Conference Session

Design in Engineering Education Division (DEED) - Design Cognition and Self-Perception in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caleb Z. Smith, Florida Polytechnic University; Elisabeth Kames Ph.D., Florida Polytechnic University

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Diversity

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Design in Engineering Education Division (DEED)

Self-Efficacy and Demographics of Makerspace Participants Across Three Universities,” Journal of Mechanical Design, vol. 142, no. 10, Oct. 2020, doi: 10.1115/1.4046649.[6] J. A. Marin, J. E. Armstrong, and J. L. Kays, “Elements of an Optimal Capstone Design Experience,” Journal of Engineering Education, vol. 88, no. 1, pp. 19–22, Jan. 1999, doi: 10.1002/j.2168-9830.1999.tb00405.x.[7] A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self-efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010, doi: 10.1002/j.2168- 9830.2010.tb01043.x.[8] E. Kames, D. Shah, M. Clark, and B. Morkos, “A Mixed Methods Analysis of Motivation Factors in Senior

Conference Session

Design in Engineering Education Division (DEED) - Research Investigations in the Context of Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Samantha Butt, University of Toronto; Elizabeth DaMaren, University of Toronto; Alison Olechowski, University of Toronto

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Diversity

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Design in Engineering Education Division (DEED)

in their capabilities of using CAD software. Therefore, there iscurrently a lack of research investigating how students develop self-efficacy in relation to CADprior to their undergraduate degree.As there currently does not exist a validated scale to measure CAD self-efficacy, in this paper,we explore the related concepts of undergraduate engineering students’ initial 3D Modeling andEngineering Design self-efficacy before formal CAD instruction at the university level.Bandura’s Theory of Self-Efficacy suggests there are four main sources of self-efficacy: masteryexperiences, social persuasion, vicarious experiences and physiological states [1]. Therefore, weaim to answer the question: “What prior CAD learning experiences influence

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heather Michelle Phillips, University of Pittsburgh; Nicholas Anthony Nobile, University of Pittsburgh; Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Lee Allen Dosse, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul

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Diversity

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Design in Engineering Education Division (DEED)

. ©American Society for Engineering Education, 2025 Design Curriculum in Introductory Circuits Laboratory Assignments and the Influence on Innovation Self-EfficacyAbstractThis paper examines the impact of integrated design elements in a second-year introductorycircuits course on students’ innovation self-efficacy (ISE). Building upon a pilot study fromSpring 2024, this research focuses on the implementation of updated laboratory assignments inone section of the course while maintaining the original curriculum in a parallel section. Theupdated curriculum emphasizes experiential learning through active learning engagement,simulation exercises, open-ended design challenges, and reflection. This allows students tonavigate the full

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayla Arlene Pagan, Florida Polytechnic University; Corey James Kado, Florida Polytechnic University; Grace Noel Sturtevant, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

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Design in Engineering Education Division (DEED)

these different factorscontribute to a student's success in engineering design education. These factors will be comparedto the students' success in the cornerstone design course, and their success will be measured usingthe students' final grades in the course.This study aims to address three research questions (RQ):RQ1: How does prior STEM experience impact engineering design self-efficacy, and how doesthis impact student performance in a cornerstone design course?RQ2: What self-efficacy factors are impacted by participation in a cornerstone design course anda student’s approach to a design task?RQ3: In what ways do students' academic majors correlate with self-efficacy factors andteamwork perception for students taking cornerstone?2

Conference Session

Design in Engineering Education Division (DEED) Technical Session 14

Collection

2023 ASEE Annual Conference & Exposition

Authors

Donna Jaison, Texas A&M University; Hillary E. Merzdorf, Texas A&M University; Lance Leon Allen White, Texas A&M University; Kerrie A. Douglas, Cornell University; Karan Watson P.E., Texas A&M University; Tracy Anne Hammond, Texas A&M University

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Diversity

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Design in Engineering Education Division (DEED)

SketchTivity?A Drawing Self-Efficacy Instrument was used to measure the pre and post self-efficacy of studentswho practiced using SketchTivity[25]. The instrument consisted of 13 items and the average ofdrawing self-efficacy score was calculated for each student.B. ParticipantsThe participants in this study consisted of undergraduate and graduate students enrolled in fourcourses at three different institutions. Out of a total of 138 students enrolled in three courses atthree institutions, 137 students responded to Q1 and Q2; 109, 88, and 65 participants respondedTable 1: Demographics of the participants Participant demographcis Percentage Men 76.09% Women 18.84% First-generation 10.14

