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Assessing Ways of Experiencing Human-centered Design via Student Reflections

Conference Session: Empathy and Human-centered Design 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Elizabeth A. Sanders, Purdue University, West Lafayette; Molly H. Goldstein, University of Illinois at Urbana Champaign; Justin L. Hess, Purdue University, West Lafayette
Tagged Divisions: Design in Engineering Education

, we seek to apply and validate an assessment strategy to categorizestudents’ ways of experiencing human-centered design. We directly build on Zoltowski et al.’s[2] findings which suggest that engineering students experience human-centered design in sevencategorically discrete ways. Guided by this prior study, we seek to address the research question,“To what extent can we use post-course open-ended written reflection data to identifyengineering students’ ways of experiencing human-centered design?” The use of reflection datato categorize students’ ways of experiencing human-centered design is unique from othermethods that have extended Zoltowski et al.’s work but may offer a more accessible assessmentmodality for design instructors. Thus, we

Relevance Score: 2.684027

Student Reflections on Sustainability and Empathy: The Outcomes of a Sustainability Workshop in First-year Design Courses

Conference Session: Empathy and Human-centered Design 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Rohan Prabhu, Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Mohammad Alsager Alzayed, Kuwait University
Tagged Divisions: Design in Engineering Education

Paper ID #33808Student Reflections on Sustainability and Empathy: The Outcomes of aSustainability Workshop in First-year Design CoursesMr. Rohan Prabhu, Pennsylvania State University Rohan Prabhu is a PhD Candidate in Mechanical Engineering at Penn State with a doctoral minor in Psychology. He holds a master’s degree in Engineering Design and a bachelor’s degree in Mechanical Engineering. His research interests are to study designers’ use of design for additive manufacturing in their creative problem-solving process. He is also studying the development of effective educational interventions on design for additive

Relevance Score: 1.7893513

Opportunity in Design: Extending and Enriching the Purpose of Engineering Education

Conference Session: Empathy and Human-centered Design 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Cole Hatfield Joslyn, University of Texas at El Paso
Tagged Divisions: Design in Engineering Education

sociotechnical nature of design to identify underlying principles that inform andguide best practices for teaching design and operationalizing humanistic purposes in engineeringeducation. Opportunities exist particularly in the open-ended, ill-defined, reflective, and socialnature of design. Leveraging these in teaching practices and curriculum promotes a broad andwell-rounded education that inspires and enables a creative and productive life, and that isnecessary to understand the impact of engineering solutions in a global and societal context. Assuch, design provides a unique opportunity to incorporate and promote the underlyinghumanistic qualities that operationalize humanistic purposes in engineering curricula.IntroductionPeters c.f. [1] developed

Relevance Score: 0.032846317

Building a Sense of Community in a Multidisciplinary, Split-level Online Project-based Innovation Design Course

Conference Session: Impact of COVID-19 on Design Education 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Melissa Mae White, University of Florida; Megan Stowers, University of Florida
Tagged Divisions: Design in Engineering Education

this was an easy solution for a few students.3. Informal InterviewsThe literature discussed in the introduction of this paper discussed some of the important itemsthat should be considered when developing an online course. In order to understand the currentstate of online course development and to gather various stakeholder perspectives inunderstanding what works and does not work in project based online learning environmentsinformal interviews were conducted. Stakeholders interviewed included students from the springof 2020 class, instructors who has already been teaching online courses, and students in fullyonline degree programs.Students from the spring 2020 class were asked to reflect on their journey in the course and thepandemic online

Relevance Score: 0.026664525

Storytelling with Machines: Innovative Approach of Developing Creative Mindset and Teaching About Mechanisms Through Stories

Conference Session: Design Mental Frameworks
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Shraddha Joshi, James Madison University
Tagged Divisions: Design in Engineering Education

, and gears, which generate and convey mechanical motion. Inaddition to studying these physical elements, the students investigated the mechanics ofstorytelling, and they explored the historical and creative relationship between automation andnarrative. Through hands-on projects, students designed and fabricated basic automata that givelife to stories of their own design. From the project deliverables and student reflections, theauthor finds that incorporating storytelling and automaton creation had three major impacts onstudent learning. First, it allowed students to create connections between elements of storytellingand engineering and provided a new perspective to approach engineering problems. Second, itallowed students to think out-of-the

Relevance Score: 0.022987632

“Adding Stuff From Other People”: How Peer Comparison Influences Conceptual Modeling in Precollege Engineering Contexts

