Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Christine Schnittka, University of Virginia; Larry Richards, University of Virginia

Tagged Divisions

K-12 & Pre-College Engineering

atechnologically literate person is one who recognizes technology, understands the differencebetween science and technology, knows some basic concepts about technology, understands thegoals and trade-offs implicit in the engineering design process, recognizes how technology hasinfluenced society through the ages, and as well recognizes how society has also shapedtechnological advances, understands that using technology entails risks, and that all technologyhas both benefits and costs. A technologically literate person understands that technologies areneither inherently good nor evil, and that the values of a culture or society are reflected in thetechnologies that the culture or society embraces. A technologically literate person should havesome hands-on

Conference Session

Tools of the Trade

Collection

2008 Annual Conference & Exposition

Authors

Robert Niewoehner, U.S. Naval Academy; Craig Steidle, US Naval Academy; Eric Johnson, US Naval Academy

Tagged Divisions

Engineering Management

. We need a definition of Critical Thinking. Several would serve our purposes, but we areparticularly fond of David Moore’s: “Critical Thinking is a deliberate meta-cognitive (thinking about thinking) and cognitive (thinking) act whereby a person reflects on the quality of the reasoning process simultaneously while reasoning to a conclusion. The thinker has two equally important goals: coming to a solution and improving the way she or he reasons.”8[italics in original]The metacognitive piece of Moore’s definition is vital. If we consider many technical systemstoday, such as an airplane, the health of the aircraft’s systems are constantly monitored. Theflight control computers do not simply process the next surface

Conference Session

Engineering in Middle Schools

Collection

2008 Annual Conference & Exposition

Authors

Paul Crips, Laramie Middle School; William Parker, Laramie County School District 1; Steven Barrett, University of Wyoming; Jerry Hamann, University of Wyoming

Tagged Divisions

K-12 & Pre-College Engineering

given the fact that the team participants were teachers who had previous commitments during the summer break period. Regardless of this limitation, however, and to the credit of the team participants, the quality of the finished seventh grade boxes was first-rate. In no way should this delay in development reflect negatively on the development team, and while the classroom evaluation time was limited to the end of the 2007 spring semester, sufficient resources remained in the seventh grade boxes to enable another year of evaluation during the 2007-2008 LCSD#1 school year. o Recommendation: As long as the box resources exist, the seventh grade boxes should continued to be evaluated in the classroom one more

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Reem Nasr, Boston University; Steven Hall, Massachusetts Institute of Technology; Peter Garik, Boston University

Tagged Divisions

Educational Research and Methods

version of yt (t) as defined over 0 ≤ t ≤ 1, hence obtaining the answer(2 − 2e−2t )σ(t). The following excerpts clearly reflect how participants S61 and S67 invoked theinterval matching readout when justifying that the step response of the system is Page 12.1317.8gs (t) = (2 − 2e−2t )σ(t): S61: Well, I’m thinking you only use only the yt (t) on the range from 0 to 1? Yeah, I ... I: Yeah, but you have to tell me what happens for t > 1 then. S61: Oh, for t greater . . . [ . . . ] this y(t) is for t > 0 like all time. For t > 1 this is true. For t is 1000 this is true. Umm . . . I: Okay, so in the problem

Conference Session

K-12 Engineering and Pre-College Outreach Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Sylvanus Wosu, University of Pittsburgh

Tagged Divisions

K-12 & Pre-College Engineering

enriching their Academic Improvement skills and ability to excel intheir senior year of high school. CARE contributed to 86% educational growth and 35% academic performanceimprovement among those students who scored lowest on the pre-test compared to 25% improvement among thosethat scored highest in the pre-test. Project CARE resulted in a systemic change in the way students are given accessto an engineering career. The lessons learned in the course of the three program years are also discussed in details.1. INTRODUCTIONThe face of American society continues to change as we experience national demographic shifts in our ethnicpopulations. The Department of Labor statistics reflect that African-Americans, Hispanics, Asians, American-Indians, and

