and also, could learn the basic elements ofthe design process by being involved in real design projects. There have even been formalproposals for curricular goals and assessment measures for design-based curricula. Thisargument is driven by a widespread notion that the intellectual content of design is consistentlyunderestimated [1].This paper reviews research on design thinking as it relates to how designers think, learn andmake decisions, which is an important reason why design is not easy to teach. Design thinkingis, in general terms, complex processes of inquiry and learning that designers perform in

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

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Diversity

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Design in Engineering Education

faculty at her Alma Mater in 2015, Robin has been coordinating and teaching the Cap- stone Senior Design program in Mechanical Engineering while pursuing graduate work in Engineering Education.Dr. Marie C. Paretti, Virginia Tech Marie C. Paretti is a Professor of Engineering Education at Virginia Tech, where she directs the Vir- ginia Tech Engineering Communications Center (VTECC). Her research focuses on communication in engineering design, interdisciplinary communication and collaboration, design education, and gender in engineering. She was awarded a CAREER grant from the National Science Foundation to study expert teaching in capstone design courses, and is co-PI on numerous NSF grants exploring communication