Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute; Senay Purzer, Purdue University, West Lafayette (College of Engineering); Liwei Zhang, Purdue University, West Lafayette; Emily Yoshikawa, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

; Strimel, G. (2015). Engineering design: The great integrator. Journal of STEM Teacher Education, 50(1), 8.Hartell, E., & Skogh, I. B. (2015). Criteria for Success: A study of primary technology teachers’ assessment of digital portfolios. Australasian Journal of Technology Education, 2(1).Kimbell, R. (2007). E-assessment in project e-scape. Design & Technology Education: An International Journal, 12(2), 66-76.Kimbell, R. (2012). Evolving project e-scape for national assessment. International Journal of Technology & Design Education, 22, 135-155.Leahy, K., & Phelan, P. (2014). A review of Technology Education in Ireland; a changing technological environment promoting design activity

Conference Session

Graduate Education in ET

Collection

2005 Annual Conference

Authors

Biwu Yang; Tijjani Mohammed

to each other or to the instructor, or solicit assistancewhen needed.Many of our students are taking DE courses for the first time while some of them have some DE Page 10.844.9experiences. In order to prepare all students to be successful in Internet-based DE courses, a Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Educationdecision was made to require new students to take an introductory course that exposes them tothe various Internet tools used in the curriculum. This course covers many technologies

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Yogesh Velankar, Purdue University; Sean Brophy, Purdue University; Masataka Okutsu, Purdue University; Daniel Delaurentis, Purdue University

Tagged Divisions

Design in Engineering Education

teams into the process of investigating a proposed problem. (e.g. inengineering Newstetter4; in medicine, Hmelo5) The facilitator provides various levels ofscaffolding in various forms. For example, he or she may introduce organizational tools such aswhiteboards to manage idea generation and investigation of various options. The facilitatorcould initially assume the team manager types of responsibilities, and gradually hand over moreof the responsibility to the students. The objectives are to help students learn to participate andlead these kinds of team design processes. An important point to note is that not all courses needto use the facilitation model. As students progress through the curriculum instructors can assumestudents can manage

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen Wosczyna-Birch, CT College of Technology and the Regional Center for Next Generation Manufacturing; Wesley Francillon, Ph.D., Connectiuct Community College; John Birch, The Birch Group, LLC

Tagged Divisions

Design in Engineering Education

improving life on thisplanet. In addition, the LSSL Program continues to implement recruitment and retentionstrategies identified in the National Institute for Women in Trades, Technology and Sciences Page 22.868.2(IWITTS), an NSF funded project, which addressed gender equity and the recruitment andretention of underrepresented populations in non-traditional fields. The structure of the LSSLProgram has impacted not only students enrolled in the Program but also educators and industrypartnerships through innovative education techniques, particularly the integration ofprofessional/soft skills with PBL.LSSL Program project teams have been

Conference Session

Early Engineering Design Experiences

Collection

2009 Annual Conference & Exposition

Authors

M. Reza Emami, University of Toronto

Tagged Divisions

Design in Engineering Education

. H 11. Think with a system orientation, considering the integration and needs of various facets of the problem. HW 12. Define and formulate an open-ended and/or under-defined problem, including specifications. HW 13. Generate and evaluate alternative solutions. H 14. Use a systematic, modern, step-by-step problem solving approach. Recognize the need for and implement iteration. HW 17. Make rational decisions about design alternatives based on certain criteria. HWA2: System Analysis Capabilities: 8. Use analysis in support of synthesis

Conference Session

Capstone Design Practices

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Valerie Vanessa Bracho Perez, Florida International University; Anilegna Nuñez Abreu, Florida International University; Ameen Anwar Khan, Florida International University; Indhira María Hasbún, Virginia Tech; Alexandra Coso Strong, Florida International University

Tagged Divisions

Design in Engineering Education

limitationsthroughout the design process is an integral part of reducing risks and assuring the overallsuccess of a design throughout its operation. This work-in-progress is a part of a largerlongitudinal study that explores the experiences of mechanical engineering undergraduates in atwo-course Senior Design sequence. In particular, this paper presents preliminary results of ananalysis of students’ consideration of stakeholders within their own design process as theyaddress an engineering design task. Data was collected across two semesters from 97 studentswithin a large public university through a survey that included an open-ended submarine designscenario. Although students’ design considerations varied, a trend of students prioritizing vehiclespecific

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheng Lun (Christine) Cao, University of Calgary; Laleh Behjat P.Eng., University of Calgary

