Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa A. Shay PE, U.S. Military Academy; Tanya Thais Estes, United States Military Academy; David Paul Harvie, United States Military Academy

Tagged Divisions

Design in Engineering Education

. c American Society for Engineering Education, 2019 Reflection and Metacognition in Capstone DesignAbstractReflection is a valuable skill that is not immediately familiar to many of our students. Our facultyteam has introduced systematic reflection in a two-semester multidisciplinary engineering designcourse at the United States Military Academy at West Point. A course goal is to produceengineers competent in designing with current technologies who are able to anticipate and torespond to change. Because a key component of the course has always been the assessment of thedesign against the requirements, we chose to augment the design process with multipleopportunities for reflection.This year’s course consists of 18 capstone

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Aditya Vora, Pennsylvania State University; Daniel Allen Henderson, Pennsylvania State University; Jennifer Bracken, Pennsylvania State University; Neeraj Sonalkar, Stanford University; Stephen Harris, Community College of the Air Force

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Design in Engineering Education

Engineering Education, 2019 Beyond Likert Scales: Exploring Designers’ Perceptions through Visual Reflection ActivitiesAbstract When it comes to the assessment of design behaviors and outcomes, direct observations byexternal viewers and subjective reflections by the participants themselves can all yield importantinformation. External viewers, for example, may code video evidence or apply design metrics to adesigner’s solutions, both of which can lead to interesting statistical analyses and detailed insights.In collecting and analyzing designers’ personal reflections and perceptions, researchers oftenutilize Likert-type scales, multiple choice questions, or short open-ended prompts. While thesemodes of

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University; Hugh L. McManus, Northeastern University

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Design in Engineering Education

Engineering Education, 2019 Capstone Prepares Engineers for the Real World, Right? ABET Outcomes and Student PerceptionsAbstractCapstone design is expected to tie together several components of a student’s engineering degreeprogram, provide valuable skills for the student’s transition to real-world employment, and in the processsatisfy a large number of the program’s ABET requirements. Typical capstone course objectives reflectthis ambitious set of requirements, and student outcomes can be aligned with these objectives. This workaddresses the links among course objectives, what students think they learned in capstone, and thecompetencies reflected in their final work. This analysis contributes to the assessment of

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Laura K. Alford, University of Michigan; James A. Coller, University of Michigan; Stephanie Sheffield, University of Michigan; Magel P. Su, California Institute of Technology

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Diversity

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Design in Engineering Education

self evaluations  Feedback based on those evaluations  A Gantt chart to plan project tasks and timelines  Peer mentors  Reflections on teamwork topics  Mid-semester progress meetingsIce Breaker and Communication Activity. Teams are revealed during lecture, at which pointstudents are encouraged to take seats near their new teammates and quickly exchange names andcontact information. After the teams have a few minutes to chat, we introduce a teaming activity:a logic grid puzzle with 30 written clues, divided as evenly as possible among the team memberson slips of paper. Our puzzle was adapted from [11], and we have made our version availableelectronically [12]. Generally, our students seem familiar with this type of

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., Wake Forest University ; Charles McDonald Cowan II, Wake Forest University; Justyn Daniel Girdner, James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

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Design in Engineering Education

(3) determined which individual criteria in our rubric werenot reflected within the frameworks. We evaluated the draft criteria against three establishedsustainability frameworks: the ENVISIONTM infrastructure rating system, the STAUNCH©higher education sustainability assessment, and the UN Sustainable Development Goals. Asexpected, the evaluation revealed significant overlaps across the three frameworks and our set ofcriteria but also indicated a few key gaps that were addressed in a future version of the draftrubric [12].The third step completed for substantive construct validation was to seek feedback from expertsacross varying engineering disciplines. We sought a ranking of how important each of ourcriteria was in the eyes of a

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute

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Design in Engineering Education

Paper ID #25365includes serving as a high school engineering/technology teacher and a teaching assistant professor withinthe College of Engineering & Mineral Resources at West Virginia University. c American Society for Engineering Education, 2019 Examining Beginning Designers’ Design Self-Regulation Through LinkographyAbstractDesign process representations often attempt to show the iterative pattern of design through acircular or spiral representation. Expert designers iterate, constantly refining their understandingof both the design problem and solution. In other words, a designer’s ability to manage thedesign process—plan, reflect, and incorporate new insights—may be

