Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Concept Presentation 10 6 Final Design Presentation 15 10 Final Design Report 15 11 Individual Design Debate 5 0 Reflective Essay No.1 10 5 Reflective Essay No. 2 10 11Data Collection MethodsDEFT is a web-based system that facilitates frequent student reporting of their

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rachael E. Cate, Oregon State University; Donald Heer, Oregon State University

Tagged Divisions

Design in Engineering Education

Contribute to Transformative Learning in an Electrical and Computer Engineering Undergraduate Capstone Design Project and Selecting Action Research Methods to Frame a Study Rachael Cate and Donald Heer, Oregon State UniversityAcknowledgement: ​The authors are grateful for support provided by the National ScienceFoundation grant DUE 1347817. Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation.Abstract​: Electrical and Computer Engineering (ECE) design capstone instructors and coursedevelopers at Oregon State University are conducting a study to investigate the efficacy ofEvidence

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University; Vedaraman Sriraman, Texas State University

Tagged Divisions

Design in Engineering Education

by doing” constuctionist pedagogies (Papert & Harel,1991) and reflective formative assessment strategies that emphasized process in addition to finalartifact products; and 4) on-going discussion of diverse purposes for making, including directapplication of content standards and connections, personally meaningful creation and expression,and creative experimentation and problem-solving.The course focused on the integration of makerspace themes into a variety of K-12 educationalsettings and included scaffolded activities covering non-digital and digital techniques for thefollowing topics: subtractive manufacturing, textiles, additive manufacturing, and simpleelectronics. The majority of the activities took place in the classroom makerspace

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Shalaka Subhash Ghaisas, University of Oklahoma; Xun Ge, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

to improve such courses incrementally. In our course AME4163 –Principles of Engineering Design, a senior-level engineering DBT course, we haveincorporated David Kolb’s experiential learning construct into the fabric of courseactivities, assignments, and structured exercises. We now seek to additionallyleverage Piaget’s cognitive constructivism and Vygotsky’s sociocultural theoryinto structured learning exercises. One such exercise is the ‘Learning Statement,’(LS) a reflective exercise in which students directly translate experience intolearning and articulate expected future value from that learning. In employing theLS as an instrument for a formative assessment, we attempt to identify the students’Zones of Proximal Development (ZPD

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Erin Jobidon, University of Waterloo; Maria Barichello, University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo; Mehrnaz Mostafapour, University of Waterloo; Christopher Rennick, University of Waterloo; Ada Hurst, University of Waterloo; Jason Grove P.E., University of Waterloo

Tagged Divisions

Design in Engineering Education

settings, the workshop provides studentswith an opportunity to learn about and practice giving and receiving feedback on peers’ projectplans, and chosen design methods and artifacts.In the remaining sections of this paper, we describe the contents of the workshop in detail andsummarize student feedback on each implementation. Further, we reflect on how the workshopcan be further developed to better meet its intended learning outcomes and suggest ways inwhich instructors can alter it to suit different student disciplines, academic levels and courseobjectives.Importance of FeedbackFeedback is reaction or opinion regarding a product, the performance of a task, etc., that is usedto support improvement or confirm success. The education literature

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

grades. To determine whether studentsengaged in the kind of reflection and planning that was intended, the post-performancesubmissions from four of the nine course sections were collected and analyzed. Each of thesesections had nine teams of four, for a total of 144 students on 36 teams. All of these teams didwell enough that they did not have to submit analyses for the first two performance tests, andonly two teams were required to do an analysis for performance test four. This pattern wasconsistent with the rest of the course sections, as more than half of the teams fared poorly on thethird test, but passed the others, often with bonus points. Therefore, the analysis will focusexclusively on the responses to the third performance test

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lexie Mitchell, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

in Spring 2015, the ITD program created new class activitiesto help students understand the difference between their perceptions and experiences of aproblem, and those of the people actually affected by that problem.These activities include: ● Subject Matter Expert (SME) Talks: Experts present on various aspects of the problem, followed by a 20-minute Q&A session. ● User Empathy Experience: Re-creation of the problem context on class premises, where students execute project-relevant tasks. ● Stakeholder Engagement Experience: Students are sent off campus to observe and interact with users/stakeholders. ● A reflection assignment: Analysis of what they thought were problems for the users compared with what

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristen Clapper Bergsman, University of Washington