Conference Session: Design Across the Curriculum 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University
Tagged Divisions: Design in Engineering Education

feedback can be more constructive for students in adesign curriculum [36]. As such, verbal feedback plays a significant role in success and teamperformance for students in engineering design curriculums [37]. Prior research shows evidencethat elementary students have navigated the demands of giving engineering design peer feedback[38]. Even more, student discourse helps students to understand how their drawn designs (e.g.conceptual models) can be used during an engineering design challenge in an elementary scienceclassroom [39].Peer comparison can also facilitate student reflection. Through reflection, students can evaluatethe pros and cons of student models, intentionally select solutions, and purposefully chooseimprovements. Prior studies

Relevance Score: 0.02150296

Resilience and Innovation in Response to COVID-19: Learnings from Northeast Academic Makerspaces

Conference Session: Impact of COVID-19 on Design Education 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering
Tagged Divisions: Design in Engineering Education

, thecommunity of academic makerspace managers began to meet monthly to discuss PPEproduction and makerspace operational recommendations.Over March 2020 - February 2021, this community of practice had nine regular meetingsto continue to share practices about how each space reacted and pivoted to pandemicchanges. Several new members from local academic makerspaces were included in themeetings as they progressed, reflecting a growing and true community of practice withdiffering levels of interaction and involvement. The first author co-hosted these meetings.The methodology used for this exploratory study is a qualitative approach, combining in-depth ethnographic interviews and a “diary” [13]. Interviews were conducted overJanuary and February 2021 via

Relevance Score: 0.019907873

Student Perceptions of an Iterative or Parallel Prototyping Strategy During a Design Competition

Conference Session: Making in Design Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Alexander R. Murphy, Georgia Institute of Technology; Danielle M. Saracino, Georgia Institute of Technology; Beyza Akgun, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology
Tagged Divisions: Design in Engineering Education

submission of reflective design reports.Participants assigned to the iterative condition created two prototypes and a final design insequence (Figure 1, left). After the first prototype was 3D-printed and returned to participants inthe iterative condition by the research team, they could test their designs before making changesto their CAD model for the next round of production. This process was repeated for their secondprototype. After receiving their second iteration, participants in the iterative condition couldmake changes to their CAD model for their final design.Participants assigned to the parallel condition created two prototypes simultaneously followed bya final design (Figure 1, right). The research team 3D-printed both prototypes for

Relevance Score: 0.019060338

An Exploration of Social and Educational Influences on User-centered Design: Revisiting a Compatibility Questionnaire

Conference Session: Best in DEED
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Megan Hammond, University of Indianapolis; Joan Martinez, University of Indianapolis; Elizabeth Ziff, University of Indianapolis
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

impact of a user’s prior knowledge and the reflections of first-year engineeringstudents on differing results were also assessed.The results of this study indicate that designing a product display or interface is still centeredaround a population stereotype, but the population takes many forms depending on the productor interface. When an open-ended prompt is provided, such as, “draw in how you consider the[gear selections] should be positioned for [an auto transmission] Neutral (N), Drive (D), Low(L), and Reverse (R),” the multitude of responses becomes overwhelming to designers. Theinfluence of cultural shifts, since the original study, was evident within our responses as well.Multiple responses highlighted how modernization of technology may

Relevance Score: 0.017240724

A Comparative Analysis of Teacher and Student Perceptions of Sources of Motivation in Freshman Engineering Design Courses at Liberal Arts Universities

Conference Session: Empathy and Human-centered Design 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

disparate contexts and perspectives.2. improve the ability to apply engineering design concepts to solve problems in the real world.3. improve the ability to make reflective judgment through independent and critical thinking4. improve the ability to make and act on the moral or ethical judgment in the engineering design process5. improve the ability to function effectively on a team.6. improve the ability to communicate effectively with a range of audiencesThis course is designed to achieve the learning outcomes listed above by assigning studentsdesign activities and projects. Table 1 shows the detailed descriptions of the teaching methodsused for each learning outcome. Table 1. Teaching methods for each learning outcome

Relevance Score: 0.017240724

The Evolution of Engineering Design Courses to a Hybrid-virtual Environment to Increase Student Engagement and Satisfaction

Conference Session: Design Across the Curriculum 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Nicholas Mulka, Georgia Institute of Technology; Kinsey Herrin, Georgia Institute of Technology; Amit Shashikant Jariwala, Georgia Institute of Technology
Tagged Divisions: Design in Engineering Education

