Displaying all 26 results
- Conference Session
- Empathy and Human-centered Design 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Thanina Makhlouf, University of Michigan; Eytan Adar; Sophia Brueckner, University of Michigan; Colleen M. Seifert, University of Michigan
- Tagged Divisions
- Design in Engineering Education
in mind during conceptgeneration.To investigate how to support engineering designers in considering people throughout theirconcept generation we implemented a simple intervention: asking engineers to incorporaterepresentations of people within their concept sketches. In our single session study, mechanicalengineering students first generated concepts in response to a design prompt on their own. Thestudents talked aloud as they generated concepts in words and sketches for a short period. Then,we prompted the students to continue generating concepts for the same design task, but askedthem to include representations of “people, a person, or part of a person” within their sketches.Finally, we conducted a retrospective interview where students
- Conference Session
- Design Mental Frameworks
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- 2021 ASEE Virtual Annual Conference Content Access
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- Christopher D. Schmitz, University of Illinois at Urbana Champaign; Jake Fava, Siebel Center for Design; Sneha Subramanian, Siebel Center for Design
- Tagged Divisions
- Design in Engineering Education
? ● What experiences do you plan to take advantage of during your time here to help move you towards that goal?○ Design ■ In your own words, what is “design” as it relates to engineering? ■ In your opinion, what should the role of an engineer be in the design process? ■ ■ In your opinion, is it important for an engineer to interface directly with a person they’re designing something for? Why or why not? ■ In your opinion, is it important for engineering courses to explore topics that aren’t just technical? Why or why not? ● If so, what topics or concepts come to mind? ■ What’s important for you to have in a class project? ● Creativity/freedom
- Conference Session
- Design Pedagogy 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Jarod White, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology
- Tagged Divisions
- Design in Engineering Education
versus tomorrow is aninteresting framing that deserves more exploration.With the findings in mind the team was able to form conclusions and possible theories about theway engineering students specifically prototype for the future. Please note most conclusions areabout the future since most of the prototyping had to do with the present which acted as abaseline and the average person prototypes for present times were nearly identically to another.SummaryStudents often use existing commonly available technologies and/or methods to prototypepresent items. For near future things they may use existing less cost-efficient technologies, suchas an iPad carrying drone, seen in the Results section, to do novel activities. For the far futurestudents
- Conference Session
- Design Pedagogy 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Imane Aboutajedyne, Sidi Mohamed Ben Abdellah University, Fez (Morocco); Yassine Salih Alj, Al Akhawayn University; Ahmed Aboutajeddine, Sidi Mohamed Ben Abdellah University, Fez (Morocco).
- Tagged Divisions
- Design in Engineering Education
] Tonetto, L. M., and P. Tamminen. "Understanding the role of intuition in decision-making when designing for experiences: contributions from cognitive psychology." Theoretical Issues in Ergonomics Science 16.6 (2015): 631-642.[ 17] Daly, Shanna R., Robin S. Adams, and George M. Bodner. "What does it mean to design? A qualitative investigation of design professionals' experiences." Journal of Engineering Education 101.2 (2012): 187-219.[ 18] Ling, T., Y. G. Xiao, and P. G. Badke-Schaub. "HOW INTUITION AFFECTS DESIGNERS’DECISION MAKING: AN INTERVIEW STUDY." DS 77: Proceedings of the DESIGN 2014 13th International Design Conference. 2014.[ 19] Martin, Roger L. “The opposable mind: How successful leaders win
- Conference Session
- Empathy and Human-centered Design 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Greses Pérez, Stanford University; Sheri Sheppard, Stanford University; Swetha Nittala, Stanford University; Carol B. Muller, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
invite diverse practices into the work in acollaborative and distributed process of imagining solutions for all.Taken together, these ideas suggest that learning engineering requires acquiring more than thetechnical knowledge (and we argue that it requires a distributed process), and that practicingjustice-centered engineering design requires incorporation of both technical and broader socialconsideration in all aspects of the work.Conceptual frameworkSociocultural theories of learning from the learning sciencesWhat is learning? If we look at popular media, we see that learning is portrayed as a faculty ofthe human mind divorced from interaction with other factors [11]. However, scholarship in thelearning sciences understands learning as a
