Conference Session

PCEE Technical Session 6: Engineering Design in High School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stacy Klein-Gardner, Vanderbilt University; Leigh Abts, The Johns Hopkins University; Gail Goldberg

selection of portfolio content; the criteria forselection; the criteria for judging merit; and evidence of student self-reflection” [1].Archbald and Newmann [2] and Paulson, Paulson, and Meyer [1] were among the firstproponents of the idea that students should be active developers and assessors of their ownportfolios, and there is general agreement in the assessment community that students musttake the lead in documenting their learning. Towards that end, most portfolio assessmentsystems provide students at minimum with a general outline or “menu” of contents(suggested and/or required entries) and the evaluative criteria that will be applied.The AP ® Studio Art portfolio assessment has served as a critical model in conceptualizinga considerably

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robin Adams, Purdue University, West Lafayette (College of Engineering); Tiago R. Forin, Rowan University; Cole H. Joslyn, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

teachingtechniques and the knowledge they seek to convey.1.0 IntroductionDesign reviews or critiques are a common pedagogy for helping learners in any disciplinedevelop and demonstrate design expertise (Dym, Agogino, Eris, Frey & Leifer, 2005; Huet,Culley, McMahon & Fortin, 2007; Goldschmidt, 2002), although their structure and content mayvary across disciplines (Adams, 2016a). Many describe the practice of moving from desk todesk explaining what is right and wrong with student work as the “bread and butter” of designtraining (Goldschmidt, Casakin, Avidan & Ronen, 2014) and a central feature of preparingprofessionals as reflective practitioners (Schön, 1993).During design reviews, students receive feedback on their design decisions and guidance

Conference Session

Materials Division (MATS) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shayna Earle, McMaster University ; Liza-Anastasia DiCecco, McMaster University; Dakota M Binkley, McMaster University; Muhammad Arshad, McMaster University ; Andrew Lucentini, McMaster University ; Gerald Tembrevilla, McMaster University, Mount Saint Vincent University; Bosco Yu PhD, P.Eng, McMaster University, University of Victoria

Tagged Divisions

Materials Division (MATS)

teaching styles tend to rely on thedissemination of fundamental concepts in a lecture-style format with limited learner stimulation,active and experiential learning approaches prioritize both learner engagement and reflectionthroughout and often include lesson contextualization [9], [10].Although sometimes used synonymously, active learning and experiential learning are twoseparate pillars in modern education. The most widely accepted and cited definition of activelearning is provided by Bonwell and Eison in 1991 as: “Involving students in doing things andthinking about what they are doing [6].” Millis further elaborates on this definition and adds thatit often involves reflection and doing or taking action, and often uses cooperative

Conference Session

PCEE Technical Session 5: STEM Teacher Instructional Moves

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benny Mart Hiwatig, University of Minnesota - Twin Cities; Gillian Roehrig, University of Minnesota - Twin Cities; Joshua Ellis, Florida International University; Mark Rouleau

engineering itself. As such, K-12 engineering educationshould emphasize this interdisciplinary nature. Finally, engineering thinking involves critical andcreative problem solving and using informed judgment to make decisions. Moreover, learners inengineering education should be independent and reflective thinkers capable of seeking out newknowledge and learning from failure in problem-solving situations. These common pedagogical features present in both frameworks are sufficientlydocumented in the literature to improve student cognitive outcomes. For instance, English andcolleagues [21] and Li and colleagues [22] emphasize the benefits of integrative approaches toSTEM education, particularly when engineering content is present in the lesson

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicholas Fila, Iowa State University of Science and Technology; Diane Rover, Iowa State University of Science and Technology; Henry Duwe, Iowa State University of Science and Technology; Mani Mina, Iowa State University of Science and Technology

Persona External design Course design team Course design team creator consultant (cross-disciplinary) (mostly ECE) Persona Design observations First- and second-hand First- and second-hand background and ethnography observations from observations from course personnel, course instructors, written reflections and written reflections and feedback, surveys, feedback, assignments, assignments design observations Other analysis

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Franz Kurfess, California Polytechnic State University, San Luis Obispo; Katya Vasilaky, California Polytechnic State University, San Luis Obispo; Tina Cheuk, California Polytechnic State University, San Luis Obispo; Ryan Jenkins; Grace Nolan; Amir Hajrasouliha; Elise St John

