Conference Session

Design in BME

Collection

2017 ASEE Annual Conference & Exposition

Authors

Anastasia Katharine Ostrowski, University of Michigan; Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Aileen Huang-Saad, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Divisions

Biomedical

Paper ID #18173Design in Biomedical Engineering: Student Applications of Design Heuristicsas a Tool for Idea GenerationMiss Anastasia Katharine Ostrowski, University of Michigan Anastasia Ostrowski is a graduate student in Biomedical Engineering at the University of Michigan, con- ducting research with the Daly Design and Engineering Education Research Group. Her undergraduate degree is in Biomedical Engineering focusing on electrical engineering. Her current research focuses on understanding how engineering students in biomedical engineering engage in the design process.Mr. Jin Woo Lee, University of Michigan Jin Woo Lee is

Conference Session

Multidisciplinary Engineering Education by Design

Collection

2004 Annual Conference

Authors

Jim Rand; Don Bowie; Donald Peter; Anthony Donaldson

Engineering Programhas had a history of industrial involvement. The senior design sequence was originally developedby Jon Parle from the Fluke Corp. and continues to have active industrial participation in the formof numerous design reviews. Originally Don Bowie served as a loaned executive from The BoeingCompany and developed a junior design course with a project management emphasis. Currently hehas been spearheading significant project management and business issues into design coursesbased on his experience and from advisory board feedback. In the academic realm it is all too easyfor faculty and students alike to become so focused within the narrow confines of their disciplinethat they loose perspective on the fact that products and services are

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Swetha Nittala, Stanford University

Tagged Divisions

Design in Engineering Education

to understand better ways to develop STEM workforce both in universities and companies. American c Society for Engineering Education, 2021 Augmenting activities in engineering courses with tools, technology, and kits for remote experiential learningIntroductionWhile educational technology tools and kits for students to use outside of the classroom havealways been a part of the School of Engineering classes at Stanford University, the recenttransition to remote teaching has made them a key part of student learning. These learningexperiences play a critical role in enabling engineering students to integrate theory with practicethrough a design

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nan Kong, Purdue University at West Lafayette; Senay Purzer, Purdue University at West Lafayette; Lindsey B. Payne, Purdue University at West Lafayette; Eunhye Kim, Purdue University at West Lafayette; Carolina Vivas-Valencia, Purdue University

Tagged Topics

NSF Grantees Poster Session

Paper ID #31221Research Initiation: Enhancing the Learning Outcomes of EmpathicInnovation in Biomedical Engineering Senior Design ProjectsDr. Nan Kong, Purdue University-Main Campus, West Lafayette (College of Engineering) Nan Kong is an Associate Professor in the Weldon School of Biomedical Engineering at Purdue Univer- sity. He received his PhD in Industrial Engineering from the University of Pittsburgh. His research interest includes big-data health analytics. He is actively in collaborating with engineering education researchers on improving manifestation of empathy in biomedical engineering innovation.Dr. Senay Purzer

Conference Session

DEED Potpourri

Collection

2010 Annual Conference & Exposition

Authors

Oscar Nespoli, University of Waterloo; Steve Lambert, University of Waterloo

Tagged Divisions

Design in Engineering Education

relevance to the material presented in class,and that the group and classroom discussions further help them to understand the courseconcepts. We believe this is an ideal opportunity for the student group to develop teamworkskills as well [15, 16].In [15] we reported results of a three (3) course implementation of a case study developed from a4th year capstone project report. As shown in Figures 7 and 8, students reported that the case wasengaging and that it helped them understand the specific course topics (i.e. engineering designand synthesis). These results have been also supported in a recent implementation of a casestudy derived directly from industry in a smaller 4th year mechanical design class [17]. Theresults of a student survey were

Conference Session

Design Across Curriculum 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xiaobin Le P.E., Wentworth Institute of Technology; Richard L. Roberts, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; Herb Connors, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

team project and had a better understanding of engineering statics.2. The design-build-test-redesign wooden structure projectWhat kind of design project is suitable for this sophomore-level engineering statics? We willfirst briefly describe the structure of our engineering statics course and then explain in detail thedesign-test-redesign project in this course.2.1 Developing a design project for the course of engineering staticsThe engineering statics course is a required core four-credits lecture-only technical course duringa fifteen-week semester. Before this course, students have learned several basic courses relatedto mechanical engineering. In the course of computer-aided design and manufacturing(CAD/CAM), they are introduced to several

