Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Derek Breid, Saint Vincent College

Tagged Divisions

Design in Engineering Education, First-Year Programs

and conditions vary bycrowdfunding platform and by project, but generally speaking contributions are considered eitheras donations or investments; to reflect this, contributors are referred to as “backers”.Crowdfunding campaigns for consumer products are quite common. Often these productsrepresent innovative but unproven designs, emerging technologies, or niche products with alimited but passionate consumer base, such as hobbyists or fans of a particular franchise. Somecampaigns represent products in the early stages of development seeking funding to enablefurther testing and refinement of the design. Others are more complete, soliciting funds toenable a production run. Because these projects are seeking investors, designers

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Akhil Krishna Mohan, University of Illinois at Urbana-Champaign; Priyanka Dey, University of Illinois at Urbana-Champaign; Sizhi Tan, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois at Urbana-Champaign; Wade Fagen-Ulmschneider, University of Illinois at Urbana-Champaign ; Mariana Silva, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. By the end ofthe semester, 75% of the students reported being satisfied with their assigned teams while 7%were not satisfied (there was decrease in the number of students with neutral opinions).Overall, these results are very encouraging, since it reveals an overall positive perception and itdoes not reflect a drastic change of opinion as the semester progresses. Indeed, based on anecdotalfeedback, instructors have noticed a decrease in the number of interpersonal conflict within thestudent teams compared with previous versions of this course. Unfortunately, the instructors didnot collect any data prior to the use of junto for a more rigorous comparison.Figure 2: Survey results illustrating student’s perception about the team selection and

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Miskimins, Colorado School of Mines; Ramona Graves, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

multidisciplinary senior capstone design class and the criteria that itspecifically was responsible for meeting. It was (and is) felt that this course was the maincomponent that links the curriculum together, and, therefore, it was also the linchpin of verifyingfulfillment of the various criteria.The first document also focused on certain curriculum issues that were present at the time in2000. Several of the survey and interview questions used for all data sources (students, alumni,industry recruiters, etc.) reflected concerns about certain classes, course sequences, and overallcurriculum flow. Although not intended as such, this document provided a history of these issuesfor new faculty to review and become familiar with history of curriculum development

Conference Session

Teams and Teamwork in Design II

Collection

2007 Annual Conference & Exposition

Authors

John Jones, Virgnia Tech; Richard Goff, Virginia Tech; Janis Terpenny, Virginia Tech

Tagged Divisions

Design in Engineering Education

reflect back on the semester’sactivities and develop some lessons learned for the next project team on which the learners areinvolved.There are three Design Review Boards (DRB) scheduled throughout the semester. The threeDRBs consist of both an oral presentation and a written report. The oral DRB presentations aremade in front of the class and a review board consisting of a panel of experts (in this case a fewrandomly selected learners from the course, instructor, and experienced engineer) who reviewand provide comments on the design at various stages during the semester. The Preliminary DRBconsists of a 10-minute presentation and a written preliminary design report that address thefollowing: ‚ Adequately defined the customer

Conference Session

Design Methods and Concepts

Collection

2006 Annual Conference & Exposition

Authors

David Voltmer, Rose-Hulman Institute of Technology; Bruce Ferguson, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

placed upon course project. Page 11.541.7The project is presented as much like a real-world problem as possible. A “client” presents aproblem and scenario and asked for designs to solve the problem subject to stated constraints.The instructors present the students with a timeline with milestones since the students havelimited exposure to project management at this point in their education. The timeline is presentedusing a Gantt chart organized by major tasks and milestones, and the importance of adhering tothis schedule is stressed. Reflections on previous competitions indicate that “schedule slip”,specifically testing in advance of the

Conference Session

Design in Engineering Eduaction - Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University; Ronald Earley, Miami University

Tagged Divisions

Design in Engineering Education

Page 12.145.8signify thinking about thinking (Nelson, 1989, 1991 November). In other words, 7Nelson says that to learn how to think critically, one must reflect on one’s ownthought processes. Students need to recognize that some selected ideas andtheories may have distinct advantages over others, depending on the context withwhich they are presented to the reader. Nelson further recommends that studentsshould be encouraged to understand and learn how to navigate through the Perryscheme (Perry, 1970, 1981, 1984). The scheme proposed by W.G. Perry Jr.contends that students can apply knowledge and progress with greater ease if thelearners are initially

Conference Session

Teams and Teamwork in Design

Collection

2006 Annual Conference & Exposition

Authors

Carla Zoltowski, Purdue University; William Oakes, Purdue University; Barrett Myers, Purdue University