; KDNuggets, 2015; Koschinsky, 2015; McGregor & Banifatemi,2018; Spanache, 2020; Syngenta & AI for Good Foundation, 2017; Vieweg, 2021). The maingoal of the proposed toolkit is to create a broad and accessible framework that can be used byresearchers who do work in the fields of applied data sciences. This toolkit is intended to serve asa planning, evaluation, and reflection guide for research teams who leverage data sciencesmethods and tools in their work. Developed by the ESJ group, the toolkit provides guidance onthe development of data science research projects that moves toward more ethically and sociallyjust processes and outcomes, while generating new knowledge, opportunities, and ideas for thefield at large (Brown & Mecklenburg

Conference Session

DEED Technical Session 9 - Design Across the Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Michael Lenover, University of Waterloo; Eugene Li, University of Waterloo; Sanjeev Bedi, University of Waterloo

student, forgiving of inexperience, and provide opportunities for the student to make important contributions within the organization. Sufficient resources (equipment, space, supervision, team members) and a role which matches the student’s capabilities are necessary for a positive experience 3. Assessment – Assessment of learning outcomes which relate to relevant workplace skills and attributes are present 4. Reflection – Quality WIL programs support critical self-reflective practices for each experienceThe work environment for coop students in the Ideas Clinic aligns well with these fourcharacteristics. The coop students are developing academic activities for their fellow students.This ensures that the work is

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Milo Koretsky, Tufts University

Tagged Topics

Diversity

Tagged Divisions

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

the classroom and what beliefs they specifically draw upon to create instructional movesfor more equitable spaces. Fifty written reflections were analyzed from LAs from twoinstitutions who taught various STEM courses, including: chemical engineering, biologicalengineering, mechanical engineering, environmental engineering, chemistry, and biology. Thesereflections detail their thoughts about a chapter in Ilana Horn’s book [7], which discusses what itmeans to be “smart” in a mathematics classroom and ways to create instructional moves thatpromote more equitable learning environments and mitigate status differences. The concept ofsocial status was originally defined by Max Weber as cultural capital or otherwise described associetal values [8

Conference Session

LEES 1: Critical Humanities and Serious Play

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Laugelli, University of Virginia

reflections on their experience in the course indicate that the seminar-studio class structure contributed to an increased appreciation for the role that social and ethicalapproaches to engineering play in professional practice.LEGO Mindstorms in the Engineering ClassroomIn their article “LEGO-based Robotics in Higher Education: 15 Years of Student Creativity,”Ethan Danahy et al. provide a survey of the role LEGO robotics products have played in collegeclassrooms over a fifteen-year period from 1998, with the introduction of the LEGO MindstormsRCX, until 2013, with the advent of the LEGO Mindstorms EV3 [1]. They argue that LEGOrobotics sets offer a productive tool for facilitating a constructivist learning experience in which“explicit connections are

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Pamela Dickrell, University of Florida; Jeremy Waisome, University of Florida; Lilianny Virguez, University of Florida; Andrea Goncher, University of Florida; Idalis Villanueva, University of Florida

most important to facilitating learning about engineering in thisintroductory design course. Then, written reflective responses examined students' qualitativedescriptions and feedback to help clarify their reasoning behind their ranking choices. Thisexploratory study sheds light into how introductory engineering design course ideation andprototyping tools could influence students’ perceptions.Introduction and MotivationStudying the design process and associated instructional activities can help educators determinewhat students perceive about the utility of the tools they have learned. Furthermore, engaging ineffective and innovative design activities, mediated by the instructor’s choice of tools to share inclass, can equip students to better

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Peter Knox, State University of New York at Binghamton; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Jing Yang; Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington; Sawsan Werfelli, State University of New York at Binghamton

perspectives of caregiversthemselves. This study explored experiences and shifts in caregiver perceptions of shifts withinthemselves and their children through participation in an out-of-school home-based engineeringprogram. Data were derived from post-program interviews with over 20 participating caregiversfrom three years of the program. Results illuminate various experiences and shifts in caregiverself-perception and understanding of their children’s learning and development. Specifically,these shifts included enhanced self-reflection and introspection, positive shifts in caregiverinteractions with children, and observed increases in self-efficacy and complex thinking withinchildren. Findings contribute to a growing body of knowledge of family

Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

performance. Also, student perception of the BlendFlex modelof instruction with LA support is reported.This study was reviewed and approved by the University’s Institutional Review Board.MethodsSubjects and SurveysAfter each exam, students were given an Exam Wrapper to reflect on their preparation andperformance in terms of foundation, course involvement, study habit and activities, and sourcesof error (see Appendix, Table A1 and A2). The purpose of the reflection activity is to highlighthabits that are helpful to continue and reveal some areas that could be adjusted. This reflectionhelps students plan what to do differently and better to prepare for the next exam and asksstudents what instructors or assistants can do to support their learning. Exam

Conference Session

Graduate Recruitment & Professional Development

Collection

2015 ASEE Annual Conference & Exposition

Authors

Bolun Huang, Microsoft Corp.; Samantha Wang; Narasimha Reddy

Tagged Divisions

Graduate Studies

our rankings.IntroductionAcademic programs are ranked using different objective and subjective metrics, providingdifferent perspectives on the quality, productivity and affordability of the programs. Programrankings are closely followed by aspiring students, universities and employed in hiring andfunding decisions. Among the many rankings of programs, U.S. News rankings have a widefollowing. U.S. News updates the ranking of graduate programs in multiple fields annually.According to the statement from U.S. News’ website 1 , they rank the graduate programs based onboth statistical data and expert assessment data. The statistical data includes both input and outputmeasures, reflecting the quality of resources into the programs and educational

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University; Peter H. Khost, Stony Brook University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

tales, a more holistic approach may beachieved: one which happens to be reflected in student learning outcomes associated with ABETaccreditation of undergraduate engineering programs. In addition, by exploring ‘missingnarratives’ – voices and stories that are silenced or excluded in a given narrative – we can betterunderstand the role of ethics and values in engineering designs and technological failures. Thisapproach allows for a learning-through-questioning, problem-based approach which has aninherent multidisciplinary appeal and the ability to motivate STEM student learning whileexploring questions of social justice, diversity, sustainability and global concerns.In a broader context, technologies themselves are inseparable from the concept

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette (College of Engineering); Terri S. Krause, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

incorporation of groupwork experiences into cornerstone and capstone experiences, where individual work hashistorically been typical. However, as many institutions are experimenting with alternativemodels that incorporate group work throughout a degree program, there is little understanding ofhow—or whether—students are able to develop the skills they need to work on their own. In thisstudy, we address students’ views towards collaboration and their construction of individualcompetence in a novel transdisciplinary learning environment, where group projects are typicaland individual work is highly atypical.Collaboration and Teamwork SkillsEngineering education researchers have long recognized the importance of collaboration andteamwork, reflecting the

Conference Session

First-Year Programs: Monday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hector Enrique Rodriguez-Simmonds, Purdue University - Engineering Education; Nelson S. Pearson, University of Nevada, Reno; Jacqueline Ann Rohde, Clemson University; Kyle Patrick Vealey, West Chester University of Pennsylvania; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

globally focused career with the need to work withpeople from a variety of technical and diverse backgrounds. This trend has been reflected inengineering pedagogy with a rise in teaming experiences in first-year and capstone designcourses of engineering curriculum in the U.S.1 Additionally the ABET EAC Student Outcomescurrently require students to have “(d) an ability to function on multidisciplinary teams”2. Evenwith recently proposed changes to the following criterion, “(7) An ability to function effectivelyas a member or leader of a team that establishes goals, plans tasks, meets deadlines, and creates acollaborative and inclusive environment,” ABET Student Outcomes still emphasize the need forengineering students to be able to work in diverse

Conference Session

Development of Technical and Soft Skills in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dianne Grayce Hendricks, University of Washington; Alyssa Catherine Taylor, University of Washington; Stephanie Pulford, University of California, Davis

Tagged Divisions

Biomedical

paper, we build on our previous work-in-progress4 describing the implementation of apeer review strategy integrated throughout the year-long capstone experience that allowsstudents to obtain formative feedback and build transferable communication skills and insights.Students completed a workshop series of scaffolded communication critique, small-groupformative peer review, and reflection. First, students were guided to collaborate as a class togenerate rubric for sections of the capstone report, as well as guidelines for constructive andeffective peer feedback. Next, students used these codes to provide feedback in small groups.When students submitted their revised draft, they included a cover letter describing theirreflection on peer feedback

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, moti- vation, and desire to persist in engineering. Through this work, outreach, and involvement in the commu- nity, Dr. Zastavker continues to focus

Conference Session

Holistic Assessment and Teaching in Service-learning Environments

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicole M. Smith, Colorado School of Mines; Benjamin A Teschner, Colorado School of Mines; Robin Bullock, Colorado School of Mines