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. Page 22.1156.1 c American Society for Engineering Education, 2011 Phenomenographic Study of Human-Centered Design: Educational ImplicationsIntroductionDesign is a central and distinguishing activity of engineering1 and one of the core criterion forevaluating and accrediting engineering programs2. Design is also a subject area that poses manychallenges for faculty3. Incorporating human-centered design approaches--approaches in whichdesigners have as a focus the people they are designing for--poses additional challenges. Notonly do designers have to keep pace with the technology advances, they have to understand howthe technology can be integrated in a way which keeps the

Conference Session

ABET Issues and Capstone Design

Collection

2005 Annual Conference

Authors

Cathy Qian; Ruben Rojas-Oviedo; Zhengtao Deng

engineering;b. an ability to design and conduct experiments, as well as to analyze and interpret data;c. an ability to design a system, component, or process to meet desired needs;d. an ability to function in multidisciplinary teams;e. an ability to identify, formulate and solve engineering problems;f. an understanding of professional and ethical responsibility;g. an ability to communicate effectively;h. the broad education necessary to understand the impact of engineering solutions in a global and societal context;i. a recognition of the need for and an ability to engage in life-long learning;j. a knowledge of contemporary issues;k. an ability to use the techniques, skills and modern engineering tools necessary for

Conference Session

Engineering Design Process Activities with Secondary Students

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew J. Traum, Engineer Inc.; Sharon Liz Karackattu, Oak Hall School

Tagged Divisions

Pre-College Engineering Education

how holesare made on drill presses, and 91.14% reported new understanding of how taps cut screw threadsinto holes. Overall, 88.46% reported that they were exposed to new skills by the project, and79.49% agreed the project was interesting to them. This project can be effectively and seamlesslyinserted into high school STEAEM classes and used to introduce students to the essential andbeneficial hands-on fabrication elements of shop class.Next steps to develop the pencil-top fidget learning activity into an open-ended andentrepreneurial engineering design and manufacturing module are also discussed.IntroductionShop classes where students use tools to fashion useful and functional objects from metal, wood,plastic, and other materials have

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Noe Vargas Hernandez, The University of Texas at El Paso; Jose Davila, University of Texas, El Paso

Tagged Divisions

Design in Engineering Education

didactical task to be performed by the teacher.We do this by analyzing the knowledge and skills to be acquired by the student,understanding the theories behind education, searching for related art on this field andproposing a generic model. The paper is arranged in three parts, first a generalbackground covering engineering design and education, followed by an analysis of thestate of the art describing the problem, and third, our proposal to improve the educationalmethod.2 Background2.1 TaxonomiesTaxonomy is a classification which helps to identify and differentiate subjects based ontheir characteristics. One of the most influential taxonomies within the educational fieldis Bloom’s “Taxonomy of Educational Objectives”2 and its cognitive

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Rose-Hulman Institute of Technology; Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

of Engineering Education, vol. 102, no. 4, pp. 472-512, 2013.[29] S. Raue, S.-H. Tang, C. Weiland, and C. Wenzlik, "The GRPI model–an approach for team development," White Paper Draft, SE Group, 2013.[30] P. Hanstedt, Creating Wicked Students: Designing Courses for a Complex World 2018.[31] A. Bandura, Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall, 1986.[32] D. C. McClelland, Human motivation. CUP Archive, 1987.Appendix: General Form for surveying course instructorsThe purpose of this survey is to better understand and document the extent to which teams areused within required courses in ME department at Rose-Hulman Institute of Technology. Pleasecomplete the form for the course listed in

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Jamie Gomez, University of New Mexico; Martin A. Watkins, University of New Mexico; Tryphenia B. Peele-Eady Ph.D., University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #25078Characterizing Framing Agency in Design Team DiscourseDr. Vanessa Svihla, University of New Mexico Dr. Vanessa Svihla is a learning scientist and associate professor at the University of New Mexico in the Organization, Information & Learning Sciences program and in the Chemical & Biological Engineering Department. She served as Co-PI on an NSF RET Grant and a USDA NIFA grant, and is currently co-PI on three NSF-funded projects in engineering and computer science education, including a Revolutionizing Engineering Departments project. She was selected as a National Academy of Education / Spencer

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carlye Anne Lauff, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Kevin O'Connor, University of Colorado Boulder ; Mark Rentschler, University of Colorado at Boulder

