Displaying results 1 - 30 of 83 in total
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 1
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- 2023 ASEE Annual Conference & Exposition
- Authors
- Lucas Buccafusca, Johns Hopkins University
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- Diversity
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- Design in Engineering Education Division (DEED)
University of Colorado at Boulder. My pedagogical research interests are on improving the quality of collegiate classroom environments through the use of nontraditional techniques and active participation by instructors. These include the use of failure as a teaching tool, humor and empathy as a means of connecting with students, and gamification. My technical research interests are Distributed Control, Learning, Distributed Optimization and Nonlinear Systems. Applications of my research are primarily used for Wind Farm arrays. ©American Society for Engineering Education, 2023 Learning from Machine Learning and Teaching with Machine Teaching: Using Lessons from Data Science to
- Conference Session
- Design in Engineering Education Division (DEED) - Emerging and Sustainable Design Practices
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- 2025 ASEE Annual Conference & Exposition
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- Maryam Heidaripour, University of the Pacific
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- Design in Engineering Education Division (DEED)
to contributemeaningfully to a dynamic and interconnected world [10].Closely related, futures studies as an academic field moves beyond conventional planning toolslike forecasting and risk assessment. It embraces uncertainty and explores multiple plausiblefutures to spark imagination and address complex challenges [13, 14]. As James Dator famouslystated, “The future cannot be predicted because the future does not exist” [15].In engineering education, the use of futures literacy has primarily focused on planning and riskmanagement. While these approaches are valuable, they tend to constrain the broader,exploratory potential of futures thinking. Relying on past data and predictive accuracy canoverlook transformative shifts and obscure less
- Conference Session
- Design in Engineering Education Division (DEED) - Foundations of Design Theory
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- 2025 ASEE Annual Conference & Exposition
- Authors
- William Nickley, The Ohio State University; Dan Wisniewski, The Ohio State University; Annie Abell, The Ohio State University
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- Design in Engineering Education Division (DEED)
years at Priority Designs working on consumer goods, sporting equipment, lawn care equipment, medical devices, UI/UX development and marketing. In that time, Wisniewski was able to work with industry leaders like Nike, TaylorMade and Scotts. He returned to Ohio State because he missed teaching students. From his experience in his teaching assistant days, Wisniewski had the itch to get back in the classroom and help the next generation of engineers. His teaching goal are to give engineers a better understanding of manufacturing, visual communication skills, entrepreneurial endeavors and how to bring their ideas to life.Prof. Annie Abell, The Ohio State University Annie Abell is an Associate Professor of Practice in
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 14
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Lucas Buccafusca, The Johns Hopkins University
- Tagged Divisions
- Design in Engineering Education Division (DEED)
2013 from the University of Colorado at Boulder. My pedagogical research interests are on improving the quality of collegiate classroom environments through the use of nontraditional techniques and active participation by instructors. These include the use of failure as a teaching tool, humor and empathy as a means of connecting with students, and gamification. My technical research interests are Distributed Control, Learning, Distributed Optimization and Nonlinear Systems. Applications of my research are primarily used for Wind Farm arrays. ©American Society for Engineering Education, 2023 On the Successful Use of Gamification Techniques; Maintaining Professionalism and High
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 3
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- 2023 ASEE Annual Conference & Exposition
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- Bob Rhoads, The Ohio State University; Lynn Hall, The Ohio State University
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- Design in Engineering Education Division (DEED)
students the opportunity to apply their acquired engineering knowledge to a semester- oryear-long sponsor-based design project as part of preparation to enter the engineering field. Inaddition to working through the engineering design process to meet a sponsor designated need,students must also practice and apply professional practices: project management, meetings(team, advisor, sponsor, instructors), presentations, and project documentation. Developingeffective technical and professional communication practices are an essential component ofstudent learning outcomes for the course and are linked to student success beyond graduation.This is acknowledged in ABET Criterion 3 which requires accredited programs to documenteffective communication to a
- Conference Session
- Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects
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- 2024 ASEE Annual Conference & Exposition
