Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Zbigniew Hladysz; Robert Corey; JASON ASH; Glen Stone; Dale Skillman; Charles Kliche; Larry Stetler; David Dixon; Larry Simonson; Stuart Kellogg

instructors actively utilize strong students as mentors for those students requiring moreassistance. This has proven to be a positive developmental and learning tool for all students.The primary pedagogical structure for that portion of the course related to engineering design isthe utilization of projects that incorporate self-empowered student teams that use an engineereddevice to collect data to be compared to theoretical equations (functions). Preparation andsubmission of a team technical report is used to assess if the students gained understanding of thesignificance of the experiment and how mathematical models are used as predictive tools.This pedagogical structure is based on establishment of a design project library currentlyconsisting of 4

Conference Session

Design Education II

Collection

2010 Annual Conference & Exposition

Authors

Martin McCarthy, University of Auckland

Tagged Divisions

Manufacturing

AC 2010-1873: EFFECTIVE TEACHING OF COMPLEX MANUFACTURINGTOPICS TO UNDERGRADUATE ENGINEERS UTILIZING A NOVEL, BROADLYBASED, INTERACTIVE VIRTUAL COMPANYMartin McCarthy, University of Auckland Martin McCarthy has a Masters Degree in Engineering Management from the University of Auckland and has recently submitted a PhD thesis. He is a is a Senior Tutor in the Department of Mechanical Engineering at the University of Auckland and is a Chartered Engineer by profession with many years experience in mechanical and electronics product design, manufacturing systems and fire prevention. Mr. McCarthy's current interests include research into the effective teaching of engineering design and manufacturing with

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Senay Purzer; Alison McKay, University of Leeds; Mark Henderson, Arizona State University; Chell Roberts, Arizona State University; Alan de Pennington, University of Leeds

Tagged Divisions

Design in Engineering Education

variables. In a more recent study, Atman and her colleagues3found that expert engineers spent more time on problem scoping than engineering students. Inaddition, experts gathered more external information to understand the problem than didengineering students. In addition, experts explicitly did and were better at monitoring theirproblem solving processes and planning than the novices4. Consequently, in our analysis we paidclose attention to the strategies first-year and senior student teams used during problem scopingand information gathering.There is also a rich body of research on team design processes. Both Cross and Cross (1995) 5and Goldshmidt (1995)6 studied the social processes and communication of expert design teamsbased on data collected

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Scott Johnson, University of Illinois

Tagged Divisions

Design in Engineering Education

AC 2009-478: STUDENTS’ COGNITIVE SELF-APPRAISAL ANDSELF-MANAGEMENT, AND THE LEVEL OF DIFFICULTY OF ANENGINEERING DESIGN PROJECT: ARE THEY RELATED?Oenardi Lawanto, Utah State University Oenardi Lawanto is an assistant professor in the Department of Engineering and Technology Education at Utah State University. He received his B.S.E.E. from Iowa State University, M.S.E.E. from University of Dayton, and Ph.D. from University of Illinois at Urbana-Champaign. Before coming to Utah State University, Dr. Lawanto taught and held several administrative positions at the Universitas Surabaya in Indonesia. His long years of teaching experiences in the area of electrical engineering have offered him new

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guannan Liu, Purdue University - West Lafayette; DeLean Tolbert Smith, Purdue University - West Lafayette; John Alexander Mendoza-Garcia, Purdue University - West Lafayette; Anirudh Roshan Sriram, Purdue University - West Lafayette; Monica E. Cardella, Purdue University - West Lafayette

Tagged Divisions

Design in Engineering Education

thinking and mathematical thinking, weconducted the analysis we are reporting in this paper, in which we sought to characterizestudents’ quantitative information gathering and use. In this paper we share the results from aperspective of seeking to relate back to our larger effort to understand the interplay betweenmathematical and design thinking. Therefore, we investigate the following research questions: How do mathematical thinking activities impact design thinking activities? 1. What kinds of quantitative information do First-Year Engineering students gather? 2. Why do students acquire certain quantitative information? 3. How is this information used during their design processes?Beyond the usability of the results of our study on the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Daniel J. Magda, Weber State University

Tagged Divisions

Design in Engineering Education

engineeringclasses through students participating in a hands-on lab exercise. It also demonstrated howgraduating seniors can retain engineering core knowledge by introducing the Kolb’s methodsinto the capstone design course. And how the quality of capstone can improve by balance teamswith complimentary learning styles.While there is more research to be completed, this paper advances the theory that engineeringstudents can benefit from understanding the Kolb learning cycle. Follow up discussion with thecapstone students identified that they were unaware of different methods of learning styles andlearning cycle. Capstone students commented that this topic of how students learn should beintroduced into their introductory engineering class. Another comparison