- Conference Session
- Design Pedagogy 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Hadi Ali, Arizona State University, Polytechnic campus; Andrew David Maynard, Arizona State University
- Tagged Divisions
- Design in Engineering Education
Paper ID #34545Design the Future Activities (DFA): A Pedagogical Content KnowledgeFramework in Engineering Design EducationHadi Ali, Arizona State University, Polytechnic campus Hadi studies the influence of the future of work on curricular innovation, with a focus on exploring the relationships between and among adaptability, risk taking and value making. In an effort to characterize engineering education as an (eco)system for creating value, Hadi’s approach integrates analytical methods of data science to address changes in systems and society. More broadly, Hadi is interested in examining how engineering innovations
- Conference Session
- Design Across the Curriculum 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University
- Tagged Divisions
- Design in Engineering Education
, no. 18, pp. 2762–2794, Dec. 2016, doi: 10.1080/09500693.2016.1262567.[23] J. Aurigemma, S. Chandrasekharan, N. J. Nersessian, and W. Newstetter, “Turning Experiments into Objects: The Cognitive Processes Involved in the Design of a Lab-on-a- Chip Device,” Journal of Engineering Education, vol. 102, no. 1, pp. 117–140, 2013, doi: https://doi.org/10.1002/jee.20003.[24] L. S. Vygotsky, Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978.[25] J. Piaget, The Psychology Of The Child. Basic Books, 1969.[26] P. Dourish, Where the Action Is: The Foundations of Embodied Interaction. MIT Press, 2004.[27] W. J. Clancey, Situated Cognition: On Human Knowledge and Computer Representations
- Conference Session
- Design Teams 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Caroline Clay, Arizona State University; Johannah Daschil; Melissa Wood Aleman, James Madison University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University
- Tagged Divisions
- Design in Engineering Education
Paper ID #33148Work in Progress: Qualitative Differences in Learning Processes andSkill Development Across Engineering Capstone TeamsCaroline Clay, Arizona State University Caroline Clay is a graduate student pursuing her PhD in Engineering Education Systems and Design at Arizona State University. As an undergraduate at James Madison University, she studied how engineering students learn in informal learning environments and makerspaces, with an emphasis on how students learn in structured and unstructured settings. After participating in the University Innovation Fellows pro- gram Caroline also completed an honors
- Conference Session
- Capstone Design
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- 2021 ASEE Virtual Annual Conference Content Access
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- Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Luis Enrique Guardia, Florida International University; Indhira María Hasbún, Florida International University; Alexandra Coso Strong, Florida International University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
skills. Additionally, in the context of SD1, SD1 requires that students beginto think about how they are going to handle the different tasks within their project (i.e., includescreating a timeline of the project, dividing tasks among team members, etc.). With the projectmanagement components of these Engineering Design Courses, the students perceivedconfidence in using project management might be impacted.Overall, the results from the Mann-Whitney tests are supported based on the structure andcomponents of University Core, Engineering Pre-requisite, Engineering Core, and EngineeringDesign courses in mind. However, 5 of the ten skills tested did not yield a statistically significantrelationship with any of the courses. This result may indicate
- Conference Session
- Design Across Curriculum 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University; Stewart Thomas, Bucknell University
- Tagged Divisions
- Design in Engineering Education
Paper ID #34238Adding a ”Design Thread” to Electrical and Computer Engineering DegreePrograms: Motivation, Implementation, and EvaluationDr. Alan Cheville, Bucknell University Alan Cheville studied optoelectronics and ultrafast optics at Rice University, followed by 14 years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering educa- tion. While at Oklahoma State, he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Founda- tion, he took a chair position in
- Conference Session
- Design Pedagogy
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Tania K. Morimoto, University of California, San Diego; He Liu; Cristian H. Tharin; Carolyn L. Sandoval, University of California, San Diego; Christopher John Cassidy, University of California, San Diego; Huihui Qi, University of California, San Diego
