Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Indhira María Hasbún, Virginia Tech; Alexandra Coso Strong, Florida International University

Tagged Divisions

Design in Engineering Education

and explorations of engineering students’ pathways in industry support theneed to determine how to better prepare students to incorporate stakeholder considerations intodesign. In an IEEE Spectrum article titled “What keeps engineers from advancing in theircareer,” Hinkle [8] outlines four pieces of advice for early career engineers, one of which isto Know your stakeholders. This can be much more difficult than knowing your customers, who are a subset of your stakeholders. The broad definition of a stakeholder is anyone who is affected by your work in any way, or who affects your work in any way. Think about that, and you’ll start to realize the impact you are having on the world. It’s probably much bigger

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Danielle Trenchard, Harvard School of Engineering and Applied Sciences; Christopher Lombardo, Harvard School of Engineering and Applied Sciences

Tagged Divisions

Design in Engineering Education

application of EWB-USAprojects in the classroom is described in this paper to illustrate the mechanics of applying the co-creation framework in a particular instance, but does not reduce the suitability of this model forother design challenges such as the ASCE Concrete Canoe Competition, the ASME HumanPowered Vehicle Challenge, the RoboCup games, or the iGEM competition.2.2 Staff/Course InstructorsHumanitarian Design Projects is led by a member of the SEAS faculty and is supported by aninstructional staff of undergraduate students, each of whom is a leader and/or an experiencedparticipant of an EWB-USA project team.The course’s success in advising technical projects across a large range of disciplines is due to thecombination of the head instructor’s

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

Tagged Topics

Diversity

Tagged Divisions

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

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

Tagged Topics

Diversity

Tagged Divisions

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

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kurt Stephen Stresau, University of Central Florida; Mark W. Steiner, University of Central Florida

Tagged Divisions

Design in Engineering Education

constraints that impede student progress (Type I/II: faculty creating project context) • Unprofessional behavior of a team member (Type II/III: interaction between student behavior and team/project context)We believe that exploration of these interactions and others, perhaps not yet identified (seeappendix), is an area for future investigation.Finally, we have started to gain insights into the teaching practices that have the opportunity toimprove successful student outcomes. Many of these teaching practices appear to be consistentwith the various focused efforts to validate specific teaching tools and methods described earlierin this paper. At this stage, however, our investigations and insights have only surfaced a set ofquestions

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

Tagged Topics

Diversity

Tagged Divisions

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