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Reflection on Design Teaching Before, During and After Pandemic

Conference Session: Design in Engineering Education Division (DEED) Technical Session 4
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Reem Roufail, University of Waterloo; Lisa Lachuta; christine moresoli, University of Waterloo; Rania Al-Hammoud, University of Waterloo
Tagged Divisions: Design in Engineering Education Division (DEED)

Rania Al-Hammoud is a lecturer and the current associate chair of undergraduate studies at the civil & environmental engineering department at university of waterloo. Dr. Al-Hammoud has a civil engineering background with research focusing on materials and the rehabilitation of reinforced concrete structures. She also has passion for engineering education and has published widely in this area. She cares about the success and well-being of her students, thus always being creative with the teaching methods in the classroom. ©American Society for Engineering Education, 2023 Reflection on Design Teaching Before, During and After PandemicAbstractThe pandemic caught the world by

Relevance Score: 2.595199

Board 75: Work-in-Progress: Instructor and Student Reflections on First-year Engineering Design

Conference Session: Design in Engineering Education Division (DEED) Poster Session
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Kyung S Kang, Marian University
Tagged Divisions: Design in Engineering Education Division (DEED)

Paper ID #38924Board 75: Work-in-Progress: Instructor and Student Reflections onFirst-year Engineering DesignDr. Kyung S Kang, Marian University Kyung Kang has served as an assistant professor of mechanical engineering at Marian University since 2022. ©American Society for Engineering Education, 2023 Work-In-Progress: Instructor and Student Reflections on First-year Engineering DesignAbstractThis work-in-progress paper summarizes how engineering faculty tried to make the betterlearning environment for the first-year engineering students by minimizing instructorinvolvement. In the

Relevance Score: 2.162666

Board 76: Work-in-Progress: Threshold Concepts in Capstone Desgin

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
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

Paper ID #39980Board 76: Work-in-Progress: Threshold Concepts in Capstone DesginElizabeth A. Debartolo, Rochester Institute of Technology (COE) Elizabeth A. DeBartolo, PhD, is the Director of the Multidisciplinary Senior Design Program at the Rochester Institute of Technology, where students from Biomedical, Computer, Electrical, Industrial, and Mechanical Engineering work together on multidisciplinary capstone projects.James Lucas Daly ©American Society for Engineering Education, 2023 Work-In-Progress: Written Reflection for Threshold Concepts in Capstone

Relevance Score: 0.037500624

Teacher and Student Perception of Engineering Design Notebook Utility

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)

tobe [its] central or distinguishing activity” [1]. Mastering design skills requires students topractice design in authentic contexts and engage in thoughtful reflections formeaning-making. Engineering design notebooks are gaining attention by instructors tointegrate their facilitation (structured, semi-structured or open) and reflections, as thenotebook serves the dual purpose of learning and assessment. The notebook (product orprocess-focused) is intended to record the thoughts, design iterations, and research conductedby students, while the instructors are able to assess student progress in a formative and/orsummative manner.While the structure can vary significantly, we can make an important distinction betweenprocess- and product-based

Relevance Score: 0.029525593

Supporting Empathy Engagement throughout the Design Thinking Process

Conference Session: Design in Engineering Education Division (DEED) Technical Session 6
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Katherine Brichacek, Northwestern University; Ordel Brown, Northwestern University; Laura Maria Pigozzi PhD, Northwestern University
Tagged Divisions: Design in Engineering Education Division (DEED)

reflect the complexity of real-world, wicked problems [2]. Whenstudents do engage with wicked problems, either in the classroom or later as professionalengineers, they find them daunting and difficult. Tackling such problems requiresunconventional approaches such as an awareness of positionality and sustained empathy in theengineering design process. While this process incorporates the concept of empathy, it is notalways explicitly, consistently, and intentionally emphasized.Following recent calls to emphasize empathy in engineering design education [3], [4], [5], wedraw on feminist accounts of virtue and care ethics, and scholarship in the philosophy ofempathy to inform our approach to teaching empathy-based engineering design in anundergraduate

Relevance Score: 0.02934277

An Uncharted Territory: Removing Dependency on Grading Rubric in Senior Design Projects

