Conference Session

Design in Engineering Education Division (DEED) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education Division (DEED)

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca Komarek, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Daniel Knight, University of Colorado Boulder; Julie Elizabeth Steinbrenner, University of Colorado Boulder

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Design in Engineering Education Division (DEED)

relatively consistentover time. Additionally, students who finished with high leader effectiveness believed that theassignment of roles positively contributed to the team in terms of division of tasks and teameffectiveness. These same students also believed that the assignment of roles positivelycontributed to their sense of purpose and ability to articulate contributions to the project.IntroductionAs engineering education evolves based on societal needs, leadership becomes increasinglyimportant in preparing students to address new challenges. The addition of leadership to the 2019ABET requirements [1] exemplifies this evolution, leading engineering educators to defineintentional ways of integrating leadership development into engineering curriculum

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Lynn Realff, Georgia Institute of Technology; Sydney Mae Ayers; Julianne Latimer; Lily Sullivan; Clara Blue Templin

Tagged Divisions

Design in Engineering Education Division (DEED)

Antonio, thus showing the transferability ofthe curriculum.IntroductionThe 2017 National Academies of Sciences, Engineering, and Medicines’ report on UndergraduateResearch Experiences (URE) for STEM Students: Successes, Challenges, and Opportunitiesmakes over 50 references to teams and teamwork, such as the URE’s tendency to “emphasize andexpect collaboration and teamwork” [1]. The report does not contain systematic recommendationsfor team training among its numerous contributing sources. This absence may indicate that teamtraining measures do not keep up with the increased curricular use of team projects. In fact,students are often required to work in groups without adequate preparation and guidelines for suchinterpersonal interactions [2-9

Conference Session

Design in Engineering Education Division (DEED) - Use of Technology in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Burcu Ozden, Pennsylvania State University; Muge Olgun Baytas, The Ministry of Education, Turkey

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Design in Engineering Education Division (DEED)

principles in subsequent projects. Thishighlights the value of integrating sustainability early in the engineering curriculum, shapingstudents' perceptions of its importance and preparing them for future challenges in the field.IntroductionThe integration of sustainability into engineering education at the higher education level has seenlimited progress since the 1992 United Nations World Summit on Sustainable Development [1]Recognizing the role of engineers in achieving the United Nations Sustainable DevelopmentGoals by 2030 [2] and the emphasis by the Accreditation Board for Engineering and Technology(ABET) [3] on sustainability in engineering designs, there is a growing need to educateengineering students in sustainable and green engineering

Conference Session

Design in Engineering Education Division (DEED) - Evolving Pedagogies in Capstone Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

François Michaud, Universite de Sherbrooke; Audrey Boucher-Genesse, Universite de Sherbrooke; Jean-Sébastien Plante, Université de Sherbrooke

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Design in Engineering Education Division (DEED)

abilities. The Public Expo also stands out as asignificant strength. The main challenges include ensuring uniformity in team teaching,addressing organizational issues in open-ended projects, and managing coordination and trainingacross multiple programs.BackgroundMultidisciplinarity in undergraduate engineering design capstone projects has been identified tobe important [1,2], even 30 years ago [3], and there are an increasing number of initiativesreported [4,5]. But still, it has not been widely or sustainably practiced in engineering schools[2], and many institutions struggle to create these opportunities within their curricula [1]. Someof the identified obstacles are curricular and knowledge differences across departments,university structure

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elisa Koolman, University of Texas at Austin; Anastasia Schauer, University of Texas at Austin

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Diversity

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Design in Engineering Education Division (DEED)

[1] for a customer based on their job title may guidedesigners to view the customer’s needs through their employment, though the actual customermay value other aspects of their identity more highly. Similarly, when designing for and withdisabled customers, designers need to be aware of terminology, as referring to a customer as“differently abled” versus “wheelchair user” may lead to different perceptions of customer’sneeds. Engineering design educators also must be aware of the terminology used when teachingstudents about designing for disabled customers. In this paper, we explore the terminology usedin design engineering education research in the context of designing for and with disabledcustomers.Designing for disabled customers is an