Tagged Divisions

Design in Engineering Education

engineeringstudents all five of their courses in an integrated format [15]. LCs were an integral component ofensuring student success in ILS, as they “help learners build interdisciplinary links and sociallinks within a community” [16]. LCs were also integral to the ILS design project, where everyLC form two sub-groups to complete a major engineering design project from conceptualizationto delivery, using the technical knowledge gained from their courses. The use of LCs inengineering design education has been shown to be successful through the ILS pilot, and inWinter 2021, this LC-based integrated delivery format has been integrated into all 2nd yearelectrical engineering education.As the vaccination rollout for COVID-19 steadily improves, academic

Conference Session

Capstone Design II

Collection

2009 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Juliet Hurtig, Ohio Northern University

Tagged Divisions

Design in Engineering Education

Criterion 5 states that “[s]tudents must be prepared for engineering practice througha curriculum culminating in a major design experience based on the knowledge and skillsacquired in earlier course work and incorporating appropriate engineering standards and multiplerealistic constraints.” However, the definition of what constitutes an “appropriate engineeringstandard” has been subjected to various interpretations, both wide and narrow. Arguments havebeen made that all capstone design projects must include engineering standards from theappropriate professional society: IEEE Standards for electrical and computer engineers, ASMEStandards for mechanical engineers, and so on. However, members of the educationalcommunity have objected to this approach

Conference Session

Design Cognition I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

Design in Engineering Education

form of textual and graphical media. Is it necessary for usto rethink what it is we teach in Design and Technology Education and how we teach it?Would promoting and encouraging the use of non-traditional media support a better type oflearning? The integration of a non-criterion referenced constructivist electronic portfolio intoa design module has provided a valuable insight into the learning of students through a designprocess. Equally it provides clear evidence to support the use of an electronic portfolio insupporting student exploration and learning. The use of digital media (videos, audio filesetc.) by students in the capturing and portrayal of their learning indicates an advantage in theuse of e-portfolios over traditional

Conference Session

Understanding Student Development in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tripp Shealy, Virginia Tech; Jacob R. Grohs, Virginia Tech; Mo Hu, Virginia tech; Darren K. Maczka, Virginia Tech; Robin Panneton, Virginia Tech

Tagged Divisions

Design in Engineering Education

premotor cortex (known to be involved in themanagement of uncertainty, control of behavior, and self-reflection in decision making). Thenumber of solutions generated was also significant (p=0.032). Freshmen generated 5.6 solutionson average during the brainstorming activity while seniors developed 4.1. In many ways, thisinitial work serves as a proof of concept in using neuroimaging to study the processes involvedin engineering design. Through a better understanding of these processes, we can begin toexplore specific elements of the engineering curriculum that may contribute to student ability tomanage complexity inherent in engineering design problems. We hope this interdisciplinarystudy integrating engineering education and neuroscience

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

Project, Concrete Canoe, First Robotics, and a growing multitude of other activitiesbring to the student experience. However, there are many unanswered questions about the trueeffectiveness of these activities, who participates, and why students participate. We need tounderstand the value we are bringing to students’ educational experience and if we find thatresources are worth investing, we must understand how to bring the experience to more students,do it effectively and in tandem with the regular curriculum, while ensuring that the collaborative,multi-disciplinary, and grass-roots nature of these groups is not eroded. An opportunity lies inthis extracurricular project-based space to attract and better prepare students as new-centurycitizen

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

what’s possible. As children design and create,they also learn new concepts.” Wellington16 also states that play does not need to be distinctfrom learning. In fact, learning is oftentimes most successful when it’s fun and involves play.Salen and Zimmerman17 assert that play can be meaningful, and meanings are created by theplayer’s actions. Meaningful play, they explain, emerges through the relationship betweenplayer actions and system outcomes, in which the player and system influence each other. Salenand Zimmerman17 also differentiate meaningful play as having actions and outcomes that arediscernable and integrated into the larger context of the game. In design, the designer’s actionscreate a product, which is then tested in an environment

Conference Session

Design in Engineering Education Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

April A. Dukes, University of Pittsburgh; Lucille A. Sowko, University of Pittsburgh School of Nursing; Mark Gartner, University of Pittsburgh; Brandon Joseph Barber, Sawnson School of Engineering University of PIttsburgh; Renee M. Clark, University of Pittsburgh