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
Paper ID #34090Design and Build at Home: Development of a Low-cost and VersatileHardware Kit for a Remote First-year Mechanical Engineering Design ClassTania K. Morimoto, University of California, San Diego Tania K. Morimoto received the B.S. degree from Massachusetts Institute of Technology, Cambridge, MA, in 2012 and the M.S. and Ph.D. degrees from Stanford University, Stanford, CA, in 2015 and 2017, respectively, all in mechanical engineering. She is currently an Assistant Professor of mechanical and aerospace engineering and an Assistant Professor of surgery with University of California, San Diego. Her research interests
- Conference Session
- Empathy and Human-centered Design 2
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Elizabeth A. Sanders, Purdue University, West Lafayette; Molly H. Goldstein, University of Illinois at Urbana Champaign; Justin L. Hess, Purdue University, West Lafayette
- Tagged Divisions
- Design in Engineering Education
strategies, mindsets, and approaches to design. In this study, we build on oneframework that is based on engineering students’ experiences, as described next.Theoretical FrameworkDiscrete Ways of Experiencing Human-Centered DesignZoltowski et al. [2] utilized a phenomenographic methodology to categorize different waysstudents experience, understand, and demonstrate human-centered design. Through this study,the researchers identified seven distinct ways of experiencing human-centered design: 1. Technology Centered 2. Service 3. User as Information Source Input to Linear Process 4. Keeping the Users’ Needs in Mind 5. Understanding the Design in Context 6. Commitment to Involving Stakeholders to Understand Perspectives 7. Empathic
- Conference Session
- Impact of COVID-19 on Design Education 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Melissa Mae White, University of Florida; Megan Stowers, University of Florida
- Tagged Divisions
- Design in Engineering Education
Paper ID #33644Building a Sense of Community in a Multidisciplinary, Split-level OnlineProject-based Innovation Design CourseDr. Melissa Mae White, University of Florida Dr. Melissa Mae White develops and instructs course curriculum in Engineering Innovation and Engi- neering Entrepreneurship to the students in the Herbert Wertheim College of Engineering at the University of Florida. She works with faculty and students to build an ecosystem focusing on creativity, innovation, and entrepreneurship across campus and in the community. She received her Bachelor of Science degree in Biomedical Engineering with a minor in
- Conference Session
- Empathy and Human-centered Design 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Vincent Chen, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago
- Tagged Divisions
- Design in Engineering Education
instructors and felt the instructors had their best interests in mind. These feelings contributed to overall student engagement in Part III, their MATLAB coding, and may contribute to persistence in the program. In their classic ethnographic study of 460 science, mathematics, and engineering (SME) students from fifteen four-year institutions from 1990-1993, Seymour and Hewitt found that the third most commonly-cited factor (36.1%) for switching out of SME was poor teaching by SME faculty. Poor teaching by SME faculty was also mentioned as a concern by 90.2% of all switchers and by 73.7% of non-switchers [24]. In their follow-up ethnographic study of 346 students from six four-year institutions, Seymour and Hunter observed that poor quality of STEM
- Conference Session
- Making in Design Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Danielle M. Saracino, Georgia Institute of Technology; Kelly Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology
- Tagged Divisions
- Design in Engineering Education
Children's Self-Identity," in Proceedings of the 2017 CHI conference on human factors in computing systems, 2017, pp. 109-120.[3] E. Vuopala, D. Guzmán Medrano, M. Aljabaly, D. Hietavirta, L. Malacara, and C. Pan, "Implementing a maker culture in elementary school–students’ perspectives," Technology, Pedagogy and Education, vol. 29, no. 5, pp. 649-664, 2020.[4] L. Martin, "The promise of the maker movement for education," Journal of Pre-College Engineering Education Research (J-PEER), vol. 5, no. 1, p. 4, 2015.[5] J. Lave and E. Wenger, Situated learning: Legitimate peripheral participation. Cambridge, MA: Cambridge University Press., 1991.[6] L. S. Vygotsky, "Mind in society," Mind in society the
- Conference Session
- Design Across the Curriculum 2
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- 2021 ASEE Virtual Annual Conference Content Access
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- Nicholas Mulka, Georgia Institute of Technology; Kinsey Herrin, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology
- Tagged Divisions
