Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Design in Engineering Education

engineering design course that aims to enhance theengineering design and engineering disciplines for first-year students in liberal arts universities.Specifically, we examined what learning objectives in this course motivated students. Moreimportantly, the study explored whether these motivations aligned with teacher’s perceptions ofmotivation, and how these motivations varied based on student demographics. The course isdesigned as a highly interactive seminar-style course that explores all aspects of the engineeringprofession, including engineering disciplines, education, creativity and design process, andengineers’ professional and ethical responsibilities. Students here implement the engineeringdesign process to develop prototypes that solve

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Design in Engineering Education

year-long Capstone design experience. With a fo- cus on providing students with a broader experience base, the multidisciplinary program applies teams of engineers, business, design, and other students to work with Ohio companies to help them be more competitive and with local non-profits to help them become self-sustaining. Using a formal design pro- cess, teams develop new products to meet industries’ competitive needs and others to meet the needs of people with disabilities. Students learn to solve open-ended problems and gain skills in critical thinking, professional communication, ethics, and teamwork. Rogers recently expanded this one-year program to a four-year Integrated Engineering and Business (IBE) honors

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Pamela L Dickrell, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida

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Diversity

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Design in Engineering Education

. First-year projects differ across universities, but typical projects can include a focus ondesigning and building prototypes, working in teams, full- and small-scale projects, case-studyanalysis, reverse engineering, and the integration of engineering, math, and science courses 2.The course described in this paper builds on the effective components of project-based, hands-onfirst-year design projects, and uses the human centered design process to frame an approachwhere students are encouraged to incorporate the user, environment, and ethical considerationsthroughout the process. The course has capacity for over 1,600 students annually at theUniversity of Florida providing meaningful individual hands-on makerspace skills to eachstudent, and

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Wesley L. Stone, Western Carolina University

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Diversity

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Design in Engineering Education

literature) that aredifficult to achieve in the rest of the engineering curriculum. These learning outcomes includestudent ability to function effectively as a member of a diverse and interdisciplinary team,student understanding of professional and ethical responsibilities, student ability to understandthe impact of technology in a societal context, and student ability to grasp engineering projects ina holistic sense. The course is designed to be a part of the project-based learning sequence and isexpected to prepare students for the challenging senior year projects where students are requiredto demonstrate a strong ability to synthesize and integrate the skills learnt from the previousyears. This course serves as a scaffolding2 to assist the junior

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

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Diversity

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Design in Engineering Education

engineers, diversity and inclusion in engineering, human-centered design, engineering ethics, leadership, service-learning, and accessibility and assistive-technology.Dr. Andrew O. Brightman, Purdue University-Main Campus, West Lafayette (College of Engineering) Andrew O. Brightman serves as Assistant Head for Academic Affairs and Associate Professor of Engi- neering Practice in the Weldon School of Biomedical Engineering. His research background is in cellular biochemistry, tissue engineering, and engineering ethics. He is committed to developing effective ped- agogies for ethical reasoning and engineering design and for increasing the diversity and inclusion of engineering education.Mr. Sean Eddington, Purdue University

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle Maher, University of Missouri-Kansas City; Kathleen O'Shea, University of Missouri-Kansas City; Jacob M. Marszalek, University of Missouri-Kansas City; Darran Cairns, University of Missouri-Kansas City

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Diversity

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Design in Engineering Education

per week. There are no course prerequisites. The redesigned fall 2019student learning outcomes for the course were to: (1) Gain awareness of the National Academyof Engineering Grand Challenges for Engineering, (2) Demonstrate an understanding ofengineering ethics, (3) Apply the design process to a National Academy of Engineering GrandChallenge, and (4) Develop/strengthen collaborative skills and abilities as part of a design team.Enrollment in large, introductory courses often fluctuates early in the semester. One-hundred andninety-six students were enrolled at the start of the course. Six withdrew in the first week; threeremained enrolled but completed only initial assignments or none at all. Table 1 displaysenrollment demographics of the

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis

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Diversity

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Design in Engineering Education

past few decades, there has been a push for engineering curriculum to better engagewith the global, ethical, and societal impacts of the field and to prepare students to engage in amulticultural and diverse workspace and world. In an effort to introduce diversity in design andto troubleshoot the concept of the universal user, we adapted the display compatibilityquestionnaire from Smith’s study of display-control stereotype designs, and presented the samedesign questions to 21st century first-year engineering students, non-engineering students, andnon-engineering professionals. This work explores current societal impacts such as gender, age,and occupation on the user expectation of a control’s display and user-interface design.Additionally, the

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Matthew Quincy Marshall, Kennesaw State University; Chan Ham, Kennesaw State University