Conference Session

ET Curriculum & Design Issues

Collection

2005 Annual Conference

Authors

William Blanton

% Page 10.521.10 Proceedings of the 2005 American Society of Engineering Education Annual Conference & Exposition Copyright © 2005, American Society of Engineering Education 5. How would you rate your understanding of electrostatics? • Very good 50% • Better 40% • Uncomfortable 10% 6. Have you analytical abilities using calculus improved? • Tremendously 10% • Measurably 60% • Somewhat 30% 7. What concepts did you have the most difficulty? (multiple answers) • Vector algebra 0

Conference Session

Engineering Management Program Design

Collection

2009 Annual Conference & Exposition

Authors

Ertunga Ozelkan, University of North Carolina, Charlotte; Agnes Galambosi, University of North Carolina, Charlotte

Tagged Divisions

Engineering Management

Average of PTFigure 2. Average of part-time and full-time enrollment in the selected EMGT programs Page 14.272.6(Data Source: ASEE[2]). 5We would like to note that while the above analysis establishes a correlation between theexistence of online/distance education programs and the program size, it does notnecessarily indicate whether online education is the primary catalyzing factor for thegrowth of a program. In order to answer this question and to understand the onlinelearning practices at leading institutions, a survey has been designed and beenadministered among 70 engineering management programs in the

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

] Dym, C. L. and Little, P., Engineering Design: A Project Based Approach, 3rd ed. New York: John Wiley & Sons, 2009.[23] Christiaans, H., “Creativity in design: The role of domain knowledge in designing,” Ph.D. dissertation, TU Delft, Delft, The Netherlands, 1992.[24] Cross, N., Engineering Design Methods: Strategies for Product Design, 3rd ed. Chichester, UK: John Wiley and Sons, 2000.[25] Jonassen, D. H., Learning to solve problems. San Francisco, CA: Wiley, 2004.[26] Butler, D. L. and Cartier, S. C., “Inquiry Learning Questionnaire: Understanding how I do my course work,” unpublished.[27] Lawanto, O., “Student‟s metacognition during an engineering design project,” Performance Improvement Quarterly, vol. 23, issue. 2

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kathryn Elizabeth Shroyer, University of Washington; Timothy Sun, University of Washington

Tagged Divisions

Design in Engineering Education

Paper ID #26298Board 37: Student Experiences in a University Makerspace: Design as Deci-sion MakingKathryn Elizabeth Shroyer, University of WashingtonTimothy Sun, University of Washington c American Society for Engineering Education, 2019 Student Experiences in a University Makerspace: Design as Decision Making1. IntroductionDesign thinking is an important skill for university students both within and outside ofengineering majors. It is difficult to teach and learn for a number of reasons.1 Senior capstonecourses are a traditional means of teaching design but have limitations as they

Conference Session

Creativity and Innovation in Engineering Design

Collection

2010 Annual Conference & Exposition

Authors

Christina White, Columbia University; Austin Talley, University of Texas, Austin; Daniel Jensen, United States Air Force Academy; Kristin Wood, George Washington University; Andy Szmerekovsky, US Air Force Academy; Richard Crawford, University of Texas at Austin

Tagged Divisions

Design in Engineering Education

conditionthrough design. To enrich engineering education, it critical that we advance our teaching ininnovation and design processes. This research focuses on the ideation component of innovationthrough the investigation of a suite of concept generation techniques. These techniques havebeen developed for engineering education across disciplines and at all levels of curriculum. Inthis paper, we advance our suite of techniques through the evolution of a method known as“principles of historical innovators.” Based on the deployment of the techniques, including theevolved method, at the freshman- and senior-levels, we execute a study to understand if the suiteof techniques enables students to generate a large quantity of diverse concepts and if the

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anthony F. Luscher, Ohio State University; Roger Forsgren, NASA Headquarters

Tagged Divisions

Design in Engineering Education

human fallibility and lack of understanding aboutcertain fundamental truisms in the design process. Case studies were selected to illustrate thebasic rules—or axioms—of good engineering design. The authors developed these axioms. Theirapplication to select case studies were the basis for the course called Seven Axioms of GoodEngineering or SAGE. The description of these seven axioms, the rational for their existence,and the case studies used are covered in this paper. Covering landmark cases internal to NASAsuch as the Columbia accident and external cases such as the Tacoma Narrows Bridge andThree-Mile Island, SAGE leverages lessons from these examples to illuminate seven coreprinciples that are broadly applicable to all engineers, regardless

