Displaying all 11 results
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
impact of a user’s prior knowledge and the reflections of first-year engineeringstudents on differing results were also assessed.The results of this study indicate that designing a product display or interface is still centeredaround a population stereotype, but the population takes many forms depending on the productor interface. When an open-ended prompt is provided, such as, “draw in how you consider the[gear selections] should be positioned for [an auto transmission] Neutral (N), Drive (D), Low(L), and Reverse (R),” the multitude of responses becomes overwhelming to designers. Theinfluence of cultural shifts, since the original study, was evident within our responses as well.Multiple responses highlighted how modernization of technology may
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
disparate contexts and perspectives.2. improve the ability to apply engineering design concepts to solve problems in the real world.3. improve the ability to make reflective judgment through independent and critical thinking4. improve the ability to make and act on the moral or ethical judgment in the engineering design process5. improve the ability to function effectively on a team.6. improve the ability to communicate effectively with a range of audiencesThis course is designed to achieve the learning outcomes listed above by assigning studentsdesign activities and projects. Table 1 shows the detailed descriptions of the teaching methodsused for each learning outcome. Table 1. Teaching methods for each learning outcome
- Conference Session
- Empathy and Human-centered Design 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- 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
, engineering has a diversity problem in terms of who is in the workforce andwhose voices are being heard at the engineering table. Because of the largely homogeneousengineering population, the designs the field produces also fail to reflect a wide range of culturaland linguistic competencies. When not confronted with diversity, the training of engineers tendsto leave out broader social issues [5], [6], [7], [8]. And to be clear, these issues are not simplymatters of social justice; researchers have argued that the inclusion of traditionallyunderrepresented voices and the development of sociocultural competency in engineering is aneconomic and national security imperative [1].The importance of considering various perspectives and broadening
- Conference Session
- Design Across the Curriculum 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Caroline Grace Sawatzki, Saginaw Valley State University; Rajani Muraleedharan, Saginaw Valley State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
, and students are given specifications to which they must adhere while devising asolution. This method requires students to apply theoretical knowledge obtained throughcoursework and lectures to solve a given problem as specified by the instructor. In some cases,the instructor may provide a model design solution that the students can reference as they devisetheir own answer to the provided prompt [5]. Professors act as facilitators of this process,guiding students to resources where appropriate and providing students with the tools necessaryto shape their design approach.This model progresses through three main stages: the development of a prototype, testing andredesign, and then reflection on the task, culminating in the creation of a report
- Conference Session
- Capstone Design
- Collection
- 2021 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; 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
students’perceptions of and reflections on the skills developed throughout the courses taken throughouttheir undergraduate engineering curriculum. Students in a senior design sequence were surveyedduring each semester of the course about their perceptions of senior design and the skills andprevious courses that were most relevant to design. The study was conducted within a large,public, MSI over the course of five semesters of the Mechanical Engineering Senior designsequence. Relationships between particular course groups and the skills students perceived asimportant for design were found. The results demonstrate that students perceived EngineeringCore Courses, Engineering Design Courses, and Engineering Track Core Courses as important inpreparing them for
- Conference Session
- Empathy and Human-centered Design 2
- Collection
- 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
or likelyfuture jobs within the firm (due to a lifetime employment culture, Lorriman, 1986), whereas self-marketability was observed to be more common amongst American engineers.3. Cultural values underlying problem-solving and creativityShifting lenses to the specific educational goal of fostering creative design capability, there is arise of creativity research in engineering design education, as reflected in growing research incurriculum design (Zhou, 2012), creativity-facilitating intervention (Hawthorne, et al., 2014) andcreative behavior and cognition (Toh & Miller, 2014). However, we lack a deep understandingabout different, and possibly conflicting, cultural beliefs and practices around creative problemsolving amongst students
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
. Figure 1. Flow Diagram for Study SelectionWhat types of assets do students bring into engineering programs? What are implications ofasset-based approaches to engineering, engineering design process, and design pedagogy?Different student groups hold different assets in the form of cultural wealth and/or funds ofknowledge. Here, we summarize (see Table 1) assets by student subpopulations and theirimplications to engineering and engineering design education. Neither the student subgroups northeir corresponding assets and asset categories are meant to be exhaustive in nature. Thesummary in Table 1 reflects evidence found in the literature and are only meant to be illustrativeand of practical value to engineering educators.Table 1. Summary of assets
- Conference Session
- Design Across Curriculum 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Courtney C. Rogers, University of Virginia; Rupa S. Valdez, University of Virginia
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
] G. S. Weissmann, R. A. Ibarra, M. Howland-Davis, and M. V. Lammey, “The multicontext path to redefining how we access and think about diversity, equity, and inclusion in STEM,” J. Geosci. Educ., vol. 67, no. 4, pp. 320–329, Oct. 2019, doi: 10.1080/10899995.2019.1620527.[15] E. Charles, “Decolonizing the curriculum,” Insights, vol. 32, no. 1, Art. no. 1, Sep. 2019.[16] D. K. G. Fomunyam, “Decolonising the Engineering curriculum in a South African University of Technology,” vol. 12, no. 17, p. 9, 2017.[17] H. Mogstad and L.-S. Tse, “Decolonizing Anthropology: Reflections from Cambridge,” Camb. J. Anthropol., vol. 36, no. 2, pp. 53–72, Sep. 2018, doi: 10.3167/cja.2018.360206.[18] R. Connell, “Decolonizing Sociology
- Conference Session
- Design Teams 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- David A. Copp, University of California, Irvine; Alejandra Hormaza Mejia, University of California, Irvine; Mark E. Walter, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
the team’s stated goals clear from the beginning? How successful do YOU think the team was in achieving its stated goals?IQ15. Considering all your activities (academic, social, work, family, etc) at the time, what priority was your project work, and why?Proposed Data AnalysisWe will use an inductive-deductive thematic analysis approach to our data analysis [20]. Usingthe literature on teaming and psychological safety, we will create a preliminary code book. Then,based on the interview data, we will update the code book to reflect ideas and concepts that arisefrom the data.Expected ResultsBased on the literature review, we expect to find themes related to psychological safety, includingpersonal characteristics, past experiences
- Conference Session
- Empathy and Human-centered Design 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Aaron Carpenter, Wentworth Institute of Technology; Juval V. Racelis, Wentworth Institute of Technology; Alexander Cabal, Wentworth Institute of Technology; Beth Anne Cooke-Cornell, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; James R. McCusker, Wentworth Institute of Technology; Lynette Panarelli, Wentworth Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
; Sexuality Knowledge Community. Alex has an expertise in facilitation of training programs as well as performing institutional scans and program reviews. He has worked with higher education institutions, non-profits, and for-profit organizations on their inclusion efforts. Alex believes that authentic dialogue, reflection on our identities, an understanding of our history, and direct and consistent action are key to creating a more inclusive environment. Alex graduated with a Bachelor of Arts in Communications with a concentration in Public Relations from the University of Hartford and completed his Master’s Degree in Student Personnel Administration in Higher Administration at Springfield College. He currently serves as
- 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
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
presentation from an earlier student team for the same CSR projectassignment.The literature regarding teaching presentation skills to students includes Stuart’s case study [8],which reviewed techniques used in a graduate presentation skills class. Stuart suggested thatthese techniques be adapted to presentation classes for undergraduates as well. Her class utilizedtechniques such as video recording of student presentations for later review by the student, peerrehearsals, and assessments of PowerPoint slides. Stuart’s graduate class established twofundamental rules for student presentations. First, every aspect of the presentation's preparationand delivery should reflect respect for the audience, and second, student presentations need to be"carefully