Conference Session

Design in Engineering Education Division (DEED) Technical Session 1

Collection

2023 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)

learning. AI is proving to be an effective tool for educators teaching anywhere from K-12 [1] or in sec-ondary education [2] to enhance teaching and provide students with personalized learning experi-ences. State-of-the-art AI technologies have been able to analyze vast amounts of data to identifypatterns, adapt to student needs, and provide real-time feedback with little up-front implementa-tion costs. As such, it has been shown that this tailored instruction and support to each studentcan improve their learning outcomes [3], [4]. Moreover, AI has been used to automate routinetasks such as grading, assessment, and administrative duties, freeing up educators’ time to focuson higher-level tasks. In this way, AI has been the catalyst in a

Conference Session

Design in Engineering Education Division (DEED) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yun Wang, Undergraduate at University of Illinois Urbana-Champaign; Colin P. Lualdi, University of Illinois Urbana-Champaign; Lawrence Angrave, University of Illinois Urbana-Champaign; Guru Nanma Purushotam

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Diversity

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Design in Engineering Education Division (DEED)

lightweight Augmented Reality display. In order to facilitate captioning servicesin areas with limited network connectivity, whisper.cpp, a derivative of OpenAI’s Whisperproject, was also incorporated into the application. Links to the open source project are includedso that other educators may adopt this inclusive practice. Some accessibility-related opportunitiesthat could be used as motivating design projects for engineering students are described.1. Introduction:Live-captioning with augmented reality (AR) headsets is an effective and promisingcommunication tool for students who are deaf or hard of hearing (DHH) [1]. Compared to basiclive-captioning on a separate display, which causes information gaps for DHH students [2]resulting in lower

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kavitha Chandra, University of Massachusetts Lowell; Sumudu Lewis, University of Massachusetts Lowell; Susan Thomson Tripathy, University of Massachusetts Lowell

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Diversity

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Design in Engineering Education Division (DEED)

entering first-yearcollege students enrolled in the Research, Academics, and Mentoring Pathways (RAMP) six-week engineering summer bridge program at University of Massachusetts Lowell. Theworkshops incorporated activities designed to create an environment fostering respect,belonging, and acceptance to make teamwork more inclusive and effective.Each workshop was based on collaborative learning and used a broad range of strategies toengage students as active participants in learning about diversity, equity, and inclusion within thecontext of teamwork. To develop the workshops, the facilitators aligned the activities with keythemes from chapters in the book From Athletics to Engineering: 8 Ways to Support Diversity,Equity, and Inclusion for All [1

Conference Session

Design in Engineering Education Division (DEED) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida; Estefany Soto, University of Central Arkansas; Louis S. Nadelson, University of Central Arkansas

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Diversity

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Design in Engineering Education Division (DEED)

recommendations for enhancing thementors’ effectiveness. Overall, the results indicate that the mentors positively supported studentlearning and enhanced their success in their first-year design course.Review of LiteratureStudy Framework: Supporting Student Development. We framed our research by embracingChickering and Reisser's [1] seven-vector student development model. The model aligns wellwith our focus on students working in teams, developing a sense of belonging, increasing theirconfidence for learning, and gaining a professional identity. The seven vectors are developingprofessional relationships, enhancing personal competence, monitoring emotions, gaining apersonal identity, internalizing a sense of purpose, realizing personal interdependence

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; David Zabner, Tufts University

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Design in Engineering Education Division (DEED)

objective and politically neutraldiscipline, scholars have recently called for reforms to engineering education that challengetechnical/social dualism by integrating the “social realm” into dominant ways of thinking,knowing, and in doing engineering [1-2]. By social realm, we mean to evoke the waysengineering shapes, and is shaped by, social, cultural, political, and ethical systems, that informwho gets to participate in engineering, how and why engineering problems are perceived andundertaken, the results of engineering work, and who benefits from the outcomes of engineeringwork [1,3]. As scholars become increasingly aware of the role engineering plays in socialsystems, there have been increasing calls for engineering education to center the

