Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jin Woo Lee, California State University, Fullerton; Shanna R. Daly, University of Michigan

Tagged Divisions

Design in Engineering Education

that lead to reducing the quantityand diversity of possible solutions, the results of the study can support engineering instructors toprovide scaffolding as they provide lessons on concept generation for their students.IntroductionWith the increasing complexity of problems in the world, engineers must develop innovativesolutions to pressing problems, as described by the National Academy of Engineering [1]. Toequip students with important design skills, design education has adopted project-based coursesthat require students to tackle open-ended problems [2]. However, despite the changes in thecurriculum, studies have indicated the challenges of teaching students how to innovate [3], [4].Engineers engage in concept generation in design, which

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

campus and post-graduation.ContextPracticing engineers and technical professionals have design experience that goes beyondtechnical design that include6: design priorities including proper design tools and methods;economic analysis; importance of non-technical issues involving marketability, legal issues,codes and standards, product safety, environmental issues, etc.; and, design reviews. Designreviews are recognized to have two objectives, 1) identify deficiencies or problems with thepresented design, and 2) improve the design6. Page 24.1178.2 In industry, design reviews are used to avoid expensive change-orders by having sponsors,champions or

Conference Session

Design Across the Curriculum 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michelle Maher, University of Missouri-Kansas City; Kathleen O'Shea, University of Missouri-Kansas City; Jacob M. Marszalek, University of Missouri-Kansas City; Darran Cairns, University of Missouri-Kansas City

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Education, 2020 Integrating the IDEO Design Process to Find Solutions toEngineering Challenges in a Freshman General Education ClassIntroductionHow undergraduates are introduced to the discipline of engineering at the college level can havelong-term educational and professional implications, including influencing decisions to pursue orleave engineering majors and validating beliefs about the purpose of engineering in society [1].Classroom lectures have been traditionally used within introductory engineering courses as theycan transmit large amounts of content [2]. However, they are generally less effective in helpingundergraduates engage with and apply content [3]. In recognition of this, learner-centeredapproaches are increasingly being used in

Conference Session

Design Cognition

Collection

2009 Annual Conference & Exposition

Authors

Daniel Jensen, United States Air Force Academy; Jason Weaver, University of Texas, Austin; Kristin Wood, University of Texas, Austin; Julie Linsey, Texas A&M University; John Wood, United States Air Force Academy

Tagged Divisions

Design in Engineering Education

include brainstormingand morphological analysis. The goal of the directed methods is to follow more of a step-by-stepor systematic process to develop a solution. Technical information combined with fundamentalphysical laws play a key role in this directed method set of CG techniques. Page 14.1167.2 1 Figure 1 – Ullman’s Depiction of the Design Process1Figure 2 – Ulrich & Eppinger’s Depiction of the Design Process 2 Page 14.1167.3 2 Figure 3 – Otto & Wood’s Depiction of the Concept

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ricardo G. Sanfelice, University of Arizona; Giampiero Campa, MathWorks; Manuel Abraham Robles, University of Arizona

Tagged Divisions

Design in Engineering Education

as the Technical Evangelist for the USA west coast area.Manuel Abraham Robles, University of Arizona Page 25.239.1 c American Society for Engineering Education, 2012 Attitude Control for Optimal Generation of Energy From Multiple Energy Sources Abstract This paper presents the design of algorithms and a low-cost experimental setup for a grad- uate course on hybrid control systems offered to non-electrical engineering majors. The pur- pose of the developed hands-on educational kit is two-fold

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

came together voluntarily to co-create and prototypeprogrammatic solutions to address issues related to D&I and professional formation ofbiomedical engineers within the School. The design sessions were part of the ideation phase ofour larger research project (see red box in Fig. 1).By developing prototype solutions with, rather than only for representatives of stakeholdergroups, we aimed to provide opportunities to develop deeper insights, perspectives, andunderstandings of views of diversity and inclusion, perceptions of social-technical integration,and the professional formation of biomedical engineers. We hypothesized that this human-centered co-design approach would lead to more innovative and effective solutions. As a firststep toward

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Kirsten M. Ely, Sonoma State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and non-business courses. c American Society for Engineering Education, 2016 Generating Start-up Relevance in Capstone Projects1. IntroductionAccreditation Board for Engineering and Technology (ABET) requires students to complete acapstone design experience that prepares them for engineering practice through team-basedprojects incorporating the knowledge and skills acquired in earlier course work [1]- [4].While capstone course pedagogy differs widely from one program to another, in all cases,students are expected, through the process of completing the capstone project, to understanddesign constraints, such as economic factors, safety, reliability, ethics, and social impact. Inaddition, students are

