Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

conscientious engineering aspects throughout the undergraduate educational experience. His efforts include formally integrating sustainability design requirements into the mechanical engineering capstone projects, introducing non-profit partnerships related to designs for persons with disabilities, and founding the Social/Environmental Design Impact Award. He manages several outreach and diversity efforts including the large-scale Get Out And Learn (GOAL) engineering kit program that reaches thousands of local K-12 students. He has received the Volunteers for Medical Engineering (VME) 2020 Faculty of the Year award, Engineering for US All (e4usa) 2021 Most Outstanding University Partner Award, and the VME 2021 Volunteer of

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

open-ended exploration of the problem and solution. Similarly, commercial product “flops” werepotentially familiar to students, close-ended, and difficult to collect sufficient contextualelements related to the failure. Thus, we elected to focus on student design projects. Studentdesign projects were collected from publicly available engineering capstone design coursewebsites, which typically provided ample information about projects. The capstone websiteswere located through Google searches of university engineering capstone design programs fromaround the United States.Our initial search identified 13 student design projects fitting our criteria, covering a range ofdomains and including a diverse set of contextual elements. Three of these

Collection

2004 GSW

Authors

Donald J. Bagert; Stephen V. Chenoweth

required course for both CS and SE majors. Proceedings of the 2004 ASEE Gulf-Southwest Annual Conference Texas Tech University Copyright © 2004, American Society for Engineering EducationIn order to help provide students in the Software Requirements and Specification course with acomprehensive introduction to requirements elicitation and specification before their real-worldclient experience in the senior capstone sequence, the term project for CSSE 371 involves thedevelopment in small teams of a requirements specification, from problem statement to deliveryof both specification and user interface prototype. Each team was assigned a client who was aRHIT faculty member

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audrey Rorrer; David Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Terry Xu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Kamalapriya Srinivasan

increase innovationthat more aligns with the dynamic workforce.The current pathway model to a doctorate does not allow for differentiated backgrounds andinterests of students. Should our innovations be adopted by other programs based on ouranticipated findings, a separate Doctor of Innovation track might emerge as a viable alternative tothe current Doctor of Philosophy track.PAtENT DescriptionThe overall project goal is to develop an alternate pathway for doctoral candidates in STEMprograms to satisfy their capstone degree requirements that has the potential to modernize the 1STEM Ph.D., bringing it in greater alignment with recent rapid changes to the

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Mikesell, Ohio Northern University; Lacey Wernoch; Alissa Sayer; Jordan Mullett; Hui Shen, Ohio Northern University

times has averaged 12-20,roughly double the number enrolled in the EPICS course.The catalog description for this course at ONU is a “service-learning design course in whichteams of students work together on long-term projects that address the engineering and/orcomputing needs of a community partner.” Examples of projects: • The design and installation of a new concrete base for a war memorial cannon in the park of an area village.7 • Design improvements to a lunar rover replica built by a previous ONU engineering capstone project for the Armstrong Air & Space Museum. • Restoration of a 1300-lb bell from a fire-damaged church.8 • Boundary survey for a nature center. • Caboose restoration for village park

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Charles Baukal, John Zink Hamworthy Combustion; Linda Thurman, University of North Carolina at Charlotte; Carter Stokeld

, planning, scheduling, budgeting), critical thinking, self-drive andmotivation, cultural awareness in a broad sense (nationality, ethnicity, linguistic, sexualorientation) and high ethical standards, integrity, and global, social, intellectual andtechnological responsibility [3]. The focus of this paper is on some of those professional skills.Below are some examples of things that many employers look for in new engineering graduates:  Leadership examples in school, at home, at work, in outside organizations, etc.  Previous relevant work experience, preferably internships, co-ops, and research projects with professors.  Can cogently discuss major projects, especially their capstone.  Passion / interest in the company and

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sandra Clavijo, Stevens Institute of Technology (School of Engineering and Science); Louis Oh, Stevens Institute of Technology (School of Engineering and Science); Kishore Pochiraju, Stevens Institute of Technology (School of Engineering and Science)

capstone design projects.Students develop a business opportunity based on their senior design project and convey theirbusiness idea in a pitch and executive summary through various exercises. Students can choosetheir teams for the senior design project. Students develop an understanding of the innovationprocess and develop an entrepreneurial mindset.As part of the course assignments, the students prepare a Business Model Canvas, an executivesummary, an elevator pitch, and a draft business plan. These assignments directly prepare allteams to compete in the elevator pitch competition. However, the students must go above andbeyond the assignments and iterate their business models and pitches to win the competition. Thecourse assignments and learning

