Conference Session

Engineering a Just Future: Cultivating Equity, Voice, and Community in Technical Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Marissa A Tsugawa, Utah State University; Theo Sorg, Purdue University; Hector Enrique Rodríguez-Simmonds, Boston College; Sage Maul, Purdue University; Nadia N. Kellam, Arizona State University; Alice L. Pawley, Purdue University; Taylor V. Williams, Harding University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

collaborative inquiry methodology to explore researchpractices that do not have strong consensus within EER, such as reflection [25], positionality[26], qualitative research quality [27], and more [28], [29]. Following this methodology, ourvirtual group met regularly and we reflected individually on prompts related to our inquiry inbetween meetings. Our reflections and discussion meetings fostered group meaning andsense-making of our experiences as neurodivergent engineering education researchers.Collaborative inquiry also allowed us to recognize our agency, strengths, and challenges asneurodivergent engineering education researchers.Data CollectionFor this project, we met semi-regularly since ASEE 2022 and initially discussed differenttheoretical

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Samantha Kennedy, University of Minnesota - Twin Cities

year students arrive at our schools with vastly different levels of exposure to – and fluencyin – the core concepts of diversity, equity, and inclusion education. When the CurriculumCommittee for our First Year Experience course began developing a lesson to ground our STEMstudents in these concepts, we faced a big question. How can we meet each member of a diversestudent body where they are while also fostering their growth?As a predominantly white institution, we wanted to challenge our students to reflect on their ownidentities and how that ties them to other students in the college. We designed a lesson thatfocused on individuals’ social identities and how those identities affect their comfort levels indifferent scenarios, then used guided

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aparajita Jaiswal, Purdue University ; Paul J. Thomas, Purdue University; Owura Kuffuor, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

) rubricsproposed by The Association of American Colleges and Universities (AAC&U) were used tointegrate the intercultural component into the course. We describe the pedagogical design of thecourse, training sessions, role of teaching assistants, online modules, and reflection activities thathelped students to become cognizant of intercultural competence. The guiding research questionsfor our study are: i) How do first-year cyber security students self-identify in terms ofintercultural competence? ii) What is the nature and strength of the relationships betweendifferent dimensions of intercultural competence as measured by the ASKS2 Scale among first-year cybersecurity students? iii) What are the perceptions of students regarding the

Conference Session

Instructional Showcase

Collection

2024 ASEE Annual Conference & Exposition

Authors

Soo Won Shim, Illinois State University; Anthony Lorsbach

Tagged Topics

Diversity, Professional Interest Council (PIC)

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

: EMPATHIZE WITH THE USERSDevelop user-centered criteria: Define the problem based on users’perspectives. Capture users’ information, suggestions, values, andfeelings. Reflect on the potential impact of the criteria and outcomes. Develop user-centered criteria based on users’ needs, desires, and values.Plan: Generate multiple ideas with fluency and flexibility. Discuss teamperspectives and strengths. Generate various design ideas and recognize students' strengths in their design work. Collaboratively select a team design.Create: Build a prototype DAY 4: TEST WITH USERS Test: Present your design to users and gather feedback. Utilize

Conference Session

Industrial Engineering Division (IND) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mahesh Kumar Pallikonda, Austin Peay State University; Hossain Ahmed, Austin Peay State University; Md. Ali Haider, Austin Peay State University; Ravi C Manimaran, Austin Peay State University

Tagged Divisions

Industrial Engineering Division (IND)

tools and onlineplatforms provide new avenues for collaboration, research, and presentation. The continuousevolution of PBL reflects a response to the changing educational landscape and a recognition ofits effectiveness in preparing students for the complexities of the modern world.Project-based learning enables students to delve into real-world problems and wear the hat of aproblem solver. In the context of operations management, Project-Based Learning in OperationsManagement is instrumental in preparing students for the industry's challenges and demands. Itgoes beyond traditional teaching methods, providing a holistic and immersive educationalexperience that equips students with practical skills, problem-solving abilities, and a

Conference Session

Community Engagement Division (COMMENG) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, University of Colorado Boulder; Marlene Sulema Palomar, University of Colorado Boulder; Lyndsay Rose Ruane, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division (COMMENG)

; Urban Design, CU Boulder d. Engineering Management Department, CU Boulder INTRODUCTION PROJECT DESCRIPTION 3 Action Research (AR): CONCLUSION Involves a systematic process of acting, observing, reflecting, and re- PALAR is a valuable framework for engineering

