Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Bob Rhoads, The Ohio State University; Lynn Hall, The Ohio State University

Tagged Divisions

Design in Engineering Education Division (DEED)

combination of lecture and student-led project work designed tointroduce/guide students through the engineering design process. The instructional team metseveral times to discuss desired improvements to curriculum and student communicationoutcomes. Based on those initial meetings, the technical communications faculty developedactivities and delivered lectures over a range of topics including: • Writing for audience and purpose • Common professional genres (emails, memos, reports) • Technical communications style • Best practices for developing and delivering presentations • Best practices for poster presentations • Best practices for document design • Providing peer feedback • Data visualization and effective graphics

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

perspectives.Quantitative Data:To triangulate the qualitative data collected through journal entries and open-ended surveyquestions, we collected and analyzed quantitative data regarding the students’ perceived impactof the DEI sessions. In the online post-survey, using a Likert-style scale, we asked students torank eight aspects of the RAMP program with regard to the following two questions: 1) Howsatisfied were you with the following RAMP program activities? and 2) What have youaccomplished by participating in the RAMP program?For the first question, the RAMP program activities ranked included the following: Calculus class,Calculus tutoring, Introduction to Engineering, Industry partner meetings, Near-peer mentors,Writing computer programs, DEI sessions, 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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

, a portfolio approach isalso being implemented this term. For the learning module materials, each student completes apre-exercise survey asking about their prior knowledge, provides evidence of their attempts toperform the exercise, and then writes a reflection about what they have learned.The opportunity has presented itself to use CATME [12] to create and assess student teams. Thissoftware, developed at Purdue University, has three elements: one for team creation, another forpeer evaluation, and a third for students to practice peer evaluation on “standardized studentteam members” which allows for some rater norming and reliability. This tool is not being usedin EG397 during the Spring 2023 term but is being examined for future

Conference Session

Design in Engineering Education Division (DEED) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Fazelpour, University of Maryland College Park; Benjamin Treadwell Landon, University of Maryland College Park; Jeffrey W. Herrmann, University of Maryland, College Park; Patrick Killion, University of Maryland College Park

Tagged Divisions

Design in Engineering Education Division (DEED)

learned, according to the students, was research methods, design research,teamwork, and communication. Finally, three peer-reviewed papers primarily written by studentspresented at international conferences demonstrate the program was successful in producingpublishable results.Keywords design education, design research, undergraduate research1. Design Education for Undergraduate Students Engineers increasingly work in new interdisciplinary fields of endeavor that addressorganizational challenges and societal issues related to public policy, sustainability, and economicdevelopment [1]. Although the challenges will change over time, engineers who can applyessential design skills can help people solve problems even as new technologies replace the

Conference Session

Design in Engineering Education Division (DEED) Technical Session 11

Collection

2023 ASEE Annual Conference & Exposition

Authors

Charlotte Marr de Vries, Pennsylvania State University, Behrend College

Tagged Divisions

Design in Engineering Education Division (DEED)

should change as a result of thisexperience [3]. The lessons learned in online education cannot be understated, and while it iscritical that while faculty work on improving their online, they must also focus on the benefits ofin-person learning for when they are in the classroom. In-person learning has many benefits:improved learning outcomes, equity in learning, personalized attention, and easier access toresources. One of the largest benefits of in-person learning is the opportunity of socialinteraction. The impact of this pandemic is expected to affect social skills of those who werestudents during that time [4]. In-person learning provides opportunities for students to socializewith their peers and build relationships. It is important that

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cecelia M. Wigal, University of Tennessee at Chattanooga

Tagged Divisions

Design in Engineering Education Division (DEED)

not necessarily result in all students completing the required activities. Some students takeon little responsibility for the team activity and depend on their peers to complete the work.Since it is a team activity, these students benefit academically from their peers’ efforts thoughtheir new knowledge is limited. Thus, assessing the outcomes of team projects may noteffectively measure individual student learning.This study addresses one means to increase the responsibility, and thus learning, of individualteam members when completing a team-based project. It reports on an intervention the courseinstructor made to increase individual contribution to a team design project and theintervention’s result on student learning and contribution

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Stewart Thomas, Bucknell University; Stu Thompson, Bucknell University