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brenden DrInkard-Mcfarland, The Ohio State University; David Delaine; Zachary Smith, The Ohio State University

respectivegardens, but do not mention any form of long-term mutual benefit. This gap in literature presentsan opportunity to explore transformational action using engineering projects in a reciprocalmanner.Most existing literature grounded in engineering community partnerships is predominated bysingular projects that will serve the community until finished without very much follow up.Examples of this include mentions of undergraduate capstone projects that involve the studentscreating an automated urban greenhouse for garden sustainability [12]. Other projects detail howmulti-year EPICS (Engineering Projects in Community Service) projects targeting food apartheidmay provide temporary support for community members with potential for follow up in thefuture

Conference Session

DEED Technical Session 1: Adapting to COVID and other Design Challenges

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Orser, University of Minnesota - Twin Cities; Lorraine Francis, University of Minnesota - Twin Cities; John Sartori; Kyle Dukart, University of Minnesota - Twin Cities; Brody Hultman, University of Minnesota - Twin Cities; Lauren Linderman, University of Minnesota - Twin Cities; Aaron Massari, University of Minnesota - Twin Cities; R Penn, University of Minnesota - Twin Cities

five weeks ofskill-building, but unlike previous offerings, two individual projects are added, and the teamproject is shorter as a consequence. These changes were made based on the positive outcomes ofindividual projects during the past two years and the shortened team project in 2021, the hybridyear. Notably, Individual Project 1 follows naturally from the skill-building stage and is mainlyconducted outside class. However, students share their reports with their teammates during week7 to facilitate cooperative learning. This structure allowed the team project to begin during classtime in week 6. The team project is essentially the same but condensed into a shorter time.Individual Project 2 is a capstone project that allows students to use all

Conference Session

Engineering Design Graphics Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Derek Yip-Hoi, Western Washington University

processingcourses in the curriculum that rely on it for foundational material. This includes advanced CADclasses MFGE 462 and 466 (elective), CAM classes MFGE 332 and 434, classes in design (333,463) and process planning (381) and as general support for the capstone senior project.Figure 2 presents an overview of the instructional components in the class. This includes use ofthe StudyCAD online training material developed by NewMarketLab [10] to support a flippedclassroom model where students are empowered to do self-paced learning. This enables classtime to be more focused on individual and team problem solving using the CAD skills studentslearn on their own. The class is also heavily infused with design content that is applied through aterm project. As

Conference Session

Mechanical Engineering: Adjusting Course Content

Collection

2022 ASEE Annual Conference & Exposition

Authors

Scott Kiefer, York College of Pennsylvania

based learning as partof the curriculum. From the first year introductory engineering course to senior capstone,design/build/test projects and hands on lab experiences have always played an integral part in thecourse curriculum [1]. However, during the ABET assessment retreats of 2012 and 2013, apossible area of improvement was identified. During the retreat, employer surveys from co-opsupervisors [2] and surveys from recent alumni [3] were evaluated. The surveys identified thatsome students lacked a complete understanding of machining methods and how they influenceengineering design. In addition, students were not always able to demonstrate how machiningtolerances should be correctly applied to insure quality and reduce production cost

Conference Session

Poster Session

Collection

2022 ASEE Zone IV Conference

Authors

Mirna Mattjik, Colorado School of Mines; Megan Sanders, Colorado School of Mines; Amy Hermundstad Nave, Colorado School of Mines; Wieke Gur, ICQ Global Asia; Muhammad Husni Mubarak Lubis, Pertamina University

Tagged Topics

Conference Submission

Paper ID #35904Studies on teaming experience through embedding psychological safety,motivational driver, and cognitive diversity into pedagogyProf. Mirna Mattjik, Colorado School of Mines Mirna Mattjik is a Teaching Associate Professor in the Engineering, Design, and Society Division, Cor- nerstone Design@Mines Program. Mirna is also faculty in the McBride Honors Program, and faculty affiliate for Entrepreneurship and Innovation. Mirna’s formal education is in industrial technology, in- ternational political economy, project management and leadership. Her active research agenda is about improving teaching and learning for