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Elizabeth Shroyer, University of Washington; Timothy Sun, University of Washington

Tagged Divisions

Design in Engineering Education

much detail as they were able.Reflection Entries: Reflective entries were intended to complement the field notedocumentation by prompting students to reflect on their experiences creating more synthesis andmore personal accounts. Students were given structured prompts to guide their reflections.Throughout the quarter, these prompts became more open ended, based on group discussions.Prompts related to A) student experiences B) resources C) design and fabrication, D) topics fromthe previous meeting, E) project choice, and F) different modes of learning. In this analysis wedraw from reflection entries where students speak about design or instruction sets and tutorials.In six of the ten weeks, prompts explicitly related to design were posed. These

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

matrices or House of Quality. However, in the process of providing rationalistic toolsto students, engineering education may be implicitly perpetuating the belief that engineers makedecisions through rationalistic reasoning alone. In reality, other types of informal reasoning, suchas empathic and intuitive reasoning, are utilized for decision making in ill-structured contextssuch as engineering design. The beliefs that undergraduate students hold about decision makingin the context of design is not well understood, and this work contributes to this gap in theliterature.To learn more about students’ beliefs about decision making, we collected qualitative pilot datain the form of both one-on-one, semi-structured interviews and written reflections

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Arizona State University, Polytechnic campus; Micah Lande, South Dakota School of Mines & Technology

Tagged Divisions

Design in Engineering Education

prototypes that areincomplete and lacking more elaborate depictions containing all the fine details of the design. Itcan be a quick and efficient means to explore drafts and iterations of ideas, essentially sketchingin materials. The underpinning of this work is that prototyping, as a process, is an act ofexternalizing design thinking, embodying it through physical objects. It reflects one’s thinkingabout design through a design process, and also a learning process. It can serve to both develop adesign idea but can also inform the educator about how an individual or team navigates theirlearning experience.According to various studies, prototyping is considered to play an essential role in the designprocess [1, 2, 3]. For example, the process of

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

in team-basedlearning environments, and students’ teaming is evaluated as one of the learning objectives indesign courses. The evaluation has tended to rely on students’ self- or peer-reported data. Theself- or peer-evaluation process can encourage students to participate more actively in teamactivities and to self-reflect on their actions and contribution in teaming. However, the evaluationcan have some limitations because it could not allow educators to monitor and provide formativefeedback on cognitive aspects of students' participation and social interactions during theircollaborative inquiry and knowledge construction processes. Therefore, this study seeks out apotential way to examine and assess engineering students’ teaming in design

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; McKenzie Carol Clark; Beshoy Morkos, Florida Institute of Technology

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Diversity

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Design in Engineering Education

performance metric for the study wasthe student’s final grade in the fall and spring semesters of the senior capstone design course, aswell as the delta in the student grade. The student’s grades were correlated to a numeric value forcomparison, which is reflective of the GPA calculation at Florida Institute of Technology. Thenumerical values for performance are represented as traditional GPA scoring whereby A=4.0,B=3.0, C=2.0, D=1.0 and F=0.To supplement the quantitative study results, the authors performed an exit interview with each ofthe senior capstone design teams. The students were asked a total of 19 questions, in an open-floor,interview type format. The students were instructed to be as specific as possible in their answers.The authors

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

immersive interdisciplinary learningenvironment with a tangible scope, featuring direct mentorship of faculty and a local architect,collaboration between two colleges, and active interaction with a non-profit organization. Theproject is evaluated based upon information gathered from student design artifacts, constructionprocess documentation, and perceptual data via surveying and reflection. This paper discussesthe benefits and unique challenges of Design for Homeless (DfH) and provides insights on itsimplementation as a capstone experience.IntroductionCapstone design courses are intended to provide rich opportunities for student learning [1].According to Marin et al., successful capstone experience can be affected by many factors,including student

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida; Olukemi Akintewe, University of South Florida; Schinnel Kylan Small, University of South Florida; Terreonn Henry

Tagged Divisions

Design in Engineering Education

easy as possible. • Learning and teaching II, acquiring, compiling, and gathering knowledge: In this section of the individual learning career, the student actually applies the abstract knowledge and gathers his or her own experiences. In order to limit the action and reflection possibilities, the learner interacts within a somewhat restricted, artificial environment, which is reduced in complexity and easy to control by the teacher. To provide feedback, the learning environment is designed to include relevant devices where students can deposit their interim products and teachers can inspect them. The emphasis in this model lies on the learning process of the student. Teachers try to help the