Conference Session

Design in Engineering Education Division (DEED) - Human-Centered Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachana Ashok Gupta, North Carolina State University at Raleigh; Jeremy Edmondson, North Carolina State University at Raleigh

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Design in Engineering Education Division (DEED)

between these three charts and how to create themto work hand in hand to describe the complete system. Such information, when presented tostudent teams, not only helps them describe their system fully but also helps them understandseveral requirements and constraints of the system easily and objectively, irrespective of theproblem at hand. The paper presents preliminary observations and comparisons on the quality ofsystem description from various design teams to assess the method. It has been observed thatsuch a system description encourages design divergence, which helps design choices be morefitting. This is a work in progress.1. Introduction and Literature Literature on System engineering diagrams in many forms is vast [1]-[6]. Though

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erica J Marti, University of Nevada - Las Vegas; David Earl James, University of Nevada - Las Vegas

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Diversity

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Design in Engineering Education Division (DEED)

effectiveness of repeated practice in developingand retaining engineering design skills.Keywords: engineering design, capstone design, first-year engineering, spaced repetition,specifications grading1. IntroductionThe engineering design process is considered to be a core aspect of any engineering program.Indeed, to meet ABET accreditation requirements, all engineering programs must addressstudent outcomes, which includes the application of engineering design. Adoption of the ABETEC 2000 Criteria in 1996 prompted an increase in engineering design emphasis in thecurriculum, such as through capstone design courses [1]. A majority of capstone coursessurveyed were initiated after 1990 [2], with first-year engineering design courses becomingpopular shortly

Conference Session

Design in Engineering Education Division (DEED) - Team-Based and Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caleb Z. Smith, Florida Polytechnic University; Elisabeth Kames Ph.D., Florida Polytechnic University; Alexander R. Murphy, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education Division (DEED)

disciplines to enhance collaborative efforts and skills [1], [2]. Designprojects in undergraduate STEM education can exist throughout the curriculum, in a specificdesign course, or as an extracurricular activity. Design projects can simulate real-worldexperiences to increase students’ technical and professional growth.1.1. Design Projects in STEM Education Undergraduate STEM education is developed to teach and prepare students for upcomingindustry challenges through the development of skills and knowledge [1]. Students are given theopportunity to address different types of challenges throughout their learning experiences. One ofthe challenges that students may face exists in the form of design projects. Design projects teachstudents how to apply

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

William Nickley, The Ohio State University; Dan Wisniewski, The Ohio State University; Annie Abell, The Ohio State University

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Design in Engineering Education Division (DEED)

competencies in both engineeringand design education, yet approaches to understanding them vary widely. In engineering,structured assessments like the Creative Engineering Design Assessment (CEDA) [1] andsimplified TRIZ methods [2] aim to systematize creative thinking, while industrial designpedagogy embeds iterative idea generation into studio-based project cycles [3]. Researchcomparing STEM and arts students reveals that cognitive differences may be less pronouncedthan cultural narratives suggest; when measured in structured settings, both groups exhibitsimilar divergent thinking capacities [4,5]. Despite this, persistent assumptions about engineeringstudents being less creative than design students [6,7] continue to shape educational experiencesand

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Deesha Chadha, Imperial College London ; Chris Dakes, University of Wisconsin - Madison; John P Puccinelli, University of Wisconsin - Madison; Angela Kita, University of Wisconsin - Madison; Tracy Jane Puccinelli, University of Wisconsin - Madison

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Design in Engineering Education Division (DEED)

engineering studentsvia small focus groups, large group in-class activities, and faculty interviews. The earlyfindings presented in this Work in Progress paper serve as a contribution towards thewider conversation about engineering judgment. Specifically, we aim to expand theconversations such that engineering judgment becomes a more mainstream and explicittopic within engineering curricula. We envision that this model will drive the 1development of subsequent tools and teaching resources which will further support theuse of the model in a diverse set of courses, disciplines, and institutions.Phase 1: Developing the modelThe first phase of this project was to