Tagged Divisions

Design in Engineering Education

approach that was chosen was to initiate teams at multiple schools thatcould collaborate on a common set of tools.Initial project planning has been conducted with phone calls, emails and instant messages. OpenSource software such as WordPress15 and MediaWiki16 has been used to share projectdocumentation between teams. WordPress is an authoring tool that allows users to publishweblogs containing frequently updated commentary. Team members update their personalweblogs to reflect their current commitments and ideas, including links to relevant articles ordiscussions. MediaWiki is software that allows users to create wikis, which are collaborativewebsites editable by any user. All information in each team member’s personal weblog and theproject wiki

Conference Session

Capstone Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

E James Nelson, Brigham Young University; Tatevik Christensen; Fernando S Fonseca, Brigham Young University; A. Woodruff Miller, Brigham Young University

Tagged Divisions

Design in Engineering Education

application inpreparation for entry into a career.” Durel [3] offers another perspective stating that capstone canbe seen as a “rite of passage or luminal threshold through which participants change their statusfrom student to graduate. A capstone course should be a synthesis, reflection and integration,and a bridge or a real-world preparatory experience that focuses on the post-graduation future.”Other definitions include, a crowning course or experience coming at the end of a sequence ofcourses with the specific objective of integrating a body of relatively fragmented knowledge intoa unified whole [4], and an experimental learning activity in which analytical knowledge gainedfrom previous courses is joined with the practice of engineering in a

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Reid Bailey, University of Virginia; Michael C Smith, University of Virginia

Tagged Divisions

Design in Engineering Education

faculty and other students and that they received more feedback Page 23.692.12from faculty and peers and/or had more opportunity to reflect on and evaluate their own work.All of this occurred in a class that has grown from roughly 90 students to nearly 120 students.While the results presented here are preliminary – they show promising leads that will beexplored in more detail as the full evaluation plan is executed.References[1] J. Bersin, The blended learning book: best practices, proven methodologies, and lessons learned. San Francisco, CA: John Wiley & Sons, Inc., 2004.[2] F. Alonso, G. Lopez, D. Manrique, and J. M. Vines, "An

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert A. Meyer, Clarkson University; John McLellan, Freescale Semiconductor; Jeffrey S Sumey, California University of Pennsylvania

Tagged Divisions

Design in Engineering Education

an “optical sensing” division as an alternative to the then emerging camera-basedsensing division. In consideration of overall course objectives and time constraints, we haveelected to employ this simpler method for line sensing for the course project. Our project usesthe Pololu QTR-8 Reflectance Sensor Array featuring eight IR emitter/detector pairs as shown inFig. 4. Figure 4: QTR-8 Sensor Array mounted to car Page 23.320.10For processor solution, we use the Wytec Firebird32-Nano microcontroller module(www.firebird32.com) which is a Freescale Coldfire V1 microcontroller adapted to a 40-pin DIPform factor. This MCU

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lauren A Cooper, University of Colorado Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder

Tagged Divisions

Design in Engineering Education

emphasize different (although related)conditions that support or thwart motivation. But, in general, supportive conditions include aperson’s feelings of autonomy, relatedness, and competence, accompanied by a sense of interestand value.Student motivation to learn new information is also tied to student engagement in the learningprocess. Similar to motivation, the term engagement has been defined in several different ways.According to Barkley, students who are engaged in the learning process “really care about whatthey’re learning; they want to learn” and they “exceed expectations and go beyond what isrequired.” These statements reflect a view of engagement that is rooted in motivation theory.Barkley also describes student engagement with statements

Conference Session

Teams and Teamwork in Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Derrick Wayne Smith, University of Alabama, Hunstville; Monica Letrece Dillihunt, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville; Michael P.J. Benfield, University of Alabama, Huntsville; Matthew William Turner, University of Alabama, Huntsville

Tagged Divisions

Design in Engineering Education

Huntsville (UAHuntsville) College of Engineering has established acapstone senior design sequence that provides real-world design experience. The concept ofusing a capstone design course as a summative activity within an engineering program is rootedin the constructivist theory of authentic learning. Authentic learning is a process of creatingknowledge through meaningful experiences, such as real-world problem-based activities.5Authentic learning experiences can be distilled down to 10 design elements: (1) real-worldrelevance, (2) use of an ill-defined problem that cannot be easily solved, (3) the need forsustained investigation, (4) the need for multiple sources and perspectives, (5) collaboration, (6)constant reflection, (7) interdisciplinary

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jonathan Gerard Spillane, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

