Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Kirsten M. Ely, Sonoma State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and non-business courses. c American Society for Engineering Education, 2016 Generating Start-up Relevance in Capstone Projects1. IntroductionAccreditation Board for Engineering and Technology (ABET) requires students to complete acapstone design experience that prepares them for engineering practice through team-basedprojects incorporating the knowledge and skills acquired in earlier course work [1]- [4].While capstone course pedagogy differs widely from one program to another, in all cases,students are expected, through the process of completing the capstone project, to understanddesign constraints, such as economic factors, safety, reliability, ethics, and social impact. Inaddition, students are

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jheng-Wun Su, University of Missouri; Zhengwei Nie, University of Missouri; Jiamin Wang, University of Missouri - Columbia; Yuyi Lin P.E., University of Missouri

Tagged Divisions

Design in Engineering Education

electronic content. We also encounter difficulty with insufficientenrollment of students from a specific major or skill to make an interdisciplinary design team.Several case studies illustrate our lessons learned, and plans to do more and bettermultidisciplinary senior capstone design projects for the future.IntroductionMixing students from different departments in the College of Engineering, and from differentcolleges such as Business and Law, into senior capstone design teams, has been a practice forsome years [1,2]. Many engineering educators have employed combining students fromEngineering and other academics disciplines in senior capstone design courses [3-6]. Someeducators believe engineering schools should not be divided into disciplines and

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mansoor Nasir, Lawrence Technological University; Darrell K. Kleinke P.E., University of Detroit Mercy; Molly McClelland, University of Detroit Mercy

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Engineering Education, 2016  Multidisciplinary Patient-Centered Capstone Senior Design ProjectsAbstractCapstone design projects are the culmination of the student learning process at the undergraduatelevel and provide an opportunity for students to work on real-world, open-ended problems.Following the engineering design process, students discover needs, propose solutions, buildprototypes and test the implemented design. There are many models that exist in the exactimplementation of this student experience, which satisfies many of the outcomes required by theAccreditation Board for Engineering and Technology (ABET), ranging from need-based designto basic research.1 A common model for biomedical engineering

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Krista M Kecskemety, Ohio State University; Bob Rhoads, Ohio State University; Clifford A. Whitfield, Ohio State University; Jacob T. Allenstein, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

multi- manages both first year engineering students in the First Year Experience Program and senior capstone students going through the Multidisciplinary Capstone Program. Outside teaching, he is also a graduate research associate (GRA) with a research focus on the aerodynamics of jet engines, jet engine simulators, and jet engine testing facilities. c American Society for Engineering Education, 2016 Capstone Advisor Valuation of a Multidisciplinary Capstone ProgramIntroductionReal-world engineering projects typically lend themselves to multidisciplinary teams. Industryprojects are multidisciplinary in nature and require interdisciplinary teams and

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Matthew Cromwell, Utah State University - Engineering Education; Andreas Febrian, Utah State University - Engineering Education

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

objective of the present paper is to describe students’ self-regulation while workingon their senior capstone design projects. The specific focus of this study was to understand howstudents manage their projects with their teammates on three major issues: Team Management,Resources Management and Time Management. Quantitative data associated with student Self-Regulated Learning (SRL) on project management were collected using our Engineering DesignMetacognitive Questionnaire (EDMQ) survey instrument. Three hundred and fourteen studentsparticipated in the study. Data collected were evaluated quantitatively by comparing the meanvalue of each item from the same project-management-related issues (i.e., teamwork, time, andresources) across SRL episodes

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nikhil Gupta, Florida State University; Matthew J Jensen, Florida Institute of Technology; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

Paper ID #15553The Development of Cross-Institutional Senior Capstone Design Project Col-laboration - A Pilot ProjectDr. Nikhil Gupta, Florida State University Nikhil Gupta received his Bachelor of Technology degree from Y.M.C.A. Institute of Technology, Haryana, India in 2008, Master of Science degree from North Dakota State University, Fargo, ND, in 2010, and Ph.D from Florida State University, Tallahassee, FL, in 2014, all in Mechanical Engineering. He is cur- rently an Adjunct Professor teaching Senior Design in the Department of Mechanical Engineering. He is also serving as Postdoctoral Research Associate at Center of

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles Pezeshki, Washington State University; Jacob William Leachman, Washington State University; Michael Richey, The Boeing Company

Tagged Divisions

Design in Engineering Education

Paper ID #16111A Tale of Three UAVs - or Design Lessons in Education for Projects Demand-ing Cross-Disciplinary IntegrationProf. Charles Pezeshki, Washington State University Charles (Chuck) Pezeshki is the Director of the Industrial Design Clinic in the School of MME at Wash- ington State University. The Industrial Design Clinic is the primary capstone vehicle for the School and focuses on industrially sponsored projects with hard deliverables that students must complete for gradua- tion. His research area is in knowledge construction as a function of social/relational organization.Prof. Jacob William Leachman, Washington