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Zahra Saghafi, University of Guelph; Julie Vale, University of Guelph; Russell Kirkscey, Pennsylvania State University; Jennifer Howcroft, University of Waterloo

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Diversity

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Design in Engineering Education Division (DEED)

values, indicating avoidance of directly teaching or assessing them. Facultywith 6–10 years of teaching experience were more likely to express discomfort with teachingvalues directly, while older and younger faculty appeared more comfortable addressing theseoutcomes.1. IntroductionEngineering education occupies a critical role in preparing students for both professional successand societal impact [1]. Engineers hold a position of significant power and privilege in society,influencing the allocation of resources, opportunities, risks, and harms across diverse socialgroups [2]. This responsibility necessitates an educational approach that extends beyondtechnical proficiency to include the development of ethical and values-based competencies [3].In

Conference Session

Design in Engineering Education Division (DEED) - Design Cognition and Self-Perception in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew L Gillen, Northeastern University; Daniel Fisher

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Diversity

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Design in Engineering Education Division (DEED)

operationalized them for theengineering design context. While not intended to be exhaustive, these categories, listed below,served as a framework for guiding both the intervention and analysis. Their primary aim was toencourage students to examine several ways in which unconscious processes influence and biasdecision-making. 1. The Views of the People Around Us: How people may be influenced by their social environment and how it may be difficult to not conform to majority views. 2. Human Error and the Limits of Our Perception: The impact of “blind spots” in our perception due to limitations around what we are allowed or able to observe. 3. Internal Beliefs and Biases: This includes heuristics, quick assumptions our mind makes

Conference Session

Design in Engineering Education Division (DEED) - Design Cognition and Self-Perception in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caleb Z. Smith, Florida Polytechnic University; Elisabeth Kames Ph.D., Florida Polytechnic University

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Diversity

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Design in Engineering Education Division (DEED)

work has realized the impact of industry-sponsored projects on the students' self-efficacy,in which students on industry-sponsored teams showed larger increases in self-efficacy comparedto university-sponsored [1]. This work aims to closely examine students' self-efficacy by utilizingthe EDSE survey to understand trends amongst cohorts, and understand influencing factors forsuccess.1.1. Capstone Design Capstone Design is a course that students commonly take during their final year ofundergraduate studies in engineering disciplines. This course is typically structured to bridge theworld of education and real-world application [2]. Overall, this course serves as the culminatingexperience for students at the end of their college career

Conference Session

Design in Engineering Education Division (DEED) - Innovative Assessment Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Duncan Davis-Hall, Colorado School of Mines; Carter Moulton, Colorado School of Mines

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Design in Engineering Education Division (DEED)

Paper ID #46248Impact of Ungrading on Student Confidence in Capstone Engineering DesignDuncan Davis-Hall, Colorado School of MinesCarter Moulton, Colorado School of Mines ©American Society for Engineering Education, 2025 Impact of Ungrading on Student Confidence in Capstone Engineering DesignIntroductionThis study investigates the hypothesis that ungrading a capstone engineering design course willfoster student confidence. Ungrading is an emergent approach to assessment that seeks to addressthe ineffectiveness of and potential harm caused by traditional grading practices [1]. Ungradingcan

Conference Session

Design in Engineering Education Division (DEED) - Evolving Pedagogies in Capstone Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sarah Oman, Oregon State University; Joseph Piacenza, Oregon State University; Elliott Chimienti

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Design in Engineering Education Division (DEED)

recent years,initially spurred by technological advances, but further catalyzed by the COVID-19 pandemic[1], [2], [3]. In-person capstone courses traditionally rely on physical proximity, both for sponsorengagement and for hands-on prototyping. Transitioning these experiences to fully online modesintroduce challenges around synchronous/asynchronous communication, sponsor management,and alignment with ABET standards [4], [5]. Additionally, remote environments can exacerbatedifficulties that students already face in team-based design, including the management of diverseschedules, uneven participation, and unclear communication. Belanger et al. [6] further highlightthat students in remote design collaborations frequently struggle with technology

