Conference Session

Design Realization

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ari W. Epstein, Massachusetts Institute of Technology; Stephen Rudolph, Massachusetts Institute of Technology; Herbert H. Einstein, Massachusetts Institute of Technology; Pedro M. Reis, Departments of Civil & Environmental Engineering and Department of Mechanical Engineering, Massachusetts Institute of Technology

Tagged Divisions

Design in Engineering Education

Paper ID #9085Enhancing Design Students’ Comfort and Versatility in the Shop: A Project-Based ApproachDr. Ari W Epstein, Massachusetts Institute of Technology ARI W. EPSTEIN is a Lecturer in the Terrascope program and the Department of Civil and Environ- mental Engineering (CEE) at the Massachusetts Institute of Technology (MIT), where he specializes in team-oriented, project-based, student-driven learning. He is particularly interested in developing ways to integrate free-choice learning (the kind of learning promoted by museums, community-based organiza- tions, media and other outlets) into the academic curriculum

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqulyn Baughman, Iowa State University; Lesya M. Hassall, Iowa State University; Nadia V. Jaramillo Cherrez, Iowa State University; Mathew Hagge, Iowa State University

Tagged Divisions

Design in Engineering Education

fact had questions after completing the learningmodules might have put the students in an uncomfortable position. Likewise, the cookie-cutterassignment instructions were not part of the learning modules, because the intention was tochallenge students and evoke their creativity, rather than dispatch the exact requirements for anexcellence performance. So, bringing some uncertainty and messiness to learning was by design;the flipped format was a process to ensure that, in the end, student struggles are simply a part oflearning.Productive learning in class. The students agreed that online modules, integrated self-evaluationexercises and a follow-up graded quiz prior to in-class time helped to plan for and anticipate in-class sessions before they

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis

Tagged Divisions

Design in Engineering Education

Paper ID #32834Emergency Transition of Intro Communication and Design Course to RemoteTeachingMr. Clay Swackhamer, University of California, Davis Clay is a PhD candidate at UC Davis working under the supervision of Dr. Gail M. Bornhorst in the department of Biological and Agricultural Engineering. His research focuses on the breakdown of solid foods during gastric digestion and the development of improved in vitro models for studying digestion.Dr. Jennifer Mullin, University of California, Davis Jennifer S. Mullin is an Assistant Professor of Teaching in the Department of Biological and Agricultural Engineering. She has a

Conference Session

Design Cognition III

Collection

2012 ASEE Annual Conference & Exposition

Authors

David R. Wright, North Carolina State University

Tagged Divisions

Design in Engineering Education

, Page 25.784.6and why each principle is applicable. In addition to providing a basis for design decision-making,these principles also provide an abstract structure for the developing system to help facilitatenavigation through the design space through the use of the pattern structure. The process element of the P 3 F is based upon Alexander’s Fundamental DifferentiatingProcess. 7 This process provides a template for identifying and iterating over generative designdecision sequences that allow a system’s structure, behavior, and interaction with its environment tounfold as a coherent whole that smoothly integrates with its environment. With each new iteration,the student is directed to refresh the view of the system as a whole, incorporating

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xiao Ge, Stanford University; Daigo Misaki, Kogakuin University; Nanami Furue, Tokyo University of Science; Chunchen Xu

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Education, 2021 Culturally Responsive Engineering Education: Creativity through “Empowered to Change” in the US and “Admonished to Preserve” in Japan Author(s) InformationAbstract:Enhancing creativity is an indispensable goal of many engineering courses. However, withflourishment of global collaboration in various engineering classrooms and best educationalpractices being replicated across cultures, there are not many curriculum interventions thatoriginate from students’ diverse cultural needs. When cultural differences are ignored, studentsmay get culturally biased grades and face confusion and difficulties. For instance, the notion of“disruption” and “breakthrough” in product design innovation is

Conference Session

Teams and Teamwork in Design I

Collection

2009 Annual Conference & Exposition

Authors

Edward Lumsdaine, Michigan Technological University; Josh Loukus, Michigan Technological University; Jason Dreyer, Michigan Technological University; Steve Chenoweth, Rose-Hulman Institute of Technology; Monika Lumsdaine, E&M Lumsdaine Solar Consultants, Inc.