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Rush Leeker, University of Colorado Boulder; Lyndsay Rose Ruane, University of Colorado Boulder; Marlene Sulema Palomar, University of Colorado Boulder; Hannah Sanders, University of Colorado Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

doing' approach where actions are taken first, Each PALAR component was adapted to fit the engineering Exploring the innovative application of the Participatory Action This project spans multiple institutions and disciplines, engaging followed by reflection. This cycle enhances problem-solving skills and context, focusing on structured yet adaptable processes suitable Learning and Action Research (PALAR) framework in undergraduate, graduate, and faculty participants in a collaborative research practical application in real-world settings. for complex educational environments. engineering education, this research addresses complex effort. Communication

Collection

2024 ASEE PSW Conference

Authors

Mandeep Singh Basson, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis

Motivation Focus group Seminar challenges outlined by the United Nations Sustainable ➢ Fostering cultural humility supports inclusive problem- ➢ Focus group designed for graduate students to engage participants in ➢ One-hour seminar on cultural humility designed for seven solving, enabling civil engineers to address challenges in a self-reflection activities to explore their own cultural backgrounds, incoming graduate students in civil engineering to

Conference Session

Track 7: Technical Session 9: Preparing for ABET Changes regarding DEI: Results of the Big Ten++ DEI Summit

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Sarah E Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Ivan E. Esparragoza, Pennsylvania State University

Tagged Topics

CoNECD Paper Sessions, Diversity

institutional policies on diversity, equity, and inclusion and demonstrate awareness appropriate to providing an equitable and inclusive environment for its students that respects the institution’s mission.”https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-engineering-programs-2023-2024/ -In order to prepare for theupcoming changes to ABET,a Summit was held at PennState in October of 2022.A total of 71 participantsfrom 20 institutionsattended the meeting. • https://www.engr.psu.edu/equity-inclusion/dei-summit- 22.aspx -The Summit was held across 3 days and consistedof speakers, reflection, and team working time.The Summit also

Conference Session

Educational Research and Methods Division (ERM) Technical Session 15

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dave Mawer, University at Buffalo, The State University of New York; Andrew Olewnik, University at Buffalo, The State University of New York; Lisa Retzlaff, North Carolina State University; Laine Schrewe, Otterbein University; Scott Ferguson, North Carolina State University

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #43214An Emerging Methodological Toolkit to Support Design of Problem-BasedLearning Environments: Connecting Problem Characteristics and KnowledgeTypesDave Mawer, University at Buffalo, The State University of New YorkDr. Andrew Olewnik, University at Buffalo, The State University of New York Andrew Olewnik is an Assistant Professor in the Department of Engineering Education at the University at Buffalo. His research includes undergraduate engineering education with focus on engineering design, problem-based learning, co-curricular involvement and its impact on professional formation, and the role of reflection

Conference Session

Increasing Engagement in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Wolf, University of British Columbia; Gayatri Gopalan, University of British Columbia; Christoph Johannes Sielmann P.Eng., University of British Columbia

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

activities weredesigned to stimulate critical thinking about social aspects of engineering and to reframe thetraditionally technical obligations of the engineer within sociopolitical and equity-orientedstructures.Through a qualitative analysis of student experiences, assignments, and reflections as part of thecourse, this paper evaluates the impact of three pedagogical methods on student engagement withethical questions surrounding their decision-making as both individuals and as future engineers.The three methods being studied are Virtue Points, a tool that encourages self-reflection bycontrasting personal and professional virtues, an adapted ‘Spectrum Game’ based on conceptspresented by Jubilee Media, and a modified Pisces Game used to explore

Conference Session

Empowering Change: Cultivating Inclusive and Sustainable Futures in STEM Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mina Zavary, University of Washington; Sourojit Ghosh, University of Washington

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

present helpful resources to instructors to alleviate part of this labor, as a set of resourcesthat are readily available to be used in their courses (e.g., [2]–[4]), while also equipping studentswith knowledge of how to individually and collectively foster inclusive classroom practices andstronger agency in advocating for changes they wish to see in their courses by pointinginstructors to existing resources within such toolkits.In this work-in-progress paper, we present an Inclusive Teaching Toolkit, a set of resources,tools, and guides for instructors and students to foster inclusive and accessible practices in theirclassrooms, created through a reflection-based co-design with instructors and students. While avariety of similar toolkits have