Conference Session

Design in Engineering Education Division (DEED) - Embedding Industry in Design Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rachel Esther Horenstein, University of Denver; Daniel D Auger, University of Denver

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Design in Engineering Education Division (DEED)

learned knowledge and apply developed skillsto an open-ended design problem. Most capstone programs focus on project-based, hands-onlearning that challenges student teams to identify customer requirements, translate customerrequirements to design requirements, and ultimately develop solutions for a customer-providedproblem. The open-ended nature of customer-provided problems is one of the main challengesstudents face during their capstone experience [1]. For most students, creating workablesolutions to resolve the often unpredictable and conflicting nature of these types of problemsproves to be vastly different from their previous undergraduate coursework [2]-[7]. Preparingstudents for successful entry into the workforce post-graduation is

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico; Ruben D. Lopez-Parra, Universidad del Norte

Tagged Divisions

Design in Engineering Education Division (DEED)

) [1–6] as a set of solution independent, valid,and consequential parameters that describe the capabilities and behaviors of a system necessaryto meet stakeholder needs and expectations; and represented by a metric and a target value.Understanding how engineers set requirements as part of problem framing is important becauseit is the key way in which they contend with both quantitative and qualitative stakeholder needsand contextual constraints and factors, while recognizing that some requirements are tentativeand contingent upon the potential solution paths. As such, requirements should be approachedabductively, yet they are sometimes represented—in textbooks and resources—as identifiedthrough rational deductive (and sometimes inductive

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ruben D. Lopez-Parra, Universidad del Norte; Madalyn Wilson-Fetrow, University of New Mexico; Vanessa Svihla, University of New Mexico; Yadeeh Sawyer, University of New Mexico - School of Engineering - Engineering Student Success Center; Christina Salas, University of New Mexico; Carl Willis, University of New Mexico; Andrew Olewnik, University at Buffalo, The State University of New York

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Diversity

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Design in Engineering Education Division (DEED)

project support students to develop and work with engineering requirements? ○ How did the students use their agency in setting requirements? ○ To what extent were their ERs traceable to stakeholder needs? (support validation) ○ To what extent did students set ERs that describe what the solution should embody, not how to do it? (solution independence)Literature reviewDesign problems are distinct from other types of problems because they are ill-structured,meaning they have more than one correct answer and, importantly, more than one path to asolution [1]. Before solving a design problem, a designer has to frame the problem by makingdecisions about the problem itself, including what portions of the

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lucas Buccafusca, Johns Hopkins University

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Diversity

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Design in Engineering Education Division (DEED)

concludes with analysis andexamples of AIM feedback in multiple first-year electrical and computer engineering courses andhow these improvements led to better knowledge retention and overall student satisfaction of thecourse.IntroductionA cornerstone of modern day academia is the use of student feedback as a means of obtaining data.Students, being the recipients of the course content, have steadily continued to be involved in bothcourse and faculty evaluation systems. A good deal of research has explored the benefits of thesesurveys as tools for continuous improvement. Rowley presents methods for constructing effectivesurveys [1]. Both Richardson and Mandouit descibe how one can use those results to improve thequality of teaching [2] [3]. Lastly

Conference Session

Design in Engineering Education Division (DEED) - Innovative Assessment Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jeremy Edmondson, North Carolina State University at Raleigh; Rachana Ashok Gupta, North Carolina State University at Raleigh

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Design in Engineering Education Division (DEED)

or program to assess student projects [3-5], [17], [19], [20]. These elements might varyslightly depending on the discipline (e.g., engineering, business, healthcare) or the specificobjectives of the capstone program. These aspects match very closely with expected ABEToutcomes [18]. We compiled the following list of key components for use in our CapstoneProgram:1. Problem Definition & Understanding: This includes clear identification of the problem or needand evidence of understanding the technical, practical, and/or societal context of the problem.2. Project Planning and Management: Clear project objectives and milestones, time managementand adherence to deadlines, and resource allocation and management.3. Technical Design and