Conference Session

Teams and Teamwork in Design I

Collection

2007 Annual Conference & Exposition

Authors

Oenardi Lawanto, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Design in Engineering Education

design project collaboratively ina team-based environment.Procedure. This study was an instrumental case study [13] that examined the design process in awork team through careful observation of each team member’s ability to exercise his or herexecutive control over behavior during the project. This study employed a naturalistic design inthat these students were observed through their individual and group activities. It was expectedthat this approach would reveal how engineering students exercise their metacognition abilitieswhile engaging in a team-based project.Data Collection. Several sources of information were accessed to gain a better understanding ofthe student design activity and processes. Throughout the design process, interviews

Conference Session

Design for the Environment

Collection

2007 Annual Conference & Exposition

Authors

Douglas Gabauer, Virginia Tech; Tim Bayse, Virginia Tech; Janis Terpenny, Virginia Tech; Richard Goff, Virginia Tech

Tagged Divisions

Design in Engineering Education

level dialect, as he would to any adult inquiringabout such information. To his surprise, there was a sea of perplexing looks for roughly tenseconds followed by complete inattention. What had he done incorrectly? The epiphany wasimmediate; it was possible that the words were understandable to the audience, but the authorfailed to sufficiently relate it to what the children already knew.From the undergraduate engineering design perspective, this is both obvious and relevant. Speakto the students in a language to which they can relate and understand. Eye contact betweeninstructor and students is of utmost importance and provides vital information regarding studentinterest and content understanding. Failure to make a conscious effort to maintain

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Emre Selvi, Muskingum University; Sandra Soto-Caban, Muskingum University; Richard S. Taylor, Muskingum University; William R Wilson, Muskingum University

Tagged Divisions

Design in Engineering Education

students.An initial evaluation of the questionnaire yielded the following common comments of thestudents; • They comprehended that using engineering approach enabled them to work on more complex problems and make more conscious designs. • They realized that redesigning and refining their ideas would improve their end results. • They loved testing what they calculated, which also guided them to go back and check their calculations if there was a significant offset between the results. • They gained a better insight of the effects of the assumptions they made. • They had better understanding of why trusses are constructed the way they are. • They became more aware of the consequences of inadequate qualification in

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elissa Morris, Texas A&M University; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

analysis of the survey responses indicate the peer grading method successfullyreinforces and improves understanding of engineering design concepts. Proposals for revisionand improvement of the peer grading method based on the survey results are also discussed andremain as future work.1. IntroductionAccording to Torrance et al., the practice and study of assessment in education has experiencedthree major transitions – ‘assessment of learning’ to ‘assessment for learning’ to ‘assessment aslearning’ where assessment dominates learning experiences [1]. Considering the potential ofassessment to significantly contribute to student learning, a peer grading method is integratedinto a graduate-level engineering product design course. Peer grading is a well

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Marie Starkey, Pennsylvania State University; Scarlett Rae Miller P.E., Pennsylvania State University; Samuel Todd Hunter

Tagged Divisions

Design in Engineering Education

itinto the Disney film The Lion King [1] or deconstructing a nerf gun and reconstructing it into adevice that can froth milk, this deconstruction and reconstruction process is integral toinnovation, since design examples are utilized heavily in the design process [2]. In order to guidethis discovery process in engineering education, academics have relied on product dissection orthe systematic disassembly and analysis of a product and all of its parts [3-6]. This method ofmechanical dissection was first introduced by Sherri Sheppard in the early 1990’s when sheidentified a formal educational process for taking apart a product to understand how it works,which provided the basis for the implementation of a course utilizing product dissection

Conference Session

Design in Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Jennifer M. Sieber, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

become more “reflectivelearners” while also providing instructors the opportunity to understand student learning in anengineering design course. We frame the course around competency-based education. Mistree [8] indicates that theprimary competency needed by engineering graduates today is the ability to adapt; this is largelydue to the way that engineering practice is changing rapidly due to technological innovation andglobalization. Further, we have, in prior iterations of the course, structured our course around 7competencies identified by ABET [9], Eggert [10], Lahidji [11], and others [12-15]. Weconsider the challenges in incorporating the project-based learning construct and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nirmala Gnanapragasam, Seattle University; Nathan E Canney PE, Seattle University

Tagged Divisions

Design in Engineering Education

Paper ID #12417Work in Progress: Rubric Development for Year-long Civil Engineering Cap-stone ProjectsDr. Nirmala Gnanapragasam, Seattle University Dr. Nirmala Gnanapragasam is an Associate Professor in the Department of Civil and Environmental Engineering at Seattle University. She also serves as the Design Coordinator for the department’s capstone program. She is a licensed professional engineer and her areas of interests are geotechnical engineering, professional practice and pedagogy.Dr. Nathan E Canney PE, Seattle University Dr. Canney teaches civil engineering at Seattle University. His research focuses on