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

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Diversity

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Design in Engineering Education

. Companies that she has worked with renew their commitment to innovation. She also helps students an- swer these questions when she teaches some of these methods to engineering, design, business, medicine, and law students. Her courses use active storytelling and self-reflective observation as one form to help student and industry leaders traverse across the iterative stages of a project- from the early, inspirational stages to prototyping and then to delivery.Dr. Sheri Sheppard, Stanford University Sheri D. Sheppard, Ph.D., P.E., is professor of Mechanical Engineering at Stanford University. Besides teaching both undergraduate and graduate design and education related classes at Stanford University, she conducts research

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marsha Maraj, Imperial College London; Colin Paul Hale; Andreas Kogelbauer; Klaus Hellgardt

Tagged Divisions

Design in Engineering Education

pressure vessel and the ability to represent these designs usinggeneral assembly drawings.Research QuestionsStudents often have their own ideas of what contributes to an effective learning experience.They are the co-creators of their own learning [30] and understanding their perspective hasbeen shown to influence and enhance reflection-on-action practices [31]; this can allowpractitioners to reflect and review past practice with the purpose of improving futurescholarship. Feedback from student evaluation questionnaires can accordingly imbue thestudent voice with a power and agency to inform reflection-on-action practice which can helpfurther enhance staff development and curriculum review [31].For this reason, we focus primarily on the students

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana M. Pidaparti, University of Georgia; Elizabeth Marie Tafoya, James Madison University; Peyton Leigh Pittman; Wade Knaster, James Madison University

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Design in Engineering Education

development process of cross-domain linkages C-K Mapping Template: visually structures Assignment: practice developing the knowledge transfer process cross-domain linkages and reflection Figure 4: C-K Theory-based Instructional Resources4. Background for the Comparative StudyOur comparative study to test whether the C-K theory instructional approach improves thequality of bio-inspired design concepts was carried out on second-year engineering students in anengineering design course at James Madison University. These students are in the first semesterof the engineering design sequence of the curriculum and are learning the engineering

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giovanna Scalone, University of Washington; Aaron Justin Joya, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Design in Engineering Education

processes that influence their attention and effort.In this phase, self-control strategies enable students to focus on a task and their efforts tooptimize a solution or outcome. Aspects related to self-control strategies include: Attentionfocusing which enables students to use a variety of techniques to improve their attentionalcontrol. Task strategies enable students to select essential parts of a task and reorganize them in ameaningful manner. Another aspect is self-observation where students track specific aspects oftheir performance, the conditions that surround it, and the effects that it produces [8].In the self-reflection phase, students engage in self-judgement and evaluation. Self-Judgemententails self-evaluating a performance or outcome

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Robin Ott, Virginia Tech; Marie C. Paretti, Virginia Tech; Cristian Hernandez; Jessica Deters, Virginia Tech; Chris Gewirtz, Virginia Tech; Francesca Giardine, Smith College; Anne Kary, Smith College

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Diversity

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Design in Engineering Education

the bottom of the figure.  The x-axis depicts perceived preparedness, with lower perceived preparedness to the left and higher perceived preparedness to the right. (Note that while we also have perceived preparedness data from participants’ pre-graduation interviews and their weekly surveys, we used only the workplace interview data to select participants for this paper; subsequent larger studies will use the full data set.)  The size of the circle reflects extent of engineering identity; the larger the circle, the more the participant identified as an engineer.  The shading represents mention of gender bias/discrimination (shaded = yes, unshaded = no).As is clear from Figure 1

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

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Diversity

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Design in Engineering Education

response was robust (N=632, 85.4% of total population) and reflected classdemographics. Females demonstrated lower mean self-efficacy scores in engineering applicationand tinkering (Table 1a). Both URMs and first-generation students showed slightly lower meanself-confidence in math and science skills (Tables 1b and 1c). Intersectionality of race andgender was examined; and URM females showed marginally lower mean self-efficacy thanURM males in tinkering tasks, when controlling for both demographic factors (femaleURM=3.3, male URM=3.6, αinteraction=.007). International students demonstrated significantlyless professional/interpersonal and problem solving self-confidence (Table 1d).DiscussionTaken together, these results suggest that there are