Conference Session

Design in Engineering Education Division (DEED) Technical Session 14

Collection

2023 ASEE Annual Conference & Exposition

Authors

Donna Jaison, Texas A&M University; Hillary E. Merzdorf, Texas A&M University; Lance Leon Allen White, Texas A&M University; Kerrie A. Douglas, Cornell University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Design in Engineering Education Division (DEED)

ITS. The tutoring platform provides individualizedautomatic feedback to students immediately after they complete a sketch to inform them of theirperformance and ultimately to enhance their sketching skill development. This study aims tounderstand the experiences of graduate and undergraduate mechanical engineering students fromthree institutions learning sketching through the ITS environment.Our study is guided by thefollowing research questions: 1. What was the engineering student’s experience in learning tosketch in an intelligent tutoring platform? 2. What are the strengths, weaknesses, and suggestionsfor improving the intelligent tutoring system? 3. What are the impacts of the intelligent tutoringSystem on the sketching self-efficacy of

Conference Session

Design in Engineering Education Division (DEED) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Taylor Tucker, University of Illinois at Urbana - Champaign; Alexander Pagano, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

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Design in Engineering Education Division (DEED)

classroom-level connections to ABET outcomes, develop assessment tools,and create organizational changes.IntroductionHuman-centered design (HCD) [1] has been an important player in the future direction ofengineering education. HCD offers a promising approach to promote situated learning inengineering design projects, and to facilitate students’ learning of modern engineering skills [2].In our work with engineering faculty and students, we observed a disconnect betweenengineering sciences, especially those taught in the middle years of a program, and the open-ended design problems that learners must address in the workplace. For example, students maybe well-prepared to compute the deflection of a beam and even redesign its cross section tooptimize

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey James Kado, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

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Diversity

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Design in Engineering Education Division (DEED)

benefitted from pictural design problems, as well.IntroductionEngineering education is a dynamic field influenced by the industry's shifting demands. TheAmerican Society of Mechanical Engineers (ASME) Vision 2030 Project (V2030) has identifiedseveral goals that are crucial for the preparedness of future engineers. One goal is to enhance"Student design/build project experiences in the degree program" [1]. However, this goalchallenges educators as they strive to implement it effectively.Implementing the goal poses a challenge for educators as it leaves many decisions to be made,which should only be done with consideration for the students. One crucial factor to consider isthe academic major of the students. As demonstrated by Vieira, the regions of

Conference Session

Design in Engineering Education Division (DEED) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Raghu Pucha, Georgia Institute of Technology; Terrence Pleasant; Shivani Kundalia; Amanda Nolen, Georgia Institute of Technology; Devesh Ranjan

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Design in Engineering Education Division (DEED)

opportunity for students to berewarded for learning and teaching their peers. This study lays the foundation for a long-termlongitudinal study to understand further the impact of peer mentorship and socio-technicalprojects from freshman to senior years. The paper will present the benefits and challengesassociated with engaging seniors and first-year students while solving an authentic designchallenge through surveys and focus groups. These results will help develop the framework tobuild vertical integration within the curriculum for effectively teaching engineering design.IntroductionBackground Peer mentorship is a learning model that allows students to learn from one another in acollaborative and supportive environment [1]. The model involves

Conference Session

Design in Engineering Education Division (DEED) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sever Thomas Gilbertson; Micah Lande, South Dakota School of Mines and Technology

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Diversity

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Design in Engineering Education Division (DEED)

people learn and apply design thinking and making processes to their work. He is interested in the in- tersection of designerly epistemic identities and vocational pathways. Dr. Lande received his B.S. in Engineering (Product Design), M.A. in Education (Learning, Design and Technology) and Ph.D. in Me- chanical Engineering (Design Education) from Stanford University. ©American Society for Engineering Education, 2023 Making Spaces to Supporting Formal, Informal, and Nonformal Learning Spanning a University's Makerspace Learning EcologyIntroductionThis cross-case case study [1] project aims to ascribe characteristics of differently orientedmakerspaces across the learning ecology [2] at a

Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Leah M Wiitablake, Clemson University; Amber Taylor; Landry Samuels; Jalani Ziad Eanochs; Caleb Jovan Hardin; Shi'ron Williams-Mattison; Samuel Cole Fambrough; D. Matthew Boyer, Clemson University