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Jennifer Younker; Ann McKenna

Tagged Divisions

Design in Engineering Education

, management, and leadership skills, a strong sense ofprofessionalism, and be a lifelong learner. The future engineer should be innovative as well asknowledgeable. The attribute of “practical ingenuity” describes future engineers as technicallyfluent as well as innovative. The education of the future engineer must be able to prepareengineers to approach situations flexibly and with technical expertise.To further understand how to prepare students to have “practical ingenuity,” we are investigatinghow flexible students are in applying disciplinary knowledge in the process of design.Specifically, we seek to explore the role that computational and analytical abilities play ininnovation in the context of engineering design education. We are investigating

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ivan Cardoso Monsão, PPGM-UFBA/BiLab-Business and Innovation Lab; Jes Fiais Cerqueira P.E., Federal University of Bahia (Brazil); Augusto Cesar Pinto Loureiro da Costa, Universidade Federal da Bahia; Jose Siqueira Dias, University of Campinas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. By getting students engaged in realprojects without the knowledge or experience necessary to do so, they face the paradox oflearning a new skill30. They have to learn something that they still cannot fully understand andthe usefulness of which is not clear, in this case they have to undertake a “willing suspension ofdisbelief” in favor of the Mentor/Coach and allow them to “start a journey through unchartedwaters”30,31.In order to minimize the students´ lack of knowledge and experience, a simplified list of thecommon approaches used in engineering design projects was created to help the studentsorganize their activities. This sequence is a basic guide and aims to create a minimum set of skillsthat the students must develop to face the first

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven C. Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

AC 2012-3885: STUDENT LEARNING IN MULTIPLE PROTOTYPE CY-CLESDr. Steven C. Zemke, Gonzaga University Steven Zemke is the Director of the Center for Engineering Design and Entrepreneurship at Gonzaga University. This center is chartered to enhance the design courses throughout the School of Engineering and Applied Science. Zemke teaches the mechanical design courses at Gonzaga. His area of research is the pedagogy of design with an emphasis on practically improving student learning. Page 25.1185.1 c American Society for Engineering Education, 2012 Student Learning in

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Ernest Kim, University of San Diego; Thomas Schubert, University of San Diego

Tagged Divisions

Design in Engineering Education

AC 2010-255: EMULATING INDUSTRIAL PRINTED CIRCUIT BOARD DESIGNPRACTICE BY DESIGNATING THE COURSE INSTRUCTOR AS THEFABRICATOR: A COST EFFECTIVE DESIGN EXPERIENCE FORELECTRONICS CIRCUITS LABORATORIES AT THE JUNIOR LEVELErnest Kim, University of San Diego Ernest M. Kim received his B.S.E.E. from the University of Hawaii at Manoa in Honolulu, Hawaii in 1977, an M.S.E.E. in 1980 and Ph.D. in Electrical Engineering in 1987 from New Mexico State University in Las Cruces, New Mexico. His dissertation was on precision near-field exit radiation measurements from optical fibers. He worked as an electrical engineer for the University of Hawaii at the Naval Ocean Systems Center, Hawaii Labs at Kaneohe Marine

Conference Session

Design in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Kanti Prasad, University of Massachusetts-Lowell

Tagged Divisions

Design in Engineering Education

has been established through designof 4-bit conventional multiplier versus the multiplier design based on modified Booth algorithm. The design rules for the VLSI/MMIC chips can be taught within a few weeks. Butdesigning a chip, which is functional, and meets all the specifications set forth, requires thatknowledge of pertinent fields, such as communications, controls, digital systems, microwavesand so forth. Therefore, system design not only poses a challenge to the taught, but to the teacheras well. Because, system design not only demands deep understanding of various facets withinelectrical and computer engineering, but also other disciplines of engineering such as chemical,mechanical and materials.4. New Courses and Laboratories at

Conference Session

Design for Special Services

Collection

2007 Annual Conference & Exposition

Authors

Kara Chomistek, University of Calgary; Graham Armitage, University of Calgary; Phillip du Plessix, University of Calgary; Clifton Johnston, University of Calgary; Daryl Caswell, University of Calgary; Mohamed Nazir, University of Calgary; Marjan Eggermont, University of Calgary; Diane Douglas, University of Calgary; Brigit Knecht, University of Calgary