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

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

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cory A. Cooper, United States Air Force; Michael Lawrence Anderson, United States Air Force; Daniel D. Jensen, U.S. Air Force Academy; Joseph M. Fulton, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design

Tagged Divisions

Design in Engineering Education

Designettes in Capstone: Characterizing the Impact of Early Design Experiences in Capstone Education with Emphasis on Designette Project Choice Cory A. Cooper,a Michael L. Anderson,a Daniel D. Jensen,a Joseph M. Fulton,a Kristin L. Woodb a United States Air Force Academy, Colorado, USA b Singapore University of Technology and Design, SingaporeAbstractFull engineering design experiences often require months to accomplish. In an effort toincorporate design, design thinking, and design innovation into curriculum without consumingextensive time, the use of shortened design

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Sophia L. Poulos, Smith College; Laura Mae Rosenbauer, Smith College

Tagged Divisions

Design in Engineering Education

middle school students and to support entrepreneurship at primarily undergraduate institutions. Her background is in civil engineering with a focus on structural materials. She holds a B.S.E. degree from Princeton, and M.Eng. and Ph.D. degrees from Cornell.Ms. Sophia L. Poulos, Smith College Sophia Poulos is a 2016 engineering graduate from Smith College. She is interested in structural engineer- ing and has worked on earthquake engineering projects with NEES@UCLA. She is a research assistant on the CDHub 2.0 initiative and innovations in engineering design education at the capstone level. She is pursuing a masters degree in structural engineering at the University of California Davis.Ms. Laura Mae Rosenbauer, Smith

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Design Lab and enhancing the experience for students working on engineering design projects. c American Society for Engineering Education, 2016 Using Capstone to Drive Continuous Improvement in the CurriculumAbstractCapstone is intended to be a proving ground for students to demonstrate that they are preparedfor professional practice. Accordingly, this paper addresses the problem of how capstone canprovide feedback and thereby continuously make improvements to the engineering curriculum.A progressive model for hierarchically prioritizing student outcomes and mapping them to directmetrics related to the curriculum is presented as a mechanism for generating feedback. Themodel is used to highlight areas of

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Incorporating Designer Empathy in Senior Capstone Design CoursesAbstractThis paper will detail the challenges two groups of students, at two varying universities workingon two separate senior capstone design projects, experienced when designing for target usersthey lack empathy for. The projects presented in this paper support handicapped and/or disabledindividuals. As many engineers will gain employment in a healthcare related field, it isimportant that they are able to empathize with the target user – often handicapped and/or elderlyindividuals. This is further exacerbated by the increase in the number of handicapped andelderly individuals in the United States as medical care improves and life expectancy continuesto

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andy S. Peng, University of Wisconsin - Stout; Brian Eickhoff, Sentera, LLC; Kenan Baltaci, University of Wisconsin - Stout; Liang Zhan, University of Wisconsin - Stout; Robert M. Nelson, University of Wisconsin - Stout

Tagged Divisions

Design in Engineering Education

Developing a Computer Engineering Capstone Design Course with a Startup CompanyAbstractEngineering faculty responsible for leading capstone projects are often faced with challenges indefining project topics for students. There is an ongoing need for developing new project topicsthat can be tackled by teams of upper-division undergraduate students. In contrast, during theearly phases of establishing a profitable business, many startup companies are faced with anoverwhelming number of research and development tasks required to build innovative products.Due to constraints in engineering resources or subject matter expertise, some of these projectsmay be deferred or left unsolved within the startup organization. Some of these

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

Tagged Topics

Diversity

Tagged Divisions

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

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amber N. Lyerly, East Carolina University; Gene Dixon, East Carolina University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

fellow of the American Society of Engineering Management and serves as the 2015 ASEM President. Dixon also serves on the Eugene L. Grant Award Committee for the Engineering Economy Division of ASEE. He is a board member of the ASEE Design in Engineering Education Division and Secretary for the ASEE Industrial Engineering Division. c American Society for Engineering Education, 2016 Work In Progress: Grading the Capstone Written Design Reports: a comparison of external judges and faculty scoresAbstractCapstone projects often require senior engineering students to develop oral and writtencommunications skills. Both reports are sometimes graded by faculty advisors, coursecoordinators

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Education, Philosophy of Care &Health Promotion, Life Orientation, Religion and HIV/Aids. Departmental duties include: Teaching &Learning representative and first year coordinator. Projects: HEAIDS, Service learning in Education andSTEM. Awards received: UCT Student Conference award- 2002 and 2004. Publications: one journalarticle and a chapter in a book. Two articles pending acceptance from accredited journals. Completed andpassed Doctoral thesis awaiting graduation. c American Society for Engineering Education, 2016 Promoting K-12 Aerospace Education via Wind Tunnels Developed through an International Capstone Design Partnership ABSTRACTIn many nations