, however, does not challenge the student to make decisions on prospective team members.The algorithmic team formation method was not utilized in Georgia Tech’s capstone designcourses considered for this research, enabling students to reflect and learn from the decisionsthey made during their team formation process.The team formation and project selection methodology utilized here is built upon the foundationof prior research documented in [12]. The researchers describe a system with a high level ofstudent autonomy in which project interests and skills of other students are available to them. ahigh level of success in their workflow with a vast majority of students receiving projects whichthey prioritized. This document differs in that the project

Relevance Score: 0.016589895

Framing Engineering Problems in an Intramural Context

Conference Session: Best in DEED
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Andrew Olewnik, University at Buffalo, The State University of New York; Vanessa Svihla, University of New Mexico
Tagged Divisions: Design in Engineering Education

%), and their own capabilities (11%). Students frequently describedsolution requirements as constraints (38%) though in many instances these might be moreappropriately framed as objectives that do not necessarily constrain the solution. Thedevelopment of engineering requirements represents an important transition point in problemframing that moves the problem from a qualitative representation (e.g. needs statements,operating principles) to a quantitative one (i.e. metrics and values that reflect performanceobjectives and constraints). Students who overall lack of experience with ill-structured problems,and design problems specifically, have limited experience with this qualitative to quantitativetransition that is common in practice. Another

Relevance Score: 0.015325088

Evaluating Peer-led Feedback in Asynchronous Design Critiques: A Question-centered Approach

Conference Session: Design Teams 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Ada Hurst, University of Waterloo; Christine Duong, University of Waterloo; Meagan Flus, University of Waterloo; Gregory Litster, University of Waterloo; Jordan Nickel, University of Waterloo; Aaron Dai, University of Waterloo
Tagged Divisions: Design in Engineering Education

crits are common across many disciplines, including architecturaldesign, graphic design, and industrial design, providing a platform from which instructors canassess the work and design ability of their students [6]. In the field of architecture, studentscommunicate regularly with their peers and instructors, to reflect upon their design work [7].Interactions between students and their instructors and peers can range from informal discussionsthat focus on constructive feedback, or more formal discussions that are evaluative in nature [8].In the context of engineering education, the primary pedagogical tool are design reviewmeetings, which function similarly to design crits. They serve as a learning space where studentspresent the progress of

Relevance Score: 0.01520489

Work in Progress: Review of Teaching Strategies Towards Development of a Framework for Online Teamwork

Conference Session: Design Teams 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Swapneel Thite P.E., University of New South Wales; Jayashri Ravishankar, University of New South Wales; Araceli Martinez Ortiz, NASA Headquarters; Eliathamby Ambikairajah, University of New South Wales
Tagged Divisions: Design in Engineering Education

leadershipskills as learning outcomes. 1. IntroductionEmployability of graduates is a trivial question that has been focused upon in the field ofengineering education for decades. There exists a gap between the skills possessed by graduatesand the industrial requirement. This is often reflected in the form of lack of professional skillswhich involves teamwork and leadership skills [1].The future of the industrial sector, represented by Industry 4.0 has specific requirements liketeamwork and leadership (T&L) skills, self-regulated learning, and critical thinking, which needsto be satisfied by Education 4.0 [2]. T&L skills are highly rated and required skills in theindustry [3]. The competencies defined in Engineers Australia stage 1 [4], consist

Relevance Score: 0.01520489

Student Skills Growth in a Prototyping and Fabrication Course: Increase in Operation and Technique-based Knowledge as a Result of an Apprenticeship Model

Conference Session: Making in Design Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Matthew Wettergreen, Rice University; Joshua Brandel
Tagged Divisions: Design in Engineering Education

Table 1. The course is intended toadvance student proficiency level beyond their starting state; because students come to theclass with a variety of starting skill levels, each assignment has been written to accommodatefor this. To provide context for how different proficiency levels are accommodated in thehomework, an example homework assignment utilizing the laser cutter has been included inAppendix C. Apprenticeship is again mirrored in the grading schema, which is proficiency-based. Thismeans that grades reflect the overall knowledge gained by students throughout course activitiesrather than points earned for correct answers [8]. Each assignment is rubric is mapped to athree-tiered proficiency scale. Key characteristics of work

Relevance Score: 0.015144433

Emergency Transition of Intro Communication and Design Course to Remote Teaching

Conference Session: Best in DEED
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis
Tagged Divisions: Design in Engineering Education

process, to support team collaboration, to aid in theconstruction and testing of functional prototypes and, ultimately, to host an online final designshowcase for the 45 teams. Other top challenges involved pivoting the teaching and learning ofphysical computing technologies (i.e., Arduino, circuits and coding) through interactivesynchronous studio sessions in lieu of hands-on, in-person studio sessions. Elements of coursere-design efforts presented in this paper illustrate the course transition from in-person toemergency remote format. Mixed-method data collection included pre/post Engineering DesignSelf-Efficacy (EDSE) student survey (Carberry et al., 2010), mid-quarter anonymous studentfeedback and an end of quarter student reflection. Mid

Relevance Score: 0.015144433

Decades of Alumni: What Can We Learn from Designing a Survey to Examine the Impact of Project-based Courses Across Generations?