Conference Session: Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Saeedeh Ziaeefard, The Ohio State University
Tagged Divisions: Design in Engineering Education Division (DEED)

communication.However, a noticeable gap emerged during PDR, CDR, and FDR presentation, where studentsoften fell short in providing adequate information to elucidate their design or present acomprehensive picture of the project's progress and completed work. When prompted for self-reflection, students expressed confusion, having adhered to the rubric, yet finding their workquality not meeting the expectations of sponsors and instructors. The critical missing elementwas identified as the quality of the presented work and the overall narrative. Students, engrossedin checking rubric boxes and conforming to rigid categories, inadvertently neglected the crucialinformation transformation process and the art of effective storytelling.The investigation unfolded in a

Relevance Score: 0.02624497

Putting Individual Learning Responsibility Back into the Team Experience – An Application of the Design Experience

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)

comes fromhands on testing and each team will ensure testing of concepts prior to solidifying final designs.As part of this process, each team member is required to report – in memorandum format and inan oral presentation – their prototype design, device, test procedure, and test results. They submittheir work to the instructor and share their results with their team members. At the end of thesemester the students reflect, using an online survey, on the role the individual prototyping andtesting experience played in their (1) contribution to the team, (2) learning of technical matter,and (3) confidence in working a design project in the future.This paper reports on the student responses to this reflection. It also reports on the evaluation

Relevance Score: 0.025674924

Promoting Individuals’ Teamsmanship and Goal Achievement while Working on Team Design Projects

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

Relevance Score: 0.025499666

Enhancing Teams in Higher Education through Effective Team Dynamics Training

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)

classes was lower than that for students in small classes(Figure 3).Figure 3: Response rates for large classes (1,079 students in six sections) was lower than those of smallclasses (15-20 students per section).Students were asked to rate their agreement with six different statements.Statement 1: The pre-work prepared me for the in-class discussion.Statement 2: This session equipped me with a defined and common language by which a team could discuss the various skills and strengths of different members.Statement 3: This session aided my ability to discuss team strengths and skills with a view to developing specific and helpful strategies for my team.Statement 4: This session helped me to reflect on past team

Relevance Score: 0.022728812

Board 70: Redesigning a Capstone Course with Product Design in Mind: A Work in Progress

Conference Session: Design in Engineering Education Division (DEED) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Annie Abell, Ohio State University; Dan Wisniewski, The Ohio State University
Tagged Divisions: Design in Engineering Education Division (DEED)

upon completing the two-semester capstone sequence. Next, the instructors identifiedlearning outcomes, which describe what the students would be expected to know or formally do.This effort was followed by identifying assessment techniques and filling in the course's content.Key aspects of the design mindset which were infused in this new course included: beinginquisitive and open, being empathetic to others’ needs, being accepting of ambiguity,questioning critically, and a proclivity to taking purposeful action.The two instructors involved in this redesign both have experience in the industry of productdesign and development, and aimed to structure the course and project path to reflect many ofthe practices that designers and engineers might

Relevance Score: 0.022007078

An Experiential Team Formation Process that Leverages Student and Instructor Insights

Conference Session: Design in Engineering Education Division (DEED) - Teamwork in Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Brian Roth, Embry-Riddle Aeronautical University, Prescott
Tagged Divisions: Design in Engineering Education Division (DEED)

researchers applied their methods to the formation of small (threeperson) teams of business students who worked on short-term class projects. Their results werepromising enough to invite applications in other academic disciplines.This paper presents an “academic practice / design intervention” that adapts and extends thework of Lane and Pearlstein to engineering capstone design team formation. It adopts theirapproach of incorporating both student and instructor perspectives in the team formation process.It extends their work by adding an experiential activity that offers insight into potential teamdynamics. It also incorporates a reflective exercise that guides students toward more holisticteammate preferences.The impact of this new team formation

Relevance Score: 0.021428928

Developing the Design Reasoning in Data Life-Cycle Ethical Management Framework

Conference Session: Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Senay Purzer, Purdue University ; Carla B. Zoltowski, Purdue University ; Wei Zakharov, Purdue University ; Joreen Arigye, Purdue University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