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Rose-Hulman Institute of Technology; Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology

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Design in Engineering Education

academic year he spent a sabbatical in the Department of Engineering Education at Virginia Tech. Since then, his professional development has focused on researching and promoting metacognition, self- regulated learning, and reflection in engineering education among students and faculty. Dr. Cunningham is a PI on one NSF-funded research study, led Rose-Hulman’s participation in the Consortium to Promote Reflection in Engineering Education (CPREE), and is a regular contributor to the Improve with Metacog- nition blog. In May of 2018, Dr. Cunningham received the Rose-Hulman Board of Trustee’s Outstanding Scholar Award. c American Society for Engineering Education, 2019 Benchmarking

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Robert P. Loweth, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan; Amy Hortop, University of Michigan; Elizabeth Ann Strehl, University of Michigan

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Diversity

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Design in Engineering Education

that the primary focus for us is getting [User] to participate, rather than getting the device to do the job. We were going in with the attitude of we need to hit XYZ, and then we're going to need to move an object from point A to point B at X velocity… whereas their focus is much less can you build something that works, so much as it is can you help [User]? Which retrospectively, duh, but at the time it was remarkable for me to hear that from the parent.In other words, the perspectives of the user and associated individuals during this initial meetingwere surprising enough for Team C that they prompted reflection about how engineering’straditional focus on the more technical aspects of solution concepts may have

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Colin Dixon, Concord Consortium; Corey T. Schimpf, The Concord Consoritum; Sherry Hsi, Concord Consortium

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Diversity

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Design in Engineering Education

point, coming largely out of analyses of professional practice anduniversity design courses, reflects what we are calling product-oriented iteration. The primaryvalue of iteration is to improve designs and artifacts or solve problems, and in service of thosegoals, to build understandings of materials or tools. In this view, while iteration is central toengineering design, it should be employed only when efficient and effective, and the drafts leftbehind are erased in presentation of the final artefact.In contrast to product-oriented iteration in which iteration is complete or successful only when itleads to decisions or improvements [3], in person-oriented iteration, or iteration-to-learn, thechance to redo and revise provides novice designers

Conference Session

Design in Engineering Education Division: Capstone Design Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kaela M. Martin, Embry-Riddle Aeronautical University, Prescott; Richard T. Mangum, Embry-Riddle Aeronautical University; Dina M. Battaglia, Embry-Riddle Aeronautical University

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Design in Engineering Education

the88 respondents was 21.7 with 88% of the students younger than 23 and a maximum age of 32.The primary reported ethnicity was white or Caucasian (n = 73) followed by Hispanic (n = 14)and Asian (n = 8). Unsurprisingly, most of the respondents, 64, identified as male, and 19identified as female. These demographics reflect the overall campus demographics where 25% ofthe students are female and 67% are white.Results also showed that over half of the participants are working while in school with eightstudents working over 20 hours per week. Two of the students identified as veterans, nine asROTC students, and one as active duty. Around 77% of the students indicated that theireducation was funded by student loans.Of the 88 students who completed the

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Sara Bernice Grajeda, University of Delaware; Amy Trauth, University of Delaware; Dustyn Roberts P.E., Temple University

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Diversity

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Design in Engineering Education

positively because learners who fall into this group tend to be motivatedby learning new things, are persistent in completing difficult or ambiguous academic tasks, andtend to use cognitive strategies to support learning such as metacognition and reflection [20, 21].Task oriented students tend to view mastery as dependent on effort, and perceptions of ability areself-referenced [22]. Task oriented students focus their attention on the task, not on extrinsicrewards; learning, understanding, developing new skills, and problem-solving are motivators [17,23]. Task orientation, like mastery orientation, is the most adaptive orientation for self-regulatedlearning [24, 7]. Task oriented students set self-improvement and learning as their goals; as aresult

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Corey T. Schimpf, Concord Consoritum; Xudong Huang, Concord Consortium; Charles Xie; Zhenghui Sha, University of Arkansas; Joyce E. Massicotte, Concord Consortium

Tagged Divisions

Design in Engineering Education

otherdecisions about the agent’s role(s). There many ways in which intelligence can be defined ormeasured17, however one way in which it can be defined is as the capacities or the tasks somesystem (whether biological or computational) can complete or learn to complete to address somegoal18, 59-60. In this context, this can be translated to a systems capable of performing some set ofdesign practices or parts of the design process toward some goal. The design practices aninstructional design agent perform are a direct reflection of its responsibilities within its role andthe larger design challenge or project. Note also that this is a definition of domain-specificartificial intelligence or weak AI59, where the domain is the area of design education.Past