Design in Engineering Education

taskwas completed in a quick time of sixty three seconds. The first half (30 seconds) of the activitysees the participant complete one full revolution of the problem-solving cycle; this was done in adetermined and fluid motion. Problem area was determined early with the appropriate knowledgeand procedures being effectively selected, implemented and assessed. The cycle shows thatParticipant A considered the concept and knowledge (item 10) after each generate and testheuristic (item 22). The second half of task activity sees the participant’s cognitive procedures in ascattered formation: this was observed as the participant being reflective on the final critical stepson completing the initial test, ensuring that the process/plan is carried out

Conference Session

The Best of Design in Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Cole, Northwestern University; Ann McKenna, Northwestern University

Tagged Divisions

Design in Engineering Education

report, and were more likely to support theirdesign decisions with CADEX evidence in the final report. At the beginning stages of the designprocess students were more likely to support their choices with information they gathered fromliterature and expert sources, and this was reflected in the evidence provided in the midtermprogress reports. In the final report, students’ evidence was provided as knowledge transferredfrom prior courses in calculations and as plots and calculations stemming from the students’observations and experiments. By the end of the course, students were equally as likely to relyon their own work or seek out the work of others to support their choices.To further study the knowledge students use in decision making, we would

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto; Michael G. Helander, University of Toronto

Tagged Divisions

Design in Engineering Education

the performance ofindividual teams throughout the course. Students that extensively used the Team Sites,particularly the Collaboration tools in addition to the shared document libraries, tended to have abetter performance in the course, reflected in both their assessment and physical prototype.However, it is unclear if the Team Sites contributed to the success of the teams, or rather thatsuccessful teams were more willing to make use of the Team Site features.The second most commonly used feature of the eDesign Portal was the Application Publishingmodule. In particular, students reported that remote access to engineering design and simulationapplications was very convenient when off campus (e.g., from a home computer). Although theremote

Conference Session

Developing the Design Skillset

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claes Fredriksson, Granta Design, Cambridge (UK); Mats Eriksson, Univeristy West; Hannah Melia, Granta Design, Ltd.

Tagged Divisions

Design in Engineering Education

examination of the course is differentiated depending on which learning outcome to assess.Students’ knowledge on product development theory is assessed through written examscontaining questions on the contents of the course literature (textbooks and research papers).The ability of students to perform a structured development project, including to identify andsolve problems, evaluate solutions as well as their use of tools and methods is evaluated andassessed in weekly meeting with the examiner. At these meetings, each student has to be reportand reflect on the work done and results obtained. Finally, the work is summarized by the studentgroups in an extensive written report. The project is also presented orally to the class.3. Product Development

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Raviv, Florida Atlantic University; Anthony Radzins, Florida Atlantic University

Tagged Divisions

Design in Engineering Education

from the middle of thefront tire touching the ground to the middle of rear tire touching the ground. Although these measurements do not represent all vehicles, it will suffice for our initialtesting. The speed reducer should be wide enough so that no noncommercial or nonemergencyvehicle can drive over it without having to turn. So, from the measurements gathered, 80” shouldbe a suitable test Width and 148” for Base. These numbers both reflect the measurements of theChevy Silverado because it is the largest consumer vehicle that we measured. Since our exampletarget for the speed reducer will be 25 miles per hour we can convert this to feet per second todetermine the distance for each turn: Now that we know the distance a vehicle

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Cook, Northern Arizona University; Perry G. Wood, Northern Arizona University; Theodore A. Uyeno, Northern Arizona University

Tagged Divisions

Design in Engineering Education

based on medical imaging (CT) scans. 2. Replace natural soft tissue joints with mechanical joints in order to articulate the bones of the model. 3. Design the joints to reflect actual joint motion seen in bullfrog feeding behavior. List of Specifications. After our student translated the needs described by our Page 22.1536.3biologist into problem definition objectives, the next step was to prepare a list ofspecifications. The specifications included both required and desired designcharacteristics and were categorized as follows: 1. Performance (definition of the eleven major flexible joints in the skeleton and

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

at the U.S. Air ForceAcademy. Any opinions, findings, or recommendations are those of the authors and do notnecessarily reflect the views of the sponsors.Bibliography (by order of appearance)1. Camburn, B. Wood, K. "When to transform? Design context indicators for design evaluation"ASME IDETC Montreal, 20112. Singh, V., Skiles, S. M., Krager, J. E., Wood, K. L., Jensen, D., and Szmerekovsky, A.,“Innovations in Design Through Transformation: A Fundamental Study of TransformationPrinciples”, International Design Engineering Technical Conferences, Philadelphia, PA, 10 – 13Sept. 2006, DETC-2006-995753. Yanko Design – Modern Industrial Design News, 2008, http://www.yankodesign.com4. Otto, K. and Wood, K. L., 2001, Product Design: Techniques in