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Colin M. Gray, Iowa State University; Seda McKIlligan, Iowa State University; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

relate to the outcomes of their work7. Inparticular, they recommend using perspective-taking as users to discover the complexity of theunderlying socio-technical system of use6. This attention to empathic communication isunderutilized in engineering education as a way of building core professional communication Page 26.871.2competencies. While the construct of empathy is complex, Levenson and Ruef’s9 definition(quoted in Walther et al.6) includes three essential qualities: 1) the cognitive knowing of whatanother person is feeling, 2) the emotional feeling what another individual is feeling, and 3) theact of responding to another’s experience with

Conference Session

DEED Poster Session

Collection

2008 Annual Conference & Exposition

Authors

Karim Muci-Küchler, South Dakota School of Mines and Technology; Jonathan Weaver, University of Detroit Mercy; Daniel Dolan, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

AC 2008-1264: TEACHING CONCEPT GENERATION METHODOLOGIES INPRODUCT DEVELOPMENT COURSES AND SENIOR DESIGN PROJECTSKarim Muci-Küchler, South Dakota School of Mines and Technology Karim Muci-Küchler is an Associate Professor of Mechanical Engineering at South Dakota School of Mines and Technology. Before joining SDSM&T, he was an Associate Professor of Mechanical Engineering at the University of Detroit Mercy. He received his Ph.D. in Engineering Mechanics from Iowa State University in 1992. His main interest areas include Computational Mechanics, Solid Mechanics, and Product Design and Development. He has taught several different courses at the undergraduate and graduate level, has over 30 technical

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Bryce Holloway, U.S. Air Force Academy; Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, University of Texas, Austin; Al Mundy, U.S. Air Force Academy; Bradley Adam Camburn, University of Texas, Austin

Tagged Divisions

Design in Engineering Education

generation systemsOf the 18 portability measures that constitute the portability rubric, 5 were identified as coremeasures particularily applicable to the mobile power generation systems shown below (Figure1). After using the reduced, 5 item rubric to analyze the Solar Model R10 portable solar powersystem and the Quiet Diesel Generator, we found that the diesel generator was significantly moreportable. Some of the highlights of this analysis are shown in Table 2. The baseline system forfuture comparisons after the redesign will be the Quiet Diesel Generator7. Figure 1: Left Solar Model R10, Right Tactical Quiet Diesel Generator Set7,8. Table 2: Highlighting Comparison Between Solar and Diesel Systems7,8

Conference Session

The BEST InDEED

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Varghese Ittoop Vadakumcherry, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

concepts.Figure 3. The learning goals of “Idea Generation,” “Concept Development,” and “ConceptSelection” blocks. Once students completed the three learning blocks, they came back to complete a post-task, which was a different problem than their pre-task (Appendix A1). The students who workedon the low-skill snow transporter problem for their pre-task were given the one-hand opener forlidded food containers problem for their post-task, and vice versa. Again, participants wereinstructed to spend a minimum of 1 hour to complete the task, and they could use any resourcesduring the task. Participants verbalized their thoughts through think-aloud and the session wasrecorded using a Livescribe Echo pen. After completing the post-task, participants

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Laura R. Murphy, University of Michigan; Shanna R. Daly, University of Michigan; Seda McKilligan, Iowa State University; Colleen M. Seifert, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

of its use (see Figure 1). A short practice problem followed where studentsapplied one card to a presented problem. Next, each participant was given the same set of 7 DesignHeuristic cards. Due to the time limit of the session, only a subset of cards was provided. Thissingle set of seven cards was chosen at random from the deck of 77 Design Heuristics and included:Scale up or down, Use multiple components for one function, Adjust function through movement,Bend, Reconfigure, Allow user to customize, and Change surface properties. We chose to give asingle randomized set to all participants in order to explore variations in the resulting designconcepts across participants.Next, the participants were asked to generate 5 conceptual solutions

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Nicholas D. Fila, Purdue University

Tagged Divisions

Design in Engineering Education

design. Further, during information-gathering, femalestudents were more likely to desire information about users and surroundings while malestudents were more likely to desire information about budget and costs. In a more recent study,female students exhibited a client-centered focus during a short design activity, while malestudents were more likely to discuss technical limitations and provide evaluations15. Thesefindings suggest possible differences in the way engineering students frame design problems andsuggest that male and female students may identify different solutions to similar problems. Wefound no studies, however, that directly investigated gender differences during idea generation