Collection

2005 GSW

Authors

Tariq A. Khraishi

teaching difficult and abstract technical concepts that, at the same time, havevery real-life applications and implications. It is natural then to expect that the in-depth analysisand study involved in typical PBL experiments or assignments should enhance the understandingof such concepts.PBL typically involves some sort of real problem set-up and execution. In mechanics courses,this usually translates to assigning design project(s) to groups of students11,12,13. Such designprojects are by definition open-ended and have no unique answer or solution. The students thushave to invoke their imagination and try to integrate a host of previous classes (i.e. previousknowledge) in order to solve the problem at hand. This form of learning is considered

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rubaina Khan, University of Toronto; Lisa Romkey, University of Toronto

spine, through several cycles of design, may help students to overcomehabits detrimental to design, such as jumping to propose solutions. Other implicit forms ofdesign appear in non-design courses with a project-based pedagogical approach or applyingdesign thinking to address an open-ended challenge.A design spine may also be connected through a design framework where certain elements of theframework are emphasized in each course to develop confidence and competence throughrepetition [36], which is difficult to achieve in a bookend (cornerstone and capstone) curriculumapproach [7]. A design spine/learning progression provides a structure that can thrive throughchanges such as scaling up a program, increasing offerings of courses, and changing

Conference Session

Engineering and Society

Collection

2022 ASEE Zone IV Conference

Authors

Rebekah Oulton P.E., California Polytechnic State University, San Luis Obispo; Amro El Badawy, California Polytechnic State University, San Luis Obispo

Tagged Topics

Conference Submission

sharingpersonal, real life and relatable experiences, students could explore the nuances of theindividuals’ situations without getting sidetracked by political discord that might otherwise enterinto this kind of discussion. All of the social and environmental justice material in this 300-levelclass challenged students to demonstrate mid-level Bloom’s cognitive domain skills of “apply”and “analyze” and affective domain skills of “respond” and “value.”The capstone classes in our program are designed so student teams develop preliminary designsfor a real-world project, over the course of the academic year. For both the CE and ENVEcapstone classes, social/environmental justice considerations were made integral elements of thedesign challenge itself. For the

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joshua Wyrick, York College of Pennsylvania; Alison Kennicutt, York College of Pennsylvania; Bridgette Hagerty, York College of Pennsylvania; JESSICA NOLAN, York College of Pennsylvania; Karl Kleiner, York College of Pennsylvania; Most Tahera Naznin, York College of Pennsylvania

-based-learning courses in environmental biotechnology with interdisciplinary learning,” Proc. of ASEE Annual Conference, Honolulu, HI. 10.18260/1-2-1513.[7] R.H. Todd, C.D. Sorensen, S.P. Magleby, 1993, “Designing a senior capstone course to satisfy industrial customers,” Journal of Engineering Education, 82 (2).[8] J. Murray, L. Cuen Paxson, S. Seo, M. Beattie, 2020, “STEM-oriented alliance for research (SOAR): an educational model for interdisciplinary project based learning,” Proc. of ASEE Virtual Conference, Virtual. 10.18260/1-2-35206.[9] J. Roesler, P. Littleton, A. Schmidt, L. Schideman, M. Johnston, J. Mestre, G. Herman, I. Mena, E. Gates, J. Morphew, and L. Liu, 2015, “Campus integrated project-based learning course in

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wanju Huang, Purdue University at West Lafayette (COE); Frederick Berry, Purdue University at West Lafayette (PPI); Marisa Exter, Purdue University at West Lafayette (COE); Ryan Wynkoop

engineeringtechnology capstone course offered in Fall 2019. Students were required to use CATME(Comprehensive Assessment of Team Member Effectiveness), a web-based tool, to ratethemselves and their teammates on a 5-point scale for each of five teamwork dimensions(Contributing to Team’s Work; Interacting with Teammates; Keeping the Team on Track;Expecting Quality; Having Related Knowledge, Skills, and Abilities), and to provide writtenfeedback entries for each team member. Our data analysis indicated that most of the writtencomments were related to “Contributing to Team’s Work,” while other comments were non-specific (e.g., “Awesome teammate” or “Average”).Research suggests that training and practice can enhance peer feedback quality [4], [5]. In Fall2021, two

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rachael Cate, Oregon State University; Aiden Nelson

Powered by www.slayte.comCommunities of Practice: Developing, Evaluating, and Improving a Program Aimed atSupporting Transformative Learning Among Underrepresented Undergraduate Students inEngineering AbstractThe instructional team leading the Senior Design Capstone course series at Oregon StateUniversity have engaged in a multi-year longitudinal study to support transformational learningof students in the program. In previously-published articles resulting from this study, wepresented literature reviews and proposed a model for creating transformational learningopportunities by accounting for key factors of transformative learning. We then developed andimplemented interventions to target and increase

