Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Stephen Andrew Gadsden, University of Guelph; Elyse Hill

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Design in Engineering Education

Paper ID #29793Drones for a Project-Based Learning (PBL) Capstone DesignDr. Stephen Andrew Wilkerson P.E., York College of Pennsylvania Stephen Wilkerson (swilkerson@ycp.edu) received his PhD from Johns Hopkins University in 1990 in Mechanical Engineering. His Thesis and initial work was on underwater explosion bubble dynamics and ship and submarine whipping. After graduation he took a position with the US Army where he has been ever since. For the first decade with the Army he worked on notable programs to include the M829A1 and A2 that were first of a kind composite saboted munition. His travels have taken him to

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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Diversity

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Design in Engineering Education

design and fabricate a low-cost transtibial prosthetic limb.Capstone projects typically span one to two semesters. In many cases, a single student designgroup is only able to concentrate on the design aspects of a capstone design project conductedwithin a single semester. In two-semester projects, the second semester typically provides thesame student design group the necessary time to build and test the design they completed duringthe first semester. Unlike these typical capstone projects, the authors’ prosthetic capstone designproject spanned four years and involved multiple student design groups. Students in the first-yeargroup conducted a feasibility study and built a basic prototype of the design. The iterativedesign process then started

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew P. Ritenour, Western Carolina University; Chip W. Ferguson, Western Carolina University; Patrick Gardner, Western Carolina University; Brett Ronald Banther, Western Carolina University; Jeffrey L. Ray, Western Carolina University

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Design in Engineering Education

Paper ID #29689Collaborative Project-Based Learning Capstone for Engineering andEngineering Technology StudentsDr. Andrew P. Ritenour, Western Carolina University Andrew Ritenour is currently an Assistant Professor in the School of Engineering + Technology at West- ern Carolina University (WCU). Prior to joining WCU in 2018, he spent a decade in industry managing and developing innovative technologies across a broad spectrum of applications: high voltage transistors for energy-efficient power conversion, radio frequency (RF) surface acoustic wave (SAW) filters for mo- bile phones, and flexible paper-like displays for e

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicholas A Baine P.E., Grand Valley State University; Karl Brakora, Grand Valley State University; Christopher P. Pung P.E., Grand Valley State University

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Diversity

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Design in Engineering Education

, design processes and student teams. c American Society for Engineering Education, 2020 Evaluating ABET Student Outcome (5) in a Multidisciplinary Capstone Project SequenceAbstractABET has published a revised list of student outcomes detailed under ABET General Criterion 3,which replaces outcomes (a) through (k) with outcomes (1) through (7). The revised studentoutcomes place greater emphasis on measuring students’ ability to consider a wide range of factorsin engineering situations and to address problems in multidisciplinary teams. The wide scope ofoutcome (5) presents unique challenges. This paper describes an assessment method for ABETstudent outcome (5), which assesses

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bridget M. Smyser, Northeastern University; Andrew Gouldstone, Northeastern University

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Diversity

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Design in Engineering Education

Paper ID #28734Are Creative Capstone Design Projects Successful? Relating projectcreativity to course outcomes.Dr. Bridget M. Smyser, Northeastern University Dr. Smyser is a Teaching Professor and the Lab Director of the Mechanical and Industrial Engineering at Northeastern University. Her research focuses on lab and design pedagogy.Prof. Andrew Gouldstone, Northeastern University c American Society for Engineering Education, 2020 Are Creative Capstone Design Projects Successful? Relating project creativity to course outcomes.In the past ten years, numerous papers have

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Schuster, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo; Eltahry Elghandour, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo

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Diversity

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Design in Engineering Education

for Engineering Education, 2020 A Hybrid Approach to Team-Forming for Capstone Design ProjectsAbstractOne of the challenges for capstone design instructors is forming equitable, balanced, andappropriately-skilled student teams to work on projects for a year. For most capstone programs,there are three main parts of this process: identification of projects, presentation of projects tostudents, and selection of student teams. This paper focuses on the third part: While there issignificant useful research about the best ways to form student teams, capstone design teamformation has unique aspects that are not directly addressed by much of the prior work. Inparticular, what is the best approach for team-forming when the participants have