University. She earned her B.S. in Software Engineering from Makerere University and her M.S. in Information Technology, with a focus on Software Engineering & Data Science, from Carnegie Mellon University. Her research focuses on reflective practices and outcomes in scaffolded computational modeling and simulation engineering projects, alongside the integration of data and ethical reasoning in engineering, and computing education within the African context. ©American Society for Engineering Education, 2024 Developing the Design Reasoning in Data Life-cycle Ethical Management FrameworkAbstractHuman-designed systems are increasingly leveraged by data-driven methods and

Relevance Score: 0.021260858

The Influence of Personal Experience and Identity on Design: Teaching Positionality to Engineers

Conference Session: Design in Engineering Education Division (DEED) - Best in DEED
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Emily Lawson-Bulten, University of Illinois at Urbana - Champaign; Samantha Lindgren, University of Illinois at Urbana - Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

experience. These are situations in which the designer(s) are most likely not to reflect anunderstanding or shared identity of end users’ needs and conditions. While the field ofengineering is diversifying, in the United States, nearly three-quarters of engineering positionsare still held by men, two-thirds of whom identify as white [12]. Until there is greaterrepresentation in the sciences and engineering fields, new pedagogical approaches are required toensure that engineering designs are inclusive and appropriate for the sociocultural contexts intowhich they are implemented.Many institutions develop DEI education as a separate, focused course to assist engineers inunderstanding place-based context. Social science courses may go some way in

Relevance Score: 0.021260858

A Transdisciplinary Knowledge Approach Using a Holistic Design Thinking Methodology for Engineering Education

Conference Session: Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Mark J. Povinelli, Syracuse University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

to reorder nature. This reordering of theworld is consequential, driven by imperfect human ambitions and choices subject to subjectiveaesthetic, ethical, and moral scrutiny of their impacts. It is of infinite variability based on culture,discipline, resources, environment, reasoning, imagination, and reflection, but rooted in humanniche for rapid adaptability. Human design began with a cognitive ability tied to visual neuralpathways and ability to think visually—visual thinking and the hand to abstract and manipulatematter for practical applications [26]. This functionality came through the power of observation,curiosity, imagination, abstraction, and goal-directed deliberation. It also came withunderstanding form and aesthetics and

Relevance Score: 0.020162039

Course Design Thinking: Navigating Tensions at the Intersection of Design Thinking and Engineering Course Design

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)

education and develop structures and systems tosupport more effective design among both novice and advanced designers [7]. While the resultsof this area of study have been widespread and influential, it is widely acknowledged that there isno “one right way” to practice design, no single way designers think. In part, this finding reflectsthe diversity of design practitioners, who may experience design in a variety of ways [8]. In part,this finding also reflects the diversity of settings in which design is practiced, the changingnature of those settings over time [7], and expansion of design thinking outside of the traditionaldesign settings (e.g., architecture, product design) from which it emerged [4].One important setting for novel applications of

Relevance Score: 0.019683728

Assessing Student Perceptions of Peer Review Methods’ Efficacy in a Team-Based, Senior Undergraduate Capstone Course Setting

Conference Session: Design in Engineering Education Division (DEED) - Teamwork in Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Sara Lego, Pennsylvania State University; Cara Exten, Pennsylvania State University
Tagged Divisions: Design in Engineering Education Division (DEED)

as question content and clarity, have been shown todrastically impact the degree to which peer review results accurately reflect the actualinteractions of the team and its members’ behaviors [10]-[13]. Furthermore, if students perceivea peer review tool as non-representative and inadequate in its ability to match their perceptionsof internal team dynamics, then those perceptions can impact student value assessments of thecapstone experience as a whole. A sense of “grade injustice” in the presence of social loafing,poor quality work, or communication/interpersonal deficiencies can be demotivating forotherwise high performing students if they reject the adequacy of the mechanisms implementedto catch, correct, and resolve these behaviors [14

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Preliminary Results of a Pilot Study of Students’ Phenomenological and Psychophysiological Reactions in Engineering Design