Conference Session

Design in Engineering Education Division (DEED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tyler Carter Kreipke, CSC, University of Notre Dame; Kerry Meyers, University of Notre Dame

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Design in Engineering Education Division (DEED)

. 2005.[6] R.W. Lent, S.D. Brown, and K.C. Larkin, “Self-Efficacy in the Prediction of AcademicPerformance and Perceived Career Options,” J. Couns. Psy., vol. 33(3), pp. 265-269, Jan. 1986.[7] A.R. Carberry, H.S. Lee, and M.W. Ohland, “Measuring Engineering Design Self-Efficacy,”J. Eng. Ed., vol. 99(1), pp. 71–79, Jan. 2010.[8] J.S. Mullin, “Developing Technical Self-efficacy through a Maker-inspired Design Project,”at At Home With Engineering Education: ASEE’s Virtual Conference, June 22-26, 2020.[9] A. Jackson, N. Mentzer, J. Zhang, and R. Kramer, “Enhancing Student Motivation andEfficacy through Soft Robot Design,” at 2017 ASEE Annual Conference and Exposition,Columbus, OH, USA, June 24-28, 2017.[10] L. Murray, J. Ekong, S. Niknam, and M.J

Conference Session

Design in Engineering Education Division (DEED) Technical Session 12

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shruti Misra, University of Washington; Denise Wilson, University of Washington; Soyoung Kang, University of Washington

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Design in Engineering Education Division (DEED)

practices focused on team- and project-based learning. ©American Society for Engineering Education, 2023 Student perspectives on engineering design, decision-making, adaptability, and support in capstone designAbstractThis study analyzed how students’ sense of support from industry mentors and teammates in acapstone design course was related to their perceived learning regarding engineering design andadaptability when controlling for design self-efficacy and preparedness. An end-of-course surveyprovided the data for this study and included Likert-type items to measure these six factors aswell as open-ended questions regarding students’ experience in capstone design. An explanatory

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Knox, University of Ottawa; Vignesh Kumar Karuppasamy, University of Ottawa

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Design in Engineering Education Division (DEED)

collectively account for 48.9% of thevariance within the dataset, with the variable PA0 contributing the largest portion of 19.1%.The factor of greatest significance (PA0) is a latent variable which measured Intrinsic Motivation,Task Value, Learning Beliefs, Self-Efficacy, and Extrinsic Motivation. This latent variable couldbe termed: “Motivation and Perceived Ability”. This latent variable represents a student’s innatedesire to perform well in the course, combined with their own perceived ability to succeed inaccomplishing this goal. The second factor (PA1) is a latent variable that measures CriticalThinking, Peer Learning, and Help-Seeking. We term this latent variable: “CollaborativeCognition”. This latent variable suggests that students who engage

Conference Session

Design in Engineering Education Division (DEED) - Engineering Design and First-Year Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Elizabeth Marie Starkey, Pennsylvania State University; Nicolas F. Soria Zurita, Pennsylvania State University; Sarah C. Ritter, Pennsylvania State University; Matthew B. Parkinson, Pennsylvania State University

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Design in Engineering Education Division (DEED)

: https://sites.psu.edu/learningfactory/students/edsgn-100-cornerstone/[28] D. Baker, S. Krause, and S. Purzer, “Developing an instrument to measure tinkering and technical self efficacy in engineering,” presented at the 2008 Annual Conference & Exposition, 2008, pp. 13–392.[29] E. Anderson, “The white space. Sociology of Race and Ethnicity, 1 (1), 10-21,” 2015.

Conference Session

Design in Engineering Education Division (DEED) Technical Session 7

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Design in Engineering Education Division (DEED)

communities of practice. This case study was completed as part of courseevaluation and feedback processes, in order to identify improvements to how the course kits andtools were implemented and supported. All processes were completed under the supervision andwith the approval of the course instructors. The survey questions, shown in Appendix 1 in Table2, included open-ended questions to explore students’ feedback on the benefits of kits and theirvalue in supporting their learning, and any barriers they experienced in using them. Questionswith Likert scale rating for students to rate an item on a 1-to-5 scale [12], were used fordetermining level of student engagement and measuring students’ self-efficacy in developingdesign, experimentation, analysis

Conference Session

Design in Engineering Education Division (DEED) Technical Session 5

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lisa K. Murray, Western New England University; Andrea T. Kwaczala, Western New England University