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

April M. Bryan, Western Washington University; John Andrew Lund, Western Washington University

Tagged Divisions

Design in Engineering Education

engineeringdesign, students should already possess the requisite design skills. However, the Boyer Report20clearly indicated that the engineering research experience can serve as the teaching and learningtool.Therefore, the merits of this strategy as a pedagogical tool for engineering design is stillunknown. The closest related studies have been in the area of Problem Based Learning (PBL)26-27 . Mills26 has noted that engineering design educators typically adopt a project based, rather thana problem based approach to teaching engineering design. This conclusion is supported by theresults of studies on the effectiveness of service learning projects27, engineering designcourses1,28-29, and capstone design projects2,30-31.However, PBL is not the same as

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa M. Del Torto, Northwestern University; Bruce Ankenman, Northwestern University; Stacy Benjamin, Northwestern University; Trevor Harty, Northwestern University; Penny L. Hirsch, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Institute and for the last seven years, he has also directed McCormick’s well-known freshman design course, Design Thinking and Communication, formerly En- gineering Design and Communication.Mrs. Stacy Benjamin, Northwestern University Stacy Benjamin has 20 years of experience specializing in innovation strategies, ideation, and user- centered engineering design. She worked for nine years at IDEO, in the Boston and Chicago offices, where she led projects and innovation workshops across a broad range of industries including medical, business, industrial, and consumer products. Stacy currently directs the Segal Design Certificate program at Northwestern University and she is a member of the Executive Committee for the

Conference Session

Capstone Design Courses II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hsiao-Wen Wang, National Cheng Kung University, Taiwan

Tagged Divisions

Design in Engineering Education

abilities must be emphasized, fostering flexibility and innovative as well as effectiveness, which are necessary for an uncertain and unpredictable future. This study applies project-based learning (PBL) to hydraulic engineering education. PBL were designed for an undergraduate course to emphasize real-world problems while enhancing learning motivation and performance, and fostering the problem-solving skills necessary for innovation and excellence in the learners’ future professional careers as hydraulic engineers. Not only divergent thinking activities, but also convergent thinking strategies (i.e., those which involve evaluating and selecting among generated innovative thoughts according to the guidelines and purposes of the activity) were

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Jeannie S. Stephens, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware; Dustyn Roberts P.E., University of Delaware

Tagged Divisions

Design in Engineering Education

within multidisciplinary versus single-disciplinary teams for substantive engineeringdesign projects. There has been much emphasis placed on the benefits of multidisplinaryinstruction and teaming [3-5] with little evidence to support such claims, in part becauseopportunities to directly compare multidisciplinary versus single-disciplinary teamingexperiences are relatively rare. The capstone engineering course, Senior Design, historically has been a 6-credit, onesemester course in fall semester for senior mechanical engineering undergraduates at a mid-sized, research-intensive university [1,2]. For the past three decades, Senior Design has involvedteams of 4-5 students working on one of 15-25 projects sponsored by local industry

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineeringprograms. As summarized by Jerry Jenkins, CEO of Texas Instruments; “Most engineering jobsinvolve design and practice, not theory and research.”7 A 1997 National Science Foundationreport8 called for engineering programs to place more emphasis on teamwork, project-basedlearning and close interaction with industry. With the Accreditation Board for Engineering andTechnology (ABET) explicitly requiring engineering design content in the curriculum, senioryear capstone design classes, freshman cornerstone design classes and in some cases, designcourses throughout the curriculum, were introduced into engineering programs. Interestingly, thecornerstone design course was introduced in part to improve student retention in engineeringprograms by exposing

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Design in Engineering Education

learning were implemented in a senior capstonedesign class where student learning is assessed. The capstone students are required to identify aneducational need within the mechanical engineering technology program. This need is discussedwith the faculty for the development of a hands-on laboratory instrument that will facilitatelearning in the program. The results from these discussions determine the design requirementsfor the capstone project. These capstone students must also learn the design process that hasmilestones with deliverables associated with a Gantt chart and work breakdown structure. Theymust also develop an instructional lab with a series of questions that helps reinforce the theorytaught in the classroom. And finally, they are

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael M. Umbriac, University of Michigan; Amy Hortop, University of Michigan

Tagged Divisions

Design in Engineering Education

 process is described in more detail in a later section.  In this way, we aim to greatly reduce the occurrence of “rushing to get a job done”, knowing that mistakes and accidents could occur as a result.  (Jiminez et al, 2014)  Similarly, for a capstone design class in which each student team is building a unique project, we believe that requiring the students to write a safety plan and to get it approved by the instructors before construction will ensure that they will consider the safety risks that could occur during the build and test phases of their project, and to take corrective actions to eliminate or minimize these risks.  Some peer institutions also have a similar requirement (Kemsley, 2011.)  Design­Build­Test [Work space] Upon