- Design in Engineering Education
Paper ID #33715The Evolution of Engineering Design Courses to a Hybrid-virtualEnvironment to Increase Student Engagement and SatisfactionNicholas Mulka, Georgia Institute of Technology Nicholas Mulka earned his B.S. in mechanical engineering at the Georgia Institute of Technology and is working towards his M.S. in mechanical engineering at the same university. His focus is on design related to additive manufacturing and robotics. He currently works as the teaching assistant for the mechanical engineering and interdisciplinary capstone design courses, using the experience he gained as a student at GT to advise others and
- Conference Session
- Empathy and Human-centered Design 2
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Xiao Ge, Stanford University; Daigo Misaki, Kogakuin University; Nanami Furue, Tokyo University of Science; Chunchen Xu
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
engineers thrive when their habitual mind clashes with the social realities. In addition, I test interventions to nudge engineers to reframe problematic schema-incongruent situations into unique opportunities for cognitive growth, creative performance, and effective teamwork. My work contributes to revealing the science behind multicultural, interdisciplinary technological collaboration and providing actionable guidance for building up the next-generation engineers.Prof. Daigo Misaki, Kogakuin University Daigo Misaki is an Associate Professor at Department of Mechanical Systems Engineering, Kogakuin University. Daigo got a Ph.D. in Engineering, Tokyo Metropolitan University. Daigo was a visiting Associate Professor at
- Conference Session
- Best in DEED
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- 2021 ASEE Virtual Annual Conference Content Access
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- Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
have affectedinterpretations of the prompts. For example, our students struggled with terms such as “addingmachine” versus “calculator” skewing interface descriptions from the original study’s results.Alternatively, there were questions that mirrored the interpretations and compatibility resultsfrom the original study, highlighting the convergence of some displays/interfaces across time,occupation, and gender.Ultimately, our data indicates a need to address two significant considerations in thedevelopment of engineering curriculum and training: 1) How does engineering as a disciplineteach rationality and uniformity of design in an increasing diverse engineering studentpopulation? 2) How do we educate future engineers to mind the user gap? Just
- Conference Session
- Design Methodologies 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Ulan Dakeev, Sam Houston State University; Reg Recayi Pecen, Sam Houston State University; Faruk Yildiz, Sam Houston State University; Y. Luong, Sam Houston State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
Paper ID #33168Augmented Reality Computer-aided Design Education (ARCADE) Tool toImprove Student Motivation, Engagement, and Spatial CognitionDr. Ulan Dakeev, Sam Houston State University Dr. Ulan Dakeev is an Assistant Professor in the Engineering Technology Department at Sam Houston State University. His areas of research include Virtual & Augmented Reality, renewable energy (wind energy), quality in higher education, motivation, and engagement of students.Dr. Reg Recayi Pecen, Sam Houston State University Dr. Reg Pecen is currently a Quanta Endowed Professor of the Department of Engineering Technology at Sam Houston
- Conference Session
- Making in Design Education
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- 2021 ASEE Virtual Annual Conference Content Access
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- Matthew Wettergreen, Rice University; Joshua Brandel
- Tagged Divisions
- Design in Engineering Education
Paper ID #33375Student Skills Growth in a Prototyping and Fabrication Course: Increasein Operation and Technique-based Knowledge as a Result of anApprenticeship ModelDr. Matthew Wettergreen, Rice University Matthew Wettergreen was appointed director of the department’s Master’s of Bioengineering Global Med- ical Innovation program in 2020. He is also an Associate Teaching Professor at the award-winning Osh- man Engineering Design Kitchen at Rice University, recruited as the first faculty hire in 2013. Wettergreen co-developed six of the seven engineering design courses in the design curriculum at the OEDK, including the
- Conference Session
- Design Mental Frameworks
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- 2021 ASEE Virtual Annual Conference Content Access
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- Shraddha Joshi, James Madison University
- Tagged Divisions
- Design in Engineering Education