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Diversity

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Design in Engineering Education

ofengineering staff from the sponsoring business provides increased interdependence and thus amore productive cooperative-learning experience.To illustrate the industry impact on system requirements, details of the Spider are presented. Fourmagnetic wheels hold the Spider to ferromagnetic surfaces. The Spider drags behind it a Table 1: Learning outcomes and assessment toolsCourse learning outcome Assessment toolDevelop minimum success criteria for a mechatronic system to be Preliminary reportimplementedManage team tasks by assigning leads for mechanical, electrical, Peer evaluationand coding system componentsExplore case studies in professional ethics

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Design in Engineering Education

Student Outcomes to Knowledge and SkillsTo help implement the new model, we hierarchically prioritize the ABET criteria to guide thedesign of direct measures 20. The hierarchical prioritization is shown in Figure 4. Criteria 3c ofthe ABET 2000 program outcomes calls for students to demonstrate an ability to “design asystem, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability”. We view this student outcome as paramount to engineering practice andencompassing of the remaining student outcomes 21. In support of criteria 3c the remainingABET student outcomes call for a foundation of knowledge that facilitates

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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Diversity

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Design in Engineering Education

-learning community where students learned about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in en- gineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. American c Society for Engineering Education, 2020 Unconscious Bias in Peer Ratings of International Students’ Contributions to First-Year Design Projects?AbstractPeer ratings are often used to help award individual grades from team projects. It is thereforeimportant to understand the extent to which these peer ratings may be influenced by unconsciousor implicit bias

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jered H. Dean, Colorado School of Mines; Kristine R. Csavina, Colorado School of Mines

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Diversity

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Design in Engineering Education

college level and is the required capstone experience for all Civil, Electrical,Environmental and Mechanical Engineering majors in the university. In addition, a small numberof students from other majors enter the program each semester to take part in specific projects tomeet either technical elective or capstone requirements in their chosen degree program. Each ofthe three departments involved in the capstone program is looking for students to walk awayfrom the program with 1. a significant capstone project experience, 2. professional practice and ethics training, and 3. knowledge of discipline specific design tools and techniques.A leadership committee, supported by faculty advisors, oversee the Capstone program to ensurethese key

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nusaybah Abu-Mulaweh, Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette; Paul A. Leidig P.E., Purdue University

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Diversity

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Design in Engineering Education

affect change locally and/or globally? What did you learn about the community, the needs, and/or the quality of the service provided? c) Academic Enhancement: What did you learn related to your discipline and how was that enhanced by the service-learning context? What did you learn about Human-Centered Design? d) Ethics: What you have learned about professional ethics, the ethical issues you encountered in your team and your project, and how decisions regarding ethical issues are made individually and as a team?The reflections offer a rich opportunity for data analysis to see what students are taking awayfrom their experience and believe is important each week. For this study, the student reflectionswere analyzed

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona

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Diversity

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Design in Engineering Education

Vignesh Subbian is an Assistant Professor of Biomedical Engineering, Systems and Industrial Engineer- ing, member of the BIO5 Institute, and a Distinguished Fellow of the Center for University Education Scholarship at the University of Arizona. His professional areas of interest include medical informatics, healthcare systems engineering, and broadening participation in engineering and computing. Subbian’s educational research is focused on asset-based practices, ethics education, and formation of identities in engineering. American c Society for Engineering Education, 2021 Asset-based Approaches to Engineering Design Education: A

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Design in Engineering Education

current research includes examining the nature of constraints in engineering design and providing service learning opportunities for first-year programming students through various K-12 educational activities. Dr. Estell is a Member-at-Large of the Executive Committee for the Computing Accreditation Commission of ABET, and also serves as a program evaluator for the Engineering Accreditation Commission. He is also a founding member and serves as Vice President of The Pledge of the Computing Professional, an organization dedicated to the promotion of ethics in the computing professions through a standardized rite-of-passage ceremony.Dr. Todd France, Ohio Northern University Todd France is the director of Ohio Northern

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Todd W. Polk, University of Texas, Dallas; Margaret Garnett Smallwood, University of Texas, Dallas; Jeanne Sluder; Robert Hart P.E., University of Texas, Dallas; Joe Pacheco Jr., University of Texas, Dallas

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Diversity

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Design in Engineering Education

that has been taught by the capstone engineering professors. Three years ago, wedecided to bring in outside experts to lecture on topics such as project management, ethics andstandards to augment the training for our capstone students. The following year we decided toextend this concept and turned to experts trained in the field of business communications tobetter train students in how to effectively operate as a team.This paper describes an ongoing pilot project to integrate professional training on teamdynamics, team conflict and team leadership into our existing engineering capstone curriculum.Business Communications professors from the School of Management developed curriculum andpresented to engineering students in the Biomedical and