Conference Session

Ethical Responsibilities of Engineers in the World of Corporate Business

Collection

2007 Annual Conference & Exposition

Authors

Donna Riley, Smith College

Tagged Divisions

Liberal Education

projects, the models on which they were implemented,and factors in their success or failure is instructive. Riley and Miller20 discuss the structure andcontent of the Smith course in greater detail. Using pedagogies that focus on praxis, connectinglearning with action, will ground student critiques of neoliberalism in the real world, informingand transforming their perspectives and ultimately resulting in reflective action for change.342. Ask who wins and who loses. Students need to develop an understanding of powerrelationships, a sense of the history of colonialism and its relationship to globalization today.Neoliberal economic policies produce winners and losers, and students need to develop a senseof how market economies play out to help

Conference Session

Engineering Student Involvement in K-12 Programs

Collection

2007 Annual Conference & Exposition

Authors

Kate Caldwell, North Carolina State University; Jessica McCoy, North Carolina State University; Lynn Albers, North Carolina State University; Althea Smith, North Carolina State University; Elizabeth Parry, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, surveys from the firstyear did not include questions concerning RAMP-UP’s impact on the fellows’ career plans. Thefellows’ responses to open-ended questions on these surveys indicated an unanticipatedinfluence. To capture this and other unforeseen results, we adapted the survey questions. Thesechanges are reflected in variations in question content, structure, and rating scale. This paperfocuses on the development of the fellows as quantified by pre- and post-surveys; through theuse of these surveys, we quantify and support our claims as well as those of previous research.Due to the inclusion of undergraduates and to the growth of the program over the first threeyears, the RAMP-UP sample size is quite large compared to currently published work

Conference Session

Civil Engineering in the Classroom

Collection

2006 Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

projects were confusing and ill-prepared. Students had trouble figuring out what it was we were supposed to be doing.” ‚ “The projects were frustrating because we didn’t always know exactly what we were supposed to be doing. I did however learn a lot by struggling through them.”The first comment illustrates how some students are focused on exams and the grade, rather thanon learning the material. The second comment is related to the discomfort most students feelwhen first presented with a realistic and open-ended problem.Mid-term and final course evaluations for this class reflect that, though students find the coursechallenging, they indicate that these are courses where they see how the material relates to thepractice of civil

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Gypsy Denzine, Northern Arizona University

, Kolb, and Myers-Briggs,they posit several binary factors corresponding to how students learn and process information.More specifically, they claim students can be identified by the following dimensions: sensory vs.intuitive, visual vs. verbal, active vs. reflective, and sequential vs. global. Felder and Silvermanpurport knowing a student’s learning style can help understand why the student may beinattentive in class, perform poorly on tests, and become discouraged when faced with achallenge or failure, and other various problems that serve as a barrier to academic success.Since its inception, Felder and Silverman’s model has been adopted by many engineeringeducation faculty members and researchers (see the University of Michigan College of

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Joanne Mathews, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Margaret Huyck, Illinois Institute of Technology; Abhinav Pamulaparthy, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

the additional training scored a mean of 56.4% correct vs. the all teammean of 48% correct, a 16% test score improvement. Those five teams involved in trainingexercises also improved their beginning BOS to end of semester EOS test scores from 48.2% to56.4% correct, a significant improvement if not a satisfactory test score. These same teams arealso engaged in a pilot test of a reflection exercise that also may have contributed to theirknowledge gain.Table 4: Pre- and post- test results for the Learning Objectives (LO) assessment for two IPROteams that participated in the training sessions.Sample of IPRO Teams that participated in LO TrainingIPRO Team Pre-test Average of LO Test (% Post-test Average of the LO Test (%Number

Conference Session

Factors Affecting Student Performance

Collection

2006 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Leslie Brunell, Stevens Institute of Technology; Gunnar Tamm, U.S. Military Academy; Ozer Arnas, U.S. Military Academy