and engineering. These connections were not explicitly taughtin the class but were implicit through various class activities and projects. Figure 10 illustrates amind map created by a student showing the connections they were able to make betweenstorytelling and engineering. This mind map was developed as part of reflection for the finalproject. The components of storytelling as identified by the student include characters, timeline,visuals, moral/theme, and planning. The components of engineering include stakeholders,documentation, design, tools, and building. The student was able to create interestingconnections between storytelling and engineering. For example, characters in a story are like thestakeholders for engineering problem
- Conference Session
- Empathy and Human-centered Design 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Rohan Prabhu, Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Mohammad Alsager Alzayed, Kuwait University
- Tagged Divisions
- Design in Engineering Education
Paper ID #33808Student Reflections on Sustainability and Empathy: The Outcomes of aSustainability Workshop in First-year Design CoursesMr. Rohan Prabhu, Pennsylvania State University Rohan Prabhu is a PhD Candidate in Mechanical Engineering at Penn State with a doctoral minor in Psychology. He holds a master’s degree in Engineering Design and a bachelor’s degree in Mechanical Engineering. His research interests are to study designers’ use of design for additive manufacturing in their creative problem-solving process. He is also studying the development of effective educational interventions on design for additive
- Conference Session
- Impact of COVID-19 on Design Education 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Clarke Snell, Stevens Institute of Technology; Emil Pitz, Stevens Institute of Technology; Louis Oh, Stevens Institute of Technology
- Tagged Divisions
- Design in Engineering Education
experience in construction as a builder and design as the principal of his own residential design and con- sulting firm. Clarke has written three books and numerous articles on alternatives to standard construction methodologies. He is currently an Industry Associate Professor in the Department of Civil, Environ- mental, and Ocean Engineering at Stevens Institute of Technology where he teaches design and works to develop and teach methodologies for merging engineering and architectural workflows for low energy building design.Mr. Emil Pitz, Stevens Institute of Technology Emil Pitz is a mechanical engineering PhD student at Stevens Institute of Technology. His research focuses on stochastic failure analysis of composites
- Conference Session
- Design Methodologies 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Yan Chen, University of New Mexico; Eva Chi, University of New Mexico; Abhaya K. Datye, University of New Mexico; Sang M. Han, University of New Mexico; Jamie Gomez, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York
- Tagged Divisions
- Design in Engineering Education
Paper ID #32964The Educative Design Problem Framework: Relevance, SociotechnicalComplexity, Accessibility, and Nondeterministic High CeilingsDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information and Learning Sciences program and in the Chemical and Biological En- gineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments
- Conference Session
- Design Across Curriculum 1
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- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo
- Tagged Divisions
- Design in Engineering Education
Paper ID #32580Assessing the Impact of Transitioning Introductory Design Instruction toan Online EnvironmentMr. Christopher Rennick, University of Waterloo Mr. Christopher Rennick received his B.A.Sc., Honours Electrical Engineering in 2007 and his M.A.Sc. in Electrical Engineering in 2009, both from the University of Windsor, in Windsor, Ontario, Canada. Chris is currently a PhD student in Management Sciences at the University of Waterloo. Since 2010, he has been employed with the University of Waterloo, in Waterloo, Ontario, Canada as teaching staff.Dr. Carol Hulls P.Eng., University of Waterloo Dr. Carol Hulls, P.Eng
- Conference Session
- Best in DEED
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- 2021 ASEE Virtual Annual Conference Content Access
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- Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis
- Tagged Divisions
- Design in Engineering Education
Paper ID #32834Emergency Transition of Intro Communication and Design Course to RemoteTeachingMr. Clay Swackhamer, University of California, Davis Clay is a PhD candidate at UC Davis working under the supervision of Dr. Gail M. Bornhorst in the department of Biological and Agricultural Engineering. His research focuses on the breakdown of solid foods during gastric digestion and the development of improved in vitro models for studying digestion.Dr. Jennifer Mullin, University of California, Davis Jennifer S. Mullin is an Assistant Professor of Teaching in the Department of Biological and Agricultural Engineering. She has a