Conference Session: Design in Engineering Education Division (DEED) Technical Session 2
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Jennifer S. Atchison, Drexel University; Christine Chesebrough, Drexel University; Lutfi Agartan, Drexel University; Aaron Herbert Bernard; Jen Katz-Buonincontro; Evangelia G. Chrysikou, Drexel University
Tagged Divisions: Design in Engineering Education Division (DEED)

powerful tools for capturing one’s true affective state, asthey are implicit, cannot be reflected upon, and are typically not amenable to participants’voluntary control.Yet, both explicit (self-report) and implicit (psychophysiological) measures can capture differentfacets of complex behavior. A framework that combines phenomenological andpsychophysiological indicators poses the possibility of a balanced and disciplined account ofcognitive phenomena at multiple levels of analysis that can help bridge the biological mind-experiential gap [7]. Although limited in their scope, several recent investigations have providedevidence in favor of joint phenomenological and psychophysiological indicators of complexhuman experience. For example, combining a

Relevance Score: 0.018845735

Preparing the Future Aircraft Design Workforce: Filling Knowledge Gaps Using Engineering Design Tools

Conference Session: Design in Engineering Education Division (DEED) - Case Studies in Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Melissa Lepe, University of California, Irvine; Natascha Trellinger Buswell, University of California, Irvine; Jacqueline L. Huynh, University of California, Irvine
Tagged Divisions: Design in Engineering Education Division (DEED)

in their programrequirements. The study assessed the impact on student confidence in using these tools beforeand after the course, aiming to better understand their experiences and create course materialsthat more accurately reflect the challenges of aerospace engineering design. A backwards designapproach was employed in the development of the modules, and a thematic analysis wasconducted on student reflections. The analysis underscored the importance of challengingprojects supplemented with supporting modules in gaining insights into engineering design toolsfor aircraft design.IntroductionWith the fast and ever-changing growth in the aerospace industry, it is necessary to meet thedemands of the industry with individuals who are capable of

Relevance Score: 0.018845735

Peer Mentorship Model to Enhance Design Engineering Education

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
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

between first-year and fourth-year studentsthroughout an open-ended, real-world engineering project, a handful of intervention strategiesand tools have been devised. The critical objectives of the intervention techniques are to providea framework to facilitate mentor-mentee interaction and to encourage meaningful interactivitybetween the involved parties. Providing some structure aims to motivate active involvement,learning, and leading among students, as opposed to passive observation. To understand andappreciate the students' perceptions of peer mentorship for engineering education, surveyinstruments will prompt student responses and reflections. These survey tools are curated withquestions and prompt to guide mentors and mentees for an

Relevance Score: 0.018750312

Student Learnings and Teaching Insights from a Multidisciplinary Engineering Design Course

Conference Session: Design in Engineering Education Division (DEED) Technical Session 10
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Nusaybah Abu-Mulaweh, Johns Hopkins University; Alissa Burkholder Murphy, Johns Hopkins University; Jenna Frye, Johns Hopkins University
Tagged Divisions: Design in Engineering Education Division (DEED)

and Design, the Association of Independent Colleges of Art and Design, and the College Art Association. She joins the multidisciplinary design faculty eager to explore the problem-solving potential of mixing art and design with engineering. You’ll likely find her designing learning toys and games for her students, fiddling with the latest techno-crafts, or maybe just playing with blocks. ©American Society for Engineering Education, 2023 Student Learnings and Teaching Insights from a Multidisciplinary Engineering Design CourseAbstractThis paper presents an analysis on student learnings and a reflection on teaching in amultidisciplinary design course. With the rapidly

Relevance Score: 0.018750312

Promoting Diversity, Equity, and Inclusion through Culture-Related Design in First-Year Engineering Curriculum: A Work in Progress

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
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

entrepreneurial-mindedlearning (EML) with DEI efforts through the design prompt. It is beneficial to make connectionsfrom historical designs to inspire novel approaches to design opportunities. Reflecting onindividual’s unique designs and their individual influences from historical approaches can bringawareness. It can be difficult to initiate conversations around DEI, especially in engineering designclassrooms. The incorporation of DEI in this DfAM workshop helps to naturally coach students toengage in an inclusive classroom environment where they feel an increased sense of belongingand become more socially aware of others differing cultures by talking about one’s own uniquebackground with classmates. This workshop spearheads discussions on diversity

Relevance Score: 0.018557997

A Case Study of Student-Community Interaction through an Education-First Assistive Device Design Class