Tagged Divisions

Design in Engineering Education Division (DEED)

teaching the course on tiger team interactions with other teams, and informaldiscussions with tiger team members over the course of the semester. Finally an end-of-yeargroup meeting between project managers, system engineers, and the tiger team providedparticipant feedback and cross-checking on larger themes that had emerged.This work in progress paper reports on the impact of the tiger team to-date in the capstone designcourse. At the time of writing the course is approximately 95% complete so the full effect of thetiger team is mostly, but not fully known; updated results will be presented at the conference.However the results to date do suggest several ways that a peer tiger team can address‘stuckness’ as well as other issues not anticipated at

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Adam Wickenheiser, University of Delaware; Jenni Buckley, University of Delaware; Marcia Gail Headley, University of Delaware

Tagged Divisions

Design in Engineering Education Division (DEED)

this, we examine methods for promoting an individual team member’s skilldevelopment, confidence, and goal attainment while contributing positively to their team’scohesion and product. We include three data sources: timely surveys of students’ goals, progresstowards those goals, and how they align with their perceived contributions to the team; teamchecklists and manufacturing plans updated in real time to include specific tasks, ownership,status, and any assistance required; and students’ reflective documentation of shared knowledge,skills, and mental models. These data are complemented by peer assessments occurring at majorproject milestones [11]. Combined, these instruments are used to track student and team growthin the context of team

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

expand on prior work where the students discussed whatUDL and learner-centeredness are and why these are essential additions to academia and learning(Wiitablake, Eanochs et al., 2022). As such, the lead author asked those who have participated orare currently participating in the grant as part of the Collaborative Design Team to reflect ontheir experiences with the project. The idea was to leave the task open for interpretation, thoughprompts were supplied to all students to get started with the writing. In addition, meetings wereset up as-needed, with students being able to choose whether or not they needed additionalguidance from the Research Assistant. These approaches allowed the students to take theinitiative in the writing process and

Conference Session

Design in Engineering Education Division (DEED) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education Division (DEED)

limitedand infrequent student contact.Literature ReviewSeveral existing studies that evaluate the role of design notebooks primarily focus on theirrole in aiding individuals throughout a design process. As a pedagogical tool, designnotebooks have been shown to be essential in the area of design, as they are valuable toolsthat aid in reflection, documentation, and brainstorming, as the simple act of writing andrecording thoughts is a critical component of meaning-making [4], [7]. Design notebookshave the ability to enhance student learning through their various pedagogical and cognitivebenefits [7]. Additional studies have examined the distinction between process-based andproduct-based design notebooks and their respective impact in the classroom

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shanmuganeethi Velu, National Institute of Technical Teachers Training and Research; Janardhanan Gangathulasi, National Institute of Technical Teachers Training and Research Chennai; Dinesh Kumar KSA, National Institute of Technical Teacher Training and Research Chennai; Muthuramalingam Sankayya

Tagged Divisions

Design in Engineering Education Division (DEED)

of the typical intervention methods, including emails,phone calls, instant messages, postings and news on LMS, group consultations, in-personconsultations, video recordings, peer review, and online courses. The most significant problem,according to Rienties et al.[18] is the ambiguous effect that various sorts of interventions will haveon learners' attitudes, behaviours, and cognitive processes. The intervention has been found topresent difficulties for both learners and trainers. According to Werners et al. [19], at-risk learnersmay struggle to understand the learning analytics data and take appropriate action, which calls forstrong metacognitive abilities and self-regulation. Avella et al.[4] examined analytic methods, primary benefits

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

first- and secondyear offerings (groups from Electrical Engineering and Computer Science, Civil andArchitectural Engineering, and the first set of Mechanical and Industrial Engineering andIndustrial Technology) are provided in prior publications [20, 21]. The projects describedthere are those listed as items b, and d above.The Chemical and Environmental Engineering cohort included three student teams, two ofwhich were attending the SBP on-site and one that was attending virtually. These threegroups each had a different project, which was beneficial for these students in that they wereable to see their peers working on different tasks in their same discipline area. The first on-site team investigated the potential use of a renewable energy

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas A. Baine, Grand Valley State University; Karl Brakora, Grand Valley State University; Christopher P. Pung P.E., Grand Valley State University

Tagged Divisions

Design in Engineering Education Division (DEED)

of the student team and their communication materials is neat and professional.  Style: The team focuses its communication on its intended audience and can maintain audience attention and interest. The presentation is clean, clear, and aesthetically pleasing. If it is a presentation, dress and attire is appropriate.  Prescribed Length and Format: The team does not provide an over-abundance of information to the intended audience while addressing the most pressing concerns and interest of that audience. Technical documents will follow a prescribed and expected format.There are several taxonomies of “audience” in technical writing style manuals [6]. We have useda simplified definition of “a