Tagged Divisions

Design in Engineering Education

misunderstandings and mistrust [7]. There is someevidence for recent shifts in the promotion of design-thinking and innovation within the field ofnursing education as a key way to improve patient holistic experiences within the healthcaresetting [12, 13]. Thus, there is both a need and opportunity to implement effectiveinterprofessional education across diverse professional disciplines.This research project is designed to assess the effectiveness of integrating nursing studentswithin teams of engineers in a BioE capstone senior design course. The specific researchquestion associated with this paper is as follows: What are bioengineering and nursing students’perspectives on working together on an interdisciplinary design team, including impacts

Conference Session

Capstone Design Courses I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Farid Farahmand, Sonoma State University; Kirsten M. Ely, Sonoma State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

entrepreneurial processes (ideation, customer discovery, clientvalidation, and commercial viability) that teach the above concepts. Furthermore, we draw onpedagogical research in experiential learning [26] and scaffolding [18] to “package” the processesto support student learning with a minimum of resources.1 It should be noted that n our approachas each of the processes can be implemented independently, different programs can choose toimplement only those that fit best with their program’s logistics and goals.We emphasize that the four entrepreneurial processes we have developed and integrated into ourcapstone curriculum are designed to familiarize our students with an early product developmentphase of a start-up, where limited resources both in terms

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Matthew T. Siniawski, Loyola Marymount University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

they need to focus on to do well in the course. Thegoal is to eventually encourage students to shift away from focusing on the grade and movetoward a goal of learning and improving in each course objective.Bibliography 1. Sadler, D.R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assessment and Evaluation in Higher Education, 30 (2), 175-194. 2. Scriffiny, P.L. (2008). Seven reasons for standards-based grading. Expecting Excellence, 66 (2), 70-74. 3. Tomlinson, C., & McTighe, J. (2006). Integrating Differentiated Instruction and Understanding by Design. Association for Supervision and Curriculum Development (ASCD), Alexandria, VA. 4. Reeves, D.B. (2003). Making

Conference Session

Design as a Social Process: Teams and Organizations

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

, Stanford) where design is integrated throughout the curriculum [25]. In particular, size,space, organizational rigidness, and relationships are all important aspects to consider in designcourses.Lesson 1: SizeThe size of a team or organization impacts the way the people interact with one another and theoverall project/group [26]. There is some optimal (“small”) number of people on a team that allowfor close relationships to form between team members or employees [27,28]. This could translate toengineering education by informing the way that large courses break down into smaller groups orsections. It could also help to identify methods for creating these close knit relationships,whether through cohorts or living and learning options amongst others

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen W. Laguette, University of California, Santa Barbara

Tagged Divisions

Design in Engineering Education

results and the continued evolution of the process and the design program.A successful Capstone Design program including companion design courses has beendeveloped2,3 that has become an integral and important component of the MechanicalEngineering curriculum. A variety of challenging projects are created each year to appeal tostudent academic and career interests. Students work in teams with the assistance of a facultyadvisor to tackle a significant mechanical engineering design project. The formation of studentteams can be a challenging and time consuming process that is critical to the success of thedesign project and the course experience. Attention continues to be focused upon the formationof student teams and the selection process in the

Conference Session

DEED Poster Session

Collection

2009 Annual Conference & Exposition

Authors

Laura Ruhala, University of Southern Indiana

Tagged Divisions

Design in Engineering Education

AC 2009-2431: REACHING OUT TO A NONTRADITIONAL CAPSTONESPONSOR: DESIGN OF A UNIVERSAL EYE SPECULUM WITH VIBRATIONALANESTHESIALaura Ruhala, University of Southern Indiana Laura (Wilson) Ruhala earned her BSME from GMI Engineering & Management Institute (now Kettering University) in 1991. She then earned her PhD in Engineering Science & Mechanics from The Pennsylvania State University in 1999. She has three years industrial experience at General Motors, served as the Director of Safety & Testing at Pride Mobility, and taught at Lafayette College. She has been an Assistant Professor in the Engineering Department at USI since 2002, and has developed and taught many of the mechanical

Conference Session

Capstone Design II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Mary A. Moriarty, Smith College; Apurva Errabelli

Tagged Divisions

Design in Engineering Education

individual written assignment and the team transfer map activity were formallydocumented as part of a module for the Integrated Design Engineering Assessment and LearningSystem (IDEALS). More information about IDEALS and its current NSF-funded initiative todevelop assessments and instructional materials that support student and team growth in design-based courses can be found at http://ideals.tidee.org and through recent publications.6,25,26 Bothassignments can be downloaded after creating an account on the IDEALS website(https://secure.tidee.org). The Instructor's Guide within the Transferring Knowledge moduledescribes the learning objectives and assignment structure; the transfer activities follow Path B.Pilot Study ContextThe pilot study was