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Beverly Kris Jaeger, Northeastern University

Tagged Divisions

Design in Engineering Education

solutionsmay include facilities layouts, database schemas with user-friendly interfaces, productdevelopment of medical devices, methods for reducing queue times, and other IE outcomes asappropriate. The solution is expected to be verified by real world testing and/or simulation. Twoupdate presentations and reports are required during the course of the second term. In addition, afive-page executive summary is due two weeks prior to the end of the course which provides asnapshot of the completeness of the project at that point. The final presentation consists of anoral presentation and a poster session judged by an alumni jury. The final grade is determined bythe advisor, course coordinator, and technical writing consultant based on

Conference Session

Capstone Design Projects

Collection

2010 Annual Conference & Exposition

Authors

William Michalson, Worcester Polytechnic Institute; Stephen Bitar, Worcester Polytechnic Institute; Robert Labonté, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education

course had three main components: a one hourlecture held four times per week, a supervised three hour laboratory session held once per week,and unsupervised open laboratory access. Unlike a typical Electrical Engineering course, thelectures originally contained rather little technical content, instead focusing on explaining theprocess of engineering design. The supervised laboratory was a hybrid of technical and non-technical issues, while the unsupervised laboratory is primarily technical and consisted largely ofstudents working on their projects. It was simply expected that students would rely on thebackground they received in their earlier core courses to develop the circuits needed to completetheir project. The centerpiece of this

Conference Session

Design Tools and Methodology I

Collection

2012 ASEE Annual Conference & Exposition

Authors

James Loren Christian, University of Michigan; Shanna R. Daly, University of Michigan; Seda McKIlligan, Iowa State University; Colleen M. Seifert, University of Michigan; Richard Gonzalez, University of Michigan

Tagged Divisions

Design in Engineering Education

Simon’s “problem space”12). Some ideas in this space are easy tofind because they are obvious, or they have been seen before in existing products. Other, lessobvious ideas require more effort to identify. Ideally, this search for less obvious ideas wouldentail visiting all feasible ideas in the design space. The resulting set of design solutions is betterinformed by understanding all possibilities.Novice and experienced designers often struggle with divergent thinking13. Sometimes,limitations in technology or technical expertise make it difficult to generate multiple differentsolutions to a design problem. Often, novices struggle to think of solutions that differ fromexisting products or examples. Attempts at diverging from these solutions either

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Seda Yilmaz, Iowa State University; Colleen M. Seifert, University of Michigan; Shanna R. Daly, University of Michigan

Tagged Divisions

Design in Engineering Education

use an existing product or component to function differently in a newconcept. For example, an engineer could take an existing mechanism like a bicycle and apply itas a power source for a generator. This one Design Heuristic can be applied repeatedly togenerate other concepts (e.g., using a water bottle to squirt water and turn a wheel). Other DesignHeuristics (e.g. ‘Change direction of access’) can be added and combined (placing the pedals inthe air with the rider beneath) to produce a variety of novel ideas. The many prompts available inthe 77 Design Heuristics ensure a large supply of possible directions to pursue.This set of Design Heuristics were identified in empirical studies including 1) behavioral studiesof student and expert

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samuelina M. Wright, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey; Shanna R. Daly, University of Michigan; Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Seda McKIlligan, Iowa State University

Tagged Divisions

Design in Engineering Education

-modifying ideas in the second session, and so welabeled this case as an Innovative Shifter. Finally, we chose a third case of a participant who wasgiven an innovatively framed problem second, but although he seemed to be aware of the changein framing, he was not able to generate more paradigm-modifying ideas in the second session.We labeled this case as an Innovative Non-Shifter. This last case illustrates how problem framingmay not always be successful in influencing the types of ideas that are generated.Case 1: Adaptive ShifterThe first case study, Participant A, was one of the students who received an adaptively framedproblem during the second session. We labeled Participant A is an Adaptive Shifter. This labelmay not seem appropriate given that

