Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ben David Lutz, Virginia Tech; Mike Ekoniak, Virginia Tech; Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

tasks are generallygood predictors of subsequent performance on those tasks 27 and are positively correlated withdifferent identity-related constructs like attainment value and identification. 28 Consequently,self-efficacy or other perceptions of competence for performing engineering tasks seems apotentially important outcome for capstone design in terms of both performance and identitydevelopment.Discussion and ImplicationsAs the results above indicate, students in this study described outcomes from the capstone designexperience that align with various facets of their identity as engineers. Their sense of enteringinto a community as colleagues represents an interpersonal component, in which experiencedengineers recognize them as engineers. The

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Luke David Conlin, Stanford University; Doris B Chin Ph.D., Stanford Graduate School of Education; Kristen Pilner Blair, Stanford University; Maria Cutumisu, Stanford University; Daniel L Schwartz, Stanford University

Tagged Divisions

Design in Engineering Education

Sciences, 12(4), 495-547.[2] Dym, C.L., Agogino, A.M, Eris, O., Frey, D.D., Leifer, L.J. (2005). Engineering design thinking, teaching, and learning. Journal of Engineering Education, 94(1), 103-120.[3] Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological bulletin, 119(2), 254-284.[4] Dow, S. P., Glassco, A., Kass, J., Schwarz, M., Schwartz, D. L., & Klemmer, S. R. (2010). Parallel prototyping leads to better design results, more divergence, and increased self-efficacy. ACM Transactions on Computer- Human Interaction (TOCHI), 17(4), 1-24.[5] Bransford, J. D., & Schwartz, D. L. (1999

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Delorme, Stevens Institute of Technology (SES)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Conference and Exposition, Indianapolis, Indiana. 4. Todd, R.H., Sorensen, C.D., & Magleby, S.P. (1993). Designing a senior capstone course to satisfy industrial customers. Journal of Engineering Education, 82(2), 92-100.Dunlap, J.C. (2005). Problem- based learning and self-efficacy: How a capstone course prepares students for a profession Educational Technology Research and Development, 53(1): 65-83 5. Todd, R.H, Magleby S.P., Sorensen, C.D, Swan, B.R., Anthony, D.K. (1995) A Survey of Capstone Engineering Courses Journal of Engineering Education, 84(2): 165-174 6. Griffin, P.M, Griffin, S.O., Llewellyn, D.C. (2004) The Impact of Group Size and Project Duration on Capstone Design Journal of

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., 2010, “Measuring engineering design self-efficacy,” Journal ofEngineering Education, 99, pp. 71-79. Page 26.1074.11 AppendixThe rubric used for peer evaluation to determine individual contributions is shown below. Peer Rating of Team Members: ENGR 350 In the table below, write down the names of the individual members of the group in which you worked for the project as part of ENGR 350 this semester. Rate your participation and the participation of each group member. You have to rate the degree to which each member fulfilled his

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

for medium or large companies. It was further found that “those who had taken one ormore entrepreneurship courses showed significantly higher entrepreneurial self-efficacy on anumber of measures”.   The growth of entrepreneurship programs in engineering undergraduate education has beenstudied by Shartrand & others 3 finding that “the vast majority of programs were labeled asminors, concentrations or certificates” rather than integrated into the core curriculum. Thisresearch has also provided detailed categorization of the models being implemented to provide a“landscape” by clustering types of opportunities and the perspective by which they are taught4.Much of the delivery of entrepreneurship education is via courses, however it is argued