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Diversity

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Design in Engineering Education Division (DEED)

their engineering workplace. DEIconcepts can be incorporated in first-year engineering curriculum to enhance student design andexposure to diverse cultures during this unique design for additive manufacturing (DfAM)teaching module. This paper describes the development of a DfAM workshop that incorporateshistorical and cultural themes. Students’ perception of the design experience will be measuredusing an engineering self-efficacy validated tool, pre- and post-workshop survey, and measureddesign outcomes (CAD model) after engaging in a DfAM workshop. The workshop uses activitiesguided by the Kern Engineering Entrepreneurial Network (KEEN) framework which includescuriosity, connections, and creating value. The workshop introduces the

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University, Chicago; Nancy Lynn Raschke Deichstetter DNP, RN, CEN, CHSE, Loyola University, Chicago; Joanne O'Grady Dunderdale DNP, RN , Loyola University, Chicago

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Design in Engineering Education Division (DEED)

submitted by six studentswith non-Nursing projects and 15 students with Nursing projects.However, the pre-Empathy survey results in Table 3 do demonstrate that Engineering first-yearstudents, regardless of the assigned project, are empathic. Hess, et al. constructed their Empathysurvey with a 9-point Likert scale. At week 14 of the design project, the average item responsefor the Interpersonal Self-Efficacy, Empathetic, and Perspective-Taking subscales ranged from7 to 9. In contrast, when the Empathy Survey was deployed in an introductory biomechanicscourse at another institution, the average item response for these subscales ranged from 6 to 7[41]. Future research could conduct measurement invariance tests to examine directly whetherthe magnitude

Conference Session

Design in Engineering Education Division (DEED) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephanie Bunt, The Pennsylvania State University; Laura Hinkle; Andrew Walton; Nathan C. Brown

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Diversity

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Design in Engineering Education Division (DEED)

. Three research questions are asked:RQ1: How does student STEM SC relate to their design performance in parametricbuilding design? In this study, “design performance” refers to the ability of students to generatesolutions that have good performance in quantitative metrics such as low energy usage. Previousresearch shows that student self-efficacy and performance are positively related both outside ofSTEM [11] and in STEM [12]. However, this study evaluates performance specifically in abuilding design exercise with quantitative goals that are simulated within a parametric designtool. This relationship can reflect potential student effectiveness in technical building design, butit does not fully reflect student behavior. The extent of their

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erica J Marti, University of Nevada - Las Vegas; David Earl James, University of Nevada - Las Vegas

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Diversity

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Design in Engineering Education Division (DEED)

And Technology Freshmen. In 2003 Annual Conference (pp. 8-186).[7] Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2007, June). Improving engineering student retention through hands-on, team based, first-year design projects. In Proceedings of the International Conference on Research in Engineering Education.[8] Michael, J., Booth, J., & Doyle, T. E. (2012). Importance of first-year engineering design projects to self-efficacy: Do first-year students feel like engineers?. Proceedings of the Canadian Engineering Education Association (CEEA).[9] Seth, D., Tangorra, J., & Ibrahim, A. (2015, October). Measuring undergraduate students' self-efficacy in engineering design in a project-based

Conference Session

Design in Engineering Education Division (DEED) - Innovative Assessment Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Houston Monroe, Dartmouth College; Jentry Elizabeth Campbell, Dartmouth College

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Design in Engineering Education Division (DEED)

-assessment activity, we looked to what others have done related to‬ ‭confidence achievement from skill-building capstone assignments.‬‭ rofessional development instruction related to student confidence, or self-efficacy, within‬P‭engineering design courses ranges from grade-dependent and single-semester‬‭[15]‬‭to multi-year‬e‭ fforts outside of a single course‬‭[7]‬‭. Validated instruments have been used to measure‬ ‭self-efficacy‬‭[16]‬‭while in some cases a customized‬‭assessment specific to a department or‬ ‭institution was implemented‬‭[10], [17], [18], [19]‬‭.‬‭ ne validated instrument called TRAILS was used by Hebda et. al. to measure confidence‬O‭before, in-process, and after the course, as well as qualitative interviews with

Conference Session

Design in Engineering Education Division (DEED) - DEI and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sebastian Dziallas, University of the Pacific; David Mueller, University of the Pacific; Shelly Gulati, University of the Pacific; Mary Kay Camarillo, University of the Pacific; Abel A. Fernandez P.E., University of the Pacific; Chi-Wook Lee, University of the Pacific; Vivek Pallipuram, University of the Pacific