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Emily Ann Marasco, University of Calgary; Laleh Behjat P.Eng.; William Daniel Rosehart P.Eng., University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

gamification as a positive method ofintroducing creativity and innovative into design education, while engaging and motivatingstudents through difficult technical challenges.References:[1] Daly, Shanna R., Mosyjowski, Erika A., & Seifert, Colleen M. (2014). Teaching creativity in engineeringcourses. Journal of Engineering Education, Vol. 103, No. 3, pp. 417-449. American Society for EngineeringEducation.[2] Charyton, Christine, Jagacinski, Richard J., Merrill, John A., Clifton, William, & DeDios, Samantha. (2011).Assessing creativity specific to engineering with the revised creative engineering design assessment. Journal ofEngineering Education, Vol. 100, No. 4, pp. 778-799.[3] Canadian Engineering Accreditation Board. (2014). 2014

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Patricia Brackin P.E., Rose-Hulman Institute of Technology; Richard A House, Rose-Hulman Institute of Technology; Steve Chenoweth, Rose-Hulman Institute of Technology; Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

2 summarizes the results of the scoring exercise. For entries with twonumbers, the first number is the number of 3 scores (Definitely) and the second number is thenumber of 2 scores (Partially). Table 2: Ideation Results of Ideation Experiment Ideation Results Group A Group B Session Criteria (# of 3 Scores / # of 2 Scores) Total Ideas Generated 83 71 Novel Ideas (47 / 26) (29 / 31) Day 1

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel P Brown, Northwestern University

Tagged Divisions

Design in Engineering Education

and the creative role of patents in today’s engineering and design education. Asthe philosopher of science, Thomas Kuhn, once stated, “Traditional engineering curriculumcreates people who are efficient researchers and highly productive, but this approach does notencourage creativity or innovation” [1] Teaching novel problem solving is challenging,especially with students who lack real world experience in engineering practices, or creativedesign. Focusing on design in engineering education is an opportunity to encourage creativityand technical innovation arising from an engineering discipline.While Kuhn’s comment is still relevant some 20 years later, this educational philosophy hasevolved. Contemporary engineering education is addressing this

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Patricia Mannix-McNamara, Research Centre for Education and Professional Practice

Tagged Divisions

Design in Engineering Education

individual brainstorming, namely brainsketching, is applied to facilitateand promote creative idea generation in educational based design activities thus developstudent’s ability to conceptualise and record a quantity of ideas.Brainwriting technique BrainsketchingBrainstorming is a technique for creative problem solving, which was developed and coinedby Alex Osborn11-15. Rawlinson14 states that the success of brainstorming depends onOsborn’s11 four central guidelines: 1) no criticism; 2) freewheeling is welcome; 3) quantityand combination are required11, 13. In educational environments students often covet theirideas due to concerns for peers copying ideas. Group dynamics play a considerable role inbrainstorming. According to Paulus & Brown17

Conference Session

Idea Generation and Creativity in Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

K. Scott Marshall II, The University of Texas at Austin; Richard H. Crawford, University of Texas, Austin; Daniel D. Jensen, U.S. Air Force Academy

Tagged Divisions

Design in Engineering Education

of concepts was measured. Additionally, the effect of word familiarity and the number of definitions of word were investigated for their effect on the quantity of concepts generated. It was found that the Analogy Seeded Mind-Map method allowed students to generate a large number of concepts in a relatively short amount of time with only brief introduction and explanation of the method.1. Introduction and Motivation Innovation is often a primary goal during the engineering design process. Various concept generation techniques exist to help designers develop innovative solutions. Techniques such as Brainstorming, 6-3-5/C-sketch and TRIZ8, are widely used in the engineering classroom environment. Brainstorming and 6-3-5/C-sketch require the

Conference Session

Design in Engineering Education Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brenda A. Haven, Embry-Riddle Aeronautical University, Prescott; Michael Kenneth Fabian, Embry-Riddle Aeronautical University; Alexander James Herring, General Electric - Aviation; Marissa Pinnola, Purdue University; Devan DUPLICATE Berg, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

assessment ofthe student’s performance in the areas of Technical Accuracy and Completeness,Organization and Development of the presentation material, Neatness andProfessionalism, and use of Visual Aids and Presentation skills. These areas are rated bythe panel on a scale of 1 to 5, 5 being the highest level of performance. The results of thefour-member panel are given below: Table 2: Industry Panel Scores Average Score out of 5 Technical Accuracy and 3.9 Completeness Organization and Development 4.4 Neatness and Professionalism 4.6 Visual Aids and Presentation skills