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

(Ruth) Jill Urbanic, University of Windsor; Susan S. Sawyer-Beaulieu, University of Windsor

Tagged Divisions

Design in Engineering Education

, poor parts accessibility and lack of appropriate tools, made partsrecovery difficult. However, it was observed that the students had difficulty translating IE toolsto assess a non-standard problem. Overall, they had a lack of practical knowledge with respect tousing hand tools, making good estimates and understanding manufacturing and assemblyprocesses. In Table 2 there is a summary of the student assessments for the various components,and the instructors’ assessment of the students work. The students also recognized their lack ofexposure to practical knowledge. This is reflected in the student feedback survey (selectedcomments are presented in Table 3). Selected student comments related the usefulness of theworkshop or desired changes are

Conference Session

Design Projects across the Curriculum

Collection

2010 Annual Conference & Exposition

Authors

Tom Thomas, University of South Alabama; Michael Doran, University of South Alabama; James Sakalaukus, University of South Alabama

Tagged Divisions

Design in Engineering Education

drive train design and mechatronics. At USA, Chemical engineers are required totake courses in instrumentation, controls, and real-time data acquisition, all of which wereintegral parts of the JagBot project. Civil engineering is a harder sell, but USA’s CostalEngineering program has approved senior projects in wave height measurement, autonomousunderwater vehicles, environmental monitoring, and embedded instrumentation, all areas thatrequire the same skills used in robotics.Undergraduate engineering education at USA is still parochial in the sense that some studentsand faculty look at the disciplines as being “separate but equal” with their own ways of doingthings. In this sense, education doesn’t reflect present industrial practice, in which

Conference Session

Design Across Disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

William Besser, University of Saint Thomas; AnnMarie Thomas, University of Saint Thomas

Tagged Divisions

Design in Engineering Education

: Mechanical Engineering." Web. 13 June 2009..[35] McCormick School of Engineering. “A Compass for the Future: The State of McCormick 2009.” Web. 31August 2009. .[36] Stanford University. "Product Design and Joint Program in Design at Stanford University." Web. 13 June2009. .[37] Lande, Micah, and Larry Leifer. “Introducing a "Ways of Thinking" Framework for Student EngineersLearning to do Design”. Proc. of American Society for Engineering Education Annual Conference and Exposition.2009. Session #3525.[38] Green, Graham, and Paul Kennedy. "Redefining Engineering Education: The Reflective Practice of ProductDesign Engineering." International Journal of Engineering Education 17 (2001): 3-9

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Peter J. Shull, Pennsylvania State University, Altoona; Carla Firetto, The Pennyslvania State University; L.J. Passmore, Pennsylvania State University, Altoona

Tagged Divisions

Design in Engineering Education

AC 2011-2623: IMPROVED TEAM FUNCTION: STUDENT-DRIVEN TEAMRULES AND CONSEQUENCESPeter J. Shull, Pennsylvania State University, Altoona Campus PETER J. SHULL is Professor of Engineering at The Pennsylvania State University. After a successful career in the technical field of Nondestructive Evaluation (NDE), and having worked at the prestigious Nation Institute of Standards and Technology, Dr. Shull made the decision to return to academia and began his career in education. From the first day, Dr. Shull noted an apparent lack of sound educational practice at the higher educational level. This is reflected in a statement made by Dr. Shull’s Ph.D. advisor regarding teaching”If you know the material well, you’ll be a great

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cory A. Hixson, Virginia Tech; Marie C. Paretti, Virginia Tech; James J. Pembridge, Virginia Tech

Tagged Divisions

Design in Engineering Education

nature answering questionssuch as; Why do faculty express certain motivation values? and What motivates faculty to teachthe capstone design course? Addressing such questions can help the capstone communitydevelop its most critical resource: dynamic, engaged teachers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.0846605. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. Pembridge, J.J., "Mentoring in Engineering Capstone Design Courses: Beliefs and Practices across Disciplines." Engineering Education, Virginia Polytechnic

Conference Session

Design Cognition II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shraddha Sangelkar, Texas A&M University, College Station; Daniel A. McAdams, Texas A&M University