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiuhua April Si, California Baptist University; Ziliang Zhou, California Baptist University; Jinxiang Xi, University of Massachusetts Lowell

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Design in Engineering Education

defected design.In order to help them to gain this important skill, our mechanical engineering students wereexposed to two simulation software in two different required courses. These two software isSolidworks and Comsol Multiphysics. While taking the courses, the students did not realize thevalue of this tool until the capstone project.In this following described wind-tunnel design project, the students involved in the projectwitnessed first-hand the values of computational modeling and simulation in gaining insights intothe wind tunnel aerodynamics, performances comparison of various designs, and the optimizationof the design. Students who were required to use computational simulations in this design not onlypracticed their simulation skill

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

C. Richard Compeau Jr., Texas State University; Austin Talley P.E., Texas State University

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Design in Engineering Education

Paper ID #29114Work In Progress: Is Our Capstone Mentorship Model Working?Dr. C. Richard Compeau Jr, Texas State University C. Richard Compeau Jr. is a Professor of Practice in the Ingram School of Engineering, and the Electrical Engineering Program Coordinator. He is interested in teaching and curriculum development. His work is typically project-specific for the EE Capstone courses, with an emphasis on applied electromagnetics.Dr. Austin Talley P.E., Texas State University Dr. Austin Talley is a Senior Lecturer in the Ingram School of Engineering at Texas State University. Prior to joining the faculty at Texas

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Schuster, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Eltahry Elghandour, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

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Diversity

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Design in Engineering Education

Paper ID #31254Senior Capstone Team Formation Based on Project Interest: Team Selectionby Students Compared to Team Selection by InstructorsDr. Peter Schuster, California Polytechnic State University, San Luis Obispo Peter Schuster earned a B.A. in Physics from Cornell University, an M.S. in Mechanical Engineering from Stanford University, and a Ph.D. in Mechanical Engineering from Michigan Technological University. He worked at Ford Motor Company as a design engineer and technical specialist for ten years before transi- tioning into academia. He is currently a professor in Mechanical Engineering at California Polytechnic

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zhinan Zhang, Shanghai Jiao Tong University; Houzhi Liu, Shanghai Jiao Tong University; Lu Chen, Shanghai JiaoTong University; Yaxin Huang, Shanghai Jiao Tong University; Jiabin Zhu, Shanghai Jiao Tong University

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Diversity

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Design in Engineering Education

. Thispaper introduces the former capstone design course and presents the function, structure anda three years operation of the redesigned capstone design course at Shanghai Jiao TongUniversity.Keywords: capstone design, engineering design, engineering education; project-basedlearning1. Introduction The higher engineering education in China is reforming (e.g., New EngineeringEducation) for producing high-quality engineering talents with multidimensionalcapabilities, i.e., both professional skills and technical skills. The Accreditation Board forEngineering and Technology (ABET) in the USA also emphasizes the importance of seniorstudents to attend at least one design-oriented (project-based) course [1]. It is widelyacknowledged that capstone design

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

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Design in Engineering Education

Capstone teams since 2012. Mr. Stresau has also taught a variety of Aerospace courses for the MAE Department. Prior to joining UCF, Mr. Stresau was a faculty member at Eastern Florida State Col- lege (2006-2012). Mr. Stresau began his industry career in mechanical design and manufacturing (1998), and joined United Space Alliance as an engineer on the Solid Rocket Boosters (SRB) for the Space Shuttle Program in 2000. In 2004, he transitioned to a senior engineering position in Engineering Integration and Project Management, working with mechanical, thermal, hydraulic, electrical, pyrotechnic, and propul- sion subsystems. Mr. Stresau served in that capacity until the completion of the Space Shuttle Program in 2011. Mr

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jonathan Kralick P.E., United States Military Academy; Barbara A. Karanian, Stanford University

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Design in Engineering Education

Engineering EducationAbstractPersonas are fictional archetypal consumers that aid designers and engineers in more effectivelycreating products with a human interface. As more products shift from strict utilitarian functionto meeting additional physical and psychological needs, designers and engineers must implementemotional design in more domains. Learning to employ personas to explore elements ofemotional design is beneficial in an academic course and capstone project as these personasallow students to consider engineering requirements from the perspective of Donald Norman’sthree aspects of emotional design: visceral, behavioral, and reflective. In this paper, we presentan approach to evaluate the efficacy of using abbreviated personas, which are