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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Design in Engineering Education

. Dr. Dringenberg is also interested in neuroscience, growth mindset, engi- neering ethics, and race and gender in engineering. In general, she is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve the experiences of people at any level in engineering education. c American Society for Engineering Education, 2019 Engineering Students’ Beliefs about Decision Making in Capstone Design: A Revised Framework for Types of Informal ReasoningAbstractEngineers engage in design, and design requires decision making. Whether picking a color for aspoon designed to aid a person with physical challenges or choosing the material for the blade ofa turbine

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Annie Abell, Ohio State University

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Diversity

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Design in Engineering Education

culture of engineering to be more inclusive of diverse individuals and more in alignment with current research on decision-making. With a focus on qualitative research methods, she is working to better understand the ways in which undergraduate engineering students experience design and ill-structured problem solving. Her interests also include neuroscience, growth mindset, engineering ethics, and race and gender in engineering. In general, Dr. Dringenberg is always excited to learn new things and work with motivated individuals from diverse backgrounds to improve engineering education.Prof. Annie Abell, Ohio State University Annie Abell is an Assistant Professor of Practice at The Ohio State University in the Department

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

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Diversity

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Design in Engineering Education

the developmental efforts presented in our paper.A representative design spine-like curriculum in our department is shown inFigure 1.In summary, from past efforts in the arena of capstone design curriculum development, thefollowing general aspects are noteworthy: 1. Importance of student working in teams, formed through a mix of knowledge and interest. 2. Project topics that represent real-world situations. 3. Division of the design course into a more theory learning phase the project execution phase. 4. Systematic structure with an emphasis on professionalism and ethics. 5. Analysis of student learning through surveys. 6. Application of pedagogic strategies such as team-based, collaborative and competitive learning

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shahriar Shamsian, University of Southern California; Gisele Ragusa, University of Southern California; Jeffrey Miller, University of Southern California; Michael Shindler, University of Southern California

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Diversity

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Design in Engineering Education

and in STEM assessment. She chairs USC’s STEM Consortium.Prof. Jeffrey Miller, University of Southern California Dr. Miller is an Associate Professor of Engineering Practice in the Computer Science Department at the University of Southern California. He earned his BS, MS, and Ph.D. from the University of Southern California in 2002, 2002, and 2007, respectively. He has taught collegiate Computer Science for over 10 years at California State University, Los Angeles, the University of Alaska Anchorage, and now at USC. His research in two discrete areas - Computer Science education for K12, undergraduate, and graduate students and intelligent transportation systems, specifically related to vehicular networking and ethics

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

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Diversity

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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

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis

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Diversity

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Design in Engineering Education

Paper ID #22331Quantifying Changes in Creativity: Findings from an Engineering Course onthe Design of Complex and Origami StructuresDr. Justin L Hess, Indiana University-Purdue University, Indianapolis Dr. Justin L Hess is the Assistant Director of the STEM Education Innovation and Research Institute. His research interests include ethics, design, and sustainability. Dr. Hess received each of his degrees from Purdue University, including a PhD in Engineering Education, a Master of Science in Civil Engineering, and a Bachelor of Science in Civil Engineering. He is currently the Vice Chair of the American Society of Civil

Conference Session

Design Teams 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Design in Engineering Education

analyzeswhich career readiness competencies employers value most in their new college hires [3].Employers rank each competency as more than essential, essential, or somewhat essential in thesurvey. In the Job Outlook 2019 Survey, employers ranked critical thinking, oral and writtencommunication, teamwork and collaboration skills, and professionalism/work ethic as more thanessential competencies in new hires [3]. While the training in this project did not address thecritical thinking competency, it addressed the other top three skills cited in the NACE survey:oral and written communication, teamwork and collaboration skills, and professionalism/workethic.Recognizing that we had two groups from distinctly different disciplines that shared a

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

university-based entrepreneurship and innovation programs. Brent’s expertise also includes the design and leadership of impactful collegiate engagement programs for universal learners.Mr. Eric Prosser, Arizona State University Eric Prosser is the Engineering and Entrepreneurship Librarian with the ASU Library. Eric is the liaison to the Ira A. Fulton Schools of Engineering and provides research services for faculty, graduate students, and undergraduate students along with instruction in critical analysis and information literacy, including the legal and ethical use of information. Eric has a Bachelor of Science in Physics from Harvey Mudd College, a Master of Information Resources and Library Science from the University

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Tech; Homero Murzi, Virginia Tech; Sophia Vicente, Virginia Tech

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Diversity

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Design in Engineering Education