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- Saeedeh Ziaeefard, The Ohio State University
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- Design in Engineering Education Division (DEED)
the engineering field. To equip engineering students for self-assessment beyond the reliance on rubrics, the following strategies are proposed:1. Continuous Feedback Loop: Establishing an ongoing feedback loop enables students to receive formative feedback throughout the project, promoting regular self-evaluation against predefined expectations. This mirrors real-world scenarios where continuous assessment and self-reflection drive professional growth.2. Professional Development Workshops: Hosting workshops on professional development equips students with skills for self-assessment. Topics such as effective communication, project documentation, and presentation skills prepare students for workforce expectations, where self
Implementing an Interdisciplinary Senior Design Approach Within a Traditional Departmental Framework
- Conference Session
- Design in Engineering Education Division (DEED) - Evolving Pedagogies in Capstone Design Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Michelle H. Rosen, The Cooper Union; Melody Baglione, The Cooper Union; Benjamin John Davis; Kamau Wright, The Cooper Union; Sam Keene, The Cooper Union; Carl Sable, The Cooper Union; Neveen Shlayan, The Cooper Union for the Advancement of Science and Art ; Cosmas Tzavelis, The Cooper Union; David Wootton
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- Design in Engineering Education Division (DEED)
alldepartments. Instead, the faculty decided to work within these structures to facilitateinterdisciplinarity while allowing students to remain enrolled in their departmental course.Project ApproachThe goal of this project was to implement and support interdisciplinary senior capstone projectswithout eliminating department-specific capstone courses. With the support of theadministration, the School of Engineering formed an ad hoc committee with facultyrepresentatives from each major department in the summer of 2022 to discuss thisimplementation. The committee proposed a common meeting time for all classes, including adedicated interdisciplinary hour with corresponding classroom space. A more formal sharedadvising structure was also proposed, and a list
- Conference Session
- Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Noel Hennessey, The University of Arizona; Dean Papajohn; Tyler Jean Le Peau, The University of Arizona
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- Diversity
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- Design in Engineering Education Division (DEED)
-time employment offers) and leadership engagement on campus as it relates to cultivatedsense of belonging and engineering identity. As practitioners/instructors, we intuitivelyunderstand that no single intervention can be assumed to be a determinant of academicachievement and success, and that multiple interventions have a compounding effect on overallacademic achievement. In this project and beyond, we intend to monitor student engagementacross campus and in the community and examine these preliminary interventions’ impact onstudent engagement.References[1] U.S. Bureau of Labor Statistics. (n.d.). Civil engineers: Occupational Outlook Handbook.Retrieved from https://www.bls.gov/ooh/architecture-and-engineering/civil-engineers.htm[2] Hurtado
- Conference Session
- Design in Engineering Education Division (DEED) - Design Cognition and Self-Perception in Design
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- 2025 ASEE Annual Conference & Exposition
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- Andrew L Gillen, Northeastern University; Daniel Fisher
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- Diversity
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- Design in Engineering Education Division (DEED)
unconscious bias within classroom groups serves as a valuablelearning opportunity for students. By reflecting on their own experiences and acknowledging thepresence of bias, students can develop critical thinking skills and a heightened awareness of howbiases may manifest in their future professional endeavors. This aligns with findings derivedfrom a review of interdisciplinary engineering education in which socio-cultural sensitivity ondesign teams was a highlight in the literature (Van Den Beemt et al. 2020). Beyond the designproject itself, within team dynamics, a direct intervention with engineering students around biasand discrimination suggested engaging with these concepts could be effective in changingbehavior (Isaac et al., 2023). More self
- Conference Session
- Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Hadear Ibrahim Hassan, Texas A&M University; Luis Angel Rodriguez, Texas A&M University; Astrid Layton, Texas A&M University; David Christopher Seets, Texas A&M University; M. Cynthia Hipwell, Texas A&M University
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- Diversity
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- Design in Engineering Education Division (DEED)
demographics.6.0. References[1] I. Leslie, Curious: The desire to know and why your future depends on it. Basic Books, 2014.[2] S. D. Anthony, C. G. Gilbert, and M. W. Johnson, Dual Transformation: How to Reposition Today's Business While Creating the Future. Harvard Business Review Press, 2017.[3] S. R. Daly, E. A. Mosyjowski, and C. M. Seifert, "Teaching creative process across disciplines," The Journal of Creative Behavior, vol. 53, no. 1, pp. 5-17, 2019.[4] B. K. Beyer, Practical strategies for the teaching of thinking. ERIC, 1987.[5] J. J. Duderstadt, "Engineering for a Changing World," Holistic Engineering Education: Beyond Technology, p. 17, 2010.[6] M. J. Jacobson and U. Wilensky, "Complex
