How many pomodoros do professional engineers need to complete a microtask of programming?

Makerspaces can potentially support learning and teaching across different learning environments using new ways to enhance 21st-century and engineering skills. Although there has been extensive work on makerspaces within museums and libraries, more work must be done concerning their effects on learning and teaching and how the spaces might enhance students’ engineering skills. This paper explores the notion of blended makerspaces—a new model, developed by the author, of blending hands-on, engineering, and technological skills— and their effects on learning. Based on a mixed-methods case study, this paper describes how the blended method used within the state-of-the-art makerspace stations creates critical thinking, inventiveness, and cooperation. This paper also examines how the spaces enhance life skills, such as flexibility and employability, preparing students for their prospective careers. The suggested blended makerspace method—learning in person, online, or both—emerges as a novel pedagogical structure. Furthermore, the study results indicate that through the infusion of blended activities in makerspace projects, students can enhance 21st-century engineering skills. This paper adds to the discussion on maker pedagogy. It suggests pathways for integrating makerspaces into educational contexts to enable students to develop engineering and other skills to be future-ready.

Environmental engineering is a relatively new engineering discipline. The engineering profession increasingly recognises the importance of engineers moving from their traditional stereotypical technical focus and becoming broader skilled and more responsive to society's needs, particularly regarding the environment. This is often encapsulated as the new engineer. Environmental engineers should be well placed to make a significant contribution to this goal. The nature of engineers and engineering is briefly discussed before tracing the evolution of environmental engineering. This new branch of engineering has evolved from the earlier dominance of sanitary or public health engineering and now incorporates a broader, holistic approach to the solution of environmental issues. A literature review is presented on society~s awareness and concern with the environment. This leads to an investigation of the relationship between engineers and the environment. A review of environmental engineering education follows. The education of engineers to improve their environmental credentials is contentious. A common theme is that all engineers require a better environmental education. However, there is less consensus regarding the need for separate environmental engineering degrees at undergraduate level. Despite this, environmental engineering degrees have proliferated in Australia in the past decade. Yet little is known about the graduates and their transition into an engineering profession which is largely founded in traditional engineering values. This research addresses the lack of knowledge about environmental engineers. Using a number of concepts from sociology, particularly professional socialisation, a theoretical framework was developed to suggest what environmental engineers may experience both as students and in professional practice. This theoretical framework was tested using a case study of forty-four recent graduates from the School of Environmental Engineering's undergraduate degree in environmental engineering at Griffith University in Brisbane, Australia. This environmental engineering degree is considered unique in this country because of its breadth and diversity of subject material, which is underpinned by the host school's location in the Faculty of Environmental Sciences. This contrasts with the common approach of either slightly modifying existing civil engineering degrees to produce an environmental strand or creating a hybrid environmental engineering degree through combinations of other engineering programmes. In both these cases, the environmental engineering is normally located in an engineering faculty and is thus more influenced by traditional engineering values. The research in this thesis is qualitative in nature. This approach was adopted to ensure a rich picture emerges of the professional socialisation of enviromnental engineers. The data presented are based on interviews with the graduate environmental engineers and follows the graduates chronologically through university and into professional practice. Environmental engineering students enter university with considerable diversity of knowledge, interest and commitment. The degree programme exerts a strong socialising influence in raising environmental awareness and capabilities. However, the outcome is not uniform and a number of socialisation failures can be identified, particularly where graduates are concerned about their identity and lack confidence as engineers at the end of their studies. The path to professional socialisation as environmental engineers is further influenced by the widespread lack of recognition of the qualifications and capabilities of environmental engineers in the profession and employment. Professional socialisation also varies considerably with the diversity of employment situations. In general, the process of organisational socialisation into the norms of an employment culture is stronger than the socialising influences of the profession. Socialisation is also affected by individualism. Thus, overall there are a spectrum of professional socialisation successes and failures. Environmental engineering is plagued by considerable uncertainty as to its nature. This is apparent throughout the engineering profession and employer organisations. This uncertainty has a significant impact on environmental engineers and consequently many are unsure regarding their identity as engineers. Despite the uncertainties regarding identity and professional socialisation, the generalist skills, environmental commitment and capabilities, and social responsiveness of many of the environmental engineering graduates typify the attributes of the new engineer. A minority could not be considered as meeting these attributes, particularly where they identify more strongly with traditional engineering values. However, on balance, it is evident that environmental engineers are making a significant contribution to the paradigm change that the engineering profession must make to better reflect societ~s needs and aspirations. The thesis concludes with a range of recommendations designed to indicate areas of further research to complement and extend this study.