Tagged Divisions

Design in Engineering Education

reflect how a change in user activityaffects product function; the user activities in an activity diagram are independent of the productfunctions. A product representation framework like the actionfunction diagram overcomes thelimitations of the activity diagram, enhances the effectiveness of functional modeling, and Page 25.355.2provides a means to incorporate user-product interactions in the early stages of design.This paper details the procedure for creating actionfunction diagrams with a case study on a canopener. The details of the procedure are based on the authors’ experience in creating, applyingand teaching both actionfunction diagrams

Conference Session

Design Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, University of Texas, El Paso; Jose Gabriel Davila, University of Texas, El Paso; Jorge Garza-Ulloa, University of Texas, El Paso; Pablo Rangel, University of Texas, El Paso; Julio Adrian Torres

Tagged Divisions

Design in Engineering Education

models, they all agree on a systematic strategy thatvaries in the number of steps but could be condensed in to four major phases:Planning: the process of clarifying the task based on the next tools: • Design Specifications: is the key document with the information obtained by the customer. • Design Requirements: is the list of technical details that reflect the Design Specifications.Conceptual Design: “Is the part of the design process where the basic solution is laid downthrough the elaboration of a solution principle.” And its main steps are: • Identifying Functions: “Actions that the designed device or system is supposed to take or meant to do” (Dym and Little). • Generating Design Alternatives: Ideation Methods

Conference Session

Design Tools and Methodology II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Steven Joseph Kirstukas, Central Connecticut State University; Nidal Al-Masoud, Central Connecticut State University

Tagged Divisions

Design in Engineering Education

. Page 25.222.10 Figure 7: Perceptions of activities related to solid modelingSurvey question 2.3: In response to the optional short answer question, “Please name anyrelevant attributes for successful solid modeling not listed above”, fourteen responses werereceived. Some responses were related to some of the solid modeling techniques that wereemphasized in the course, such as avoiding redundancy of model parameters, and creating simpleand changeable models (3X). Other proposed activities were variations of the existingbrainstorming and visualization themes. The one truly distinct item was “time management”. Itwas mentioned by two respondents and probably reflects that given enough time; practicallyeveryone could create a 3D

Conference Session

Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie C. Paretti, Virginia Tech; Benjamin David Lutz, Virginia Tech

Tagged Divisions

Design in Engineering Education

opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References1. Howe, S., "Where are we now? Statistics on Capstone Courses Nationwide." Advances in Engineering Education, 2010. 2(1): p. 1-27.2. Howe, S. and J. Wilbarger, "2005 National Survey of Engineering Capstone Design Courses," in American Society of Engineering Education Annual Conference and Exposition. 2006: Chicago, IL. p. 21 pp.3. Wilbarger, J. and S. Howe, "Current Practices in Engineering Capstone Education: Further Results from a 2005 Nationwide Survey," in ASEE/IEEE Frontiers in Education Conference. 2006: San

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Renee D. Rogge, Rose-Hulman Institute of Technology; Glen A. Livesay, Rose-Hulman Institute of Technology; Jameel Ahmed, Rose-Hulman Institute of Technology; William A. Kline, Rose-Hulman Institute of Technology; Robert M. Bunch, Rose-Hulman Institute of Technology; Michael Wollowski, Rose-Hulman Institute of Technology

Tagged Divisions

Design in Engineering Education

sequential or structured process eventhough design instructors try to focus attention on the iterative decisions, tradeoffs, andcomplexities associated with successful product, process, or service development. TheInnovation Canvas was developed with the intent of more closely representing the process as itoccurs in practice – a complex integration of design, business, and market themes. As aneducational tool, the Innovation Canvas provides opportunities for design teams to organize,communicate, refine, and reflect on ideas and decisions in an integrated and linked framework.A prototype version of the Innovation Canvas was introduced to thirteen biomedical engineeringdesign teams (40 students) during a regularly scheduled capstone design lab to

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kyle Dukart, University of Minnesota, Twin Cities

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, Lewin, and Piaget. The second reason is to emphasizethe central role that experience plays in the learning process.”19 Kolb aligns Lewin’s model ofaction research, Dewey’s model of learning, and Piaget’s model of cognitive development intohis own model of experiential learning that he described as “the process whereby knowledge iscreated through the transformation of experience.”Figure 1, utilizing a recast and critiqued version of Kolb’s experiential learning model fromBergsteiner, Avery, & Neumann, illustrates four ways of experiencing: Concrete Experience,Reflective Observation, Abstract Conceptualization, and Active Experimentation. 22 These fourways of experiencing iteratively interact with four distinct learning styles, Diverging