Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Vincent Wilczynski, Yale University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

based on standardized nomenclature be developed to structurediscussions about and comparisons between higher education makerspaces. The classification systemwould succinctly indicate the purpose of the space and include indices that reflect the space’saccessibility, population, physical size, and levels of staffing. By establishing a makerspaceclassification system, similar spaces could be more easily compared. Also, the collective practices,standards and equipment within each category of space would produce meaningful metrics to compareeach space to the norm of a classification group.Identifying and Sharing Best Practices in Higher Education MakingUnderstanding the origins of making helps explain the adoption of this form of learning in

Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jiaojiao Fu, Beihang University; Qing Lei, Beihang University; Dongya Cheng, Tibet University, Teachers College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, and so on. The negative emotional vocabularies included tired, fatigue,boring, confused, nervous, agitated, regretful, inanimate, monotonous, whiny, exhausted, anda waste-of-time, among others.Using descriptive indexes (frequency, percentage), the positive emotional words and negativeemotional words were analyzed. With the frequency as the ordinate, practice time as abscissa,emotion changing curves have been drawn.The interview method was adopted to deeply and thoroughly study the causes of students’emotional changes. After reading and analyzing all the emotional words, this paper arrangedthe interviews on the emotional fluctuations that were reflected by the curves and thedifference between the two teams; with one teacher from every practice

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Divisions

Design in Engineering Education

noted that the number of questions and responsesin each dimension were identical. The composite score shows that while students report feelingmore able and motivated to perform engineering design, and less apprehensive about doing so,they remain no more convinced that they will be successful in completing the task (p = 0.888, d= 0.012, N=84 for success). This is in contrast to students to first-year students in a very similarimmersive project-based design class taught by us, who showed significant gains in thesuccessful dimension over the course of a single semester [11]. This may reflect a limitation ofthe skills-focused approach; students do not see the end product of a design experience. Table 2: Gain and in loss in dimensions of engineering

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andreas Febrian, Utah State University, Engineering Education; Oenardi Lawanto, Utah State University

Tagged Divisions

Design in Engineering Education

Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Euisuk Sung, Purdue University, West Lafayette (College of Engineering); Todd Kelley, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Design in Engineering Education

0 0 0 9 MA 1 31 1 0 7 0 3 43 Given MO 3 17 0 5 0 0 5 30 PR 2 8 0 2 0 0 4 16 QH 5 78 0 2 3 5 0 93 Totals 26 156 1 44 30 16 93 366 * AN-Analyzing; DE-Designing; DF-Defining problem; MA-Managing; MO-Modeling; PR-Predicting; QH-QuestioningThe observed frequencies show that there exist dominant iterations between designing andquestioning (f(DE→QH) = 78, f(QH→DE) = 78). This result reflects that participants oftenmoved back and forth between

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cecilia La Place, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Steven Weiner, Arizona State University, Polytechnic campus

Tagged Divisions

Design in Engineering Education

participants,and started the team off in a manner that reflected this. Brainstorming happened almostimmediately, debates upon a project, and subsequently how to do the project occurred. Taskswere divvied up based on skill or preference while non vocalized goals were implied amongstthe group or self-assigned.ConclusionIn this paper, we have presented methods of observation for self-regulated learning in ahackathon environment, and discussed the overarching themes that have developed from theseobservations. These include various already known methods such as trial and error, as well asevery day actions such as googling a question. For the future, more teams should be studied tosee if the phenomenon that occurred in this team are present in other teams

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

alsoprovide constructive feedback when grading to justify the score they assign. Figure 1 – Instructions for the peer grading processThe primary objective of implementing the peer grading method is to reinforce design conceptstaught in lecture and to further develop the students’ design skillset. Peer grading is implementedto expose students to various examples of design, to provide further opportunities for teamwork,and to facilitate reflective practice. The peer grading method is also utilized to motivate studentsto produce higher quality work considering their peers are evaluating them.2.3 Grade the grader procedureAfter the teams complete peer grading, the graded reports are returned to the appropriate teamsusing the

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

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

, a student will typicallyexperience a new project and team although occasionally, projects and teams may be continuedfrom a previous semester. In design, students are assessed on their ability to complete the designprocess and develop a solution that meets specifications. In addition to three design credits,students enroll in three professionalism credits. In professionalism, students are assessed on allthe aspects of the design project that are not design (e.g., communicating with the client,conducting a personal review, reflecting on the design process, working in teams, andunderstanding engineering ethics). Furthermore, each student enrolls in a one-credit seminarcourse where they learn and practice design and professionalism

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

, 2011) argue that while there are three main affordances — proximity,privacy, and permission — that support interactions in a space, finding the right balance amongthem is crucial because “a lopsided distribution is more likely to inhibit than promote beneficialinteractions” (Fayard and Weeks, 2011, p.110). In particular, Fayard and Weeks (2011) stressthat people always interpret what are the appropriate behaviors in a space (e.g., in a librarypeople tend to be silent or speak in a low voice) and that these interpretations often reflect anorganization’s culture.The role of culture is also highlighted in research on makerspaces, especially through the senseof community makerspaces promote and nurture: “Participants often refer to the space as

Conference Session

Design in Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Yoselyn Walsh, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette ; Tugba Yuksel, Purdue University, West Lafayette; Vojtech Krs, Purdue University, West Lafayette; Ida B. Ngambeki, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Bedrich Benes Ph.D., Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

correctly. Also, those who did not know the rules regardingfriction force could not predict correctly or changed their ideas to correct ones after engagingwith the PMT. These findings are aligned with prior studies that claimed that the PMT is not asufficient tool itself to improve physics content knowledge (Triona & Klahr, 2003; Zacharia, andOlympiou, 2011). Identifying false affordances that leads to misconceptions and perceptible affordances of PMT,can help to inform the design of visuo-haptics simulations that considers the learner as the centerof the design process. For instance, a perceptible affordance of the PMT we identified was thatthe sense of touch helps participants to explain and reflect about their reasoning of each scenario.We

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tehya Stockman, Franklin W. Olin College of Engineering; Claire Elizabeth Kincaid, Franklin W. Olin College of Engineering; Thomas Andrew Heale, Franklin W. Olin College of Engineering; Steven Eric Meyer, Franklin W. Olin College of Engineering; Alexandra Coso Strong, Franklin W. Olin College of Engineering

Tagged Divisions

Design in Engineering Education

the use of documentationin industry and education: How might we foster the use of documentation in engineering projects that encourages iteration and reflection but does not take away from the quality of the project itself?StatusArtifacts that disseminate status inform the audience about the state of an activity. When theseartifacts are successful, they enable the author to report the progress of a project accurately andhonestly. Most successful status documents seen across sites are living documents that fosterdiscussion and many of these artifacts were adaptations of existing artifacts, most originatingexternal to the companies. They were originally adopted to fill a need and were updated andoptimized over time to fit their

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Laura Mae Rosenbauer, Smith College

Tagged Divisions

Design in Engineering Education

Conference Session

The Best in DEED

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jaryn Studer, Iowa State University; Shanna R. Daly, University of Michigan; Jaclyn Kuspiel Murray, University of Michigan; Seda McKilligan, Iowa State University; Colleen M. Seifert, University of Michigan

Tagged Divisions

Design in Engineering Education