The purposes of this study were: (1) to develop Engineering Project-Based Learning Model Using Virtual Laboratory mix Augmented Reality to Enhance Engineering and Innovation Skills (2) to evaluate about the suitability of Engineering Project-Based Learning Model Using Virtual Laboratory mix Augmented Reality to Enhance Engineering and Innovation Skills by 3 education experts, 3 electrical communication engineering experts and 3 information technology and communication experts. The findings indicated that the Engineering Project-Based Learning Model Using Virtual Laboratory mix Augmented Reality to Enhance Engineering and Innovation Skills 4 Components: 1. Input with 5 steps: (1) Lesson objective (2) learner analysis (3) teacher analysis (4) content and (5) virtual laboratory, 2. Process have 5 steps: (1) problem identification and analysis (2) project definition (3) engineering design and problem-solving (4) implementation of engineering problem-solving (5) appropriate system development and control, 3. Output as an assessment that has (1) Engineering skills evaluation, (2) innovation evaluation, 4. Feedback that consists of engineering skills and innovation evaluation result. From the Engineering Project-Based Learning Model Using Virtual Laboratory mix Augmented Reality to Enhance Engineering and Innovation Skills, It was found that the result about the learning model is proper in the highest level \( ({\bar{\text{X}}} = 4.36,\,{\text{S}}.{\text{D}}. = 0.19) \). It’s shown that it can bring that model to use for the development of ability, Engineering and Innovation Skills.

In view of the problems that the training system of domestic mining engineering specialty is prevalent in the past for a long period of time, there are many problems such as lack of talent cultivation, lack of academic tendency, lack of teacher engineering and weak practice. Jiangxi University of Science and Technology learn from the domestic industry in the field of top institutions of high-end disciplines development concept and application-oriented undergraduate, vocational education orientation of personnel training ideas, through the construction of “school-based-the participation of the mine” and the “theoretical study - engineering practice - innovation and development” of the integrated curriculum platform, including the curriculum system, teaching content, practice, teaching operation, teaching materials, teacher training and management mechanisms All-round reform, carried out a diversified, cross-scale practice of exploration and innovation, formed a set of more complete and the implementation of the effect of improving the mining project compound talent training program. The effect of the implementation in recent years shows that the smooth implementation of the scheme can help the mining engineering graduates to complete the rapid transformation of the mining technology compound talents under the new situation and help to realize the training objectives of the outstanding engineers.

In 2011, Queen’s Engineering began rollout of its "Engineering Design and Practice Sequence (EDPS)". The EDPS is a "professional spine" sequence of courses over four years, meant to address and incorporate into all of its engineering programs the majority of the 12 Graduate attributes required by the Canadian Engineering Accreditation Board (CEAB). In year 1, the first EDPS course – Engineering Practice I - introduces students to engineering design and problem solving, but with little formal instruction in the design process and engineering tools. Formal instruction in these aspects comes in second year, in Engineering Design and Practice II (course number APSC200). Finally, in third and fourth year, students undertake significant design projects in their discipline. 
 The second-year version of the professional spine, APSC200, is a one-term course taken by all students. This begins with a 6-week Faculty-wide course module, followed by a 6-week program-specific module. In the first Faculty-wide segment, students learn the design process – problem definition and scope, idea generation and broadening tools, decision-making tools, economic analysis, stakeholders, risk, and safety. Students are exposed to the necessity of formal design techniques via a zero-level "P0" project, and taught these techniques during a more extensive P1 project.
 The second 6 weeks of APSC200 involves a discipline-specific project (P2) in which the student teams practice the skills introduced in the earlier portion of the course while working through a design project chosen to emphasize the skills of their program. This paper focusses on the development and implementation of the P2 project for students in the Queen’s Engineering Physics program. The goal of this project is to introduce discipline-specific tools and techniques, to excite students in their chosen engineering discipline, and to put into practice the formal design techniques introduced earlier.
 The P2 project developed for Engineering Physics was entitled a "Compact Environmental Monitoring Station". The premise was that the Ontario Ministry of the Environment (MOE) issued an RFP for small, cheap sensor devices that could be provided to every Ontario household, and set up to "crowdsource" environmental data for the MOE. Student teams were required to research and justify which environmental parameters would be appropriate for their monitoring device, decide on parameters to monitor, design the device, and build a working prototype of the device.
 The device specifications required the use of an Arduino-based platform, interfacing the chosen sensor(s) to a laptop computer using MatLab. Since only some students were familiar with Arduinos and MatLab, two "just in time" workshops were delivered on these topics, using a "flipped lab" approach.
 For the prototype design and build, students had only 4 weeks and a budget of $100. Arduino boards and some basic sensors were supplied, with students able to source and purchase other components within their budget. The prototype-build provided the students with a valuable hands-on experience and also helped them to fully appreciate unexpected practical design constraints. Given the short timeframe (4-weeks) for the design and build, prototypes were very impressive, with many including solar power or rechargeable batteries, Bluetooth connectivity, 3-D printed packaging, IPhone or Android apps, as well as calibration functions.
 This paper will summarize the development of this Engineering Physics P2 module, and will report on the first year of offering it in its current format.