Tagged Divisions

Design in Engineering Education

lasting approximately one hour. Data was collectedvia video recordings and jottings, with field notes became the source of data for analysis. Twostudents did not respond to requests for interviews; it is possible that the timing of the interviewsduring finals week and the subsequent spring break may had impacted students’ availability. Ashand Gavin from the focal team, NeuroGrip, were interviewed, however, their team mate Luke didnot respond to interview requests. Interviews were guided by a protocol that focused on students’motivations for enrolling in the course, general course reflections and learning outcomes,thoughts on design thinking, and reflections on the design notebook. Retrospective questionsasked students to consider the ways in

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chris Gewirtz, Virginia Tech; Daria A. Kotys-Schwartz, University of Colorado, Boulder; Daniel Knight, University of Colorado, Boulder; Marie C. Paretti, Virginia Tech; Sidharth Arunkumar; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Laura Mae Rosenbauer, Smith College; Nicholas Emory Alvarez, New Mexico Institute of Mining and Technology; Jessica Deters, Virginia Tech ; Cristian Hernandez

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

work.In this paper, we focus on the weekly surveys: participants received two separate surveys eachweek: a short quantitative perceived preparedness survey sent each Tuesday via Qualtrics and ashort qualitative reflection survey sent each Thursday via email. Participants received $6.25 foreach completed survey, paid in 4-week increments (i.e. up to $50 for each 4-week set of surveys- up to $150 total).The quantitative survey was informed by Experience Sampling Methodologies (ESM), in whichthe purpose of the instrument is to capture experiences as they happen in real time forparticipants [28-30]. The survey asked participants to identify activities in which they hadparticipated within the past week. The list of possible activities was constructed

Conference Session

Revealing the Invisible: Engineering Course Activities that Address Privilege, -Isms, and Power Relations (Interactive Session)

Collection

2018 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Odesma Onika Dalrymple, University of San Diego; Susan M Lord, University of San Diego

Tagged Topics

ASEE Diversity Committee, Diversity, Faculty Development Constituency Committee

Tagged Divisions

Design in Engineering Education, International, Liberal Education/Engineering & Society, Minorities in Engineering

which the university will: become an anchorinstitution, demonstrate engaged scholarship, practice changemaking, advance access andinclusion, demonstrate care for our common home, and integrate our liberal arts education.In addition, the University Core curriculum recently underwent an overhaul with a new CoreCurriculum in place in Fall 2017. One significant outcome of the new Core reflects theUniversity’s commitment to Diversity, Inclusion and Social Justice (DISJ). Whereas studentspreviously were required to take a single Diversity course, the new Core requires students to taketwo Diversity, Inclusion, and Social Justice (DISJ) courses recognizing a developmental modelof achieving these outcomes. In addition, the DISJ designation is now based

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw, University of Alberta

Tagged Divisions

Design in Engineering Education

 Development  and  Team  Competence   Figure  1.  Design  Course  Metacognitive  Cycles  Progressing  Team  and  Project  Development  The three cycles are aligned with initial design project definition including solution generation;the design and modeling stage; and the design evaluation stage. The first cycle comprises:individual and team skill assessments used as inputs to form a team development and designproject task plan with schedule; monitoring experience and progress on the preliminary planexecution and with the team over a period of ~ 4 weeks; reflection on individual and peerevaluation coupled with task progress evaluation at the end of the 4 week period. The secondand third ~ 4week cycles are structured similarly. Shorter metacognitive

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

emphasized creative thinking or doing. Hence, the primary contribution of this paperinvolves the development and testing of the instrumentation for evaluation purposes. In contrast,the pedagogical underpinnings of the Engineering Technology and Arts (ETA) curricula, ofwhich this course is a part, are described in Tovar et al. [8]. To help interpret the validity of thequantitative findings [9], potential causes of changes on survey constructs are considered in lightof observational data, focus groups, and reflections by the instructors on course implementation.1.2 Design of Complex and Origami StructuresThis course was developed as part of the Engineering, Technology, and Arts (ETA) track in themechanical engineering department at an urban research