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

c American Society for Engineering Education, 2018 Bringing Sustainable Development Challenges into the Engineering Classroom: Applying Human Centered Design Protocols to Artisanal and Small-Scale MiningAbstractIn the United States, the growth of programs in the past decade such as HumanitarianEngineering and Engineers Without Borders reflects student interest in understanding thechallenges facing communities in the developing world and applying engineering designprinciples to address these challenges. These programs also provide students with uniqueopportunities to engage with stakeholders, a critical element of any sustainable developmentinitiative. Although there is no substitute for taking students to

Conference Session

Engineering Ethics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder; Madeline Polmear, University of Colorado, Boulder; Chris Swan, Tufts University; Daniel Knight, University of Colorado, Boulder; Nathan E. Canney

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

40 Environmental impacts 66 35 Ethical theories 59 23 % teaching ESI in types of courses: First-year design focused 35 12 Full course on ethics 24 6 % using particular methods to teach ESI: In-class discussion 93 67 Reflection 59 24 In-class debates

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Patrice M. Ludwig, James Madison University; Erica J. Lewis

Tagged Divisions

Multidisciplinary Engineering

aswell as to allow faculty to provide feedback on their growth. In addition to reflective writing,students sketched in their journals. Sketches could be ideas for their project or as responses to theweekly questions. In addition to encouraging reflective growth, these activities were designed tohelp students become comfortable with the basic skills, like sketching, required to implementdesign thinking. Notably, some student disciplines were relatively unfamiliar with narrativereflection while others rarely sketch as part of their work.The first iteration of the course was offered as a special topics course in each discipline and crosslisted through Interprofessional Education at James Madison University. Biology and healthscience students did

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mel Chua, Olin College; Tess Edmonds, Olin College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

engineering students. Thesearchitectures are compatible with a wide range of course and informal learning settings. They arefocused on engaging in, observing, and reflecting-in-action on individual and group dynamics,especially in conversations that challenge personal views and comfort zones. After attending toeach architecture in turn, we discuss the collection of architectures as a toolset for facilitating thedevelopment of interpersonal skills in engineering students.IntroductionThe ability to engage with and facilitate conversations on complex topics is a crucial skill forengineering students preparing to thoughtfully encounter a world full of diversity, challengeassumptions, and work across disciplinary and cultural boundaries. This kind of

Conference Session

Connecting BME education to the "real world"

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joe Tranquillo, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

non-prescriptive way tohelp students and faculty consider sustainability, while building their capacity to thinkingin four interconnected ways (systems, values, strategies, future). The framework is at theintersection of several movements within engineering education and is a way to craft anditerate upon learning environments that are challenge-based, real-world and seeded withhooks for independent inquiry and self-reflection (Stibbe and Luna, 2009; NationalResearch Council 2000; Caine et al. 2009; Bybee, 2002; Byrne, 2010; Huntzinger, 2007).Below each of the ways of thinking are reviewed (modified from the SEFT) and pairedwith a pedagogical movement within engineering education.Systems Thinking and Wicked ProblemsSystems Thinking advocates

Conference Session

Fundamental: Tools and Content for K-12 Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Moorhead, NYU Polytechnic School of Engineering; Jennifer B Listman, NYU Polytechnic School of Engineering; Vikram Kapila, NYU Polytechnic School of Engineering

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, larger-scale, quantitative scientific studies. Brown4points out that criteria against which to measure success of interventions or guide iterations ineducational DBR should consist of development of traits which the school system is chargedwith teaching, e.g., problem solving, critical thinking, and reflective learning.In this paper, we test the hypothesis that the flexibility and hands-on nature of a roboticsplatform will support different audio, visual, verbal (read/write), and kinesthetic learningstyles,5,6 offering teachers more versatility within lesson plans while effectively teaching STEMconcepts to students. Despite a lack of agreement7 within the education research communityregarding categories or, in some cases, the existence of

Conference Session

Research on Diversification & Inclusion

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Brewer, University of Georgia; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

Tagged Divisions

K-12 & Pre-College Engineering, Liberal Education/Engineering & Society, New Engineering Educators, Student, Women in Engineering