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

Paper ID #30836From Cornerstone to Capstone: Students’ Design Thinking and ProblemSolvingKaylee A Dunnigan, NYU’s Tandon School of Engineering Kaylee Dunnigan is a fourth-year undergraduate student working towards her B.S. in Chemical and Biomolecular Engineering at the NYU Tandon School of Engineering. They are the head of research and development for the Introduction to Engineering and Design at Tandon. In this position they de- velop semester long design projects for students, hands-on labs, as well as mentor students throughout these projects. They have worked previously at Sandia National Labs Advanced Materials Labs

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

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Design in Engineering Education

challenges.Designers are faced with the constant need for reiteration and reframing as they work towardsmeeting the often-evolving constraints and specifications of a project. One of the mostchallenging factors designers must account for is the consideration of stakeholders. Stakeholdersare defined as all individuals who affect and/or are affected by the design and design process [1];hence, they play a major role in contributing to the effectiveness of a design. Stakeholder needs,safety, behaviors, and preferences when interacting with a design will impact whatconsiderations engineers must consider when designing. Overlooking these needs not only canbe detrimental to the overall effectiveness of the final design, but more critically, can haveadverse social

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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Diversity

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Design in Engineering Education

Paper ID #31251Interdisciplinary Design Project Teams: Structuring an ImpactfulExperienceProf. Jeanne M Homer, Oklahoma State University Professor Homer received her Bachelor of Science from the University of Illinois at Urbana-Champaign and her Master of Architecture from Arizona State University in Tempe. She has been a practicing ar- chitect in Chicago, Phoenix, and Oklahoma. While she was practicing, she taught at the Art Institute of Chicago and at Arizona State University before teaching in Stillwater full time for 17 years. Profes- sor Homer received the 2013 International Education Faculty Excellence Award, the

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Klaus Castrén, Aalto University; Sine Celik, Aalto University; Tua A. Björklund, Aalto University Design Factory; Niina Nurmi, Aalto University, School of Business

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Diversity

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Design in Engineering Education

can lead to mismatches in expectations as wellas missed opportunities for fruitful collaboration.This paper explores the perceived value of participating as an industry-sponsor tomultidisciplinary engineering design capstone courses. Four industry partners wereinterviewed in the beginning, middle and end of two project-based courses (and one industrypartner once) to track what value they expected from the course and what value theyperceived to be delivered. The thirteen in-depth interviews averaged 50 minutes, were audio-recorded and transcribed for analysis.Based on the qualitative analysis, the motivation to take part as a sponsor in these project-based courses initially centered around new innovative products. However, there was acontinuum

Conference Session

Design Mental Frameworks

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Qiushi Li, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Design in Engineering Education

epistemological thinking at the starting point before the SDPsexperiences. This was designed in such a manner because of our limited access toopportunities to distribute surveys among the students. Qualitatively, an interview protocol was designed to explore the roles of students,their peers/teammates, and advisors in the context of SDPs and relevant factors. Sampleinterview questions include descriptive questions such as, can you describe theprocesses of completing your capstone project briefly? What roles did you play in acapstone project? What method did you use in order to finish your task? As you thinkabout your instructors, professors, advisors, what role do you think they have played?What kinds of interactions with them helped you with your

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

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Design in Engineering Education

havethe opportunity to earn academic credit for their engineering design work. A key difference in thisframework as compared to other typical capstone designs, independent studies, or research creditcourses is that undergraduate TAs and project managers within the project teams are responsiblefor developing many of the assignments distributed to those students enrolled the course as theproject progresses. The methods of student assessment within this framework include: individualor small-group weekly assignments, design notebook checks, peer and self-evaluations,participation, summative technical reports, and the Humanitarian Library. Additionally, unlikemany traditional problem set or laboratory courses, student skills are developed through

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meagan Flus, University of Waterloo; Ada Hurst, University of Waterloo

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Design in Engineering Education