Tagged Divisions

Educational Research and Methods

upon graduation. “University courses are the preparatory stage to a profession and should therefore encourage learning that reflects the way in which professionals continue to learn and work.”[2]It was observed that students do not exercise the level of care with their assignments that shouldbe required of young engineers. Not to suggest that the consequences of submitting an incorrectacademic assignment are dire, but it seems reasonable that an elevated level of effort should beput forth, especially from students near the end of their undergraduate studies as juniors andseniors. Students often regard their homework submissions as simply a product to be handed in,and the accuracy of their solutions is of minimal concern. This is an

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan D. Niemi, LeTourneau University; Matthew G. Green, LeTourneau University; Melanie Roudkovski, LeTourneau University

Tagged Topics

NSF Grantees Poster Session

Enhancement (FIRE), is supportedby the National Science Foundation under Grant No. 0969382. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the authors and do notnecessarily reflect the views of the National Science Foundation.1.0 Project Activities1.1 Overall Goal Page 23.551.2The most specific and immediate goal of this project is to increase the School of Engineering andEngineering Technology (SEET) graduation rate from its 2009 five-year average of 42% to animproved five-year average of 65%.1 To achieve this target, 1-year retention of new studentsmust be increased to 85% from its 2009 level of 68

Conference Session

FPD 6: Transitions and Student Success, Part II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stacy Holander Gleixner, San Jose State University; Katherine Casey, SJSU College of Engineering; Jared T. Tuberty, San Jose State University; Sanela Latic; Patricia R Backer, San Jose State University; Emily L. Allen, San Jose State University

Tagged Divisions

First-Year Programs

, first-generationstudents, and those with math skills at the pre-calculus level. Our internal data shows that thispre-calculus group has a lower retention rate even though they have aptitude sufficient tosucceed. This admission goal was not accomplished successfully during the first pilot programbecause the applicant pool itself did not reflect the desired diversity. It was also found to bedifficult to determine the math ability level. The admission to the summer transition programwas done before the students had taken the university’s math placement exam. The admittedEXCEED group ended up being in four different incoming math levels their first semester. Ofthe thirty-two admitted students, 26% were female, 10% African American, 23% Latino

Conference Session

It Takes a Village: Engineering Beyond the Classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

Elizabeth Litzler, University of Washington; Cate Samuelson, University of Washington

Tagged Divisions

Minorities in Engineering

that adistinction exists between their academic and social peer groups.2 Whereas, academic peergroups tend to reflect the majority represented in the engineering program, social groupsgenerally reflect personal ethnicities.2 Social peer groups not only address cultural needs, butalso meet personal needs, such as opportunities for relaxation and reflection.2,4 In other words,minority students often maintain separate academic and social peer networks, both of which playimportant roles in student persistence, for distinct reasons.2 For example, ethnic organizationsand residences contribute to maintaining ties to cultural heritage, while academic networks helpfacilitate academic achievement.2 Regardless of which network peers fall into, they serve

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Rebecca P. Blust, University of Dayton; Suzanne Franco, Wright State University; Renee Beach; Sandra M Preiss, Dayton Regional STEM Center

Tagged Divisions

K-12 & Pre-College Engineering

and were also aligned with the state curriculum standards.Guided reflections, team presentations of STEM Curriculum, and developed prototypes providedevidence associated with the objectives. Local System Change (LSC), Mathematics TeachingEfficacy and Beliefs Instrument (MTEBI) and Science Teaching Efficacy and Beliefs Instrument(STEBI) surveys were administered to the in-service teachers prior to the program. Follow-upsurveys were administered to the 2012 cohort and will be administered to the in-service teachersduring the 2013 academic year to identify changes in attitudes, beliefs and practices. Classroomobservations of participants delivering developed STEM content provided details regardingtransference to K-12 classrooms. A focus group

Conference Session

Entrepreneurship & Engineering Innovation Research Technical Session 7

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jessica Menold, Pennsylvania State University, University Park; Kathryn Jablokow, Pennsylvania State University; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University