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Engineer Inclusion; Lara Hebert, University of Illinois Urbana-Champaign; Lynford Goddard, University of Illinois Urbana-Champaign; Luisa-Maria Rosu, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

through project or problem-basedlearning (PBL). Most of this section of the rubric draws from the “Ensuring Equity in PBLReflection Tool”[14]. This part of the rubric examines the degree to which students are allowedto exert agency and participate in team-learning environments that reflect real-world contextsand social impacts. The rubric encourages activities that engage every student, ensuring that alleducational experiences are hands-on and relevant to students' lived experiences andsocioeconomic backgrounds.Each of these sections contains specific items, totaling 27, which describe behaviors andpractices ranging from those that perpetuate inequity to those that foster an inclusive atmosphere.For example, under the "Head" section, item 1

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati; So Yoon Yoon, University of Cincinnati

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

studyabroad programs on the transformative learning outcomes of the participants are related to theirpersonality attributes.Transformative Learning in Study AbroadStudy abroad programs are exemplars of high-impact experiential learning. In Kolb’sexperiential learning theory, they focused on the centrality of experience and reflecting on theexperience. Like Kolb, Mezirow [4] also emphasized learning through critical reflection andproposed the transformative learning theory rooted in constructivism. According to Mezirow,when a disorienting event challenges an individual’s deep-rooted beliefs and assumptions, theywould critically reflect on those assumptions, initiating the transformative learning process [4].Consequently, the individual gains

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Keilin Jahnke, University of Illinois at Urbana - Champaign; Joe Bradley, University of Illinois at Urbana - Champaign

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

mindset. To achieve thisobjective during the first offering, this course utilized active learning techniques, personalreflection, and the development of an individualized career-impact roadmap by each student. Inorder to work in conjunction with programming available from existing career centers andacademic advising, this interdisciplinary course placed an emphasis on personal reflection andthe roles of innovation and technology commercialization in creating societal impact. This paperdescribes the logistics of developing and implementing this 1-credit hour course and providesdetails of the assignments used to assess student learning. This course can serve as an example toother institutions who seek to more fully empower their students to

Conference Session

Pre-College Engineering Education Division (PCEE) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Graffin, Curtin University of Technology; Rachel Sarah Sheffield, Curtin University of Technology; Rekha Bhan Koul

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

draw upon disciplinary-specific or epistemic ways of knowing,designing, decision-making, collaboration, and communication within their social andcultural context [5]. These are reflected in their use of specific tools and approaches whileproblem-solving, modelling, prototyping, evaluating, and sharing design solutions [5], [12],[13]. Many engineers use notebooks or design journals to document their knowledgeconstruction and reflections as they engage in the engineering design process andcommunicate with various audiences [9], [13], [14]. Engineers learn how to use thesenotebooks through a process of apprenticeship within their professional community ofpractice and practical experience [5], [9], [12], [13], [15]. As such, the notebook can

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

transformative learning process starts.Transformative learning helps in changing learners’ perceptions by altering their problematicframes of references [7]. Transformative learning pedagogy can help first year students tobecome self-directed and independent learners [8]. Since critical reflection is a crucialcomponent of the transformative learning process, it poses a greater challenge in theimplementation of transformative learning pedagogy in first year engineering courses. Studieshave found that even at the graduate level, students are not inherently reflective [9]. Adding tothat, not all types of reflection lead to transformative learning. Mezirow [10] argues thatengaging in content or process reflection leads to straightforward transformation

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mohammed El Kihal, Virginia Polytechnic Institute and State University; Cassie Wallwey, Virginia Polytechnic Institute and State University; Juan David Ortega Álvarez, Virginia Polytechnic Institute and State University; James Nathaniel Newcomer, Virginia Polytechnic Institute and State University

resources—like office hours or tutoring time—necessitates efficient time management. Efficient time management, in turn, enables theimplementation of in-depth metacognitive study activities, which helps students generatequestions that target their respective academic trouble spots that can be addressed throughfeedback from the academic success resources. Generating questions can also encourage studentsto overcome avoidance of office hours, which often stems from a fear of asking the wrongquestions or wasting the professor’s time [7]. By integrating these three academic successconcepts (See Figure 1) we expect students to enter a virtuous cycle of experimentation,reflection, and growth. Although the General Engineering advisors spend most of their