. Joachim Walther, University of Georgia Dr. Walther is an assistant professor of engineering education research at the University of Georgia (UGA). He is a director of the Collaborative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, educational psychology and social work. His research interests range from the role of empathy in engineering students’ professional formation, the role of reflection in engineering learning, and interpretive research methodologies in the emerging field of engineering education research. His teaching focuses on innovative approaches to introducing systems thinking and

Conference Session

Integrating Experiential Learning into the Curriculum

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mark J. Povinelli, Syracuse University; Jonnell A. Robinson, Syracuse University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

, and reflection. This process of building episodic1 Departments in the College of Engineering and Computer Science include biomedical and chemical engineering,civil and environmental engineering, electrical engineering and computer science, and mechanical and aerospaceengineering.memory (consciously remembered experiences from memory) helps form a continuity in thelearning process [28], [29]. The students were able to experience feelings of their own and of thestakeholders and end users they encountered during class and the data collection field trips. Thestudents’ reflections focused their learning on what worked and didn't work in terms of their datacollection tools, data collection methodology, and how they functioned as a team after their

Conference Session

Promoting Communication Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bruce Kovanen, University of Illinois at Urbana-Champaign; Ryan Ware, University of Illinois at Urbana-Champaign; Megan Mericle, University of Illinois at Urbana-Champaign; Nicole Turnipseed, University of Illinois at Urbana-Champaign; J. Patrick Coleman, University of Illinois at Urbana-Champaign; Celia Mathews Elliott, University of Illinois at Urbana-Champaign; John S. Popovics, University of Illinois at Urbana-Champaign; S. Lance Cooper, University of Illinois at Urbana-Champaign; John R. Gallagher, University of Illinois at Urbana-Champaign; Paul Prior, University of Illinois at Urbana-Champaign; Julie L. Zilles, University of Illinois at Urbana-Champaign

Tagged Divisions

Liberal Education/Engineering & Society

-yearintervention project designed to enhance writing in engineering and STEM. The examplesdescribe reflective, writing-to-learn activities for first-year orientation courses; scaffoldedapproaches for laboratory and problem-based-learning classes; and directed peer review andresponse to reviewer comments in middle- and upper-level courses. The paper concludes byaddressing the vital role STEM faculty play in socializing their students into ways of thinking,being, and writing in their disciplines and demonstrates how a process orientation to writinginstruction can help faculty achieve that goal.Section I: IntroductionThe Accreditation Board for Engineering and Technology (ABET) has identified effectivecommunication as a key criterion of engineering

Conference Session

Best In DEED

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Robert T. Bailey P.E., Loyola University Maryland; Billy Friebele, Loyola University Maryland

Tagged Divisions

Design in Engineering Education

engineering and artistic design processes and connections between the two disciplines.These goals reflect modifications to the goals associated with a “traditional” core studio artscourse (SA 224 Two-Dimensional Design), with specific changes made to reflect (i) 3-D ratherthan 2-D design and (ii) the integration of CAD and engineering into the course. To support theachievement of these goals, a specific set of measurable learning outcomes was created, three ofwhich were adapted from the core studio arts course (a, b, and d): By the end of the course, students will have demonstrated the ability to a) create original works of art using a combination of physical and computer technology; b) engage in critical thinking in class discussions

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Olga Pierrakos, James Madison University; Jacquelyn Kay Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

typicaldesign process-to-semester mapping for capstone projects, (2) a design process rubric applicableto engineering design projects in the curriculum, and (3) a mapping between the design processand engineering design tools taught within the curriculum. The design process guide ispresented as a tool which can be used to guide students through directed exploration of thedesign process during a first design class as well as to scaffold students’ undirected designprocess exploration. Implementation of the guide during the engineering design sequence will bediscussed as well as the lessons learned after applying the guide to senior and junior projects as agrading rubric, feedback mechanism, and as an in-class guide for student reflection on a

Collection

2001 Annual Conference

Authors

Michael Gorman; Edmund Russell III; Donald Brown; William Scherer; Kathryn Neeley

range of intended goals. The University of Virginia’s engineering school hasboth an undergraduate thesis that has been required of every student since the early 1900s and anestablished Systems Engineering capstone project that has been in place since 1988. Both projectstreat constraints in areas such as economics, the environment, ethics, politics, sustainability, andsocial considerations as integral parts of engineering problem solving and decision-making. In sodoing, they anticipated and reflect the integrated approach of EC 2000.Most students who major in Systems Engineering (SE) use their capstone project as the basis forthe undergraduate thesis, which is jointly advised and must be jointly approved by a facultymember from the humanities