, including the purpose andthe research question before agreeing to the interview, and participants were also ensuredcomplete confidentiality during information collection from the interview. The study securedethical approval from the Human Research Ethics Committee of Australia and participation wasvoluntary. The interviews were held in an enclosed area to ensure confidentiality amongparticipants. Interviews lasted no more than 1 hour and were audio recorded. To ensure processreliability of the study, the transcription was cleaned by using pseudonyms and identifiable datawas removed in order to maintain participant confidentiality [23]. All participants signed aconsent form.Data AnalysisThe interview data were initially analyzed using an open coding

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology

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Diversity

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Design in Engineering Education

and peer feedback grades, and then the result is adjusted up ordown based on qualitative factors for each student. These qualitative factors included the qualityof student contributions to team products, CATME peer comments, input from machine shopstaff, faculty advisors, industry mentors, and direct observation by the instructor. As stated in thecourse syllabus, "In rare cases, serious behavior issues, significant ethical lapses, or non-contribution to the team may result in a zero score for the instructor evaluation."Initial Launch of TimeCards in Senior Design 2 (2016-2017 Capstone Cohort)In spring 2017, team time cards and the instructor evaluation were first implemented in SeniorDesign 2. In Senior Design 2, teams work independently to

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Sánchez-Parkinson, University of Michigan ; Shanna R. Daly, University of Michigan; James Paul Holloway, University of Michigan; Amy J Conger, University of Michigan; Kathleen H. Sienko, University of Michigan; Lorelle A Meadows, Michigan Technological University

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Design in Engineering Education

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

Conference Session

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

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Diversity

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Design in Engineering Education

., Rayne, K., Kemp, N. J., Hart, J., & Diller, K. R. (2005). Teaching for adaptive expertise in biomedicalengineering ethics. Science and Engineering Ethics, 11(2), 257-276.[14] Martin, T.; Benton, T.; Ko, P.(2010). "Transfer of Adaptive Expertise to Transform EngineeringEducation", 09/01/2009-08/31/2010, "Conference Proceedings of the 2010 Annual Meeting of the American Society forEngineering Education 2010".[15] Walker, J. M.T., Cordray, D. S., King, P. H. & Brophy, S. P. (2006). Design scenarios for assessment of adaptiveexpertise. International Journal of Engaging Education, 22, 645-651.[16] McKenna, A.F., Colgate, J.E., Olson, G.B. & Carr, S.H. (2006). Exploring adaptive expertise as a target forengineering design education. ASME

Conference Session

Empathy and Human-Centered Design 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity

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Design in Engineering Education

gateway andcornerstone engineering design course that will introduce human-centered design concepts inapplied scenarios. Modeled after the successful Engineering Service Learning course at UCMerced, the students in the HCRD course will be open to all majors at the university, bothengineering and non-engineering. Design concepts such as problem identification, stakeholderand context development, specification development and market analysis, iterative prototypingand evaluation, collaborative writing, client interactions, ethics, and other topics will be covered.Online videos with accompanying quizzes will assess the subject matter understanding of thestudents. In-class discussions will be conducted with students with real-world examples of

Conference Session

Design in Engineering Education Division: Capstone Design Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yupeng Luo, California State University, Fresno; Silvana Polgar, California State University, Fresno; Wei Wu, California State University, Fresno

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Diversity

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Design in Engineering Education

understanding, success skills development and the project itself”, and “G. Motivating further development of the project to go beyond classroom but into real products for public”. Meanwhile, everyone rated either “quite a bit” or “very much” regarding the level of the capstone experience contributed to their development in the following areas: “C. Thinking critically and analytically”, “E. Acquiring job- or work-related knowledge and skills”, “F. Working effectively with others”, “G. Developing or clarifying a personal code of values and ethics”, “H. Understanding people of other backgrounds (economic, racial/ethnic, political, religious, nationality, etc.)”, “I. Solving complex real-world problems”, and “J. Being an

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

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Design in Engineering Education

. Cambridge Univ. Press: Cambridge, UK, 1997; p 3-65.14. Hattie, J.; Timperley, H., The power of feedback. Review of educational research 2007, 77 (1), 81-112.15. Shute, V. J., Focus on formative feedback. Review of educational research 2008, 78 (1), 153-189.16. IEEE Code of Ethics. http://www.ieee.org/about/corporate/governance/p7-8.html.17. Muller, L., The importance of peer review. Australian Journal of Dairy Technology 2001, 56 (3), 191.18. ABET - Accreditation Criteria and Supporting Documents. http://www.abet.org/accreditation-criteria-policies- documents/; (NAE)., N. A. o. E., The engineering of 2020: Visions of engineering in the new century. The National Academic Press: Washington, DC, 2004.19. McCarthy, A. M