Conference Session

Design Across Disciplines

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brenda A. Haven, Embry-Riddle Aeronautical University, Prescott; Michael Kenneth Fabian, Embry-Riddle Aeronautical University; Alexander James Herring, General Electric - Aviation; Marissa Pinnola, Purdue University; Devan DUPLICATE Berg, Embry-Riddle Aeronautical University

Tagged Divisions

Design in Engineering Education

course.The Propulsion Preliminary Design Course targets four student outcomes: 1. Graduating students will have experienced a core of humanities, social sciences, and communications and demonstrate the use of this core to enhance the technical content of their engineering curriculum. 2. Engineering students graduating from our programs will demonstrate proficiency in core topics in their program. 3. All engineering students will be proficient in engineering design. Page 25.819.12 4. All engineering students will demonstrate design competence through a major design (capstone) experience.Evaluating students against these

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Louise Chan, Minnesota State University, Mankato; Rob Sleezer, Minnesota State University, Mankato; Jacob John Swanson, Minnesota State University, Mankato; Mark Ahrens, Normandale Community College; Rebecca A. Bates, Minnesota State University, Mankato

Tagged Divisions

Design in Engineering Education

differential equations, statistics) • Communications GPA (public speaking, English composition, technical writing) • Humanities & social sciences GPA (e.g., economics, music, philosophy, sociology, psychology, history, art, geography, foreign languages, political science, film, anthropology) • Individual course grades in o General biology (if taken) o General chemistry 1 o General physics 1 o Statics o Dynamics o Calculus 1 o Introduction to engineering o Freshmen composition • Completion of an associate degree (AA, AS, AAS) or not • Fulfilment of Minnesota Transfer Curriculum or notThe pre-engineering

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

J. Blake Hylton, Ohio Northern University; John K. Estell, Ohio Northern University; Todd France, Ohio Northern University; Louis A. DiBerardino III, Ohio Northern University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, all current or former instructors of the Introduction to Engineeringcourse, were given survey responses for evaluation. In the case of the senior and practitionergroups, the entire study population was used for analysis. In the case of the first-year group, asubset of 30 responses was used for analysis. Although there is no fixed rule for an appropriatesample size in such qualitative work, 20-30 samples is generally regarded as sufficient to achievedata saturation in most populations.7 For all three populations the same subset of four CSMattributes were selected for analysis. Environmental-Technical (T-4) and Competition-Business(B-1) were selected based on the expectation that novice users would be able to fully understandthe nature of the

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marjan Eggermont, University of Calgary; Aloysius F. Hepp, Nanotech Innovations LLC; Vikram Shyam, NASA Glenn Research Center

Tagged Divisions

Design in Engineering Education

inspiredby nature and how it might benefit the following areas that were the focus of the summit. 1. Materials and structures for extreme environments 2. Persistence of life in extreme environments 3. Guidance, navigation and communication 4. Next generation aeronautics and in-space propulsion 5. Sustainable energy conversion and powerThese areas are focus areas of NASA and of space exploration in general. This paper willdescribe the design methodology and approaches used for this project, report on the outcomes,and discuss lessons learned.1.0 IntroductionPropulsion and power systems have made large strides over the past centuries leading to moreefficient jet engines and solar

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Christopher R. Saulnier, Massachusetts Institute of Technology; John G. Brisson II, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

cooking in the backcountry. Students were also encouraged to generate a list of technical requirements beforestarting a design. These changes were made as understanding the problem is a corecompetency that engineering education is meant to address9.The second surprising finding from the 2015 program was that students were also lesslikely to regard iterating as one of the most important design tasks after participating inthe program1. The stove design activity had been chosen specifically as it provided theopportunity for students to engage in rapid prototyping. With limited experience aworking stove could be made in as little as 15 minutes. Students had the opportunity tobuild multiple stoves while on campus over two shop sessions. We envisioned

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Denver; Stephen T. Frezza, Gannon University

Tagged Divisions

Design in Engineering Education

Engineering in the Computer and Information Sci- ence department of Gannon University in Erie, PA. His research interests include Engineering Education Research, Requirements Engineering, Project Management, as well as Philosophy of Engineering and Engineering Education. He is regularly involved in supporting the regional entrepreneurial ecosystem, as well as projects that serve the regional community. c American Society for Engineering Education, 2017 Finding Möjligheter: Creativity and Ill-Structured ProblemsAbstractCentered around the concept of Möjligheter, this paper focuses on motivating the rationale forfaculty to 1) add more authentic problems to their design courses, 2) foster more