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Design in Engineering Education Division (DEED)

DevelopmentAbstractTraditional proprietary textbooks for undergraduate students often cost hundreds of dollars andcreate barriers to learning by restricting which and how many courses students take and forcingstudents to decide whether or not they purchase their textbooks [1], [2]. Having low-cost or freealternatives for course textbooks helps give all students access to learning materials and canlower barriers such as affordability and retention [3], [4]. Such alternatives to traditionaltextbooks are considered Open Educational Resources (OER). OER can be comparable in qualityto traditional textbooks [5]. Given the proper context, they have been shown to lower the numberof D, F, and Withdrawal letter grades, or DFW rates, in classrooms [3]. This evidence, showingthe

Conference Session

Design in Engineering Education Division (DEED) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Glenda T. Kelly, Duke University; Joshua Granek, Duke University; Claudia K. Gunsch, Duke University; Joseph L. Graves Jr., North Carolina A&T State University; David Singleton, Duke University

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Design in Engineering Education Division (DEED)

. Furthermore, this training collaboration andpartnership provided the foundation and training model for the newly funded NSF EngineeringResearch Center for Precision Microbiome Engineering (PreMiEr) for work in the critical area ofengineering the microbiome in built environments.IntroductionIn the last decade, rapid advances in DNA sequencing technology have transformed thebiological sciences [1]. It has become essential for students training in biological disciplinesrequiring metagenomic and metatranscriptomic analyses to have a working knowledge ofbioinformatics and biostatistics. Conversely, it is critical for students training in bioinformatics,biostatistics, and engineering to understand fundamentals behind the biological systems theymodel and

Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yanko Kranov; Robert T. Bailey P.E., Loyola University Maryland; Suzanne Keilson, Loyola University Maryland

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Diversity

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Design in Engineering Education Division (DEED)

points (referred to here as snapshots) were alsoincluded that encouraged effective project management. Students were required to review eachother’s designs, and students in the follow-on capstone course also provided feedback to theteams as their designs progressed. In this work-in-progress paper, details about the coursestructure and materials are presented, learning assessment approaches are discussed, andpreliminary assessment results from the initial offering are described.Introduction and MotivationEvery ABET-accredited engineering program is required to include “a culminating majorengineering design experience that 1) incorporates appropriate engineering standards andmultiple constraints, and 2) is based on the knowledge and skills

Conference Session

Design in Engineering Education Division (DEED) Technical Session 4

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hadear Ibrahim Hassan, Texas A&M University; Luis Angel Rodriguez; Abheek Chatterjee; Astrid Layton, Texas A&M University

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Diversity

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Design in Engineering Education Division (DEED)

connections between how biological information is represented (e.g., figures,terminology specialization, and age-based reading levels) versus the ability of an engineer (andespecially a student) to produce successful bio-inspired designs is critical. This paper reviews apreliminary classroom study that sought to understand 1) how the source of biologicalinformation impacts resultant ideation success, 2) how the form of the biological representationinfluences resultant solutions, and 3) what the critical characteristics of a biological inspiration’srepresentation are for it to be successfully transformed into an engineering idea. The long-termgoal is to understand critical characteristics needed for successful knowledge transfer from non-engineering

Conference Session

Design in Engineering Education Division (DEED) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Kenneth Reid, University of Indianapolis; Stephen J. Spicklemire, University of Indianapolis; Joseph B. Herzog, University of Indianapolis; Suranga Dharmarathne, University of Indianapolis; David Olawale, University of Indianapolis; Najmus Saqib, University of Indianapolis; Christopher M. Stanley; George D. Ricco, University of Indianapolis

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Diversity

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Design in Engineering Education Division (DEED)

definitions: Identifying requirements, Develop Preliminary Design, DevelopDetailed Design, and Final System Design. The updated phase definitions were created toprovide more structure for the student teams and better capture what the school’s design processwas in practice rather than in theory.This paper will present the original and revised project phases and the review of the designprocess. This process should be of interest to programs with capstone experiences and other teamdesign project courses.BackgroundEngineering is a field that consistently updates with ongoing technological advancements. Theemployers of engineering graduates demand technical knowledge and other professional skills[1]; communication skills, teamwork, multidisciplinary work

Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yağmur Önder, Purdue University at West Lafayette (COE); Nrupaja Bhide, Purdue University at West Lafayette (PPI); Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE)

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Diversity

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Design in Engineering Education Division (DEED)

backgrounds and cultures. Wesuggest utilizing asset-based approaches instead. Our work identifies and recognizes spatialvisualization skills by prioritizing the recognition of prior knowledge for spatial visualizationskill development for learners in international contexts.BackgroundSpatial visualization is a skill that consists of the mental ability to manipulate objects [1], [2].These skills are vital in engineering to support problem-solving and, in 2D/3D modeling, theyare the base for designing and manipulating objects. 2D modeling is the representation of a 3Dobject in two-dimensions, while 3D modeling is the representation of the object inthree-dimensions. Both 2D and 3D modeling can be taught and practiced using pen and paper ordigital tools

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa K. Murray, Western New England University; Andrea T. Kwaczala, Western New England University

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Diversity

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Design in Engineering Education Division (DEED)

-on ©American Society for Engineering Education, 2023 Promoting Diversity, Equity, and Inclusion through Culture-Related Design in First Year Engineering Curriculum: A Work in Progress Lisa K. Murray1 and Andrea T. Kwaczala 2 1 First Year Engineering Program, Western New England University, Springfield, MA 01119 2 Biomedical Engineering, Western New England University, Springfield, MA 01119AbstractThere are critical conversations happening right now around Diversity, Equity, and Inclusion(DEI) in engineering professions and engineering educational settings. Educational settings needto prepare students to collaborate with diverse populations in

Conference Session

Design in Engineering Education Division (DEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Duke University; Charlotte Sendek; Allison N Stocks, Duke University; Paula Kworekwa; Julius Mugaga; Robert Tamale Ssekitoleko; Ann Saterbak, Duke University

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Diversity

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Design in Engineering Education Division (DEED)

: Containing Design: Rethinking Design Instruction to Support Engineering Device Development for Low-Income CountriesAbstractWork-in-Progress: One of the primary benefits of a makerspace is the concentration of tools,materials, and expertise in one place [1]. Without makerspaces, design education in many low- tomiddle-income countries (LMIC) stops with a “paper” design and does not move onto a physicalprototype. More than 75% of registered makerspaces are in North America and Europe [2], andless than 4% of registered makerspaces are in Africa [3].As part of a joint project between Duke University (NC, USA) and Makerere University(Kampala, Uganda), “twin” makerspaces were built at the respective universities. At Makerere,this makerspace was a first

Conference Session

Design in Engineering Education Division (DEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth A. Debartolo, Rochester Institute of Technology (COE); James Lucas Daly

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Diversity

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Design in Engineering Education Division (DEED)

DesignAbstractOne approach to look at student learning is to identify “threshold concepts.” These are conceptsthat, once grasped, allow students to engage with the material in a fundamentally different way.First described by Meyer and Land [1], these concepts are transformative, irreversible,integrative, and troublesome. The process of mastering a threshold concept (TC) meanstraversing a liminal space during which the student is changed. Looking inward at our owncapstone program, we identified three candidate TCs: (1) Complex engineering problems arebest solved by teams working together. (2) A team can learn a lot from a prototype, even(especially?) when it doesn’t work. (3) The goal isn’t to find the right answer, but to learn aprocess by which a

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Robert E. Curtis, Jr. P.E., Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Diversity

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Design in Engineering Education Division (DEED)

projectIntroduction and Literature ReviewThe Engineering Grand Challenges [1] represent the fourteen most important engineeringproblems to be addressed in the 21st century. These multidisciplinary challenges include makingsolar energy economical, restoring and improving urban infrastructure, providing access to cleanwater, and developing carbon sequestration methods. To address these design challenges,engineers in multidisciplinary teams must be able to communicate and justify their designseffectively for their work to be valued and implemented by stakeholders. Therefore, it is essentialthat graduating engineering students can work in interdisciplinary teams and communicateeffectively. However, as Berdanier [2] noted, communication skills are an undervalued