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 8
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Cecelia M. Wigal, University of Tennessee at Chattanooga
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- Design in Engineering Education Division (DEED)
Paper ID #39331Putting Individual Learning Responsibility Back into the Team Experience– An Application of the Design ExperienceDr. Cecelia M. Wigal, University of Tennessee at Chattanooga Cecelia M. Wigal is a Professor in the College of Engineering and Computer Science at the University of Tennessee at Chattanooga. She received her Ph.D. from Northwestern University (1998), MSEE from Illinois Institute of Technology (1991), and BSEE from Ohio Northern University (1985). Dr. Wigal teaches interdisciplinary design and controls courses. Her primary engagement activity is improving the lives of those with physical and
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 6
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Katherine Brichacek, Northwestern University; Ordel Brown, Northwestern University; Laura Maria Pigozzi PhD, Northwestern University
- Tagged Divisions
- Design in Engineering Education Division (DEED)
reflect the complexity of real-world, wicked problems [2]. Whenstudents do engage with wicked problems, either in the classroom or later as professionalengineers, they find them daunting and difficult. Tackling such problems requiresunconventional approaches such as an awareness of positionality and sustained empathy in theengineering design process. While this process incorporates the concept of empathy, it is notalways explicitly, consistently, and intentionally emphasized.Following recent calls to emphasize empathy in engineering design education [3], [4], [5], wedraw on feminist accounts of virtue and care ethics, and scholarship in the philosophy ofempathy to inform our approach to teaching empathy-based engineering design in anundergraduate
- Conference Session
- Design in Engineering Education Division (DEED) - Student Motivation and Learning
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- 2025 ASEE Annual Conference & Exposition
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- Mohammad Fazelpour, University of Maryland, College Park; Ryan Daniel Sochol, University of Maryland College Park
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- Diversity
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- Design in Engineering Education Division (DEED)
subjects, drives students to engage deeply withthe material, fostering better understanding and retention [4]. Extrinsic factors, such as careerprospects and financial incentives, also contribute to sustained effort and perseverance [5].The impact of motivation extends beyond individual performance to affect overall graduationrates. Interventions aimed at enhancing students' motivation have demonstrated efficacy inimproving retention and completion rates [3]. For instance, a study analyzing factors affectingmotivation among electrical and computer engineering students in Spain identified key elementsinfluencing dropout rates, emphasizing the importance of addressing motivational issues toenhance student retention [6]. By addressing both intrinsic
- Conference Session
- Design in Engineering Education Division (DEED) Poster Session
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Annie Abell, Ohio State University; Dan Wisniewski, The Ohio State University
- Tagged Divisions
- Design in Engineering Education Division (DEED)
BS in Mechanical Engineering from The Ohio State University and his MS in Product Design Engineering from Ohio State University. HE teaches product design capstone courses for mechanical engineering students, a machining course, and a CAD/CAM course. After graduation, he worked in industry for 11 years at Priority Designs working on consumer goods, sporting equipment, lawn care equipment, medical devices, UI/UX development and marketing. In that time, Wisniewski was able to work with industry leaders like Nike, TaylorMade and Scotts. He returned to Ohio State because he missed teaching students. From his experience in his teaching assistant days, Wisniewski had the itch to get back in the classroom and help
- Conference Session
- Design in Engineering Education Division (DEED) - AI and Digital Futures in Design Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Maulik C Kotecha, Pennsylvania State University; Tikyna M. Dandridge, The Pennsylvania State University; Tahira Reid Smith, Pennsylvania State University
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- Diversity
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- Design in Engineering Education Division (DEED)
analysis was the use of digital twins as a bridge betweentheoretical learning and practical application. This theme refers to how real-time, data-driven models helpstudents move beyond abstract concepts by letting them apply and test engineering theories in lifelikesimulations, thereby linking classroom knowledge to actual systems. Traditional engineering educationoften relies on abstract theory, which can be challenging for students to relate to real-world problems.Digital twins offer an innovative way to bridge this gap by allowing students to interact with andmanipulate virtual representations of real systems. Of the 16 papers we analyzed for our research, seven articles had applications of the digital twinsin a classroom environment
- Conference Session
- Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Mark J. Povinelli, Syracuse University