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

These authorsexplain that capstone design courses are commonly used to demonstrate the achievement ofprescribed engineering competencies. The development of cornerstone (or introductory) designcourses was prompted by desires to connect new students to the engineering profession in anengaging and meaningful fashion. The value of introducing design thinking and applying project-based learning is emphasized as means to acquire design skills. The Conceive-Design-Implement-Operate (CDIO) process is suggested as a means to infuse design throughout thecurriculum.Design thinking is characterized as the designer’s ability to tolerate ambiguity, addressuncertainty, iterate, maintain a systems perspective, work in a team, make decisions, andcommunicate

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sivachandran Chandrasekaran P.E., Deakin University; Riyadh Ibrahim Al-Ameri, Deakin University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

interests in- clude creativity and innovation in learning and teaching, Design based learning, Cloud learning & located learning and engineering education innovation. His education philosophy is founded on the Project Ori- ented Design Based Learning (PODBL) approach at Deakin University.Dr. Riyadh Ibrahim Al-Ameri, Deakin University Al-Ameri is a Fellow of the Institution of Engineers Australia and chartered Structural Engineer. Since 2010, Al-Ameri is appointed as a Senior Lecturer at the School of Engineering, Deakin University. He have more than 25 years of mixed academic and industrial experience and involved significantly with academia, research, construction industry and consultations. He received his BSc in

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Deininger, University of Michigan; Kathleen H. Sienko, University of Michigan; Shanna R. Daly, University of Michigan; Jennifer Chen Lee, University of Michigan

Tagged Divisions

Design in Engineering Education

followingresearch question: How and when do students use prototypes to engage with stakeholdersthroughout the design process? This research project was approved by a Midwestern university’sInstitutional Review Board.ParticipantsA total of 16 students from three different engineering capstone design courses were interviewedfor this study. Table 1 shows the distribution of students based on their gender, design course,and prior design experience. All student names were replaced by pseudonyms to ensureanonymity. Less than half of the students had not referenced previous design experience outsideof their capstone design project. Three students had higher education levels, having completed orwere currently in a Master’s Program while three students previously

Conference Session

Student Evaluation in Design Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Robin Dawn Anderson, James Madison University; Cheryl Alyssa Welch

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

engineering design coursewith an embedded capstone design project. In addition to attending weekly 100-minute meetingsto learn about engineering design theory, methods, and tools, students in these courses metoutside of class to work on their capstone projects. The model for this course has previouslybeen published previously [18][19][20]. The following table showcases some of the differencesbetween the section taught using a more traditional lecture-based format and the section using aformat that rewarded adaptive expertise. Lecture-Based Adaptive Expertise- Feature of Course Section Based

Conference Session

Professional Skills development in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan; Grace Louise Cravens; Linh Huynh

Tagged Divisions

Design in Engineering Education

these courses, project toproject differences might lead to very different learning outcomes for students. For example,capstone design projects that are ill-defined and where stakeholders are easily available forinteraction would provide students much greater opportunity to develop stakeholder interviewingskills than projects that are rigidly defined and where stakeholders are not easily accessible53.Limitations and Future WorkWithin this study we were not able to control for participants’ ability to synthesize theinformation collected and apply it to requirements development. Therefore, we were not able toestablish a causal relationship between a participant’s ability to conduct interviews in line withbest practices and the final quality of his

Conference Session

1st and 2nd Year Instruction in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint

Tagged Divisions

Design in Engineering Education

experience between HighSchool and University students.H3. There is no significant difference in importance and satisfaction between male andfemale students of High School and University students.Literature ReviewEngineering design is a critical element of engineering education and a competency thatstudents need to acquire1. Previous investigations have shown that students engaged intechnological project learning achieve higher grades than those taught using traditionallab experimentation2. The students involved in these projects demonstrated a strongpositive correlation between learning principles and their applications and achievedhigher grades. In the capstone design course, students were required to design anddevelop a product from concept to

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Arizona State University; Cherrylynne Rochelle Nethken, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

analysis: 1) first semester,second-year use-inspired design project course (EGR 201), and 2) first semester, seniorengineering capstone design course (EGR 401). EGR 201 enrolled 213 students (177 consentingresponses; 83% response rate) during the Fall 2015 semester, while EGR 401 enrolled 168students (115 consenting responses; 68% response rate) combining the Fall 2015 and Spring2016 semesters.Data CollectionThe student sample in each of the selected courses were all asked to respond to the followingquestions in class: 1. How do you define reflection? 2. Why do you think reflection activities are used in your engineering design courses throughout your curriculum?These questions were administered to all students enrolled in the Fall 2015