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 Templin

Tagged Divisions

Design in Engineering Education Division (DEED)

tool in their team discussionsto help normalize talking about team dynamics and setting expectations for the team. Other toolsinclude “Spotlight Cards” used to develop communication between team members and identifypoint of future conflict, “Application of Strengths” used in the early stages of team formation toguide discussions about each student’s role on the team and how all members can work togetherto prevent future conflict, “Peer Evaluation” used to interpret peer evaluation results and identifyred flags in team ratings, “Poll Everywhere” used to get anonymous feedback from the membersof a team and can be used for multiple teams at one time, “Team Dynamics Cards” used tohighlight each team member’s perceptions of the conflict occurring

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

usable low word errorrates, the generated text output is an incomplete representation of a multi-party conversation; Inshort, it solves the “what” but not the “who.” This creates barriers to our ideal of an inclusive andequitable learning community. Thus students who are deaf or hard of hearing are furthermarginalized and excluded from multi-party peer discussions with non-deaf participants becauseit is hard to visually follow who is speaking. To address these communication barriers, weutilized the Human Centered Engineering Design framework to identify a set of features thatovercomes the above barriers. This paper explores computerized diarization techniques thatutilize a wide set of algorithms and audio metrics to assist in speaker

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

technical writing Written Design Teamwork

Conference Session

Design in Engineering Education Division (DEED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University of Science and Technology; Diane T. Rover, Iowa State University; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology; Phillip H. Jones III, Iowa State University of Science and Technology

Tagged Divisions

Design in Engineering Education Division (DEED)

InquiryThroughout the larger effort described above, our team of five became acutely aware of thechallenges we faced as individuals and a collective in attempting to utilize design thinking in amore traditional engineering course design context. Certainly there were successes, inspiringmoments, and personal growth. There were also moments of doubt, conflict, and even despair aswe considered our experiences and the potential to expand those experiences to our peers. Thuswe decided to investigate the tensions we were experiencing in bringing design thinking to ourdistinct course design context.We utilized a collaborative inquiry [15] approach to investigate the tensions we experienced andhow they informed our application of design thinking in engineering

Conference Session

Design in Engineering Education Division (DEED) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brandon K Harrison; Michael Alexander Phelan; Vahid Alizadeh; Aratrik Guha; Yah-el Har-el, Temple University; Ruth Ochia, Temple University

Tagged Divisions

Design in Engineering Education Division (DEED)

additional experiencesto share during their capstone experiences. The resulting evidence of DT use was measured inthe final reports that senior students write at the end of their capstone experiences.MethodsBioengineering students who completed one of two elective courses in Biodesign and/orparticipated in a Summer Clinical Immersion were considered exposed to the intervention. TheBiodesign courses were new electives and we intended them to be open to many students. Assuch, they did not have extensive pre-requisites (Calculus II, Physics, and our Intro toEngineering course). The students who enrolled in these courses had an interest indesign/building devices, the class fit their schedule, or this was the one elective whose pre-requisites they met

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

Summer 2022. After opening the DesignCube, students are able not only to access commontools and material for their prototyping activities, but they can also move freely from oneworkstation to another to engage, brainstorm and discuss with peers. There is also storage roomfor prototypes. Figure 10: Students inside Makerere DesignCubeFigures 10 and 11: Summer Program Participants with the DesignCubeStudents from both schools have had the opportunity to collaborate on biomedical designprojects in the Makerere DesignCube (Figure 10). Eight Duke students travelled to Makerere inSummer 2022 through a DukeEngage program, a service-learning program where

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Gregory Litster, University of Toronto; Patricia K. Sheridan, University of Toronto; Emily Moore P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education Division (DEED)

influences design cognition more broadly.Prof. Patricia K. Sheridan, University of Toronto Professor Sheridan is an Assistant Professor, Teaching Stream at the Troost Institute for Leadership Ed- ucation in Engineering (ILead) and the Institute for Transdisciplinary Studies in Engineering Education and Practice (ISTEP), and is cross-appointed to the Department of Mechanical and Industrial Engineering at the University of Toronto. Prof. Sheridan teaches teamwork and leadership in the first-year corner- stone design courses and oversees the integration of teamwork and leadership learning into the upper-year courses. She previously designed an online team-based self- and peer-assessment system that was used in multiple