Conference Session

Understanding Student Development in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Samantha Paige Moorzitz, The College of New Jersey; Manuel Alejandro Figueroa, The College of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

 recent  alumnus  who  has  a  vision  impairment.    Reflections:   After   completing   the   low   vision   simulation,   students   were   asked   to   write   a  reflection   of   their   experience   in   the   course   online   discussion   forum.   Participants   were   asked   to  post  a  response  to  the  prompt  below  and  also  post  two  replies  to  their  classmate’s posts.       “Describe  your  experience today  wearing  the  low  vision  simulation  goggles/   blindfolds.  What  did  you  learn  about  living  with  a  vision  impairment?  Did  this   activity  help  you  break  any  misconceptions  that  you  held  in  the  past?”    The   qualitative   analysis   of   their   primary

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Corey T Schimpf, The Concord Consoritum; Rob Sleezer, Minnesota State University, Mankato; Charles Xie

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

visualizations of teams’ design process across several metrics.More specifically, actions were clustered into three categories: construction, optimization, andnumerical analysis. Design teams’ actions were further contextualized in terms their designtimeline and the sites they explored.Results from design team analytics have implications not only for teams’ design process, butmay be re-deployed as reflection tools for students’ or progress indicators for teachers or designmentors.In the next section the paper reviews research in learning analytics and visualization for dataanalysis. Following this, the context of the study and design challenge are outlined. Energy3D isdiscussed briefly before reviewing the data collected and participants for the study

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Liwei Zhang, Purdue University, West Lafayette; Emily Yoshikawa, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

have similarities, components exemplified in one model, may be excluded inanother (Flowers, 2010; Reeve, 2016). Other recent findings demonstrated that these engineeringdesign processes, may not be an accurate reflection of the practices used in industry andtechnical fields (Reeve, 2016). Accordingly, we investigated the perceptions of students,instructors, and practicing engineers through the assessment of a collection of student work froma first-year engineering course.Research Questions To investigate the potential similarities and differences in the values related to engineeringdesign between students, instructors, and practicing engineers the following questions guided ourstudy: RQ1: What correlation, if any exists, between the

Conference Session

Understanding Student Development in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Joseph Bechtel, The College of New Jersey; Karen Chang Yan, The College of New Jersey

Tagged Divisions

Design in Engineering Education

topics in sustainability through a presentation on life-cycle assessment (LCA) and a hands-on activity using a sustainability simulation tool. Followingthe SolidWorks Sustainability tutorial [11], the students modified materials assigned to a mugdesign. In the modifications, they also sought to reduce the total material used. The changes indesign and material were examined using LCA that characterized the environmental impacts interms of Carbon, Energy, Air and Water.Post SurveyFollowing the in class activities, the two groups were asked to answer Questions 8-14 in the presurvey in addition to a question to reflect on the effects on the respective in class activities.Results and DiscussionBoth the pre and post activity surveys were conducted in

Conference Session

DEED Postcard Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rucha Joshi, Weldon School of Biomedical Engineering, Purdue University; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Sean Eddington, Purdue University; Patrice Marie Buzzanell, University of South Florida; David Torres, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

process, such as including adding a sixth session, were made by the entire group.Throughout the design sessions, all participants offered their insights into everyday practices andco-constructed knowledge relationally and through open dialogue, thus contributing to aparticipatory research and design approach [22, 23]. Within small, large, and “mixed” groupformats, and with an awareness of their relative positions of authority in the School, theparticipants worked together on identifying underlying issues in diversity and inclusion inprofessional formation of engineers and collaborated to create prototype solutions.In design session 1, participants mapped their own professional journey, while reflecting onmoments in childhood, teenage, college

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

functionalcardiograph that estimates heart rate and respiratory rate. This set of project-based learningactivities addresses industry’s complaint that students lack practical experience (“how devicesare made/work”).The cardiograph project, including learning outcomes for the first semester and ABET studentoutcome for the entire project are discussed. We hypothesized that participating in theseprojects facilitates engagement in the course and Engineering Science major. Each learningoutcome is assessed by the instructor using a custom rubric. In addition to student performance,we also consider how this project may support student engagement and retention viainstructors’ reflections and student surveys. The findings demonstrated that the students wereactively

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srinjita Bhaduri, University of Colorado, Boulder; Katie Van Horne Ph.D., University of Colorado, Boulder; Peter Gyory, University of Colorado, Boulder; Hannie Ngo; Tamara Sumner, University of Colorado, Boulder