Tagged Divisions

Design in Engineering Education

Design.” In this project, she is studying how design in constructed in different environments to better understand what is needed to ensure successful design projects.Dr. Daria A Kotys-Schwartz, University of Colorado Boulder Dr. Daria Kotys-Schwartz is the Director of the Idea Forge—a flexible, cross-disciplinary design space at University of Colorado Boulder. She is also the Design Center Colorado Director of Undergraduate Pro- grams and a Senior Instructor in the Department of Mechanical Engineering. She received B.S. and M.S degrees in mechanical engineering from The Ohio State University and a Ph.D. in mechanical engineering from the University of Colorado Boulder. Dr. Kotys-Schwartz has focused her research in

Conference Session

Design for Community

Collection

2003 Annual Conference

Authors

Susan Lord

the Walk On Waterdesign project as given to the students.Learning Goals • To effectively communicate to a "real live" nontechnical audience • To creatively design and implement an activity • To effectively participate on a team • To deepen students' understanding of engineering related topicsDeliverables • Team Expectations Contract • Powerpoint slides for presentation to high school students • Materials for hands-on activity/contest with high school students • Presentation in Engr 5 before going to the high school • Peer review of presentation in Engr 5 • Presentation to high school students • Evidence of mentoring of high school students (e.g. email) • Documentation and

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aaron Carpenter, Wentworth Institute of Technology; Juval V. Racelis, Wentworth Institute of Technology; Alexander Cabal, Wentworth Institute of Technology; Beth Anne Cooke-Cornell, Wentworth Institute of Technology; Gloria Guohua Ma, Wentworth Institute of Technology; James R. McCusker, Wentworth Institute of Technology; Lynette Panarelli, Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

practiced professionally in some of Boston’s larger design firms. American c Society for Engineering Education, 2021 Pilot study: Impact of Social Consciousness on Engineering Design Decision MakingAbstractOne of the tasks of engineering design education is to ensure that students have a strongunderstanding of their customers and environments. They must understand the context of theirdecision-making and how it affects people in diverse communities. This requires students to seehow a design may be biased toward or against a particular population and to develop sensitivityabout issues of race, gender, religion, nationality, age, physical ability, and

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jin Woo Lee, University of Michigan; Shanna R. Daly, University of Michigan; Aileen Huang-Saad, Northeastern University; Colleen M. Seifert, University of Michigan

Tagged Divisions

Design in Engineering Education

with experience in solution mapping, we gained an in-depth understanding of howengineers identified problems for applying their novel technology solutions. Often, experiencedengineers have accumulated implicit knowledge derived from their experiences that help themnavigate through the design tasks [32]. Other research has demonstrated the usefulness of 11studying experienced engineers’ practices through observation and think-aloud protocols andtranslating their practices into tangible tools [14], [15].We identified the key strategies for a solution mapping process, and created a worksheet tool tostructure the process for engineering students. After

Conference Session

Multi-disciplinary Design

Collection

2002 Annual Conference

Authors

Robert B. Stone; Nancy Hubing

Center, Battle Lab Group, fortheir briefings and design review critiques. Any opinions or findings of this work are theresponsibility of the authors, and do not necessarily reflect the views of the sponsors orcollaborators.BibliographyAccreditation Board for Engineering and Technology, Inc., “Engineering Criteria 2000: Criteria for Accrediting Programs in Engineering in the United States,” 3rd edition, December 1997, http://www.abet.org/EAC/eac2000.html.Agogino, A., 1992, “Making Connections to Engineering During the First Two Years,” Frontiers in Education toward 2000, IEEE, 563-569.Cagan, J., Vogel, C. and Weingart, L., 2001, “Understanding Perceptual Gaps in Integrated Product Development Teams

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

Paper ID #19008Supporting Novice Engineers in Idea Generation using Design HeuristicsLaura R. Murphy, University of Michigan Laura is a senior in Mechanical Engineering at the University of Michigan, Ann Arbor. She is passion- ate about understanding how design can impact the human condition. Her research surrounds front-end design and how every student can engage with engineering in their own way. She is the co-founder and CEO of Adapt Design, a disability design company creating beautiful products that facilitate emotional and physical independence for people with disabilities. Engineering provides a technical background

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

Robert Prins, James Madison University

Tagged Divisions

Design in Engineering Education

32 By participating in this competition, I gained a better understanding of what JMU Engineering means by “Sustainable Design” 0 0 24 48 28The above results suggest that to a large degree, students found the competition and surroundingactivities to be accessible. Furthermore, most students felt more connected to the program, feltthat they had become better designers, and felt they had a better understanding of our programsdefinition of “sustainable design” after participating in the competition. In general, questionsrelated to the “boot camp” experience received lower responses than the rest of the competition.We were uncertain what the benefit of boot camp would be