Tagged Divisions

Design in Engineering Education

, communication, and an engineering design review.Students often confuse conflict in a team with team dysfunction. But conflicting views need to be Page 14.637.4expressed especially during the early stage of team development and conceptual design topromote creativity. Detrimental dysfunction occurs when teams are unable to move on to thedevelopment of integrated concepts, evident during the embodiment phase of design. It is mostcommonly seen in the uneven distribution of the work load, with a lack of communication orunderstanding of what others are doing on the team. Left to themselves, a five-member team willtypically have two self-starters, two

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susannah Howe, Smith College; Sophia L. Poulos, Smith College; Laura Mae Rosenbauer, Smith College

Tagged Divisions

Design in Engineering Education

to their capstone design colleagues. The survey was officially open during the month ofFebruary 2015 and responses were accepted through mid-March. A total of 522 respondents, representing464 distinct departments at 256 institutions, participated in the survey.This paper focuses solely on the qualitative responses to the eleven open-ended questions at the end of thesurvey. Participants were asked to “please provide responses to as many of the following questions asyou choose; all information is welcome!” The collected responses represent a rich and extensive set ofqualitative data with 250-350 separate responses per question.The approach used for analyzing the responses followed an open coding and integration methodology.11For each question

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shahriar Shamsian, University of Southern California; Gisele Ragusa, University of Southern California; Jeffrey Miller, University of Southern California; Michael Shindler, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

as these and present solutions for such challenges through acombination of technology and approach to teaching.1. introductionA primary goal of engineering education is to provide students with requisite technicalgrounding along with practice and experience in the design and evaluation of real andpractical systems. This goal becomes increasingly difficult with the expanding body ofknowledge, integration of concepts across disciplines, and complexity of design toolsneeded in engineering industries.1 While an expert/apprentice model of education maybe more fitting to preparing engineers for professional practice, traditional instructionmodels include in-person lectures covering fundamental technical concepts with thebulk of practice and

Conference Session

Capstone Design

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University; Bob Rhoads, Ohio State University; Kris Jaeger-Helton, Northeastern University; Sindia M. Rivera-Jiménez, University of Florida

Tagged Divisions

Design in Engineering Education

engineering to sales engineering to design engineering. He has also functioned as an engineering technology faculty for three years at Zane State College in Zanesville, Ohio, where he developed and taught courses that included CAD, solid modeling, statics, strength of materials, machine design, and statistical process control. He is currently active in curriculum development and education research focused on capstone design.Dr. Kris Jaeger-Helton, Northeastern University Professor Beverly Kris Jaeger-Helton, Ph.D. is on the full-time faculty in the Department of Mechanical and Industrial Engineering at Northeastern University (NU) teaching Simulation Modeling & Analysis, Human-Machine Systems, Facilities Planning &

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristina Elizabeth Krause, The Center for Engineering Learning and Teaching - University of Washington; Cynthia J. Atman, University of Washington; Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington

Tagged Divisions

Design in Engineering Education

, research methods, and adult and higher education theory and pedagogy courses for over 25 years. He has been involved in instructional development for 15 years, and currently does both research and instructional development in engineering education. He has published and presented on engineering design, engineering pedagogies, and instructional development topics. Jim has been an evaluator and consultant on several NSF-funded grant projects.Dr. Ken Yasuhara, Center for Engineering Learning & Teaching (CELT), University of Washington Ken Yasuhara was a research team member for the Center for the Advancement of Engineering Educa- tion’s Academic Pathways Study (CAEE APS) and is currently a research scientist at the

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elise Barrella P.E., Wake Forest University ; Charles McDonald Cowan II, Wake Forest University; Justyn Daniel Girdner, James Madison University; Mary Katherine Watson, The Citadel; Robin Anderson, James Madison University

Tagged Divisions

Design in Engineering Education

Paper ID #27202Student Experience and Learning with a Formative Sustainable Design RubricDr. Elise Barrella, Wake Forest University Dr. Elise Barrella is an Assistant Professor and Founding Faculty Member of the Department of Engineer- ing at Wake Forest University. She is passionate about curriculum development, scholarship and student mentoring on transportation systems, sustainability, and engineering design. Dr. Barrella completed her Ph.D. in Civil Engineering at Georgia Tech where she conducted research in transportation and sustain- ability as part of the Infrastructure Research Group (IRG). In addition to the Ph.D

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Cory Cooper, United States Air Force Academy; Daniel D. Jensen, United States Air Force Academy; Michael Lawrence Anderson P.E., United States Air Force Academy