Conference Session

Assessing Design Coursework

Collection

2006 Annual Conference & Exposition

Authors

Martha Green, Texas A&M University; Parag Ravindran, Texas A&M University; Rita Caso, Texas A&M University; Jeffrey Froyd; Xiafeng Li, Texas A&M University; L. Alan Minnick, Texas A&M University; Ram Shukla, Texas A&M University

Tagged Divisions

Design in Engineering Education

Senior Engineering Capstone DesignCourse Learning with a Variation on the TIDEE Design TeamReadiness Assessment I and IIAbstract:Efficacy of engineering design education in an interdisciplinary team-based course setting,with exposure to the broader concerns of business, finance and management, interestsmany educators. This paper reports on the use of design knowledge assessment patternedafter the Transferable Integrated Design Engineering Education (TIDEE) Design TeamReadiness Assessment (DTRA) I and II [1,2,3,4] to evaluate what aerospace, mechanical,electrical and computer science students learned about engineering design as a result ofparticipating in a Boeing-supported, two-semester, project-based senior capstone designcourse at Texas A&

Conference Session

Design for Society and the Environment

Collection

2009 Annual Conference & Exposition

Authors

Scott Reichle, Old Dominion University; Avery Bang, University of Colorado; Carol Considine, Old Dominion University

Tagged Divisions

Design in Engineering Education

project to design and construct a footbridge as an augmentedsenior design project, satisfying a component of the department’s required curriculum. Thestudents were guided by the non-profit organization Bridges to Prosperity (B2P), based out ofYorktown, Virginia. Bridges to Prosperity is a volunteer based charity committed toempowering the impoverished in rural communities around the world through footbridgebuilding and infrastructure capacitation programs.B2P was established in 2001 by Ken Frantz. He was inspired by a photo in National GeographicMagazine of a broken bridge along the Blue Nile. Frantz traveled to Ethiopia to help repair thespan. The experience of rebuilding the broken bridge and seeing first-hand the project’s impactencouraged

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katie Grantham, Missouri University of Science & Technology; Ryan Arlitt, Missouri University of Science and Technology

Tagged Topics

NSF Grantees

areas with poor usability. Initial improvements to theinterface were made based upon feedback from the questionnaire. Page 22.652.2 1. INTRODUCTION The goal of this research project is to test usability of the Risk in Early Design(RED) application when used as an expert knowledge source for tasks previously thoughtto require engineering experience. As technology progresses, it is critical that educationalefforts focus on preparing students to build on the new developments, rather thancontinuously teaching them to “reinvent the wheel.” The teaching of new technology isnot limited to the integration of novel

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cory A Cooper, United States Air Force Academy; Michael Lawrence Anderson P.E., United States Air Force Academy, Department of Engineering Mechanics; Chad Bruce; Sarah Galyon Dorman; Daniel D. Jensen, U.S. Air Force Academy; Kevin Otto; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Design in Engineering Education

an improved approach to increased learning in capstoneexperiences through use of early, short design exercises in the capstone course.1.1. Engineering design education in capstonesThe purpose of a capstone engineering design project is rooted in the need to provide aculminating experience to engineering students. The design and creation of a system withmultidisciplinary teams are key tenets of the Accreditation Board for Engineering andTechnology (ABET) recommended student outcomes.1 While the ABET “General Criterion 3:Student Outcomes A-K” are meant to be satisfied throughout an entire curriculum, the courseoutcomes of most engineering capstones seek to meet most of these outcomes in an integratedfashion during capstone design courses

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

proof forthe success of the approach, was that the group monitored in the case study performed very wellin comparison to other groups in the class, as assessed by the instructor.The students expressed the advantage of having easy access to explanatory information, such ashow to measure or test material properties and design considerations to be made, which isavailable in Science Notes integrated with the software. This could be used as an interactivetextbook and enhanced their understanding of materials science and facilitated designconsiderations linked to different types of materials.In addition to the above, this study highlighted the following: The use of a commoncomprehensive database that supports many different aspects of the product

Conference Session

Teams and Teamwork in Design II

Collection

2008 Annual Conference & Exposition

Authors

Jonathan Weaver, University of Detroit Mercy; Karim Muci-Küchler, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