Collection

2022 Spring ASEE Middle Atlantic Section Conference

Authors

Nadir Yilmaz P.E., Howard University; Hyung D. Bae , Howard University

engineering examples.Some multiphysics analyses are also investigated in the latter class by coupling different types ofanalysis to tackle challenging engineering problems. Students learn how to work on amultiphysics design project in a team through offline meetings, synchronous, and asynchronouscommunication tools (i.e., Slack and Blackboard). The following sections describe generativedesign and shape optimization techniques, with examples of student projects which increasedstudents’ skills in upper level core/elective courses, such as capstone design courses orCAD/CAM and aid in preparing more competitive students for future industry and careerengineering practice.Generative Design Generative design, available in Autodesk Fusion 360, is a novel

Collection

2022 ASEE Gulf Southwest Annual Conference

Authors

Shawna Thomas, Texas A&M University; Randy Hugh Brooks, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

Tagged Topics

Diversity

. We discuss specific waysto leverage the information gathered in these surveys for course launch, providing one-on-onecare even in large classes, and fostering community. We present observations from deploying these surveys in several different courses in-cluding a first-year engineering course, a junior-level project-based computer science andengineering course, and a senior capstone design course. Impact demonstration will be inthe form of specific applications where the authors used survey results to best design teams,build connections within and across the student community, and to determine the level ofscaffolding needed to address survey-identified student knowledge and skill set challenges

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Michelle Schwartz, The University of Texas at Arlington; Kathleen Smits, The University of Texas at Arlington; Jessica Smith, Colorado School of Mines; Thomas Phelan, United States Air Force Academy; Rosalie O'Brien

stakeholder perspective into problem definition and engineeringdesign using different strategies, include case study analysis [27], semester-long design projects[7], [9], [28], and engineering service-learning capstone projects [5], [28]. Students are allowedto explore a topic from the perspective of numerous stakeholders by analyzing and discussingcase studies, particularly if the case study is high-profile and therefore well-documented bydiverse sources (e.g., the Deepwater Horizon spill). Students can use these discussions to explore“empathic perspective taking,” a strategy in which students examine a scenario from theperspective of a stakeholder to gain a better understanding and level of empathy for the actionstaken [27]. However, such a

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emil Salib, James Madison University

byexcluding cattle and establishing riparian buffers along streams and rivers. This requires establish-ment of mechanical watering systems for the cattle. In this senior capstone project, we developeda monitoring alert system that notifies the farmer in the event of a watering system failure. Werecognized from the outset of the project the importance and high value of having to actively andprofessionally interact with our client. We have also realized the significant opportunity and riskwe were presented with when the client offered us his farm as a platform to exercise our ideas andtest our system prototypes.To meet our client’s requirements, two senior students, under the guidance of their senior cap-stone project advisor, designed a system that

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Muhammad Asghar, Utah State University; Angela Minichiello, Utah State University; Anika Banerjee, Georgia Institute of Technology; Ebenezer Ewumi, Washington State University; Candis Claiborn, Washington State University; Olusola Adesope, Washington State University

posingobstacles to participation in HIP. We observed that CS programs may not offer capstone experiences but are rich inproject-based learning. CS students reported engaging in them due to their perceived benefit ofpreparing them for professional careers. For example, one of the participant from the CS groupsaid: “So we broke up our class. How this professor does it. We broke up our class into different teams as part of the project. So for example, this project for the user interface and for the database and we kind of rotate responsibility. So almost forming like a mini company.” In contrast, engineering programs offer capstone experience but may not offer efficientproject-based learning. A participant from the

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alan Cheville, Bucknell University; Sarah Appelhans, University at Albany-SUNY; Rebecca Thomas, Bucknell University; Stewart Thomas, Bucknell University; Robert Nickel; Stu Thompson, Bucknell University

supported by the National Science Foundation under Grant No.EEC-2022271. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] National Science Foundation, “IUSE/Professional Formation of Engineers: Revolutionizing engineering and computer science Departments (IUSE/PFE: RED),” vol. 2017, no. May 15d. 2017.[2] D. Kotys-Schwartz, D. Knight, and G. Pawlas, “First-Year and Capstone Design Projects: Is the Bookend Curriculum Approach Effective for Skill Gain,” American Society for Engineering Education Annual Conference & Exposition. Louisville, KY, 2010.[3] B. Akbar, J. L. Brummet, S