Tagged Divisions

Design in Engineering Education

process and the actual capstone course(s) can occur in many forms [20].Some universities have an initial course in design methods [1, 26, 11, 27], followed by either aone or two semester capstone course. Integration of the instruction in design methods orprocesses could also occur in the one or two semester capstone experience [28]. Although manycurriculums have some small design content inserted into their early major’s courses, thecapstone experience may be the first time that students have been exposed to a formal, completedesign process.If the capstone project is the students’ first experience with implementation of the formal designprocess, students are likely to have difficulty understanding the motivation behind the designprocess [17

Conference Session

Student Feedback and Assessment in Design

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Robust, Resilient and Flexible Networks Integrated Realization of Engineered Materials and Products Managing Organized and Disorganized Complexity: Exploration of the Solution Space His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers—those who have developed the competencies to create value through the realization of complex engineered systems. Email URL http://www.ou.edu/content/coe/ame/people/amefaculty/mistree.html LinkedIN http://www.linkedin.com/pub/farrokh-mistree/9/838/8ba c American Society for Engineering Education, 2017 Work in Progress - A Strategy for Assessing Learning through

Conference Session

Capstone Design Pedagogy II

Collection

2010 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

AC 2010-265: STUDENT PRECONCEPTIONS AND HEURISTICS IN LEARNINGDESIGNSteven Zemke, Gonzaga University Steven Zemke is Associate Professor and Chair of Mechanical Engineering at Gonzaga University in Spokane Washington. He oversees the curriculum for all Mechanical design courses and teaches sections of each. His research area is pedogogy of design. Prior to teaching, he was a design engineer for 25 years at Hewlett Packard, General Instruments, and Bell Telephone Labs. Page 15.1120.1© American Society for Engineering Education, 2010 Student Preconceptions and Heuristics in Learning

Conference Session

Capstone Design III

Collection

2007 Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

. Internal • Marketing and Sales. Stakeholders • Shipping and Distribution. • Investors. • Purchasers and users. External • Nursery shops (e.g. Frank's). Stakeholders • Hardware stores (e.g. Ace, Aco). • Retail Outlets (e.g. Meijer, K-mart, Target, Wal-Mart, Sears).Understanding the design problem is accomplished by identifying the needs of all the relevantstakeholders, setting target specifications for the product, and decomposing the problem intocritical sub-problems. Although the latter is not explicitly shown in Fig. 2, it corresponds to thefirst activity of the concept generation task. As an integral part of the process of setting targetspecifications

Conference Session

Capstone Design I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Xiaobin Le, Wentworth Institute of Technology ; Anthony William Duva, Wentworth Institute of Technology; Richard L. Roberts, Wentworth Institute of Technology; Ali R. Moazed, Wentworth Institute of Technology

Tagged Divisions

Design in Engineering Education

, 2011 Instructional Methodology for Capstone Senior Mechanical DesignAbstract: The capstone design project is a big event in every mechanical program. Thecapstone design project serves as a bridge to help students migrate from an academicenvironment to an industrial environment. Any school normally don‟t have the full capability toconstruct and physically test each capstone design project due to limited equipment, limitedfunds and limited time, which is the primary difference between the industrial environment andthe academic environment. Due to this defect in the academic environment, there are twocommon major problems in lots of capstone designs. Some capstone projects couldn‟t providethe supporting documented analysis to answer whether

Conference Session

Design in Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

by managing uncertainty and complexity. The key question he is investigating is what are the principles underlying rapid and robust concept exploration when the analysis models are incomplete and possibly inaccurate? His quest for answers to the key question are anchored in three projects, namely, Integrated Realization of Robust, Resilient and Flexible Networks Integrated Realization of Engineered Materials and Products Managing Organized and Disorganized Complexity: Exploration of the Solution Space His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers—those who have developed the competencies to create value through the

Conference Session

DEED Poster Session

Collection

2008 Annual Conference & Exposition

Authors

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

Tagged Divisions

Design in Engineering Education

AC 2008-1264: TEACHING CONCEPT GENERATION METHODOLOGIES INPRODUCT DEVELOPMENT COURSES AND SENIOR DESIGN PROJECTSKarim Muci-Küchler, South Dakota School of Mines and Technology Karim Muci-Küchler is an Associate Professor of Mechanical Engineering at South Dakota School of Mines and Technology. Before joining SDSM&T, he was an Associate Professor of Mechanical Engineering at the University of Detroit Mercy. He received his Ph.D. in Engineering Mechanics from Iowa State University in 1992. His main interest areas include Computational Mechanics, Solid Mechanics, and Product Design and Development. He has taught several different courses at the undergraduate and graduate level, has over 30 technical