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott Thorne, Purdue University; Greg J. Strimel, Purdue University at West Lafayette (PPI)

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Design in Engineering Education Division (DEED)

M3 model includes co-teaching and co-learning from facultyand students across different academic units/colleges, as well as learning experiences that spanmultiple semesters to foster student learning and innovative ideas. This collaborative initiative isdesigned to reach the broader campus community, regardless of students' backgrounds or majors.Therefore, the study presented in this paper explores how student participation in thistransdisciplinary learning model and their perceptions of their innovation skills may varyregarding major and gender. This exploration can be important as 1) the model may or may notbe meeting the needs of participants across areas of study and 2) perceptions of abilities mayinfluence a sense of belongingness for

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Matthew Lucian Alexander P.E., Texas A&M University - Kingsville; Michael Preuss, Exquiri Consulting, LLC; Breanna Michelle Weir Bailey P.E., Texas A&M University - Kingsville; David Hicks, Texas A&M University-Kingsville ; Rajashekar Reddy Mogiligidda, Texas A&M University - Kingsville; Velda Basak Soydas; Lihua Zuo

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Design in Engineering Education Division (DEED)

) insummer 2022. The objective of this SBP is to increase academic motivation of the studentparticipants, and increase retention using high impact design activities. The program enrolledunderclassmen from the TAMUK COE and potential engineering transfer students fromnearby community colleges and universities. Extracurricular Bridging Programs identified asa student success strategy by other engineering colleges served as an impetus for the SBP in anNSF IUSE grant [1-3]. The intent of this paper is to share the results of the third annual SBPin the NSF IUSE grant implemented at TAMUK, and to inform and solicit feedback fromother undergraduate engineering education experts. Since this edition of the SBP wasconducted in a hybrid mode, while the

Conference Session

Design in Engineering Education Division (DEED) Technical Session 13

Collection

2023 ASEE Annual Conference & Exposition

Authors

Grace Burleson, University of Michigan; Kathleen H. Sienko, University of Michigan; Kentaro Toyama, University of Michigan

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Diversity

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Design in Engineering Education Division (DEED)

incorporating contextual factors intodecisions iteratively throughout their design processes in a curricular engineering design project.The findings from this work have implications for engineering design pedagogy and, ultimately,the potential to improve engineering graduates' abilities to develop contextually suitablesolutions.KeywordsEngineering design, Capstone design, Contextual factors, Global health, Student engineeringteams1 Introduction Incorporating relevant contextual factors, e.g., socio-cultural, environmental, andindustrial considerations, into engineering design processes supports the development ofsolutions that function appropriately in their intended use context, particularly in global healthsettings [1]–[3]. Indeed, engineers

Conference Session

Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Noel Hennessey, The University of Arizona; Dean Papajohn; Tyler Jean Le Peau, The University of Arizona

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Diversity

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Design in Engineering Education Division (DEED)

, succeed a lot”: How validating experiential learning influenced civil engineering students’ approach to coursework.IntroductionThe U.S. workforce needs engineers, and current enrollment, persistence, and graduation inundergraduate engineering programs are not on track to meet those needs. Civil engineersdesign, construct, and manage projects to meet society’s need for transportation, water,buildings, bridges, water and wastewater treatment and other infrastructures. With continuedU.S. investment in these backbone systems, the demand for civil engineers is increasing at a rateof 5% over the next 10 years which is faster than the average for all occupations [1]. Like otherengineering disciplines, an entry level position requires

Conference Session

Design in Engineering Education Division (DEED) - Case Studies in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hannah S. Stuart, University of California, Berkeley; Wilson Oswaldo Torres, University of California, Berkeley; Andrew I. W. McPherson, University of California, Berkeley

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Diversity

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Design in Engineering Education Division (DEED)

communicate expected deliverables to the need-knowerat the time of recruitment and interview. This preliminary work must be followed by furtherstudies in order to establish generalizable results. Regardless, we present potential methods formanaging projects in assistive device classrooms that focus on early product design stages.IntroductionMechanical engineering is a discipline that encourages invention in the service of individuals andsociety, a motivating factor for many students to pursue this discipline. 1 Naturally, assistivedevice design classes enjoy popularity; they also interact with ableism and cultural tensionsbetween disability and technology. 2 As instructors seek to expose students to real-world designscenarios, many community members