Conference Session: Design Across Curriculum 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; George Toye, Stanford University; Felix Kempf, King's College London; Nada Elfiki, Stanford University
Tagged Divisions: Design in Engineering Education

Stanford University. She has been involved in several major engineering education initia- tives including the NSF-funded Center for the Advancement of Engineering Education, National Center for Engineering Pathways to Innovation (Epicenter), and the Consortium to Promote Reflection in Engi- neering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and schol- arship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflective practice in higher education; and redesigning how learning is recorded and recognized.Prof. George Toye, Stanford University Ph.D., P.E., is

Relevance Score: 0.014076993

Beyond Making: Application of Constructionist Learning Principles in Engineering Prototyping Centers

Conference Session: Making in Design Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Kate Youmans, Colorado School of Mines; Idalis Villanueva Alarcón, University of Florida; Jana Bouwma-Gearhart, Oregon State University; Louis Nadelson, University of Central Arkansas
Tagged Divisions: Design in Engineering Education

technical and professional knowledge to authenticproblems [7,8]. The shifts reflect the growing need for an engineering workforce prepared toaddress the increasingly complex and interconnected problems that engineers will face in the 21stcentury [9,10]. The growth in the number of first-year project-based undergraduate engineeringcourses and senior capstone design courses [11,12] provide opportunities to prepare engineeringstudents with progressive knowledge of engineering. In these courses, students engage inauthentic project-based learning activities designed to support their professional engineering skilldevelopment and increase their capacity for effective communication and problem solving[1,11].In conjunction with curricular shifts and the

Relevance Score: 0.013545592

Work in Progress: Exploring the Nature of Students’ Collaborative Interactions in a Hands-on, Ill-structured Engineering Design Task

Conference Session: Design Teams 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Taylor Tucker, University of Illinois at Urbana Champaign
Tagged Divisions: Design in Engineering Education

the lack of experiential opportunity mayhave impacted the latter group’s motivation to interact with the product or collaborate with oneanother, thus limiting their collective understanding of the product. All groups experienced more P3 (attempting to solve) than any other collaborativeprocess, reflecting the same trend revealed in historical data of engineering students solving non-scaffolded ill-structured design tasks [10]. Indeed, the group with the highest P3 also had themost physical interaction with the product, suggesting that the other three problem-solvingprocesses were not as inherent to hands-on learning. As ongoing research has since found thatmore balanced participation among the four processes can improve students

Relevance Score: 0.013545592

Comparison of Student Learning in Two Makerspace Communities

Conference Session: Making in Design Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Danielle M. Saracino, Georgia Institute of Technology; Kelly Sadel, James Madison University; Melissa Wood Aleman, James Madison University; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology
Tagged Divisions: Design in Engineering Education

sought to understand the participant’s background experiences in learningthrough making. The second 90-minute interview focused on the revisiting the details of thesepast experiences in the makerspace, and participants were asked to bring a project they havemade with them. Finally, the third 90-minute interview dove into understanding the meaning ofthe participant’s involvement in the makerspaces. In this interview, participants were asked todraw a timeline of their making experiences throughout their life leading up to and includingtheir experiences in the makerspace. This encouraged the participants to reflect on theirexperiences and extract the meaning associated with each set of experiences.The modified single-targeted protocol is a

Relevance Score: 0.0134094525

Work in Progress: First-time Use of CATME in a Design Course

Conference Session: Design Teams 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Joseph Towles, Stanford University; Jeff Wood, Stanford University
Tagged Divisions: Design in Engineering Education

addition to providing numeric CATME feedback, students provided written feedback on teammember strengths and areas in which team members could improve using another assessmenttool, called “I like, I wish” (ILIW) (Calleja, 2020). Students were given the following prompt: “Think about interactions with your teammates, and reflect on your team charter. How are things going? What's working well, and what do you wish might improve? Reflect on each team member, what are 1-2 behaviors that you like, 1-2 behaviors you wish they would take on. Reflect on your own behaviors. Are they consistent with your team values? Is there something that you believe you could improve? Communicate honestly, generously, and clearly

Relevance Score: 0.0134094525

Adding a “Design Thread” to Electrical and Computer Engineering Degree Programs: Motivation, Implementation, and Evaluation