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Giovanna Scalone, University of Washington; Aaron Justin Joya, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Design in Engineering Education

project-based curriculum used throughout an entire project. Thisdesign activity is introduced and conducted within one class period, what might we learn ifstudents are able to engage in this kind of activity over time within the context of an ongoingdesign project? The activity asks students to ground what they learned in past experiences“Reflect on how you have done design in the past”. However, comparing the timelinerepresentations to past experiences requires students to have been very aware of design activitiesand time. One of the affordances of the timeline representations of design process is that theydraw attention to how time is spent in a way that is not well articulated in the prescriptive node-sand-arc representations of design. What

Conference Session

The Best of Design in Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Steven Zemke, Gonzaga University; Diane Zemke, Gonzaga University

Tagged Divisions

Design in Engineering Education

interested, please contact the first author via email.The first author is also particularly interested in creating activities that specifically teachcollaboration skills such as active listening, giving peer feedback, or assigning tasks on teams.These skills are especially relevant to engineers today but represent a significant challenge toteach well. If you are interested in developing an effective and tested curriculum in this area,please also contact the author.Finally, we wish to thank Brent Fales for his effort in creating half of these activities. Brenttaught a parallel section to the one in this study. Without his help, this study would not havebeen possible.References1. Smith, K. A., Sheppard, S. D., Johnson, D. W., & Johnson, R. T

Collection

2000 Annual Conference

Authors

Sara Washburn; Amy Hossain; Elizabeth A. Parry; Rachel Meyer; Laura Bottomley

. The ability to impart this knowledge in auseful way is a much sought after skill in the workplace. The school benefits from the earlyexposure to SMET, and teachers benefit by their participation in workshops and training sessionson incorporating science into daily lessons.An additional unique aspect of the program lies in its addressing the topic of teaching of scienceto special needs children. Special needs in our population include ESL (English as a secondlanguage), hearing impaired and visually impaired students. Incorporation of these special needsin teaching SMET is a key part of our program.Benefits to the K-12 schools include curriculum that integrates science, technology, andengineering topics with math, reading, and writing. Benefits

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Debra Monson, University of St. Thomas

Tagged Divisions

K-12 & Pre-College Engineering

courses, and new knowledge gained and used by both the instructors ofthe course and the students involved in the course. This course was taught using the NGSSscience standards as an overarching guide for K-12 science/engineering performanceexpectations. These expectations were then framed by the Lesh Model5 for curriculumdevelopment as teachers were guided to create their own curriculum unit. The course focused onevents that would allow teachers experience in engineering design. Teachers debriefed afteractivities based on specific areas of focus. While the integration of STEM elements is key tocourse content, the coursework in this program focuses on how engineering influences thestudent learner with an eye to academic standards.The inclusion of

Conference Session

Design in Engineering Education (DEED) Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Farrokh Mistree, University of Oklahoma; Dirk Ifenthaler, University of Freiburg; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

Paper ID #7234Empowering Engineering Students to Learn How To LearnProf. Farrokh Mistree, University of Oklahoma Farrokh Mistree holds the L.A. Comp chair and is the director of the School of Aerospace and Mechanical Engineering at the University of Oklahoma in Norman, Oklahoma. Mistree’s current research focus is on learning to manage uncertainty in multi-scale design (from molecular to reduced order models) to facilitate the integrated design of materials, product and design process chains. His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic

Conference Session

Capstone Design III

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bridget M. Smyser, Northeastern University; Gregory J. Kowalski, Northeastern University

Tagged Divisions

Design in Engineering Education

, the twosemesters follow each other directly, with students taking the first semester in late summer,followed immediately by the second semester in the Fall. In the other sequence, the students takethe first semester in early summer, and then spend 6 months on co-op before returning in theSpring to complete the second semester of Capstone. Although these two sequences weredeveloped simply to accommodate student schedules, this fact provides an opportunity todetermine whether the lag between semesters hinders, aids, or has no effect on whether studentsgenerate quality designs and use good project management techniques. Students who take theconsecutive sequence have the advantage of working continually on their design problem for 2terms

Conference Session

Research on Design Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackson Lyall Autrey, University of Oklahoma; Farrokh Mistree, University of Oklahoma; Zahed Siddique, University of Oklahoma