Conference Session

Student Division (STDT) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tahlia Altgold, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student Division (STDT)

such as climatechange, healthcare, and food insecurity [2]. To solve these complex problems, engineers must understandthe societal impacts of their engineering designs on multiple stakeholders. The importance of socialimpact in engineering is reflected in the required student outcomes set by the Accreditation Board forEngineering and Technology (ABET). Student outcome two in the second criterion states that graduatesshould have “an ability to apply engineering design to produce solutions that meet specified needs withconsideration of public health, safety, and welfare, as well as global, cultural, social, environmental, andeconomic factors” [3]. Engineering students can learn to incorporate these factors in their designs andconsider

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Royce A Francis, The George Washington University; James P Ferguson, The George Washington University

, evaluation, and inference, as well asexplanation of the evidential, conceptual, methodological, criteriological, or contextual considerationsupon which judgment is based.’” In this paper, we describe engagement with a writing assignment forundergraduate systems engineering students intended to foreground engineering judgment in studentwriting processes from the perspective of an instructor and an undergraduate student. We conduct areflective autoethnography to construct key elements of the ways both student and instructorparticipate in the construction of engineering judgments through the course’s writing processes.This reflective essay advances the possibility for engineering judgments constructed in well-designedwriting assignments to improve

Conference Session

Graduate Studies Division (GSD) Technical Session 4: Interdisciplinary Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan Wainscott, University of Nevada, Las Vegas; Dustin B. Thoman, San Diego State University; Satchi Venkataraman, San Diego State University

Tagged Divisions

Graduate Studies Division (GSD)

encouraging students to develop their own agency through avariety of course assignments afforded students the opportunity to develop adaptive perspectivesand a sense of control as they navigated troublesome shifts in professional identity. We alsofound evidence that students felt the program provides a sense of community, autonomy overprofessional development, and opportunity for exploration and self-discovery. Finally, instudents’ final written reflections on the course, we found evidence of increased sense of controlover their unique career development path and growth of their mentor network.We discuss the relevance of these findings for theory on interdisciplinary identity developmentand design of professional development courses to increase

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R Bielefeldt P.E., University of Colorado Boulder

Tagged Topics

Diversity, NSF Grantees Poster Session

individualreflections to understand the process of ISE formation. Pre-post comparisons of the quantitativesurvey items will be conducted for individual students in the test and control courses. Team andindividual reflections from the test course will be analyzed after the course. Potentialdemographic differences in ISE will be explored. Potential team-level influences will also beevaluated to understand the impact of a team’s ISE score on enhancing an individual teammember’s ISE gain. Focus groups and individual interviews with students who participated in thetest course will take place in spring 2024. The ISE, INT, and IW of environmental engineeringstudents will be further assessed in spring 2024 through the ISE survey in the environmentalengineering

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Toluwani Collins Olukanni, Norwich University; Majd Khalaf, Norwich University; Michael Cross, Norwich University; David M. Feinauer P.E., Virginia Military Institute; Ali Al Bataineh, Norwich University

has research experience in the areas of automation and control theory, system identification, machine learning, and energy resilience. He holds a PhD and BS in Electrical Engineering from the University of Kentucky.Ali Al Bataineh, Norwich University 15th Annual First-Year Engineering Experience Conference (FYEE): Boston, Massachusetts Jul 28 Full Paper: Future-Ready Students – Survey Analysis Utilizing Natural Language ProcessingAbstractFirst-year Electrical and Computer Engineering students from two institutions engaged in acollaborative project to develop a smart home device using sensors and actuators learned in theirintroductory courses. They reflected on the project, and their feedback was

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

Tagged Topics

NSF Grantees Poster Session

use in K-12classrooms. A new course model was created that utilized a hybrid community of practice wherestudents learned about engineering education and worked together to support local K-12 schoolsby engaging in service learning. This project explored the ways in which participation in thiscourse impacted pre-service teachers’ perceptions of engineering and engineering teaching self-efficacy. We first administered a survey designed to measure engineering teaching self-efficacyto pre-service teachers at the beginning and end of the course. In addition, pre-service teachersalso completed reflective journals throughout the course in which they were asked to reflect onhow specific aspects of the course impacted their understanding of the nature

Collection

ASEE Mid-Atlantic Section Spring Conference

Authors

Caitlin Grady, The George Washington University

developingengineers who are aware of and engaged with the ethical dimensions of their work, educatorscontribute to the creation of a workforce that values and serves societal interests. Our goal ofpresenting our project as a work in progress to this conference is to garner discussion and feedbackon our design prior to project implementation furthering iterative research design andstrengthening our approach to student learning.This project brings coupled ethical-epistemic analysis from the field of philosophy and reflectivepractice from the field of cognitive design theory to the field of engineering education. This early-stage, exploratory project will study the effectiveness of leveraging adapted existing pedagogies(reflective practice) alongside new