. Page 13.723.125. Evan I. Schwartz, Juice: The Creative Fuel That Drives World Class Inventors, Harvard Business School Press, 2004.6. David C. Mowery and Nathan Rosenberg, Paths of Innovation, Cambridge University Press, 1998.7. Michael george, Fast Innovation, McGraw-Hill, 2005.8. Guy Kawasaki, The Art of the Start, Portfolio, 2004.9. Muci-Küchler, K.H., Dolan, D.F. and Jenkins, C.H.M. A Comprehensive Education in Product Development: The Key to Introduce Practice into the Engineering Curriculum. Integrating Practice into Engineering Education Conference, Center for Engineering Education and Practice (CEEP), University of Michigan – Dearborn, Dearborn, Michigan, October 3 to 5, 2004.10. Muci-Küchler, K.H

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

outcome. Polya was quite definite in his view that heuristics are not infallible and thatthey are to be contrasted with deductive reasoning. There are an infinite number of heuristics, anadaptive toolbox was proposed by Todd & Gigenzer [17] in which an array of different types of fastand frugal heuristics were proposed for solving different types of problems. The number ofoptions that are available in a decision situation and how many are chosen will partly determinethe heuristics employed.Shan & Oppenheimer [18] proposed that all heuristics rely on effort reduction by one or more of thefollowing:(1) Examining fewer cues(2) Reducing the effort of retrieving cue values(3) Simplifying the weighting of cues(4) Integrating less information(5

Conference Session

Professional Skills and Teaming in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

James M. Leake, University of Illinois, Urbana-Champaign; David Weightman MDesRCA IDSA, University of Illinois,Urbana-Champaign; Baigalmaa Batmunkh, University of Illinois, Urbana-Champaign

Tagged Divisions

Design in Engineering Education

Paper ID #19256Digital Prototyping by Multidisciplinary TeamsMr. James M. Leake, University of Illinois, Urbana-Champaign James M. Leake joined the Department of Industrial and Enterprise Systems (formerly General) Engineer- ing in August 1999. His educational background includes an M.S. in Mechanical Engineering (1993) from the University of Washington, a B.S. in Ocean Engineering (1980) from Florida Atlantic University, and a B.A. in Art History (1974) from Indiana University. His current research interests include engineering education, integration of CAD/CAE software in the engineering curriculum, building information

Conference Session

Design in Freshman and Sophomore Courses

Collection

2009 Annual Conference & Exposition

Authors

Saeed Niku, California Polytechnic State University; Frank Owen, California Polytechnic State University

Tagged Divisions

Design in Engineering Education

curriculum,from introductory classes to the graduate program. Most of our mid- and upper divisionclasses have a lab associated with them. We also emphasize projects, whether design oranalysis, in most classes, and we provide opportunities for students to engage in manyextracurricular projects.Recently, there was a series of discussions held on campus related to the differencesbetween learn-by-doing and project-based learning. Most faculty involved in thesediscussions agreed that although these two philosophies share many attributes, and eventhough they are both very legitimate ways of approaching education, the learn-by-doingphilosophy is more encompassing. For example, both pedagogies do involve projects;however, learn-by-doing can be accomplished

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Wael Mokhtar, Grand Valley State University

Tagged Divisions

Design in Engineering Education

oversees all projects. The faculty members in this boardare involved in the projects as faculty advisors, customers or for technical support. Severalmentoring tools are presented such as design review meetings, public and technicalpresentations, written proposal, and final project document. Also tools to improve teamdynamics such as weekly meetings, team leader, and team contact person are presented. Themodel was applied to two of capstone projects and showed success. The first one is to design andbuild a Mini-Baja off road vehicle for the SAE competition. The second project is to design andbuild an internet controlled robot. Each project has its own mentoring and managementchallenges beside the technical problems. Details of each project are

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Jenny Wang, Georgia Institute of Technology; J. Auston Ferrarer, Georgia Institute of Technology; Gabrielle E. Lonsberry, Georgia Institute of Technology; Kentez Lanier Craig, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

. These short course programs have shown success in giving students more command overtheir educational experience, and inciting students’ desire to learn. Many of the courses developedwere inspired by the interests of faculty members, or from students who saw gaps in their school’scatalog. The Georgia Tech’s mini-mesters have similar goals as these existing programs, aimingto effectively enrich student and faculty experience.1.3 Literature on Teaching Design and Prototyping Project-based design courses are an essential aspect of engineering education, as theycultivate student interest and put engineering concepts into practice. There are several benefits toteaching design in an engineering curriculum. Exposing students to real engineering