Tagged Divisions

Design in Engineering Education

possibly inaccurate? His quest for answers to the key question are anchored in three projects, namely, Integrated Realization of Robust, Resilient and Flexible Networks Integrated Realization of Engineered Materials and Products Managing Organized and Disorganized Complexity: Exploration of the Solution Space His current education focus is on creating and implementing, in partnership with industry, a curriculum for educating strategic engineers—those who have developed the competencies to create value through the realization of complex engineered systems. Email URL http://www.ou.edu/content/coe/ame/people/amefaculty/mistree.html LinkedIN http://www.linkedin.com/pub/farrokh-mistree/9/838/8baProf. Zahed Siddique

Conference Session

Technical Issues in Arch. Engr.

Collection

2002 Annual Conference

Authors

Elizabeth Petry

disparate information and find ways to order it and apply it to particular settings."Boyer and Mitgang concluded in Building Community: A New Future for Architecture Educationand Practice, "that architectural education is really about fostering the learning habits needed forthe discovery, integration, application, and sharing knowledge over a lifetime."These are only some of the many challenges facing the academy. Continual assessment of thesuccesses and challenges of any program are essential to its thriving.The University of Hartford’s Architecture Program is based on the blending of academic-basedtheoretical studies with industry-based problem solving. Our practice oriented architectureprogram has developed and implemented an innovative

Conference Session

Studies in Engineering Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mo Hu, Virginia Tech; Tripp Shealy, Virginia Tech; John S. Gero, University of North Carolina, Charlotte

Tagged Divisions

Design in Engineering Education

Paper ID #22916Neuro-cognitive Differences Among Engineering Students when Using Un-structured, Partially Structured, and Structured Design Concept GenerationTechniquesMo Hu, Virginia Tech Mo Hu is a Ph.D. student in Civil and Environmental Engineering Department at Virginia Tech. Her research interest is applying neuroscience methods in engineering to provide better solutions for sustain- ability.Dr. Tripp Shealy, Virginia Tech Tripp Shealy is an Assistant Professor of Civil and Environmental Engineering at Virginia Tech.Dr. John S. Gero, University of North Carolina, Charlotte John Gero is Research Professor in Computer

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

how undergraduate level students use their model-based reasoning in the process of learning quantum mechanics and identifying new instructional strategies which helps to support visualization and model- based reasoning. She also has experience on learning design, curriculum development and professional development.Mr. Vojtech Krs, Purdue University, West Lafayette Vojtech Krs is a computer graphics researcher. He received his Bc. degree from Czech Technical Uni- versity in Prague in 2014. He is currently a Ph.D. student in the department of Computer Graphics Technology at Purdue University, West Lafayette IN.Dr. Ida B. Ngambeki, Purdue University, West Lafayette Dr. Ida Ngambeki is an Assistant Professor of

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2005 Annual Conference

Authors

Stacy Wilson; Mark Cambron

COURSE REVIEW IN THE ASSESMENT PROCESS Mark E. Cambron and Stacy Wilson Department of Engineering Western Kentucky University Bowling Green, KY 42101AbstractA joint program in Electrical Engineering has been created with Western Kentucky University(WKU) and the University of Louisville (UofL). The program resides at WKU with UofLfaculty delivering 16-24 hours into the curriculum through distance learning methods. The focusof the new EE program is a project-based curriculum. WKU’s Electrical Engineering Programhas developed an assessment plan to insure a systematic pursuit of improvement. A

Conference Session

Research on Design Learning

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cynthia J. Atman, University of Washington; Janet McDonnell, Central Saint Martins, University of the Arts London; Ryan C. Campbell, University of Washington; Jim L Borgford-Parnell, University of Washington; Jennifer A Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Association for the Advancement of Science (AAAS) and the ASEE. She was the recipient of the 2002 ASEE Chester F. Carlson Award for Innovation in Engineering Education and the 2009 UW David B. Thorud Leadership Award. Dr. Atman holds a Ph.D. in Engineering and Public Policy from Carnegie Mellon University.Prof. Janet McDonnell, Central Saint Martins, University of the Arts London Janet McDonnell is Professor of Design Studies at Central Saint Martins, London where she is Director of Research. She holds a PhD for work on modelling engineering design expertise, an MSc in Computer Science and a BSc in Electrical Engineering. She is the editor-in-chief of the International Journal of CoDesign.Mr. Ryan C. Campbell, University