Tagged Divisions

Entrepreneurship & Engineering Innovation

cognitive style and potential level, both ofwhich are stable over time. Cognitive style (sometimes called preferred style or problem solvingstyle) is typically defined in terms of consistent individual differences in a person’s preferredways of organizing and processing information and experience4. Examples of cognitive styleinclude the Sensing-Intuition dimension of Jung’s psychological types and Kirton’s Adaption-Innovation continuum, which reflects an individual’s preference for structure4, 7. Research showsthat cognitive style is unchanged across a person’s lifetime, but coping behavior can be usedwhen needed (at an increased cognitive cost) to behave in ways that do not align with a person’scognitive style4, 7 – i.e., while style is fixed

Conference Session

Two-Year College Division Transfer Topics Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erin Shealy, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Catherine Mobley, Department of Sociology and Anthropology, Clemson University; Richard A. Layton, Rose-Hulman Institute of Technology

Tagged Divisions

Two Year College Division

general engineering (which is the required major for new transfers at one school until the students have successfully completed certain prerequisite courses).For survey participants contacted during the 2012-13 academic year (N=66), questions wereadded about the parents’ highest level of educational attainment and whether the student attendedschool on a full-time or part-time basis. Some responses were adjusted to reflect factors knownto the researchers but improperly reported by the respondents, such as whether a particularcommunity college had a formal 2+2 program with the MIDFIELD institution.Data on students’ most recent sending institutions were classified according to in- or out-of-statestatus (compared to the state in which the

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christine M. Cunningham, Museum of Science, Boston; Cathy P. Lachapelle, Museum of Science, Boston

Tagged Divisions

K-12 & Pre-College Engineering

meet or addresscriteria equally as well. Children (and adults) often champion their own ideas, withoutadequately considering designs of others or without conducting “objective” analyses.To encourage students to analyze their various solutions objectively and determine which bestmeets the challenge’s criteria, EiE design challenges aim to have students collect both qualitativeand quantitative data during testing. Materials ask students to reflect upon the needs of the designand assess how well each solution meets it. Thus, instead of children’s preconceptions,popularity, or perceived “smartness” driving decisions, more objective and impartial data areavailable to be considered.EiE strives for quantifiable tests: presenting results as a number

Conference Session

FPD XI: Tidbits and Cookies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Peter Thomas Tkacik, University of North Carolina, Charlotte; Jae Hoon Lim, University of North Carolina, Charlotte; Patricia A. Tolley P.E., University of North Carolina, Charlotte; Kimberly Warren, University of North Carolina, Charlotte

Tagged Divisions

First-Year Programs

items that exhibited strongest correlations reflect students’ evaluation of the cost and benefit of pursuing an engineering degree. Results of the quantitative analyses suggest that students’ persistence in the major may be related to their perceptions of the cost and benefit of the engineering degree. (Table 2) Page 25.665.7 Table 2: Post-Survey Items Moderately Related to: I Don’t Care for This Career Survey Item r* The rewards of getting an engineering degree are not worth the effort. 0.61 I expect that engineering will

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ashland O. Brown P.E., University of the Pacific; Daniel D. Jensen, U.S. Air Force Academy; Joseph J. Rencis P.E., Tennessee Technological University; Kristin L. Wood, Singapore University of Technology and Design; Kyle A. Watson, University of the Pacific; Chuan-Chiang Chen, California State Polytechnic University, Pomona; Vladimir A. Labay, Gonzaga University; Ismail I. Orabi, University of New Haven; Firas Akasheh, Tuskegee University; John J. Wood, U.S. Air Force Academy; Rachelle Kisst Hackett, University of the Pacific; Kathy Schmidt Jackson, Pennsylvania State University; Jiancheng Liu, University of the Pacific; Paul Henry Schimpf; Alexis Pham, University of the Pacific; Krystian Zimowski, University of Texas, Austin; Kristin Taylor, University of the Pacific