Tagged Divisions

Design in Engineering Education

AC 2007-1480: AIDS FOR ASSISTED LIVING PROJECTS BENEFIT BOTH THEENGINEERING DESIGN CLASSROOM AND THE DISABLED COMMUNITYKara Chomistek, University of CalgaryGraham Armitage, University of CalgaryPhillip du Plessix, University of CalgaryDaryl Caswell, University of CalgaryClifton Johnston, University of CalgaryMohamed Nazir, University of CalgaryMarjan Eggermont, University of CalgaryDiane Douglas, University of CalgaryBrigit Knecht, University of Calgary Page 12.191.1© American Society for Engineering Education, 2007 Aids for Assisted Living: Creating a new curriculum to eliminate socially constructed barriers in disability researchAbstractIndependent life

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Keith G. Sheppard, Stevens Institute of Technology (SES); Christos Christodoulatos, Stevens Institute of Technology (SES); Kate D. Abel, Stevens Institute of Technology (SES); Leslie R Brunell, Stevens Institute of Technology (SES); Sandra V. Furnbach P.E., Stevens Institute of Technology; Vikki Hazelwood, Stevens Institute of Technology (SES); Kishore Pochiraju, Stevens Institute of Technology (SES); Eirik Hole, Stevens Institute of Technology (SSE); Bruce McNair, Stevens Institute of Technology (SES); Thomas G. Lechler, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

design experience to be effective. This is often not the case in a researchuniversity. The transition to a Professor of Design (of the Practice) (POD) model was stronglyadvocated. The POD should be the primary agent for generating design projects interfacing withthe client/sponsor to understand needs and manage expectations and work with the disciplinaryfaculty advisers who would support each project. The POD would coordinate a number ofprojects in a domain. The POD should be a full-time appointment without other teaching duties.   ● Common capstone course scheduling across all engineering programs is needed tosupport multidisciplinary projects. (this scheduling was achieved starting with the 2013/14academic year).   ● A common set of

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jay B. Brockman, University of Notre Dame; Gina Navoa Svarovsky, University of Notre Dame; Matthew Kloser, University of Notre Dame

Tagged Divisions

Design in Engineering Education

wereobvious from the outset, such as the musical score created by the composer or specificinstruments created by the engineering team. However, there were other non-obviousartifacts that were determined to be necessary and that had to be invented after the projectbegan that played a critical role in the overall success of the project. The purpose ofthese artifacts was typically to connect or organize other artifacts in the system.Ironically, while the design of these non-obvious artifacts consumed significant designtime and effort, while they were being designed, the team was not aware of them asartifacts in their own right. In fact, their significance only became clear as a result ofanswering the second question, namely understanding the constraints

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicole Elise Esposito, Halliburton Energy Services; Vimal Viswanathan, Tuskegee University; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

products that are integrated into users’ lives thusreducing the overall environmental impact at the system level. A better understanding of userbehavior will allow this knowledge to be better integrated into more complex, system levelmodels. As an initial step, this paper seeks an experimental framework to identify importantparameters to be measured. For many products, the use stage is where most environmentaldamage occurs. The factors that may influence or obstruct a person to behave in a pro-environmental way are complicated. It is critical to train our future designers on those factors toreduce environmental impact caused by engineered systems. This paper reports an experimentthat tests alternative products to disposable plastic water bottles

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark W. Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

solutions address societal needsand how technology impacts people is an important factor relative to addressing shortfallsin students choosing to pursue an engineering education. We contend that it is importantfor engineering students to understand how engineering design affects society and howsociety may affect how we as engineers do design.The remaining ABET program outcomes call for a foundation of knowledge thatfacilitate, enable and essentially support the practice of engineering design. Theseinclude an ability to; (a) apply the knowledge of mathematics, science, and engineering,(b) design and conduct experiments, as well as to analyze and interpret data, (k) use thetechniques, skills, and modern engineering tools necessary for engineering

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Homero Gregorio Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Design in Engineering Education

. Hsiung, C.-M., The Effectiveness of Cooperative Learning. jounal of Engineering Education, 2012. 101(1): p. 119-137.28. Felder, R.M. and R. Brent, Understanding student differences. Journal of engineering education, 2005. 94(1): p. 57-72.29. Bruffee, K.A., Sharing our toys: Cooperative learning versus collaborative learning. Change: The Magazine of Higher Learning, 1995. 27(1): p. 12-18.30. Newstetter, W.C., Of green monkeys and failed affordances: A case study of a mechanical engineering design course. Research in Engineering Design, 1998. 10(2): p. 118-128.31. Kagan, S. and M. Kagan, The Structural Approach: Six Keys to Cooperative Learning, in Handbook of Cooperative Learning Methods, S. Sharan, Editor. 1994