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
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

conclusions or recommendations expressedin this material are those of the authors and do not necessarily reflect the views of the National Science Foundation orother funding sources.clinician with expert knowledge. But, what is the benefit received by the need-knower for sharingtheir expertise? While some students may produce a usable artifact and deliver it to theneed-knower, others may not. In some assistive device design classes, there may be noinstructional requirement for producing a working artifact delivered to the need-knower at the endof term at all – we call this an education-first approach. While some need-knowers may be awareof this potential outcome, others may be disappointed by the lack of follow-through.Unfortunately, in talking with

Relevance Score: 0.017968703

Board 68: Integration of Learning by Evaluating (LbE) within the 5E Instructional Model in Engineering-Design Education

Conference Session: Design in Engineering Education Division (DEED) Poster Session
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Wonki Lee, Purdue University; Nathan Mentzer, Purdue University; Amiah Clevenger; Andrew Jackson, University of Georgia; Scott R Bartholomew, Brigham Young University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

brainstorm and research extensively, allowing for a freeflow of creative ideas without immediate constraints. The Explain phase then guides students tosynthesize and articulate their findings, akin to defining a clear problem statement in design thinking. Theprocess continues with the Elaborate phase, where students develop tangible solutions or prototypes,reflecting the prototyping stage in design thinking. This hands-on approach encourages the practicalapplication of their ideas, emphasizing testing and refinement. Finally, the Evaluate phase mirrors thetesting phase in design thinking, where students assess the effectiveness of their solutions and gatherfeedback. This not only allows for reflection but also encourages iterative improvement, a

Relevance Score: 0.017968703

Embrace Diversity and Inclusion in Academic Makerspaces with a Network of Tutors (Work in Progress)

Conference Session: Design in Engineering Education Division (DEED) - DEI and Design Education
Collection: 2024 ASEE Annual Conference & Exposition
Authors: Chi Ying Chan, University of Hong Kong; Chun Kit Chui, University of Hong Kong
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education Division (DEED)

the center since its launch and our progress after twoyears of operation with the help of tutors. We also present the formation of a tutor network,which is designed to be diverse in terms of academic background and culture. An evaluation ofthe impact of our approach on makerspace diversity, inclusion, and equity is presented throughthe analysis of statistics and reflections from the tutors involved in the initiative. The studyshows that our proposed tutor network can effectively serve as a role model for fosteringdiversity, equity, and inclusion in academic makerspaces for undergraduate students.BackgroundThe University of Hong Kong's Faculty of Engineering has established the Tam Wing FanInnovation Wing [1], also known as the HKU Inno Wing

Relevance Score: 0.01771738

Merging Human-Centered Design with Engineering Design: Synthesizing a Human-Centered Engineering Design Framework

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)

].Indeed, education researchers advocate for integrating HCD in higher education curricula [14],[7]. When using an HCD approach, designers focus on the human elements in the project andimplement processes such as exploring, empathizing, reflecting, brainstorming, and iterating toidentify and connect with stakeholders, generate ideas, and create and test prototypes of solutions[10], [11]. Within HCD, solutions may be products, services, experiences, or changes. Authors[15] visualized the HCD process as consisting of five spaces and 20 processes (Fig. 1).Figure 1: The human-centered design spaces and processesMerging Engineering Design and HCD: The Conception of Human-Centered EngineeringDesign FrameworkIn this paper, we argue that it is important

Relevance Score: 0.017046608

Work in Progress: Measuring Interdisciplinary Teams´ Sustainable Design with an SDG lense – Case Study

Conference Session: Design in Engineering Education Division (DEED) Technical Session 13
Collection: 2023 ASEE Annual Conference & Exposition
Authors: Holbeein Josué Velásquez; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ; Milagros Izel Jimenez
Tagged Divisions: Design in Engineering Education Division (DEED)

theimportance of interdisciplinarity in sustainable solutions that align with the SDGs. The resultssuggest that interdisciplinary designs boost sustainability in multiple SDGs through the samesolutions, making interdisciplinary design more efficient and with higher impact to the world.The authors reflect on the future steps that educational institutions could take to form newpedagogical approaches that highlight interdisciplinarity within engineering schools.Implications for research and practice are provided.IntroductionToday’s world faces complex problems such as environmental, social, and economic challenges.In response, many organizations and interdisciplinary teams have shifted their focus towardsustainable design. The Sustainable Development