This book is an essential resource to assist candidates who are preparing for the Principles and Practice of Engineering (PE) examination in architectural engineering. The handbook is prepared by the Architectural Engineering Institute of the American Society of Civil Engineers (AEI of ASCE). As an added benefit, all the listed questions are in the actual test format, which consists of 80 multiple-choice questions, administrated in two 4-hour sessions. Each answer is provided with solutions that provide test takers with strategies to successfully complete the exam. The book specifies the exam content area for subjects that were identified for architectural engineering. Each question is assigned a percentage that reflects the frequency and importance to the practice of architectural engineering.

Bridge Engineering in Canada Joost Meyboom Bridge Engineering in the United States M Myint Lwin and John M Kulicki Bridge Engineering in Argentina Tomas A del Carril Bridge Engineering in Brazil Augusto Carlos de Vasconcelos, Gilson L Marchesini, and Julio Timerman Bridge Engineering in Bosnia and Herzegovina Boris Koboevic, Bisera Karalic-Hromic, and Damir Zenunovic Bridge Engineering in Bulgaria Doncho Partov and Dobromir Dinev Bridge Engineering in Croatia Jure Radic and Goran Puz Bridge Engineering in the Czech Republic Jiri Strasky Bridge Engineering in Denmark Niels Jorgen Gimsing Bridge Engineering in Finland Esko Jarvenpaa Bridge Engineering in France Jean-Armand Calgaro Bridge Engineering in Greece Stamatios Stathopoulos Bridge Engineering in Macedonia Tihomir Nikolovski and Dragan Ivanov Bridge Engineering in Poland Jan Biliszczuk, Jan Bien', Wojciech Barcik, Pawel Hawryszkow, and Maciej Hildebrand Bridge Engineering in Russia Simon A Blank and Vadim A Seliverstov Bridge Engineering in Serbia Radomir Folic Bridge Engineering in the Slovak Republic Ivan Balaz Bridge Engineering in Turkey Cetin Yilmaz, Alp Caner, and Ahmet Turer Bridge Engineering in Ukraine Mykhailo Korniev Bridge Engineering in China Quan Qin, Gang Mei, and Gongyi Xu Bridge Engineering in Indonesia Wiryanto Dewobroto, Lanny Hidayat and Herry Vaza Bridge Engineering in Iran Shervin Maleki Bridge Engineering in Japan Masatsugu Nagai, Yoshiaki Okui, Yutaka Kawai,Masaaki Yamamoto, and Kimio Saito Bridge Engineering in Chinese Taipei Y B Yang, Dyi-Wei Chang, Dzong-Chwang Dzeng, and Ping-Hsun Huang Bridge Engineering in Thailand Ekasit Limsuwan and Amorn Pimanmas Bridge Engineering in Egypt Mourad M Bakhoum Benchmark Designs of Highway Composite Girder Bridges Shouji Toma Highest Bridges Eric Sakowski Longest Bridges and Bridge Spans Lian Duan Index

Transdisciplinary engineering curricula prepare future engineers with a holistic understanding of complex real-world problems, and the ability to tackle these problems with knowledge and skills in both engineering and non-engineering areas. What are transdisciplinary skills in the engineering education context? What learning activities can we design and implement to develop students’ transdisciplinary skills in the first-year engineering program? How can we assess transdisciplinary skills and evaluate the instructional effectiveness of these learning activities?The current study is an initial attempt to explore these questions. We introduce a conceptual framework ofusing systems thinking, empathy and metacognition asproxy indicators of transdisciplinary skills, and presentthe learning activities we have designed to developstudent competencies in these areas. In addition, wepropose an evaluation approach that includes a surveyinstrument and formative learning assessment, with which we investigate the relationships among empathy, systems thinking, and metacognitive skills in the context ofengineering education.

