IDEALS: A Model for Integrating Engineering Design Professional Skills Assessment and Learning
- Conference
- Location
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Vancouver, BC
- Publication Date
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June 26, 2011
- Start Date
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June 26, 2011
- End Date
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June 29, 2011
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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Design in Engineering Education
- Page Count
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20
- Page Numbers
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22.791.1 - 22.791.20
- DOI
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10.18260/1-2--18072
- Permanent URL
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https://peer.asee.org/18072
- Download Count
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521
Paper Authors
Denny C. Davis Washington State University
Denny Davis is Professor of Bioengineering and Director of the Engineering Education Research Center at Washington State University. He has led multi-institution collaborations developing and testing assessments and curricular materials for engineering design and professional skills. He has been a Fellow of the American Society for Engineering Education since 2002.
Michael S. Trevisan Washington State University
Dr. Michael S. Trevisan is Professor of Educational Psychology and Associate Dean for Research and External Funding in the College of Education at Washington State University. Dr. Trevisan's expertise is in educational measurement and evaluation and he is published widely in these areas. For the last several years he has collaborated with Dr. Denny Davis to develop engineering education design assessments.
Howard P. Davis Washington State University
Dr. Davis received degrees from The Evergreen State College (B.A. 1976), WSU (B.S. 1981, M.S. 1988) and the University of Oregon (Ph.D. 1993). He is currently a Clinical Assistant Professor in the Gene and Linda Voiland School of Chemical Engineering and Bioengineering. He has been the president and CEO of IPM, a medical device company and Total Dynamics LLC a software company. He is also on the board of directors of Developing World Technologies, a company started by former students of the capstone class that he teaches. His interests include engineering and entrepreneurship pedagogy and assessment, technology development and clinical applications of biomedical instrumentation.
Steven W. Beyerlein University of Idaho, Moscow
Dr. Beyerlein serves as the coordinator for an inter-disciplinary capstone design course in the College of Engineering at the University of Idaho. In this endeavor, he collaborates with five other colleagues from the departments of Mechanical Engineering, Electrical Engineering, Computer Engineering, Biological Engineering, and Computer Science. He is engaged in multiple research projects associated with engine testing, alternative vehicle development, design pedagogy, and program assessment.
Susannah Howe Smith College
Susannah Howe is the Design Clinic Director in the Picker Engineering Program at Smith College, where she coordinates and teaches the capstone engineering design course. Her current research focuses on innovations in engineering design education, particularly at the capstone level. She is also involved with efforts to foster design learning in middle school students and to support entrepreneurship at primarily undergraduate institutions. Her background is in civil engineering with a focus on structural materials; she holds a B.S.E. degree from Princeton, and M.Eng. and Ph.D. degrees from Cornell.
Phillip L. Thompson Seattle University
Jay McCormack University of Idaho
Jay McCormack is an Assistant Professor in the mechanical engineering department at the University of Idaho where he is an instructor for the college's interdisciplinary capstone design course. Dr. McCormack received his Ph.D. in mechanical engineering from Carnegie Mellon University in 2003.
Patricia Brackin Rose-Hulman Institute of Technology
Javed Khan Tuskegee University
M. Javed Khan is Professor of Aerospace Science Engineering at Tuskegee University. He received his Ph.D. in Aerospace Engineering from Texas A&M University, M.S. in Aeronautical Engineering from the U.S. Air Force Institute of Technology and B.E. in Aerospace Engineering from Karachi University. His research interests include engineering education and vortex dominated flows and aircraft design.
Address: 100 Luther Foster Drive, Chappie James Center, Room 325, Tuskegee University, Tuskegee, AL 36088; mjkhan@tuskegee.edu.
Abstract
Integrating Engineering Design Professional Skills Assessment and LearningEngineering degree programs are challenged to develop students’ capabilities that add value totheir employers and to society at large. Among these highly desired capabilities are professionalskills and abilities needed to innovate in a team project context. This paper describes how a set ofinstructional materials and the associated assessments are implemented in a multidisciplinarycapstone design course to develop three types of professional skills: teamwork, professionaldevelopment, and professional responsibility. The resulting set of modules is implemented as anonline Integrated Design Engineering Assessment and Learning System (IDEALS).The IDEALS system was developed with National Science Foundation funding through a multi-institution research consortium. The module development process documented by Beyerlein etal. (2011) produced three general modules for design courses and online system orientation, fourteamwork modules, three professional development modules, and two professional responsibilitymodules as listed below. Each module in the three skill areas begins with pre-class and/or in-class activities and terminates with an assessment that aligns student performances with five-point descriptive rubrics and provides them personalized feedback on their performances. AREA MODULE NAME ASSESSMENT Design Context General IDEALS Introduction Transferring Knowledge Teamwork Planning Team Contract Team Member Citizenship Team Member Citizenship Teamwork Teamwork In-Progress Teamwork In-Progress Teamwork Achieved Teamwork Achieved Professional Development Planning Professional Development Plan Professional Professional Development In-Progress Professional Development In-Progress Development Professional Development Achieved Professional Development Achieved Professional Professional Responsibility Formation Professional Responsibility Formation Responsibility Professional Responsibility Achieved Professional Responsibility AchievedThe paper describes the content of each module and offers examples of different strategies forfacilitating the modules and associated assessments. Samples of student work are shown, alongwith assessment feedback. Additional information is given on student and instructor assessmentsof individual modules and assessments.
Davis, D. C., & Trevisan, M. S., & Davis, H. P., & Beyerlein, S. W., & Howe, S., & Thompson, P. L., & McCormack, J., & Brackin, P., & Khan, J. (2011, June), IDEALS: A Model for Integrating Engineering Design Professional Skills Assessment and Learning Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18072
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