Conference Session

Design in Engineering Education Division (DEED) - Human-Centered Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Sebastian Dziallas, University of the Pacific; Shelly Gulati, University of the Pacific; Mehdi Khazaeli, University of the Pacific; Bidisha Burman, University of the Pacific; Maryam Heidaripour, University of the Pacific; Leili Javadpour, University of the Pacific

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Design in Engineering Education Division (DEED)

theInternet of Things (IoT), wearable technologies, and advanced manufacturing. Theseinterdisciplinary fields require a workforce skilled in integrating physical artifacts with digitalplatforms to create seamless, innovative solutions. Higher education institutions are increasinglyturning to interdisciplinary approaches to address these demands, integrating diverse fields ofstudy to create innovative programs that prepare students for complex, real-world challenges [1],[2].This paper presents the development of a new interdisciplinary undergraduate program at theUniversity of the Pacific, the Bachelor of Science in Product Design and Entrepreneurship(PDEP). Situated at the intersection of human-centered design, engineering, andentrepreneurship, this

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Krina Patel, University at Buffalo, The State University of New York; Kara Brooke Stark, University of Michigan; Corey T Schimpf, University at Buffalo, The State University of New York; Shanna R. Daly, University of Michigan; Jutshi Agarwal, University at Buffalo, The State University of New York

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Diversity

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Design in Engineering Education Division (DEED)

. Teaching students aboutstakeholder engagement through scaffolded lessons and reflections encourages them to ideatemore inclusive and stakeholder-centered design sketches. Directions for future improvement ofthe MODS module and plans for more intentional classroom discussions around stakeholders arediscussed.Keywords: Design Thinking, Design Education, Stakeholder Engagement, StakeholderIdentification, Pre-College1. IntroductionEngaging with and understanding the needs of diverse stakeholders is essential for engineersaddressing complex sociotechnical challenges. Stakeholders encompass all individuals who mightbe impacted by a design artifact (e.g., users, clients, and manufacturers) and even those indirectlyimpacted [1]. Effective engineering

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Silas Ifeanyi, University of Waterloo; Mary A. Robinson, University of Waterloo

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Diversity

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Design in Engineering Education Division (DEED)

use of active learning, recognizing “that true learning resultsfrom doing things and reflecting on the outcomes, not from passively receiving information.” [1,p. 111] In design education specifically, Project-Based Learning (PBL) has become the de factostandard approach of active learning across engineering curricula [2]. Its success, however,depends on student motivation - without it, students may struggle to engage fully, potentiallylimiting the positive outcomes of the pedagogy.The key feature of active learning is that it is learner-centred and therefore places moreresponsibility on the student than teacher-centred methods. Past research has described severalbarriers to student engagement with innovative active learning approaches

Conference Session

Design in Engineering Education Division (DEED) - Visual Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Logan Izaiah Abraham, Florida Polytechnic University; Elisabeth Kames Ph.D., Florida Polytechnic University

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Diversity

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Design in Engineering Education Division (DEED)

ability, computer-aided designMotivation and Background Spatial ability is a general term defined as the natural ability to visualize with no prior training.Metrics can include cutting, folding, and rotating objects in one’s head. Spatial visualization is asub-component of spatial abilities and can be defined as the mental ability to manipulate,transform, and analyze two and three-dimensional objects [1], [2], [3], [4]. This skill is essentialfor students in engineering as conveying an idea through hand sketching or CAD modeling is arequired skill [5], [6]. It has also been shown to play a significant role in students’ performance inSTEM-related tasks and has displayed a positive correlation to CAD modeling [7], [8], [9], [10]. Previous

Conference Session

Design in Engineering Education Division (DEED) - Visual Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Jennifer A Turns, University of Washington; Krina Patel, University at Buffalo, The State University of New York; Susannah Howe, Smith College; Micah Lande, South Dakota School of Mines & Technology; Eli Patten, University of Washington; Cynthia J. Atman, University of Washington