Tagged Topics

NSF Grantees Poster Session

of Learning Styles25 as shown inTable 1 is composed of four dimensions: active/reflective, sensing/intuitive, visual/verbal, andsequential/global. Active learning tools are designed to meet the needs of students with a rangeof learning styles. Particular approaches to teaching often favor a certain learning preference.Therefore, it is important to incorporate a variety of teaching approaches. This index can assistinstructors in creating active learning modules that impact all student learning styles effectively. Page 25.752.7 Table 1. Learning styles categories.Myers Briggs Type Indicator (MBTI) Personality

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jean-Celeste M. Kampe, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University

Tagged Divisions

Design in Engineering Education

the secondary students.Deeper learning is promoted by the formal reflective activities built into the HSE programthrough these poster and presentation requirements because these activities promotemetacognitive gains. They offer opportunities for both coaches and students to assess theirprogress in terms of the larger picture of a long-term project instead of just day to day gains;that is, they impose divergent thinking. Additionally, the Expo campus visit has the criticallyimportant function of making the university accessible to the secondary students. From the artifacts created for spring Expo, we see trends toward an improved abilityof students to communicate technical information and an improved understanding of the

Conference Session

High School Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Amy Prevost, University of Wisconsin, Madison; Mitchell Nathan, University of Wisconsin, Madison; Benjamin Stein, University of Wisconsin; Allen Phelps, University of Wisconsin, Madison

Tagged Divisions

K-12 & Pre-College Engineering

logs and self-report surveys have also been used as methods for obtaining information about theenacted instruction6,7,8.The assessed curriculum refers to the specific content that is tested and can differdrastically from the intended and enacted curricula. Tests are drafted by the federalgovernment (thought instruments like NAEP, for example), individual states, districts,and the teachers themselves. The learned curriculum captures the actual changes inknowledge by the individual students, which reflects the notion that students can andoften do learn more and less than offered in the instructional context.In earlier studies, we analyzed the enacted curriculum of the first Project Lead the Way™foundations course, Introduction to Engineering

Conference Session

Design with External Clients

Collection

2010 Annual Conference & Exposition

Authors

Steven Fleishman, Western Washington University; Eric Leonhardt, Western Washington University

Tagged Divisions

Design in Engineering Education

contribute to greater fuel economy. Unique design and fabricationtechniques for high performance structural composites will be utilized to reduce curb weight by30-50%, when compared to conventional steel chassis design benchmarks. Self-imposedmandates adopted by the WWU R&D team include design and manufacturing sustainabilityfocus, which are reflected in all architectural, materials selection, and manufacturing processdecisions. An additional design goal targets the ability to use a range of alternative fuels by usinga modular hybrid powertrain and open source control strategies that enable utilization of regionalfeedstocks available to the purchaser. The hybrid bus project combines undergraduate Vehicle Design students withEngineering

Conference Session

Best Practices in K-12 Engineering Panel

Collection

2010 Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Marlene Aviles, Dr. Ercel Webb School # 22, Jersey City School District; Jennifer Case, East Middle School; Augusto Macalalag, Stevens Institute of Technology; John Brockway, East Middle School; Christie O'Hara, Colorado School of Mines; Michael Asheim, Colorado School of Mines; Barbara Moskal, Colorado School of Mines; Brian Lien, Princeton High School; Eugene Rutz, University of Cincinnati

Tagged Divisions

K-12 & Pre-College Engineering

, 2teachers learned physical science content of forces, motion, and electricity through lectures, hands-onactivities, field trips, Internet based projects, collaborative work, reflections, model-based inquiry, andthe engineering design process administered by the faculty and staff of the engineering and teacher-education colleges. Teachers engaged in two Engineering is Elementary (EiE) modules over focusedon the engineering design process.Proven Success in the ClassroomBased on our pre- and post- tests administered to teachers and students in treatment and comparisongroups in year 1, participating teachers showed science and engineering gains of almost 3 timesgreater than teachers in the comparison group. Students of teachers in the treatment group

