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Human-Centered Design Framework and Engineering Student Entrepreneurial Mindset in a Restructured Materials Science and Engineering Capstone Course

Conference Session
Materials Division (MATS) Technical Session 5
Collection
2025 ASEE Annual Conference & Exposition
Authors
Matthew D Goodman, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Taylor Parks, University of Illinois Urbana - Champaign; jean-charles stinville, University of Illinois at Urbana - Champaign; Blake Everett Johnson, University of Illinois Urbana-Champaign
Tagged Divisions
Materials Division (MATS)
complete a design project. Buildingon our previously reported work, this paper investigates students’ reported ability and self-efficacy as it relates to a design framework and mindset in a restructured materials designcapstone course. In AY 2022-23, a two-semester capstone sequence was piloted to improve thestudents’ design experience via a fundamental restructuring of the course elements, replacing thetraditional, one-semester course. In AY 2023-24, the two-semester sequence was formalized inthe course catalog with over 50 students taking the two-course sequence.In this restructuring, two frameworks were integrated in the course content: Human-CenteredDesign (HCD) framework, a method to formalize the design process in discrete stages, and
Relevance Score: 0.041425757

Analysis of a Scientific Paper to Scaffold Lab Report Writing Skills

Conference Session
Materials Division (MATS) Technical Session 2: Activities with Impact! Special Session
Collection
2025 ASEE Annual Conference & Exposition
Authors
Lessa Grunenfelder, University of Southern California
Tagged Divisions
Materials Division (MATS)
extension of these approaches, in which apublished paper is used to model formatting and technical writing standards, particularly for datapresentation in figures and tables, captioning, and referencing. The activity was designed tosupplement instructor provided lab report guidelines and rubrics with an active learning exerciseto enhance student’s self-efficacy around report writing and foster self-regulated learning.Self-regulated learning, or the ability a student has to control their own learning environment, isinfluenced by cognition, metacognition, and motivation [4]. While it takes decades to developthe skills of self-regulated learning, instructors can provide students with the tools needed toprogress from fully dependent to more autonomous
Relevance Score: 0.04119176

Mathematica Demonstration for Project Based Materials Science Course

Conference Session
Materials Division (MATS) Technical Session 6
Collection
2025 ASEE Annual Conference & Exposition
Authors
Joshua Paul Steimel, Humboldt State University; JuEun Lee, Humboldt State University
Tagged Topics
Diversity
Tagged Divisions
Materials Division (MATS)
. 1, pp. 57-72, 2005. 16. Shuman, L. J., et al., "The Impact of Engineering Curriculum on Retention and Academic Performance," Journal of Engineering Education, vol. 88, no. 4, pp. 441-448, 1999. 17. Gutiérrez, K. D., & Rogoff, B., "Cultural Ways of Learning: Individual Traits or Repertoires of Practice," Educational Researcher, vol. 32, no. 5, pp. 19-25, 2003.18. Handelsman, J., et al., "Scientific Teaching," Science, vol. 304, no. 5670, pp. 521-522, 2004.19. Seymour, E., & Hewitt, N. M., Talking About Leaving: Why Undergraduates Leave the Sciences, Boulder: Westview Press, 1997.20. Bandura, A., "Self-Efficacy: Toward a Unifying Theory of Behavioral Change," Psychological Review, vol. 84, no. 2, pp. 191-215
Relevance Score: 0.024990214

Teaching Mechanical Properties of Materials through Crochet

Conference Session
Materials Division (MATS) Technical Session 4
Collection
2025 ASEE Annual Conference & Exposition
Authors
Sarah A Goodman, Georgia Institute of Technology; Louis Oh, Stevens Institute of Technology (School of Engineering and Science); Elizabeth Zarr Paolella, Stevens Institute of Technology (School of Engineering and Science)
Tagged Topics
Diversity
Tagged Divisions
Materials Division (MATS)
Analytics.” Accessed: Oct. 06, 2024. [Online]. Available: https://lit.gse.harvard.edu/makerspace-analytics[2] J. Eckhardt, C. Kaletka, B. Pelka, E. Unterfrauner, C. Voigt, and M. Zirngiebl, “Gender in the making: An empirical approach to understand gender relations in the maker movement,” Int. J. Hum.-Comput. Stud., vol. 145, p. 102548, Jan. 2021, doi: 10.1016/j.ijhcs.2020.102548.[3] A. M. K. Schauer, H. Schaufel, and K. Fu, “The Makeup of a Makerspace: The Impact of Stereotyping, Self-Efficacy, and Physical Design on Women’s Interactions with an Academic Makerspace,” Eng. Stud., vol. 15, no. 2, pp. 122–143, May 2023, doi: 10.1080/19378629.2023.2224016.[4] I. Decker, “Knitting and Crochet Today: Statistics, Trends, and More
Relevance Score: 0.01874266