Conference Session

Design Communications & Cognition II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrea Goncher P.E., Virginia Polytechnic Institute and State University; Aditya Johri, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

howconstraints emerged as teams solved design problems. We found differences in how constraintsaffected the final design solutions that were based on whether teams identified them in theconceptual phase, i.e. appropriated constraints, versus constraints that emerged through teaminteraction and project materialization. By understanding how teams identify and leverageconstraints throughout the design process and apply constraints in design situations has severalimplications for team learning and knowledge sharing for good conceptual design thinking andmeeting design objectives.IntroductionThe broad academic discussion regarding design spans many domains and disciplines includingscience, engineering, psychology, and education. Not only is design the

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Christopher Stewart Rose, James Madison University; Ramana M. Pidaparti, University of Georgia; Elizabeth Marie Tafoya, James Madison University; Peyton Leigh Pittman; Wade Knaster, James Madison University

Tagged Divisions

Design in Engineering Education

programs,from discipline-specific to general ones.Showing engineering students the significance and utility of bio-inspired design is easy.Teaching them how to do bio-inspired design without also requiring them to be fully trained asbiologists is much more difficult. Teaching bio-inspired design in an engineering curriculumrelies on either the ad hoc application of biological inspiration or research methods and tools thatare tied to specific engineering design methodologies. Typically within the classroom, a tool ormethod is presented with an example that illustrates the technique and students are expected topractice the inherent knowledge transfer steps required to understand the underlying principle.Much less is known about how to effectively

Conference Session

Teaching Design with a Twist

Collection

2003 Annual Conference

Authors

Onofrio Russo; Gunter Georgi

, American Society for Engineering Educationspecifications.There is no manufacturing involved in the independent project. The student teams test aportion of their project to ensure they understand how it works and how they are going toproceed to finish the project on time. The Component Testing Statement is used to recordthe results. The majority fail in this attempt.Failure stresses the process of design, construction, test, and redesign. By finding out whatwent right and fixing what went wrong, a more practical design is created.Because this happens in the 5th week of the 11 week project, the student teams can workon improved models of their devices. This gives them enough time to come up with adesign that will be successful when the project is

Conference Session

Teams and Teamwork in Design II

Collection

2008 Annual Conference & Exposition

Authors

Vukica Jovanovic, Purdue University, West Lafayette; Mileta Tomovic, Purdue University; Richard Mark French, Purdue University

Tagged Divisions

Design in Engineering Education

. Additionally, training managers can create online learningportals with customized training schedules, list employee-specific requirements, certificationrenewal dates and other important information. Such portals reduce the number of inquiries andhelp manage the process for all employees, not just remote workers9.5. Collaborative Engineering and Technology CurriculaSome professors are searching for the ways to adapt engineering curricula into the global era.Technology schools are preparing their graduates for a world where understanding foreignmarkets and mores have shifted from elective course to prerequisite skill. One example of aproduct design during the Web-based delivered lectures through one design exercise in cross-cultural teams is shown in

Conference Session

Design Across the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aruna Shekar, Massey University

Tagged Divisions

Design in Engineering Education

globalperspectives, creative future solutions, consumer product design, and manufacturing (Table1). International projects are included for first year engineering students as part of theirGlobal Perspectives course, through the Engineers without Borders (EWB) organization. Theprojects expose students to the design process, problem definition, contextual understandingand systems thinking approaches. Students learn to work in teams, and to plan and carry outdifferent tasks that are required during a project. They come to understand their own and theirteam-mates strengths and skills. Students are expected to draw information from a variety ofsources and be able to filter and summarize the relevant points. They are also expected tocommunicate to different

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

, design facultyand design practitioners argue that further improvements are necessary. One of the definingcharacteristics of design is that there is rarely a single correct answer to an engineering problembut, rather, an optimal or acceptable solution leading to a final design, presented as the bestpossible balance between technical as well as non-technical constraints. These non-technicalconstraints, typically involve: economics, politics, social and environmental issues, ethics, etc.And, while professional practitioners generally accept this understanding of design, students, byenlarge, tend to interpret the engineering design process as an unambiguous and clearly definedprocess supported by rigidly applied principles and processes of “the