Tagged Divisions

Design in Engineering Education, First-Year Programs

Visualizer) to help them visualize the transition from 2D models to 3Dmodels with the UAV augmented to the scene.Our research examines how using 3D modeling with AR can enhance youth spatial reasoningskills. We collected both product and process data in the form of artifacts generated duringdesign iterations, pre and post activity mental rotation tests, screen-recordings of youth using the3D AR Visualizer, and youth design reflections. Our results indicate that youth were able tobetter understand the strengths and weaknesses of pre-designed 3D models with the help of theAR application, and they made better and more informed design decisions that resulted insuccessful delivery of supplies to the disaster area.IntroductionAs Osborn and Agogino [1

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jillian Beth Schmidt, Missouri University of Science & Technology

Tagged Divisions

Design in Engineering Education, First-Year Programs

this technology Provide any additional feedback you Free response haveIn this initial module deployment, collection of student feedback was somewhat limited in aneffort to keep the module similar in workload and structure to the other software options. Notwanting to deter interested students during the pilot test of this module, the feedback wasrestricted to a single online survey at the conclusion of the module. In future semesters,instructors plan to survey students both before and after completing the module (weeks 1 and 4)to investigate changes in perceived knowledge and attitudes about the technology. In addition,students will be asked to complete a short reflection about their experience during the module,whether they consulted

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

May-Ling Tan, Universiti Teknologi Malaysia; Jamalludin Harun, Universiti Teknologi Malaysia

Tagged Divisions

Design in Engineering Education

in online socialcollaborative learning. The instructor set up a learning environment via the Facebook platform toenable students to discuss their Engineering Science topic at anytime, anywhere within theperiod of the lesson plan. Subsequently, the distribution of roles, learning tasks andmetacognitive learning activities to promote and enhance the students’ flexibility and constructknowledge through reflection and metacognition occurred through online learning. Salmon [3]revealed that the instructor has to develop relevant activities that can promote interaction andreflective thinking in the classroom in order to enhance the growth of students’ subjectknowledge via online learning.2.0 BACKGROUND TO THE STUDYThis paper describes the methods

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Renee M. Clark, University of Pittsburgh; Lisa Marie Stabryla, University of Pittsburgh; Leanne M. Gilbertson, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

quantify the degree of active learning and other interactive practices.The assessment plan consists of a host of methods, including 1) pre, midterm, and post-coursesurveys, 2) an end-of-term focus group, 3) a project presentation with a panel of judges, and 4)midterm and end-of-term student written reflections on their application of the design thinkingprocess. The post-course survey included questions from the StRIP (Student Response toInstructional Practices) survey, a new rigorously-developed survey for measuring students’perspectives on and responses to active learning. Rubrics and measurement matrices from theliterature were adapted to guide assessment of the students’ presentations and design solutions,including the Oral Communications VALUE

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

John Crepeau P.E., University of Idaho, Moscow; Michael R. Maughan P.E., University of Idaho, Moscow; Dan Cordon, University of Idaho, Moscow; Steven W. Beyerlein, University of Idaho, Moscow; Matthew John Swenson P.E., University of Idaho, Moscow; Daniel J. Robertson, University of Idaho, Moscow; Sean Michael Quallen, University of Idaho, Moscow

Tagged Divisions

Design in Engineering Education

sticks, and other common materials (Figure 1). Within one year, Arduinosand three-dimensionally printed parts are used to realize the projects (Figure 2), opening upbroad possibilities that can be incorporated into the design. The raters all noted the markedimprovement in the designs between the freshman and sophomore years, and this is borne out inthe data. By the time students become seniors, they have more experience programming, usingmore complicated three-dimensionally printed parts and have developed machine shop skills tocomplete even more sophisticated projects. These observations are also reflected in the data.Across each course, the data gives relatively constant values from semester-to-semester, and allof the variations are within the

Conference Session

Student Empathy and Human-Centered Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kirsten Heikkinen Dodson, Lipscomb University; Joseph B, Tipton Jr., Lipscomb University; Mark Philip McDonald, Lipscomb University ; Greg Nordstrom, Lipscomb University; A. Fort Gwinn, Lipscomb University

