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Integrated Design Engineering Assessment and Learning System (IDEALS):

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Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

The Best of Design in Engineering

Tagged Division

Design in Engineering Education

Page Count

18

Page Numbers

25.789.1 - 25.789.18

Permanent URL

https://peer.asee.org/21546

Download Count

29

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Paper Authors

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Michael S. Trevisan Washington State University

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Mike Trevisan is a professor of educational psychology at Washington State University and the Associate Dean for Research in the College of Education. For more than 17 years, he has worked with engineering educators across the country to develop engineering design curriculum and assessments for a variety of engineering disciplines. His key collaborator is Dr. Denny Davis, Washington State University.

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Denny C. Davis Washington State University

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Denny Davis is professor of bioengineering at Washington State University. He has led numerous educational research projects, including the Integrated Design Engineering Assessment and Learning (IDEALS) project, which seeks to enhance learning and assessment in design. Davis has taught multidisciplinary design that integrates engineering and business development skills. He is a Fellow of the American Society for Engineering Education.

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Steven W. Beyerlein University of Idaho, Moscow

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Steven Beyerlein is professor of mechanical engineering at the University of Idaho, where he coordinates the capstone design program and regularly participates in ongoing program assessment activities. He received a Ph.D. in M.E. from Washington State University in 1987. His research interests include catalytic combustion systems, application of educational research methods in engineering classrooms, and design of effective professional development activities.

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Jay Patrick McCormack University of Idaho

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Jay McCormack is an Assistant Professor in the Mechanical Engineering Department at the University of Idaho and the University Director of the state’s manufacturing extension partnership. McCormack has been at the university since 2007. Before coming to the university, he was Co-founder and Lead Scientist of the company DesignAdvance Systems in Pittsburgh, Penn. McCormack received his Ph.D. from Carnegie Mellon University in 2003.

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Phillip L. Thompson Seattle University

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Paul R. Leiffer LeTourneau University

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Paul R. Leiffer, Ph.D., P.E., is a professor in the School of Engineering and Engineering Technology and Chairman of the Engineering Department at LeTourneau University, where he has taught since 1979. He is the Co-developer of LeTourneau’s program in biomedical engineering. He received his B.S.E.E. from the State University of New York, Buffalo, and his M.S. and Ph.D. degrees from Drexel University. Prior to joining the faculty at LeTourneau, he was involved in cardiac cell research at the University of Kansas Medical Center. His professional interests include bioinstrumentation, engineering design, digital signal processing, and engineering ethics. Email: paulleiffer@letu.edu.

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Howard P. Davis Washington State University

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Howard 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.

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Susannah Howe Smith College

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Susannah Howe, Ph.D. 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 invested in building the international capstone design community and served as Co-chair for both the 2010 and 2012 Capstone Design Conferences. 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.

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Jennifer E. LeBeau Washington State University

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Jennifer E. LeBeau is a Graduate Research Assistant in the Learning and Performance Research Center at Washington State University. She holds a M.A. in higher education administration and is a candidate for a Ph.D. in the same field, with an emphasis in educational psychology.

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Robert E. Gerlick Pittsburg State University

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Robert Gerlick is Assistant Professor of mechanical engineering technology at Pittsburg State University, where he teaches courses in mechanics, graphics, and capstone design.

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Patricia Brackin Rose-Hulman Institute of Technology

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Patricia Brackin is a professor of M.E. at Rose-Hulman Institute of Technology, where she teaches a variety of design courses including capstone design. Her B.S. and M.S. are from the University of Tennessee in nuclear engineering and her Ph.D. is from Georgia Institute of Technology in M.E. Her industrial experience includes Oak Ridge National Laboratories, Chicago Bridge and Iron, and Eli Lilly. She is a registered P.E.

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M. Javed Khan Tuskegee University

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Javed Khan is professor and Head of the Aerospace Science Engineering Department at Tuskegee University. He received his Ph.D. in aerospace engineering from Texas A&M, M.S. in aeronautical engineering from U.S. Air Force Institute of Technology, and B.E. in aerospace engineering from PAF College of Aeronautical Engineering. His research interests include engineering education, aircraft design, and vortex-dominated flows.

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Abstract

Integrated Design Engineering Assessment and Learning System (IDEALS): Piloting Teamwork and Professional Skills Development Instructional MaterialsAbstractNational and global engineering challenges require preparation of engineering graduates withstrong technical, personal, and interpersonal abilities. For reasons of resource efficiency andconsistent preparation, engineering programs would benefit from well-developed, integratedinstructional materials and assessments that effectively motivate and facilitate development ofprofessional skills vital to engineering practice. The purpose of this paper is to summarize andpromote the work of an NSF funded project team that created and pilot tested instructionalmodules for Teamwork, Professional Development (self-directed learning), and ProfessionalResponsibility. Full modules include pre-class assignments, in-class exercises, and post-classassessment assignments. Instructors may choose to use individual modules and selectedresources within a given module. All modules (instructional materials and assessments) areavailable online for use by authorized instructors.The IDEALS modules were implemented in capstone engineering design classes at sevenparticipating institutions. The normal assessment implementation cycle encompassed pre-classpreparation of students for the assessment, student completion of the assessment, and individualand team feedback on assessment results to maximize student benefits from the assessment. Theset of instructional activities and formative and summative assessments for a given area (e.g.,Teamwork, Professional Development) was further structured in a six-step IDEALS learningcycle that progressively builds student motivation and understanding to achieve advancedperformance levels for the targeted professional skills.This paper will provide results of the one-year pilot-testing period. Different combinations ofmodules were implemented at each participating institution. Instructors employed instructionalmaterials and assessments to support their varied course designs and class needs. Modules wereused in capstone engineering design courses serving many different engineering and non-engineering disciplines. Data were collected on student performances in teamwork, professionaldevelopment, and professional responsibility. Follow-up interviews of instructors and formerstudents provided data on their valuing of the modules and their perspectives on implementationissues.The IDEALS assessments documented progressively increasing levels of professional skillperformances by students over the duration of capstone courses. Modules were shown to havepositive impacts on student and faculty attitudes toward professional skills development.Students found assessments useful for facilitating their professional skills development but alsofelt that assessments took time from project completion activities. Instructors observed improvedstudent performances and understanding from the modules but also expressed concern about thetime required to provide quality feedback on assessments. The paper will also provide resultsfrom faculty and student interviews that revealed a variety of insights for implementation andlearning impacts, respectively.

Trevisan, M. S., & Davis, D. C., & Beyerlein, S. W., & McCormack, J. P., & Thompson, P. L., & Leiffer, P. R., & Davis, H. P., & Howe, S., & LeBeau, J. E., & Gerlick, R. E., & Brackin, P., & Khan, M. J. (2012, June), Integrated Design Engineering Assessment and Learning System (IDEALS): Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21546

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2012 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015