Conference Session

What's New in Industrial Engineering

Collection

2003 Annual Conference

Authors

Saumitra Mishra; Boris Ramos; Amy Zeng; Arthur Gerstenfeld; Sharon Johnson

observed in senior projectsthat students often could not articulate the underlying principles of lean design (at least initially),and they failed to understand the links between various tactics and the conditions necessary fortheir success.We also examined the Introduction to Industrial Engineering courses at a number of schools.Many schools have created such introductory courses in the engineering disciplines to reduceattrition rates by linking traditional mathematics and science topics to applications [1]. Whilesuch courses in IE have provided an effective overview of the discipline, course materials andtextbooks do not focus on process design or the impact of lean ideas (see, for example, [14]). Aswith lean topics, project-based courses that

Conference Session

Design in Engineering Education Division: Design Teams

Collection

2019 ASEE Annual Conference & Exposition

Authors

Behzad Beigpourian, Purdue University, West Lafayette; Daniel M. Ferguson, Purdue University, West Lafayette; Frederick C. Berry, Purdue Polytechnic Institute; Matthew W. Ohland, Purdue University, West Lafayette; Siqing Wei, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

education .,” J. Univ. Teach. Learn. Pract., vol. 8, no. 1, pp. 1–17, 2011.[19] B. J. Millis and J. Philip G. Cottell, Cooperative learning for higher education faculty. Phoenix, Ariz: Oryx Press, 1998.[20] F. Chiocchio, D. Forgues, D. Paradis, and I. Iordanova, “Teamwork in integrated design projects: Understanding the effects of trust, conflict, and collaboration on performance,” Proj. Manag. J., vol. 42, no. 6, pp. 78–91, 2011.[21] X. Neumeyer and A. McKenna, “Conflict behavior and its influence on engineering design teams,” in ASEE Annual Conference and Exposition, Conference Proceedings, 2010.[22] K. A. Jehn and C. Bendersky, “Intragroup conflict in organizations: A contingency perspective on the conflict-outcome

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Aditya Vora, Pennsylvania State University; Daniel Allen Henderson, Pennsylvania State University; Jennifer Bracken, Pennsylvania State University; Neeraj Sonalkar, Stanford University; Stephen Harris, Community College of the Air Force

Tagged Divisions

Design in Engineering Education

Paper ID #25219Beyond Likert Scales: Exploring Designers’ Perceptions through Visual Re-flection ActivitiesDr. Kathryn W. Jablokow, Pennsylvania State University Dr. Kathryn Jablokow is a Professor of Engineering Design and Mechanical Engineering at Penn State University. A graduate of Ohio State University (Ph.D., Electrical Engineering), Dr. Jablokow’s cur- rent teaching and research interests include design cognition, high performance teams, creativity in sci- ence/engineering, and mobile robotics. In addition to her membership in ASEE, she is a Senior Member of IEEE and a Fellow of ASME.Aditya Vora, Pennsylvania State

Conference Session

Multidisciplinary Design in the Classroom

Collection

2007 Annual Conference & Exposition

Authors

Rainer Seidel, The University of Auckland; Linda Haemmerle, Plume Ltd.; Chris Chambers, CPC Consulting Ltd.

Tagged Divisions

Design in Engineering Education

client.In order to facilitate deep and experiential learning and to create a sound understanding of theconcepts, tools and techniques covered, the course was also designed as a project basedlearning experience. Students were grouped into cross-functional and cross-disciplinaryproject teams, each comprising engineering, business and arts students. Each team wasprovided with an initial product brief by the business client, which it had to develop through arange of stages into a professionally presented product proposal and business case. Page 12.70.5 4Learning

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tiffany Veltman, University of Calgary; William (Bill) Rosehart, University of Calgary; Marjan Eggermont, University of Calgary; Denis Onen, University of Calgary

Tagged Divisions

Design in Engineering Education

to answer more favourably, and cause greater bias to the results. 1 = Strongly Agree 2 = Agree 3=Slightly AgreeLegend 4 = Slightly Disagree 5 = Disagree 6 = Strongly Disagree 7 = NA/Declined to Answer Figure 1. Legend of Likert scale responsesIn Figures 2-5, the responses corroborated with our predictions that the increased focus on atheoretical foundation in design would increase the students’ perceptions of their abilities tounderstand and apply the design to engineering challenges. Particularly, the theoreticalfoundation appears to have made a dramatic improvement in the students’ understanding of