Conference Session

Design in Engineering Education Division: Capstone Design Practices

Collection

2019 ASEE Annual Conference & Exposition

Authors

Natascha Trellinger Buswell, University of California, Irvine; Mark E. Walter, University of California, Irvine

Tagged Divisions

Design in Engineering Education

developing conception generation skills (Daly et al.,2012), the benefits of model building for dealing with ambiguity (Lemons et al., 2010), and thebenefits of reflection practices in learning engineering design (Adams, 2003). Additionally, someresearchers have found that design courses should move from an“instructor-transfers-knowledge” model towards a “developing-a-professional-knowledge” model,where students are asked to take charge of their learning and needs (Mann et al, 2007).Crismond and Adams (2012) developed the informed design teaching and learning matrix whichoutlines specific learning practices between novice and expert designers and also providessuggested teaching approaches. Specifically, Crismond and Adams (2012) define design as

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Francis Jacob Fish, Georgia Institute of Technology; Alexander R. Murphy, Georgia Institute of Technology; Henry David Banks, James Madison University; Melissa Wood Aleman, James Madison University; Matt Robert Bohm, Florida Polytechnic University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology

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Design in Engineering Education

disconnect from the vacuum, but I just remembered that was part of the vacuum.”Indicating that at the time of the in-class activity, students did draw from their previousknowledge to formulate a mental model of the engineered system, but in reflection, the studentsrealize that their mental model is either incomplete or false. Here one can hope that studentsfollow the path of enrichment as described by Vosniadou [6] to append their mental model toinclude the remainder of the information not originally recognized as a part of the system.Most of the interviewees assumed that the mental model activity must be similar to theircoursework, as demonstrated in the following response. “I say that um with my engineering 101 class [Engineering

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Lucille A. Sowko, University of Pittsburgh School of Nursing; Mark Gartner, University of Pittsburgh; Brandon Joseph Barber, Sawnson School of Engineering University of PIttsburgh; Renee M. Clark, University of Pittsburgh

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Design in Engineering Education

qualitativeinterview-based student perspectives from the fall 2018 semester are described in this work-in-progress paper. In conjunction with further qualitative data collection, a variety of survey anddirect assessment data from the entire two-semester course will be analyzed at the conclusion ofthe spring 2019 semester.Collecting qualitative data regarding student perspectives about working on interdisciplinaryteams allowed us to view students’ attitudes and self-reflections on their team experiences. Basedon the instructor’s own goals and literature-based reported gains [11] in interdisciplinaryteamwork, we were initially interested in how students perceived their team’s ability to beinnovative, identify customer needs, and receive rapid clinical feedback

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mehwish Butt, University of Alberta; Alyona Sharunova, University of Alberta; Ahmed Jawad Qureshi, University of Alberta

Tagged Divisions

Design in Engineering Education

[11,15]. A reflection of typical designstages from various disciplines can be seen in [3,16-23]. Many authors argue that, due to thevarying contextual nature of the products across disciplines, it is difficult to agree that thereexists a common design process. However, earlier industrial studies carried out have demonstrated that disciplinary expertsdemonstrate similar understandings of the engineering design process. A study performed byGericke and Blessing [13] reviewed 64 design process models across 9 engineering disciplinesand proposed the following set of most common transdisciplinary design stages: Establishing ANeed; Analysis of Task; Conceptual Design; Embodiment Design; Detailed Design;Implementation; Use; and Closeout. Gericke et al

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Martin A. Watkins, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

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Diversity

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Design in Engineering Education

havesome kind of engineering analysis” and pressed them to explain why their project was “sogreat.” Her concern reflected the instructor’s comment, “What can you really uniquelycontribute as an engineer?” as she pressed, “Why is there a need for it?” The studentsexplained the potential for saving lives by having a way to detect symptoms of shock.Steve’s team struggled to define this as a design problem and resisted reframing theproblem. Instead, they treated the problem as well-structured and their task as finding theright answer, primarily adopting a performance orientation. Vignette 4: Feb 4Daniela: I just thought that something bothers me the fact that (.) yeah we're gonna put the sensor on the stomach (.) right? During surgery