Tagged Divisions

Design in Engineering Education

to the Course Design for Fall 2018Overall, from student and faculty responses, proposed improvements to the course will focus onthree main areas: improving consistency so that students and faculty in different sections do nothave widely varied experiences, continuing to encourage innovation, creativity, and thoughtful,holistic design, and tackling the corresponding lecture period to streamline the entire course.These main areas of improvement reflect the best practices and lessons learned from faculty andstudent responses. Minor improvements will be made to Phases 1 and 4 while major improvementswill be made to Phases 2 and 3. Due to the major changes and consolidation of various parts ofthe course, the terminology of Phase 1-4 is removed

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shayne Kelly McConomy, Florida A&M University/Florida State University; Ruturaj Soman; Nikhil Gupta, Florida A&M University/Florida State University; Chiang Shih, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

of engineering education where students will bring together their gained engineering knowledge and nontechnical professional skills such as teamwork, professionalism, communication, and project management. At the end of the second-semester, the Capstone Design course finishes with a whole-day open house event featuring team presentations, a poster session, and review session with panel judges. The audience is fellow students, faculty, external sponsors, and a panel of judges mostly comprised of the Mechanical Engineering Advisory Council (MEAC) members.Throughout the school year, the EDM and SDP classes are required to interact thus encouragingexchange of experiences, self-reflection, and

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kris Jaeger-Helton, Northeastern University; Bridget M. Smyser, Northeastern University

Tagged Divisions

Design in Engineering Education

, however, IE teams were much less likely to use quality references and write effectivebackground literature reviews. For both disciplines, project management proficiency variedwidely term by term. This may reflect variations in coordinator, project type, or other factors.Table 3. Capstone 1 Report: Percentage of teams achieving each component.75%=acceptable, shading code: 70 < [ ] < 80 < [ ]The averages and standard errors shown in Figure 2 below outline some patterns for eachof the writing components in the Capstone 1 report, illustrating that overall both majors weresimilar in their project management competencies. While the average of the IEs was much lowerfor abstract composition, a single class from Spring 2014 brought the average

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Paul Alexander Horton, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Steven Weiner, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

their appInquiry properly accomplish it. through surveys. A project having a real-world impact A class partnering with a local non-profitAuthenticity that creates a context beyond the to develop apps to help organizer their classroom. volunteers A project that allows students to A class in which students pitch app ideasStudent Voice have obtain ownership by giving to their professor and develop them forand Choice them judgement on the solution they the final project. wish to implement. Having students informally and Having students writing blog posts onReflection formally reflect on what, how

Conference Session

Design and the Capstone Experience

Collection

2018 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University; Michael S. Thompson, Bucknell University

Tagged Divisions

Design in Engineering Education

between product and process is deliberate and designed to roughly follow a generalized“V-model” for systems development [13], figure 1. Figure 1: Representation of the V-model on which the capstone class is loosely based.The V-model has two phases, validation on the left and verification on the right. The validationphase focuses on effectiveness, do the design decisions reflect the right thing to do, while theverification phase focuses on efficiency or whether the planned design is being executed the rightway. The top of the Vee represents broader more contextual elements of design while thebottom of the Vee represents detailed design. In this model as student teams move from left toright through the design course they first represent their

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer S. Mullin, University of California, Davis; Jean S. VanderGheynst, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

8.4% 7.4% 8 6 4.8% 4.4% 4 2.3% 2 0.1% 0Figure 2. Percentage by major of COE undergraduate students (N = 3804) in fall 2017Course FormatCommunication and engineering design concepts were delivered through lecture in an interactivediscussion format followed by in-class activities. Students were expected to attend lecture and toparticipate in exploration of these concepts through regularly scheduled in-class discussion,practice and reflection assignments. For example, the concept of “design problem statement” wasinitially introduced by

Conference Session

Teamwork and Student Learning in Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kimberly B. Demoret P.E., Florida Institute of Technology; Kyi Phyu Nyein, Florida Institute of Technology; Jessica L. Wildman, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

other capstoneprograms [8].In the 2016-2017 season, selected topics from The 7 Habits were introduced in two JuniorDesign lectures prior to team formation and reinforced by instructor throughout the course.These included proactivity and using the "circle of influence" as a specific tool to promoteadaptability; building trust by making "deposits" in the "Emotional Bank account"; thinkingabout desired outcomes (and requirements) through each step of the capstone program, i.e., to"Begin with the End in Mind"; and the importance of self-management as a prerequisite formanaging others [6]. In 2017-2018, short writing assignments were added to encourage studentsto reflect on the relevance of these concepts to their work as an engineering