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Diversity

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Design in Engineering Education Division (DEED)

academic climate, grades and conceptual understanding, self-efficacy and self-confidence, high school preparation, interest and career goals, and race and gender.” [5]There have been repeated calls to reimagine engineering education to better prepare students forthe 21st century (e.g. [6]). Institutions across the country have redesigned their introductorycourse experiences in engineering in recent years. This includes, for instance, Oregon StateUniversity [7], James Madison University [8], Norwich University [9], Portland State University[10], Temple University [11], Clarkson University [12], and University of California, Irvine [13],among others. However, this is not a US-specific phenomenon, with institutions in othercountries reporting similar

Conference Session

Design in Engineering Education Division (DEED) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Pamela L. Dickrell, University of Florida; Estefany Soto, University of Central Arkansas; Louis S. Nadelson, University of Central Arkansas

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Diversity

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Design in Engineering Education Division (DEED)

Structure How peer mentors Fostering Learning, Supporting Self-Efficacy, Familiarity of the Space/Tools, helped develop Supportive, Encouraging, Creating Common Identity, They did not, Limited to confidence in ability No Interaction, Building Self-Reliance, Growth Mindset, N/A, no conflicts, to do engineering. Offered Explanations, Predictable What peer mentors Positive Statements of Current PM Support, No improvement, N/A, Limited/No could have helped interaction, More information about clubs/activities/resources, Share more with to make others Experience, Promptness/Availability/Accessibility, Had no impact More feel more a part of interactions, More conversations unrelated to project/task -deeper

Conference Session

Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Megan Hammond, University of Indianapolis; Kenneth Reid, University of Indianapolis; Joseph B. Herzog, University of Indianapolis

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Design in Engineering Education Division (DEED)

identity: the impact of practice-oriented learning experiences,” International Journal of STEM Education, Vol. 10, No. 48, 2023, https://doi.org/10.1186/s40594-023-00439-2[4] N. Mamaril, E. Usher, C. Li, D. Economy & M. Kennedy, “Measuring Undergraduate Students' Engineering Self-Efficacy: A Validation Study. Journal of Engineering Education,” Journal of Engineering Education, Vol. 105, No. 2, pp. 366-395, Apr. 2016. 105. 10.1002/jee.20121.[5] G. Zhang, T.J. Anderson, M.W. Ohland, R. Carter & B.R. Thorndyke, “Identifying factors influencing engineering student graduation: A longitudinal and cross-institutional study,” Journal of Engineering Education, Vol. 93, No. 4, pp. 313–320, Oct. 2004

Conference Session

Design in Engineering Education Division (DEED) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Shannon Barker, University of Virginia; Jessica Taggart, University of Virginia

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Design in Engineering Education Division (DEED)

]. Students whose identities align with their academic community experienceincreased persistence and better retention [25, 49-52].Engineering identity has also been linked to improved sense of belonging, or the feeling ofbeing included in the engineering community [53]. Students are more likely to stay in theirengineering programs if they feel they are part of that academic environment [54-55]. Sense ofbelonging has also been positively correlated to academic engagement and self-efficacy inSTEM disciplines [56]; factors that are also linked to retention [57].Engineering identity and sense of belonging become even more important when consideringhistorically underrepresented groups in engineering. Lack of belonging continues to be one ofthe top reasons

Conference Session

Design in Engineering Education Division (DEED) Technical Session 14

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alexander R. Murphy, University of Texas at Dallas; Abigail Susan Whittle; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Max Planck Institute for Intelligent Systems

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Design in Engineering Education Division (DEED)

iterative or parallel prototyping strategy impacted students’ use ofCAD during a design competition in an introductory mechanical engineering course. The resultsin this paper build from prior work that investigated how the two prototyping approachesaffected competition performance, engineering design self-efficacy, solution space exploration,and design satisfaction [11], [12]. This paper specifically addresses how the prototypingstrategies impacted design complexity and CAD software feature use and is compared tocompetition performance. In this work, CAD features refer to the specific operations that adesigner specifies within the software space to create a model. The overarching aims of thisresearch are to understand how novice engineers are using

Conference Session

Design in Engineering Education Division (DEED) - Assessment of Design Projects and Approaches to Capstone Courses

Collection

2024 ASEE Annual Conference & Exposition

Authors

Pun To (Douglas) Yung, Syracuse University

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Design in Engineering Education Division (DEED)