Conference Session: Design Across Curriculum 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University; Stewart Thomas, Bucknell University
Tagged Divisions: Design in Engineering Education

programmaticchange in higher education is rather rare [1], [2], [6], [7]. This section discusses the factors that,in retrospect, coincided to enable large scale curricular change to occur at this particular point intime. These factors, in no particular order, are: 1) reflection prior to and the post-hoc results ofan ABET accreditation visit, 2) arrival of an external department chair, 3) a preponderance ofyounger faculty in the department, 4) lingering pressures from lower-than-desired enrollment, 5)an environment that welcomed educational innovations, 6) a promotion and tenure system thatvalued teaching, 7) innovations occurring college-wide from a KEEN Foundation grant, and 8)growing institutional stresses caused by external factors not under the

Relevance Score: 0.013271916

Contextual Social Awareness in Design: Engineering Education as a Catalyst for Change

Conference Session: Empathy and Human-centered Design 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Greses Pérez, Stanford University; Sheri Sheppard, Stanford University; Swetha Nittala, Stanford University; Carol B. Muller, Stanford University
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

, engineering has a diversity problem in terms of who is in the workforce andwhose voices are being heard at the engineering table. Because of the largely homogeneousengineering population, the designs the field produces also fail to reflect a wide range of culturaland linguistic competencies. When not confronted with diversity, the training of engineers tendsto leave out broader social issues [5], [6], [7], [8]. And to be clear, these issues are not simplymatters of social justice; researchers have argued that the inclusion of traditionallyunderrepresented voices and the development of sociocultural competency in engineering is aneconomic and national security imperative [1].The importance of considering various perspectives and broadening

Relevance Score: 0.012670741

Augmenting Activities in Engineering Courses with Tools, Technology, and Kits for Remote Experiential Learning

Conference Session: Design Pedagogy 2
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Swetha Nittala, Stanford University
Tagged Divisions: Design in Engineering Education

Reflection in Engineering Education. Helen holds an undergraduate degree in communication from UCLA and a PhD in communication with a minor in psychology from Stanford University. Her current research and scholarship focus on engineering and entrepreneurship education; the pedagogy of portfolios and reflec- tive practice in higher education; and redesigning how learning is recorded and recognized in traditional transcripts and academic credentials.Dr. Swetha Nittala, Stanford University Swetha is currently a Lecturer and a Science and Engineering Education Fellow at the Mechanical Engi- neering Department, Stanford University. She recently completed her PhD from the School of Engineering Education at Purdue where she

Relevance Score: 0.011730827

Design Review: A Teaching Tool for Project-based Learning

Conference Session: Design Pedagogy
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Leandra Ramos, United States Military Academy; Heather J. Yoshii, United States Military Academy; Kyle Beyer, United States Military Academy; Morgan R. Corliss, United States Military Academy; Brad C. McCoy, United States Military Academy; Aaron T. Hill Jr., United States Military Academy; Kevin P. Arnett P.E., United States Military Academy
Tagged Divisions: Design in Engineering Education

ensure each member of the team was fulfilling theirteam role and contributing clear, complete, and correct work. Partners also provided each otheroverall product feedback and recommendations, and designers were able to reflect on theirpartner’s feedback and adjust their products before submitting them to the project client. Thisdesign review was an iterative process that occurred throughout the design process of threecapstone team projects. The effectiveness of the design review was determined through theperformance and quality of assignments established by the project advisors as well as the finalproject and presentation. Through likert scale questions and open-ended feedback, it was foundthat students believed their learning was enhanced and

Relevance Score: 0.011493816

Work in Progress: Qualitative Differences in Learning Processes and Skill Development Across Engineering Capstone Teams

Conference Session: Design Teams 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Caroline Clay, Arizona State University; Johannah Daschil; Melissa Wood Aleman, James Madison University; Julie S. Linsey, Georgia Institute of Technology; Robert L. Nagel, James Madison University
Tagged Divisions: Design in Engineering Education

differences in the learning processes and skills developed by team members on projects that vary by scope and ambiguity?3 MethodologyThis study uses methodologies of collaborative autoethnography [18] in which fourundergraduate engineering students adopted the roles of “complete member” as well asresearcher in exploring the team dynamics and learning processes in four different seniorcapstone teams. Chang et al. [18] define collaborative autoethnography as “a qualitative researchmethod in which researchers work in community to collect their autobiographical materials andto analyze and interpret their data collectively to gain meaningful understanding of socioculturalphenomena reflected in their autobiographical data” [p. 23-4]. Over a period of