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- Diversity
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- Design in Engineering Education Division (DEED)
complexities, transcendingtraditional interdisciplinary boundaries in engineering.A challenge facing engineering colleges is determining the significance they should assign tobroad transdisciplinary knowledge and design within their curriculum. Engineering designeducators grapple with integrating substantial knowledge content, transcending industry anduser-centered design approaches, and addressing design as a practice in an age of complexsystems of interaction. Additionally, they continue to seek ways to incorporate real-worldproblems and dynamics into the classroom setting. While human-centered design thinkingapproaches, alongside experiential learning practices found in Kolb’s Experiential Learning, arebeneficial, there is still more that
- Conference Session
- Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Chijhi Chang, Purdue University; Robert P. Loweth, Purdue University ; Kelley E. Dugan, Rose-Hulman Institute of Technology
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- Design in Engineering Education Division (DEED)
the value of stakeholder input can alsoaffect their plans for information gathering. For example, Zoltowski et al. [19] explored how 33engineering student designers experienced designing for others. In their findings, they describedan outcome space ranging from “technology-centered design,” with limited consideration ofstakeholders, to “empathic design” involving deep engagement with stakeholders. Other studies[9], [20], [21] have found that engineering students’ impressions of the value of stakeholderinformation directly inform their willingness to gather and apply stakeholder information.Research (e.g., [22], [23]) has also found that engineering students struggle to consider thebroader context of their work beyond technical considerations
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 10
- Collection
- 2023 ASEE Annual Conference & Exposition
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- Scott Thorne, Purdue University; Greg J. Strimel, Purdue University at West Lafayette (PPI)
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- Diversity
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- Design in Engineering Education Division (DEED)
thinking practices across the institution’s engineering/technology, liberalarts, and business colleges/units, building on the strengths of each program. For example, thecoursework enables each colleges’ disciplinary expertise to converge through establishing a“mission” for carrying ideas beyond the classroom and supporting them financially (business),understanding the “meaning” behind the problems people face and how solutions can bedesigned to fit their needs (liberal arts), and bringing ideas to life through the “making” andimplementation of designs (engineering/technology). The two collaborative course elements ofthe D&I minor at the center of the M3 program have evolved to a) be co-taught with facultyacross colleges and b) provide the
- Conference Session
- Design in Engineering Education Division (DEED) - Best in DEED
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kristin Bartlett, University of Kentucky; Aanya Chugh, University of Kentucky
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- Diversity
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- Design in Engineering Education Division (DEED)
Paper ID #46254How faculty-student interactions affect the BIPOC design student experienceDr. Kristin Bartlett, University of Kentucky Dr. Kristin (Kristi) Bartlett is an Assistant Professor of Product Design at the University of Kentucky. She has a Ph.D. in Technology from Purdue University, an M.S. in Industrial Design from The University of Houston, and a B.A. in Civil and Environmental Engineering from Rice University.Prof. Aanya Chugh, University of Kentucky Aanya Chugh is an Assistant Professor at the School of Interiors and Principal of the architecture and interiors practice AA ¨ MA ¨ Studio. She also serves as
- Conference Session
- Design in Engineering Education Division (DEED) - Visual Strategies in Design
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- 2025 ASEE Annual Conference & Exposition
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- Daniil Nikitin, Florida Polytechnic University; Matthew Mueller, PTC; Alexander R. Murphy, Florida Polytechnic University
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- Design in Engineering Education Division (DEED)
students wereprovided with an engineering drawing of a part that they needed to model and were allotted 45minutes to complete the assignment. After this 45 minutes, these students were taken to ademonstration of an FDM manufacturing process. Students in the control condition still had anopportunity to observe a manufacturing demonstration as it was part of the course content butwas adjusted to occur after the modeling activity to ensure educational equivalence. In the last 15minutes of the lecture period, students were brought back to their classroom and asked to fill outa survey on their prior manufacturing experience as well as a short reflection assignment on themanufacturing demonstration and CAD process. Those who did not consent to the study
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- Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process
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- 2025 ASEE Annual Conference & Exposition
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- Lucas Buccafusca, Johns Hopkins University