Conference Session

Innovative Pedagogical Strategies I

Collection

2024 ASEE Annual Conference & Exposition

Authors

Thomas Lucas, Purdue University; Bhavana Kotla, Purdue Polytechnic Graduate Programs; Katey Shirey, EduKatey; Lisa Bosman, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology Division (ETD)

todevelop and employ innovative pedagogies to address the impediments to learning in an onlineenvironment. This proceeding describes the motivational impact on students from participatingin a semester-long asynchronous project to create a nature-inspired and entrepreneurially mindedpodcast in an online Engineering Technology course. The project's duration was intentionally anentire semester to encourage students to remain engaged in the overall course content. Thematicanalysis of student reflections indicates that participants were motivated in areas correspondingto Alderfer’s proposed categories of basic human needs: existence, relatedness, and growth. Theresults are presented and discussed concerning the motivational framework. Additionally

Conference Session

First-Year Programs Division Technical Session 1: Evolving First Year Programs

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, Tufts University; Ethan E. Danahy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

: Exploring Engineering Students’ Changing Perception of Racism in Automation during a First-Year Computation CourseAbstractThis Complete Evidence-based Practice paper describes first-year engineering students’perceptions, and specifically their shifts in those perspectives, towards the role of automation anddata science in society as well as the racial implications of how those human-made systems areimplemented and deployed. As part of a larger curricular change being made to a first-yearengineering course in computation, this paper specifically examines two reflection assignmentswhere students wrote, at different points in the semester (week 2 and week 12), regarding theirpersonal questions and understandings related

Conference Session

Multidisciplinary Engineering Division (MULTI) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Malgorzata Chwatko, University of Kentucky; Hari Charan Ghimire, University of Kentucky; Huayi Li, University of Kentucky; Madhav Baral, University of Kentucky; John Franklin Maddox; Hyun-Tae Hwang, University of Kentucky; Gisella R Lamas Samanamud, University of Kentucky

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

based in qualitative and quantitative ways. The qualitative approach considers theholistic, proposition rating and coding concepts. The quantitative approach considers thecounting components and similarity. The intersectionality of both considers categorical andrubric [9, 10]. A study using concept maps in a Statics class developed a module which coveredboth technical and entrepreneurial mindset topics. The activities used formative assessment tools.Results showed that concept maps were beneficial to students early in their engineeringcoursework to reflect on both technical knowledge and entrepreneurial mindset [11].The main issue with a multidisciplinary approach is how to assess it. It could be by the numbercollaborations or even publications

Conference Session

Software Engineering Division (SWED) Technical Session #3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce R Maxim, University of Michigan, Dearborn; Bency Thomas, University of Michigan, Dearborn; Belen A Garcia, University of Michigan, Dearborn

Tagged Divisions

Software Engineering Division (SWED)

presentations.Peer evaluation is a collaborative learning strategy that asks students to reflect on contributionsmade by colleagues on group work. Peer evaluation encourages students to critically examine thework of peers and reflect on the quality of the work. It often involves the use of a detailed rubricor checklist as a guide [17]. Peer evaluation is an important strategy to keep student teammembers honest about their contributions to team deliverables. Students on project teams in ourcourses evaluate the contributions made by each team member when submitting a milestonedocument or a software prototype.Authentic AssessmentIt is difficult to use traditional paper or digital tests in hybrid classes containing both in-personand online students. Authentic

Conference Session

Materials Division (MATS) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew D Goodman, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Nicholas Robert Pozza; Blake Everett Johnson, University of Illinois Urbana-Champaign; jean-charles stinville, University of Illionis Urbana-Champaign

Tagged Divisions

Materials Division (MATS)

of HCD in existing engineering courses.Several research studies included the integration of HCD in existing engineering courses such asmechanical engineering [12] and electrical engineering [13]. The integration was guided by anevidence-based human-centered engineering design (HCED) framework that merges the HCDprocesses with the engineering design processes and lists a set of practices that students canimplement within the context of a design project [11]. These processes are understanding thechallenge, building knowledge, weighing options and making decisions, generating ideas,prototyping, reflecting, and revising/iterating. Research studies indicate that learning about theseprocesses and implementing them in the context of a design