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Design in Engineering Education Division (DEED)

paper focuses on better understanding the studentexperience of tracking and reflecting on design timelines during team-based engineering designprojects. While prior work [1], [2], [3] has shown that doing design does not directly lead tolearning design , reflection paired with doing has emerged as a way to promote design learning[4]. When students self-track their own design process to create “design timelines”, the otherwiseinvisible process of design becomes visible. The act of creating the design timelines requiresregular reflection by students, and the design timelines themselves provide a concrete processrepresentation on which to reflect. Example design timelines, such as Figure 1 from asemester-long project, are shown throughout this

Conference Session

Design in Engineering Education Division (DEED) - Foundations of Design Theory

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrea L. Schuman, California Polytechnic State University, San Luis Obispo; David B Knight, Virginia Polytechnic Institute and State University; Mohammed Seyam, Virginia Polytechnic Institute and State University

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Design in Engineering Education Division (DEED)

study indicated that about half of the students demonstrated anunderstanding that design involves both planning and implementation, though some stages wereunderrepresented in their responses. This analysis illuminates gaps in knowledge from priorexperiences that capstone instructors should focus on covering.IntroductionSoftware engineering degree programs need to prepare students with both theoretical foundationsfor the field and practical experiences so that they can apply their computer science skills [1].The IEEE Computer Society [2] emphasizes design skills as a priority for software engineers tobe able to create software that can solve problems. Agile processes are one common projectmanagement framework. It is a methodology specifically

Conference Session

Design in Engineering Education Division (DEED) - Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Taylor Parks, University of Illinois Urbana - Champaign; Timothy Bretl, University of Illinois at Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign

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Design in Engineering Education Division (DEED)

Competency Across Multiple Required CoursesIntroductionIn four-year engineering programs, learning progressions, or strategic tracks that outlinestudents’ learning journeys throughout the program [1], are important for tracking students’competency development. These progressions are often informed by program educationalobjectives and can be used to develop formative assessment measures. Literature has defined thevalue of learning progressions in K–12 science and math education as well as how to designthem in these contexts [2, 3, 4]. However, there are limited examples in which these progressionshave been used as a strategic tool to support students’ competency development in post-secondary education, particularly engineering education [5]. We argue

Conference Session

Design in Engineering Education Division (DEED) - Societal Impact in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Libby Osgood, University of Prince Edward Island; Reilly Sullivan

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Diversity

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Design in Engineering Education Division (DEED)

returning from an international, short-term, community-engagement design project. They then participated in an in-person group reflective activity toidentify the difference between charity and justice mindsets, and they were given the option torevise their responses to the initial reflection (to re-reflect). Using qualitative analysis techniques,this study sought to determine: 1) whether participants demonstrated a charity or justice mindsetin the written responses and 2) whether the pedagogical technique is effective.Results indicate that participants demonstrate both charity and justice mindsets, and 64% ofparticipants (n=19) shift towards justice mindsets. Participants overwhelmingly affirm theusefulness of the activity (95%) and state that

Conference Session

Design in Engineering Education Division (DEED) - Team-Based and Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diane L Peters P.E., Kettering University; Chinwe Tait, Kettering University; Jennifer Melanie Bastiaan, Kettering University; Mehrdad Zadeh

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Design in Engineering Education Division (DEED)

illuminating the values and challenges of emerging technologylike automated driving from societal, economical, and environmental points of views.In addition, many industry employers place a great deal of weight on them when deciding who tointerview and hire, and universities demonstrate the value they place on them by providing spacefor teams to work and time for faculty to serve as advisors. Universities may also consciously andintentionally incorporate them into students’ educational experiences in a variety of ways,depending on the specifics of the team and the project. Such efforts have been documented for theSAE/GM AutoDrive Challenge [1, 2] as well as for other competitions in which a larger numberof universities participate. Such competitions