Paper ID #28825The emergence of the project manager role in student design teams: Amixed-methods exploratory studyMeagan Flus, University of Waterloo Meagan Flus is a MASc student in the Department of Management Sciences at the University of Waterloo. Her current research area is engineering design education with specific interest in design cognition. Her future work will focus on the intersection of data and design.Dr. Ada Hurst, University of Waterloo Ada Hurst is a Continuing Lecturer in the Department of Management Sciences at the University of Waterloo. She has taught and coordinated the capstone design courses in the

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Akhil Krishna Mohan, University of Illinois at Urbana-Champaign; Priyanka Dey, University of Illinois at Urbana-Champaign; Sizhi Tan, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois at Urbana-Champaign ; Mariana Silva, University of Illinois at Urbana-Champaign

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Diversity

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Design in Engineering Education

sxover 80% of the theoretical satisfaction ( smax ), based on every student getting their firstpreference. On average, it took 350 generations to converge at a solution, which translates tounder 3 minutes on most systems.User study 1: a Mechanical Engineering capstone coursejunto was used by the instructor of a senior capstone course in the Mechanical EngineeringDepartment of a large public research university in Fall 2019 and Spring 2020 semesters. Whilethe front end was not yet complete, the backend code proved effective both semesters. Thissection summarizes background information about the course, and the method previously used toassign students to projects, the results from junto and the instructor feedback.Course descriptionThe capstone

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

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Design in Engineering Education

Paper ID #28835Unconscious Bias in Peer Ratings of International Students’Contributions to First-Year Design Projects?Dr. Angela R Bielefeldt, University of Colorado, Boulder Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Envi- ronmental, and Architectural Engineering (CEAE) and Director for the Engineering Plus program. She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living

Conference Session

Design Methodologies 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Meagan Flus, University of Waterloo; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo

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Design in Engineering Education

students apply design methods, they rarely practice needs finding.All Canadian undergraduate engineering students participate in a capstone project in their fourthyear. Engineering instructors at the University of Waterloo have identified a lack of opportunitiesfor students to practice their need finding skills prior to fourth year. As a result, a set of needfinding instructional activities were conducted in-class for one term. The objective of thisresearch is to conduct evidence-based program improvement by identifying the teachingpractices that improve need finding competencies in engineering graduates. More specifically, inthis ongoing study, the authors explore how students identify, select, and justify their capstoneproject problem; and

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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Diversity

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Design in Engineering Education

requirements, use extensive team-based activities, and culminate in afinal project that often originates from industry or faculty research [1]. Capstone courses presentinstructors with a variety of challenges, including how to effectively mentor teams through thecapstone design process. This problem is compounded when operating at scale, in large R1universities like the one where the study took place, where it is difficult to find adequatenumbers of highly qualified mentors for the nearly 400 capstone students completing projectseach academic year. Despite the challenge, instructors recognize the value of providing qualitymentorship in the capstone design process and research has shown that quality mentoring iscrucial to student success [2-3].It is

Conference Session

Best In DEED

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eunhye Kim, Purdue University at West Lafayette; Senay Purzer, Purdue University at West Lafayette; Carolina Vivas-Valencia, Purdue University at West Lafayette; Lindsey B. Payne, Purdue University at West Lafayette; Nan Kong, Purdue University at West Lafayette

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Diversity

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Design in Engineering Education

. Feel concerned or happy for another. Empathic Distress Self-oriented affective process. Experience distress as a result of feeling for another.MethodsSetting & ParticipantsThis study was conducted in a junior capstone design project course, a prerequisite to the seniorcapstone design course. This junior-level, team-based course provided students withopportunities to explore a design problem for innovation in the biomedical engineering field andpropose a prototypical design solution at the end of the semester (Spring 2019). Throughout theone-semester course project, each student team had two presentations. The first one was a reportof the project progress and an initial version of the problem

Conference Session

Design in K-12 Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

James S. Mokri P.E., San Jose State University; Nicole Okamoto, San Jose State University; Sorin Ion Neagu, Independence High School