Collection

2005 GSW

Authors

Richard Bannerot

Session T4A4An Early Hands-On Experience in Mechanical Engineering that Seems Particularly of Interest to Female Students Richard Bannerot Department of Mechanical Engineering University of Houston AbstractThe main purpose of this paper is to present an individual project for an early engineeringcourse in which students were required to learn about a particular component of amechanical system, to develop a demonstration of it, to prepare supportingdocumentation and then to explain it to their peers. Engineering

Collection

2022 ASEE Illinois-Indiana Section Conference

Authors

Tom M Lucas, Purdue University; Jackson Douglas Couch, Purdue University ; Ian Kendrick Darst; Elliot Andrew Eickholtz; Caleb Griffith, EET; Adam T. Mabe, Purdue University; Jacob Dylan Marrs; Samuel David Mattingly, Purdue University; Alexander W Ramsey

that 60% of the class felt that the collaboration elements and overallexperience of the project was excellent. Future iterations of this project will seek to address theconcerns noted earlier to improve the student experience and increase the likelihood of asuccessful product at the end of the process. It is worth noting that the feedback was notnegative, and the numerous issues encountered did serve as valuable learning experiences andlessons that can be applied by the students in their capstone courses and future industry work. © American Society for Engineering Education, 20222022 ASEE Illinois-Indiana Section Conference Proceedings | Paper ID 36099ConclusionThe IoT Power Supply project was an attempt to expose

Conference Session

Computers in Education 10 - Technology 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kenny Fotouhi, University of Maryland Eastern Shore; Mahdi Fotouhi; Abhijit Nagchaudhuri, University of Maryland Eastern Shore

as the experiences gained by a student aftercompletion of the projectIntroductionThe ETEE 486-Design Technology II course in the Department of Computer Science andEngineering Technology is the second capstone course designed to guide students withimplementing the knowledge they have gained in their courses to apply to their design projects.During the first two weeks of the semester, each student is given the option to do research. Theinstructor finds out if the student has a personal interest in completing a project and the studentsubmits his/her written proposal to the instructor. Then the instructor reviews and evaluates allreceived proposals to determine if each project would meet the course’s expectations, learningobjectives, and

Conference Session

Mechanical Engineering: Assorted Topics

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Mynderse, Lawrence Technological University

(i.e., junior-level) required course for students enrolled in the LTU BSME program.Measurement Systems was developed with two prerequisites (Differential Equations and Circuits& Electronics) and one corequisite (Probability & Statistics), as shown in Figure 1.Mechatronics, a course focused largely on dynamic system modeling and control, now includesMeasurement Systems as a prerequisite. Other courses, including the capstone sequences(Competition Projects 1 and Industry Sponsored Projects A) and Mechanics Lab, now includeMeasurement Systems as a corequisite. Figure 1. Measurement Systems with prerequisite courses (solid arrows), corequisite course (dashed arrows), and following courses in the LTU BSME programThe course

Conference Session

Environmental Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrew Schulz, Georgia Institute of Technology; Cassandra Shriver; Benjamin Seleb, Georgia Institute of Technology; Caroline Greiner, Georgia Institute of Technology; David Hu, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Margaret Zhang, Georgia Institute of Technology; Nima Jadali, Georgia Institute of Technology; Anika Patka, Georgia Institute of Technology

undergraduateengineering curriculum to real-world problems. While many students have demonstrated interest inworking on humanitarian projects that address the United Nations’ Sustainable Development Goals(SDGs), these projects typically require longer timelines than a single semester capstone course will allow.To encourage student participation in achieving the SDGs, we have created an interdisciplinary course thatallows sophomore through senior-level undergraduate students to engage in utilizing human-wildlifecentered design to work on projects that prevent extinction and promote healthy human-wildlifeco-habitation. This field, known as Conservation Technology (CT), helps students 1) understand thecomplexities of solutions to the SDGs and the need for diverse

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

Haykoupian © American Society for Engineering Education, 2022 Powered by www.slayte.comDescribing Students’ Approach to Design Thinking in Introductory Materials Engineering CoursesBackgroundIntroductory engineering courses are important because they serve as students’ first exposure towhat engineers do and the basics of their discipline. After a growing concern that engineeringcurricula had become too focused on mathematical modeling and theory, stakeholders called forthe incorporation of design thinking in the undergraduate engineering curricula. Design thinkingis typically incorporated into engineering curricula through capstone projects in the senior