Data Science and Analytics, Feb. 2024, doi: 10.1007/s41060-024-00509-w.[19] R. H. Kilmann and K. W. Thomas, “Developing a forced-choice measure of conflict- handling behavior: The" MODE" instrument,” Educational and psychological measurement, vol. 37, no. 2, pp. 309–325, 1977.[20] A. C Graesser, P. W. Foltz, Y. Rosen, D. W. Shaffer, C. Forsyth, and M.-L. Germany, “Challenges of assessing collaborative problem solving,” Assessment and teaching of 21st century skills: Research and applications, pp. 75–91, 2018.[21] D. A. Kolb, Experiential learning: Experience as the source of learning and development. FT press, 2014.[22] A. Bandura, “Self-efficacy: toward a unifying theory of behavioral change.,” Psychological review, vol

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey James Kado, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

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Diversity

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Design in Engineering Education Division (DEED)

such influence can be the major a student is pursuing[19]. Along with varying by year of study, another study showed that the motivation of studentsis not stagnant but evolves throughout their time studying, with some motivation factorsbecoming more important than others [3]. There are multiple questionnaires that investigate themotivation of students, for this study the MSLQ is utilized.The MSLQ is a self-assessment questionnaire utilizing a Likert scale, rating a list of questions ona scale of “not true to me” to “very true to me.” This study specifically views five motivationfactors, which are gathered using this questionnaire: cognitive value, self-regulation, anxiety,intrinsic value, and self-efficacy. Cognitive value describes the

Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yanko Kranov; Robert T. Bailey P.E., Loyola University Maryland; Suzanne Keilson, Loyola University Maryland

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Diversity

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Design in Engineering Education Division (DEED)

understanding thatmay be necessary for success in senior design without more prior exposure. Finally, it has beenreported that involvement in makerspaces, whether in a voluntary or class required settingsignificantly helped students' motivation and confidence (engineering design self-efficacyscores) [7]. This course was therefore intended to provide increased exposure to a variety ofmaker skills with an anticipated boost in self-efficacy leading to greater success in theirformation as engineers.Additional pedagogical foundation for this approach is to be found. There is experience with thepositive results from robotics competitions across many ages and formats. For example, theTrinity College Fire-Fighting Home Robot Contest promotes skills of design

Conference Session

Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Apurva Patel, University of Texas at Dallas; Joshua D. Summers, University of Texas at Dallas; Pavan Prasanna Kumar, University of Texas at Dallas; Shanae Lekeisha Edwards, University of Texas at Dallas

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Design in Engineering Education Division (DEED)

.” AMCIS 2004 Proceedings. 397.[4] Milligan, S. K., and Griffin, P., 2016, “Understanding Learning and Learning Design in MOOCs: A Measurement-Based Interpretation,” Journal of Learning Analytics, 3(2), pp. 88–115.[5] Jonassen, D. H., 1995, “Operationalizing Mental Models: Strategies for Assessing Mental Models to Support Meaningful Learning and Design¬ Supportive Learning Environments.” CSCL ’95 Proceedings. 182-186[6] Bucciarelli, M., 2007, “How the Construction of Mental Models Improves Learning,” Mind and Society, pp. 67–89.[7] Ramalingam, V., Labelle, D., and Wiedenbeck, S., 2004, Self-Efficacy and Mental Models in Learning to Program. SIGCSE Bull. 36, 3 (September 2004), 171–175.[8] Hwang, G. J., Shi, Y. R., and Chu

Conference Session

Design in Engineering Education Division (DEED) Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Drinkwater, Duke University; Charlotte Sendek; Allison N Stocks, Duke University; Paula Kworekwa; Julius Mugaga; Robert Tamale Ssekitoleko; Ann Saterbak, Duke University

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Diversity

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Design in Engineering Education Division (DEED)

makerspacescan be found in the news as the source of the next manufacturing revolution [6].Makerspaces as a locus for design learning is a topic that has received extensive attention. Thetheory of maker education relates to many educational frameworks, including Piaget’sconstructivism theory [7], the Situated Learning Model [8], and Community of Practice [9], allof which have been applied to understand learning in a makerspace [10]. The style of learningand appropriate frameworks depend highly on the type, location, and use of a makerspace.Experience working in a makerspace improves creativity [11], collaboration in diverse teams[12], design self-efficacy [13], and technical skills used in industry [12]. Agency is an importantcomponent of a makerspace

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kerry Eller, Duke University; Megan Madonna, Duke University