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Diversity

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Design in Engineering Education

goal, it is difficult to quantify its efficacy byitself. Unfortunately, we do not have data showing the rates of students who go on forfurther education for students involved in this program compared to the broader group ofstudents in CTE.The following positive anecdotal experience is offered from one IHS student. David had alove affair with cars, so when he enrolled at IHS on San Jose’s East Side, he went directlyto the highly- regarded automotive technology class. In addition to learning aboutmechanical and electrical components in cars, David participated in a near-peer mentoringprogram where students from his class worked with SJSU Mechanical Engineeringstudents completing their senior design capstone projects. David was inspired. He

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Devanshi Shah, University of Georgia; Xiaoou Yang, University of Georgia; Beshoy Morkos, University of Georgia

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Design in Engineering Education

empathy. A design project is given to students enrolled in a Design Methodologies course –which serves as a Capstone Design Precursor – at a small private, engineering focused university.Student empathy was collected through a survey that combined two existing empathy instruments.Student empathy was calculated before and after the product design assignment. Further, studentsperformed stimulated reflection to discuss the challenges observed with their design.The results of the study suggest that while students recognize the importance of empathy, theassignment itself did not improve their empathy scores. Students did not see a statisticallysignificant change in their empathy scores before and after the assigned based on the surveyinstrument

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, NYU Tandon School of Engineering; Ariane Schoenwiesner, New York University

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Design in Engineering Education

-year project to the capstone, seniordesign class. Alongside these programs, new campus facilities and academic makerspaces havebeen developed to satisfy the need for rapid prototyping tools and support both extracurricularand curricular project-based learning [5, 6].Use of these makerspaces can be intimidating for first-year students as they enter the university.And, though there is a growing presence of these spaces at most schools, many students still donot know that they exist or, if they do, how to attend training and start utilizing the availableresources [7]. To address this, first-year engineering programs are embedding use of themakerspace within course activities [1, 8-11].For the first-year program at Northeastern, a new “Learning

Conference Session

Design in K-12 Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patrick James Herak, Ohio State University; Meg E. West, Ohio State University; J. Blake Hylton, Ohio Northern University; Todd France, Ohio Northern University; Bruce Wellman, Olathe Northwest High School

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Design in Engineering Education

involved in develop- ing and facilitating the first-year engineering program at ONU. He earned his PhD from the University of Colorado Boulder where his research focused on pre-engineering education and project-based learning.Mr. Bruce Wellman, Olathe Northwest High School Bruce Wellman is a National Board Certified Teacher (NBCT, Chemistry) who teaches Engineering Chemistry as part of Engineering Academy at Olathe Northwest High School in Olathe, KS and serves as a Co-Principal Investigator on an NSF funded (DR K-12) research project entitled ”Building Informed Designers”. Wellman is a member of ASEE’s Board of Directors’ Committee on P-12 Engineering Educa- tion. Wellman completed his B.S. degree in general science

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Jiangqiong Liu; Kathleen H. Sienko, University of Michigan

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Design in Engineering Education

concisely articulate the design problem and indicate what changes in outcome orconditions are necessary for the problem to be resolved [5], [9]. Needs statement developmentmay be informed by several different types of information, including data gathered fromstakeholders, contextual research, and academic literature [2]–[4], [9].Gathering information from stakeholders to explore and define previously identified designproblems is a core component of many undergraduate capstone design experiences [10], [11].However, undergraduate engineering students are increasingly participating in co-curriculardesign projects that additionally involve the identification of design problems experienced bypartner communities [12], [13]. While the development of needs

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cristian Eduardo Vargas-Ordóñez, Purdue University at West Lafayette; Morgan M. Hynes, Purdue University at West Lafayette

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Diversity

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Design in Engineering Education

11connection with these communities [28].College: Undergraduate and graduate students In the case of the university stage, I analyzed six articles related to classroominterventions through Capstone Design Projects (CDP) or specific courses for the developmentof solutions aimed to achieve social justice, focused on the lack access to specific products,from a welfare approach to social problems, and its effects on particular products. Theresearchers were, for the most part, engineering instructors in areas such as mechanicalengineering [29], IT Engineering [30], Building Engineering [31] or interdisciplinary groupswhere there are at least one engineer [32] [33] [34], who also looked for fosteringinterdisciplinary teamwork. For this, these