Conference Session

Design in Engineering Education Division (DEED) - Engineering Design and First-Year Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Victoria Kerr, University of Toronto; Emily Moore P.Eng., University of Toronto; Patricia Kristine Sheridan, University of Toronto

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Design in Engineering Education Division (DEED)

conflict to besymmetrical across all students involved (i.e. all students perceive the conflict in the same way),which recent work indicates may not be the case [1]. This work aims to better understand thecomplex processes involved in the perception and management of conflict in student projectteams by investigating the (a)symmetrical nature of conflict within student teams and what theimplications of this (a)symmetry are on conflict management outcomes. This work will answerthe research questions: (1) How do students’ perceptions of conflict experiences converge anddiverge from their team members? And (2) What are the consequences of this (mis)alignment forconflict management outcomes? This work employs multiple perspectives research (MPR) togain

Conference Session

Design in Engineering Education Division (DEED) - Empathy, Psychological Safety, and Leadership in Engineering Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tara Esfahani, University of California, Irvine; Isra Malabeh, University of California, Irvine; Mark E. Walter, University of California, Irvine; David A. Copp, University of California, Irvine

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Design in Engineering Education Division (DEED)

engineering careers and curriculum is well-known. ABET lists“an ability to function effectively on a team whose members together provide leadership, create acollaborative and inclusive environment, establish goals, plan tasks, and meet objectives” as astudent outcome in its outcomes-based assessment of engineering curricula [1]. Early careerengineers often describe effective teamwork and interpersonal skills as the most importantcompetencies in their jobs [2, 3]. The formation of teams can significantly affect how well a teamworks together, and team formation and function have been studied in engineering curriculum fordecades [4–6]. Previous research has shown that teams are more effective when instructors createthe teams considering students

Conference Session

Design in Engineering Education Division (DEED) - Teamwork in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sydney Kropp, University of Oklahoma; Doyle Dodd, The University of Oklahoma

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Design in Engineering Education Division (DEED)

, learning power skills, such asteamwork, can pose a significant challenge for engineering-minded students. This often results infrustration for students and instructors alike. To address this issue, we implemented an innovativeapproach toward group lab writing in a lab class for 35 junior-level Chemical Engineeringstudents. In this study, individual contributions were worth 30% toward the group-written labreport. Students were required to complete their individual contribution submission as acompletion grade 24 hours before the group-written report was due. The group lab report wasgraded on quality and was worth the other 70%. The purpose of this initiative was twofold: 1) toenhance accountability among team members, as students’ individual grades

Conference Session

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

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ryan D. Sochol, University of Maryland; Mohammad Fazelpour, University of Maryland

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Design in Engineering Education Division (DEED)

interest and skill in STEM-related fields,suggesting that integrating entertainment video games that involve engineering-relevantgameplay into the curriculum can help to engage students and enhance proficiency. Althoughthis initial study comprised only a single semester with a limited sample size of students due toresource constraints, the approach and results serve as an important milestone in exploring theuse of a popular video game as a unique means to enhance student learning and, ultimately,expand the horizons of pedagogical strategies for engineering education.1. Introduction“Gamification” in higher education refers to the integration of game-inspired elements andprinciples into the curriculum of a course to enhance student motivation

Conference Session

Design in Engineering Education Division (DEED) - Teamwork in Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

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Design in Engineering Education Division (DEED)

process. Team selection has been studied in a variety of fields, and while well-functioning teamsare critical for project success, the best approach to forming teams remains a topic of discussion[1-4]. Attempts to optimize student project assignments are often based on factors such asstudent availability [5] and teammate preference [2, 3]. Like many others [5-7], our instructorsconsider student project and teammate preferences during the team assignment process in hopesthat it will increase the likelihood of success, both in delivering design solutions and in creatingwell-functioning teams. We also consider student availability, which is one of the biggestchallenges we face in our program. Our program extends across three academic quarters