Conference Session

Assessment Issues II

Collection

2004 Annual Conference

Authors

Kenneth Cox; Janice Bordeaux; David Caprette; Beth Beason; Ann Saterbak

reflected that without coordination, it is nearly impossible to “raise thebar” as students progress through the science and engineering curricula. Without relevantcontext, students cannot appreciate the value of the generic skills that they are being taught andare unaware if or how they will use them in the future. We also acknowledged that grading ofour laboratory courses could lead students to focus on content-specific goals (e.g. steriletechnique for maintaining mammalian cells, operating a mass spectrometer) rather than genericcapabilities (e.g. attention to detail, trouble-shooting complex equipment). The incorporation ofmany laboratory courses into a "parent" lecture course (especially freshman courses), to whichthe laboratory grade makes a

Conference Session

Entrepreneurship & Engineering Innovation Programs and Courses Session 5

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael (Mick) J. Bates, Waynesburg University; Donald Ken Takehara, Taylor University; Hank D. Voss, Taylor University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Conference Session

WIED: Faculty and Gender Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon Patricia Mason, Rochester Institute of Technology; Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Margaret B. Bailey, Rochester Institute of Technology (COE); Stefi Alison Baum, Chester F. Carlson Center for Imaging Science, Rochester Institute of Technology

Tagged Divisions

Women in Engineering

career success. Examining awardrecipients is one method of ensuring that evolving university values reflect the diverse facultycomposition and the university’s dedication to that diversity. 4This paper examines the faculty award structure at a large private university as an indicator ofevolving university values that esteem the achievements of faculty and support them in theircareer advancement.1 Data on university awards for faculty since the 1964-65 academic yearwere examined with regard to recipient gender. For the academic years 2007-08 through 2011-12, the percentage of awards received by female faculty is compared to a weighted percentage offemales in the faculty population (based on the number and type of awards and data provided

Conference Session

Green and Sustainable Manufacturing Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tzu-Liang Bill Tseng, University of Texas, El Paso; Richard Chiou, Drexel University (Eng. & Eng. Tech.); Paras Mandal, University of Texas, El Paso; Eric D Smith, University of Texas, El Paso; Radian G Belu, Drexel University (Tech.); Oscar H. Salcedo, University of Texas, El Paso

Tagged Divisions

Manufacturing

maintain safe working environments. Social Responsibility d the principles, values, and standards that guide behavior in an organization. Sexual Harassment e business ethics model that includes values, norms, and expectationsthat reflect the concerns of multiple major stakeholders,including consumers, employees, shareholders, suppliers,competitors, and the community. f codified into law, incentives to reward organizations for takingaction to prevent misconduct.Select

Conference Session

Engaging Minority Pre-College and Transfer Students in Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stacie LeSure, Utah State University; Nathan Mentzer, Purdue University, West Lafayette; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Divisions

Minorities in Engineering

24.146.3students poses many challenges to educators. According to Evans et al.: 2 The subject [of design] seems to occupy the top drawer of a Pandora’s box of controversial curriculum matters, a box often opened only as accreditation time approaches. Even ‘design’ faculty—those often segregated from ‘analysis’ faculty by the courses they teach—have trouble articulating this elusive creature called design 25.Human-Centered Design (HCD)Human-centered design (HCD) also known as participatory design, reflective design, andcooperative design, is a design approach which aims to actively involve the end users in thedesign process. The goal of HCD is to ensure that products are not only

Conference Session

College Industry Partnerships Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

College Industry Partnerships

larger environment of which [a system] is a part” and theimportance of the “role it plays in the larger whole.”14 We use a semi-structured format withfollow-up probes to help the interviewee reflect on their insights, strategies, and basis fordecisions, judgments, or courses of action.15 Probes were used to ask participants to expand onthe meaning of certain ideas such as “broad background.” The interview lasted one hour and theprotocol had three sections: a section on background and influential experiences; a section on thecritical decision method; and a section on questions about experiences with developing andidentifying other big picture thinkers. Following the individual interviews, a second one-hourfocus group discussion was used to follow