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Diversity

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Design in Engineering Education Division (DEED)

beginning and end of the semester. The initial reflection assessed theirbaseline engineering self-efficacy, prior experience in global health, and motivation for enrollingin the course. The final reflection examined how their views on global health, engineering, and thedesign process have changed over the course of the semester (see Appendix 1 for details).We have deductively analyzed these reflections through direct content analysis with predeterminedcodes aligned with the course objectives and research objectives. Namely, we looked to identifykey shifts in students' understanding of their roles as engineers, their approaches to global healthchallenges, and their engineering self-efficacy. Coding and analysis were completed in NVivo v14

Conference Session

Design in Engineering Education Division (DEED) - Team-Based and Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Prarthona Paul, University of Toronto; Anipreet Chowdhury, University of Toronto; Loura Elshaer, University of Toronto; Anushka Sethi, University of Toronto; Hamid S Timorabadi P.Eng., University of Toronto

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Design in Engineering Education Division (DEED)

- 364, 2017.[6] T. Esfahani and D. A. Copp, "Undergraduate Engineering Students’ Time Management and Self Efficacy in Different Learning Formats," in American Society of Engineeirng Education Conference Proceedings, Baltimore, 2023.[7] J. E. Mills and D. Treagust, "Engineering Education, Is Problem-Based or Project-Based Learning the Answer," Australasian Journal of Engineering Education, vol. 20, no. 1, 2003.[8] J. Uziak, "A project-based learning approach in an engineering curriculum," Global Journal of Engineering Education, vol. 18, no. 2, pp. 119-123, 2016.[9] I. Osunbunmi and N. Fang, "Work in Progress: An Early Look Into the Systematic Review of Project-Based Learning in Engineering Education," in American Society of

Conference Session

Design in Engineering Education Division (DEED) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jennifer S. Atchison, Drexel University; Christine Chesebrough, Drexel University; Lutfi Agartan, Drexel University; Aaron Herbert Bernard; Jen Katz-Buonincontro; Evangelia G. Chrysikou, Drexel University

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Design in Engineering Education Division (DEED)

Negative Affectivity and Their Relation to Anxiety and Depressive Disorders," Journal of abnormal psychology (1965), vol. 97, no. 3, pp. 346-353, 1988, doi: 10.1037/0021-843X.97.3.346.[13] R. W. Hass, J. Katz-Buonincontro, and R. Reiter-Palmon, "Disentangling Creative Mindsets From Creative Self-Efficacy and Creative Identity: Do People Hold Fixed and Growth Theories of Creativity?," Psychology of aesthetics, creativity, and the arts, vol. 10, no. 4, pp. 436-446, 2016.[14] H. F. Posada-Quintero, J. P. Florian, A. D. Orjuela-cañón, T. Aljama-corrales, S. Charleston-villalobos, and K. H. Chon, "Power Spectral Density Analysis of Electrodermal Activity for Sympathetic Function Assessment," (in English

Conference Session

Design in Engineering Education Division (DEED) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mary Lynn Realff, Georgia Institute of Technology; Sydney Mae Ayers; Julianne Latimer; Lily Sullivan; Clara Blue Templin

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Design in Engineering Education Division (DEED)

et al. observed to students involved in group work. Lin andYou [14] developed the Predicting Teamwork Performance system to identify functional rolesautomatically. In their work, students agreed (60%) that the strengths and role assignment systemhelped them cooperate with team members effectively and distribute the workload appropriately.Deemer et al. [12] studied how an energy science intervention caused an increase in leadershipand teamwork, increasing the self-efficacy of students. Martin et al. [16] showed the importanceof understanding justice through the teaching materials that they developed. They studied theimpact of teaching students how to work effectively in teams for the problem-based learningintensive BS Biomedical Engineering

Conference Session

Design in Engineering Education Division (DEED) Technical Session 3

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yağmur Önder, Purdue University at West Lafayette (COE); Nrupaja Bhide, Purdue University at West Lafayette (PPI); Dhinesh Balaji Radhakrishnan, Purdue University at West Lafayette (COE); Jennifer Deboer, Purdue University at West Lafayette (COE)

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Diversity

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Design in Engineering Education Division (DEED)

rural children includes recognizing the importance ofconnecting the students’ experiential habitats in their engineering learning and for their sense ofself-development [24]. Similarly, in the LED program, a priority in the curriculum is to supportstudents’ engineering identities and their self-efficacy related to science and engineering.In Practice: Our Work Thus Far for 2D/3D Modeling Curricula DevelopmentDeBoer Lab and partners are collaborating in designing an assessment to recognize the priorskills of the students in their ability to communicate ideas for 2D/3D modeling and prototyping.This assessment would support future work in designing a curriculum with activities for studentsto aid their engineering problem-solving process with 2D/3D