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- Diversity
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- Design in Engineering Education Division (DEED)
the University of Colorado at Boulder. My pedagogical research interests are on improving the quality of collegiate classroom environments through the use of nontraditional techniques and active participation by instructors. These include the use of failure as a teaching tool, humor and empathy as a means of connecting with students, and gamification. My technical research interests are Distributed Control, Learning, Distributed Optimization and Nonlinear Systems. Applications of my research are primarily used for Wind Farm arrays. ©American Society for Engineering Education, 2025 The Design and Successful Implementation of Anonymous, Informal, Mid-semester Feedback for Improving
- Conference Session
- Design in Engineering Education Division (DEED) - Best in DEED
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Emily Lawson-Bulten, University of Illinois at Urbana - Champaign; Samantha Lindgren, University of Illinois at Urbana - Champaign; Ann-Perry Witmer P.E., University of Illinois at Urbana - Champaign
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- Diversity
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- Design in Engineering Education Division (DEED)
Development Studies, Emily utilizes participatory approaches to increase engineering awareness and community agency throughout the design process. Emily integrates feminist and anti-racist methodologies into the classroom as well, finding new ways to engage students’ whole selves into engineering work.Dr. Samantha Lindgren, University of Illinois at Urbana - Champaign Samantha Lindgren is an Assistant Professor of Sustainability Education in the College of Education at the University of Illinois Urbana-Champaign. She is affiliated faculty in the Grainger College of Engineering in Agricultural and Biological Engineering and the Technology Entrepreneurship Center, and the Women and Gender in Global Perspectives program.Dr
- Conference Session
- Design in Engineering Education Division (DEED) - Student-Centered Approaches in Design Education
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- 2024 ASEE Annual Conference & Exposition
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- Tela Favaloro, University of California, Santa Cruz
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- Diversity
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- Design in Engineering Education Division (DEED)
engineer.Introduction: what does it mean to be inclusive in engineering education?Active learning coupled with high-structure course design has proven to benefit all learners inthe STEM fields and has the potential to close achievement gaps for minoritized and under-resourced learners [1-6]. Active and experiential learning asks students to become activeparticipants in their knowledge construction through activities that often better align withprofessional engineering practice. This contrasts with didactic approaches traditionally utilized inuniversity engineering classrooms, affording learners more opportunities to practice within theirintended discipline [1-5,7-9]. Synergistically, high-structure learning makes participation in theseopportunities to practice
- Conference Session
- Design in Engineering Education Division (DEED) - Use of Technology in Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
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- Ryan D. Sochol, University of Maryland; Mohammad Fazelpour, University of Maryland
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- Diversity
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- Design in Engineering Education Division (DEED)
engineering community. Although the results presented herein are restrictedby the course enrollment numbers—which were constrained by the limited number of NintendoSwitches, video game cartridges, controllers, and available classroom TV screens that could beprovided by the university for each team—this particular course, the survey data, the studentfeedback, and the preliminary lessons learned serve as an important benchmark for GBLinvolving entertainment video games for undergraduate engineering education.2. Course StructureThe course, “The Legend of Zelda: A Link to Machine Design”, was developed and launchedfor the Fall Semester of 2023 as a 1-credit Mechanical Engineering elective course for 2nd-yearundergraduate students. The course schedule
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 12
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Kris Jaeger-Helton, Northeastern University; Constantine Mukasa, Northeastern University; Richard Whalen, Northeastern University
- Tagged Divisions
- Design in Engineering Education Division (DEED)
Preparation for the industry beyond university settings, including leadership, teamwork, communication, and ethics.In addition, this multiphase research sets out to examine whether there are gaps in perception acrossacademic levels and to identify where bridge-building opportunities exist to equip our developingengineers with the mindsets, technical skills, and professional competencies to function successfully.BackgroundA few years ago, Northeastern University’s College of Engineering’s curriculum moved to a“Cornerstone to Capstone” experience for all incoming engineering students. The model begins witha common first-year experience with Cornerstone, experiential learning opportunities through Co-op,and culminates with the Senior Capstone
- Conference Session
- Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Senay Purzer, Purdue University ; Carla B. Zoltowski, Purdue University ; Wei Zakharov, Purdue University ; Joreen Arigye, Purdue University
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- Diversity
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- Design in Engineering Education Division (DEED)
design coaching sessionsand classroom discussions.To illustrate the practical application of the proposed Design Reasoning in Data Life-cycleEthical Management framework, let's examine a specific project. This project was done by ateam of 7 undergraduate engineering students (four Computer, two Electrical, and one IndustrialEngineering) as part of the program in the College of Engineering in which students receiveacademic credit for their work on authentic and long-term research and design projects. Food Classification Project An undergraduate research team is designing a mobile phone application that could classify different foods within an image taken by a phone. The team is planning to
- Conference Session
- Design in Engineering Education Division (DEED) Technical Session 14
- Collection
- 2023 ASEE Annual Conference & Exposition
- Authors
- Cheng Chen, University of Georgia; Siqing Wei, Purdue University; Beshoy Morkos, University of Georgia
- Tagged Divisions
- Design in Engineering Education Division (DEED)
education. Lawrence Erlbaum Associates Mahwah, NJ, 2007.[19] Richard Lesh and Helen M Doerr. Foundations of a models and modeling perspective on mathematics teaching, learning, and problem solving. Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching, 3:33, 2003.[20] Tamara J Moore, Ronald L Miller, Richard A Lesh, Micah S Stohlmann, and Young Rae Kim. Modeling in engineering: The role of representational fluency in students’ conceptual understanding. Journal of Engineering Education, 102(1):141–178, 2013.[21] Kathleen A Cramer. Using a translation model for curriculum development and classroom instruction: Models and modeling perspectives on mathematics pr. In Beyond
- Conference Session
- Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Aya Mouallem, Stanford University; Trini Rogando, Stanford University; Sean Patrick Dougherty M.S., LightHouse for the Blind and Visually Impaired; Mirelys Mendez Pons, Stanford University; Sheri D. Sheppard, Stanford University
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- Diversity
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- Design in Engineering Education Division (DEED)
]. Kulkarni et al. presented an autoethnographicstudy that identified different barriers faced by blind and low-vision learners in electricalengineering courses [20], and Mouallem et al. suggested good practices to improve pedagogicaland institutional support for these learners [16]. Barlow et al. proposed new accessibilitystandards to textually describe graphics in mechanical engineering textbooks [15]. Anethnography study conducted by Hardin et al. revealed ableist assumptions in the pedagogicalpractices adopted when teaching design processes in biomedical engineering classrooms [21].This work illustrates the power of co-design as a method for designing accessible engineeringeducation tools with members of communities with disabilities, for these
- Conference Session
- Design in Engineering Education Division (DEED) - Engineering Design and First-Year Education
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Marie Starkey, Pennsylvania State University; Nicolas F. Soria Zurita, Pennsylvania State University; Sarah C. Ritter, Pennsylvania State University; Matthew B. Parkinson, Pennsylvania State University
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- Design in Engineering Education Division (DEED)
experience it offersto first-year students, students' perceptions surrounding the benefits of this experience still needto be analyzed. Therefore, this research aims to understand the student experience more deeply.Literature reviewThe following sections discuss literature relevant to makerspaces in undergraduate education andthe history of the Learning Factory at Penn State.The Role of Makerspaces in Undergraduate Engineering EducationMakerspaces provide students with rich out-of-classroom experiences that deepen technicalknowledge [9], [10] and aid in the formation of peer-to-peer relationships [11] through a sharedidentity as a "maker". This shared identity can lead to the formation of peer-to-peer relationshipsthat can last long after students
- Conference Session
- Design in Engineering Education Division (DEED) - Best in DEED
- Collection
- 2024 ASEE Annual Conference & Exposition
- Authors
- Wangda Zhu, University of Florida; Rui Guo, University of Florida; Yuanzhi Wang, Cornell University; Wanli Xing, University of Florida; Eddy Man Kim, Cornell University; Chenglu Li, The University of Utah
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- Design in Engineering Education Division (DEED)
, etc.Rui Guo, University of Florida Dr. Rui Guo is an instructional assistant professor of the Department of Engineering Education in the UF Herbert Wertheim College of Engineering. Her research interests include data science & CS education, Fair Artificial Intelligence and Experiential learning.Yuanzhi Wang, Cornell University Yuanzhi Wang is a Ph.D. student in Human Behavior and Design at Cornell University. His research interests revolve around proximity and innovation studies within higher education learning environments.Wanli Xing, University of Florida Wanli Xing is the Informatics for Education Associate Professor of Educational Technology at University of Florida. His research interests are artificial