The rationale of this research thesis is to identify the gaps in accreditation criteria and to develop a well-structured, globally adaptive, systematic, transparent accreditation framework for quality assurance in engineering education. In engineering education, accreditation involves the assessment of educational programs against defined accreditation criteria. A review of the literature shows that although various accreditation frameworks have recently been developed and implemented to assess engineering courses using the criteria, there are however serious gaps in the assessment and accreditation process. Most of these frameworks lack uniformity or non-equivalence in standards as well as being too complex and non-transparent. Most of these frameworks cater for national engineering education systems and there are no reports in the literature of the development and successful implementation of a trans-national or international accreditation framework in engineering. Furthermore, these frameworks do not assess all of the essential elements of the educational process cycle, i.e. the input, the teaching and learning and the output. Other limitations are; the problems associated with 'outcomes' based assessment criteria are not always comprehensively measured student learning outcomes. There are difficulties in obtaining the performance data, such as the assessment of graduate attributes or competencies, graduate employability and industry feedback. The engineering graduate attributes (outcomes) are not clearly defined and not sufficiently monitored in the assessment criteria. The assessment data for the graduate attributes and graduate outcomes is generally not well documented. As a result, the existing engineering criteria developed by worldwide accreditation bodies to accredit engineering programs do not assess adequate engineering graduate competencies. The thesis provides a way forward with important insights on the engineering graduate competencies with a case study from Monash University's employer survey for engineering graduates. Based on the literature review, review of existing accreditation frameworks and findings on employer survey on engineering graduate competencies, the following research statements are formulated in this project: • The existing accreditation frameworks developed and implemented worldwide in engineering education are not equivalent or comparable (uniform). • The criteria developed and applied for engineering program accreditation neglect the educational process cycle as a whole. • There is no clear-cut and comprehensive assessment of engineering graduate competencies incorporated in the engineering accreditation criteria. The Thesis outlines and describes the design and development of a global accreditation framework in engineering based on the gap analysis from the literature review and from the findings on engineering graduate competencies based on employer survey. The subsequently developed Global Accreditation Framework is a comprehensive mechanism for ensuring consistent accreditation standards for quality assurance in engineering education and comprises all three parts of the educational cycle, namely; input, teaching/learning and output. This framework will provide a common framework of standards for engineering accreditation in the global context and also provides important insights on the engineering graduate competencies. The application of the developed Framework in six engineering institutions from the Asia-Pacific countries, namely; Australia, Malaysia and India, is described in this Thesis. A field work data collection and the in-depth discussion on the findings of the fieldwork data analysis are also presented. At the end, important conclusions and future work in the direction of research are derived and possible challenges as well as implementation strategies for the developed accreditation framework are discussed.

This study examines how personal vision enhances work engagement and the retention of women in the engineering profession. Using a mixed method approach to understand the factors related to the retention of women in the engineering profession, we first interviewed women who persisted and women who opted out of the profession (Buse and Bilimoria, 2014). In these rich stories, we found that women who persisted had a personal vision that included their profession, and that this personal vision enabled them to overcome the bias, barriers and discrimination in the engineering workplace. To validate this finding on a larger population, we developed a scale to measure one's personal vision conceptualized as the ideal self (Boyatzis and Akrivou, 2006). The measure was tested in a pilot study and then used in a study of 495 women with engineering degrees. The findings validate that the ideal self is comprised of self-efficacy, hope, optimism and core identity. For these women, the ideal self directly impacts work engagement and work engagement directly impacts career commitment to engineering. The findings add to extant theory related to the role of personal vision and intentional change theory. From a practical perspective, these findings will aid efforts to retain women in engineering and other STEM professions.

There is a strong link between engineering and development Engineering as a profession is a call to service by the society Perhaps next to soldiers engineers are the most patriotic professionals However unlike soldiers they remain servants of society at all times and in all circumstances Despite her role to the society engineering profession seems not to be enjoying the respect due to it probably because of failures associated with some engineering projects This paper focuses on the need to improve on engineering practices for developments in developing countries using Engineering practice in Nigerian Universities as a tool for argument Purposeful Survey interview and focus group discussion were carried out among one hundred and twenty reputable firms in Nigeria The topic was approached through a few projects that the firms have been involved in from the planning stage some to completion and beyond into the stage of maintenance and monitoring It is revealed that some factors which are not determined by the engineers themselves impeded progress and full success of engineering practice in developing countries The key culprit is corruption whose eradication will put the nation on the solid path of effective engineering development and poverty alleviation nbsp

This chapter intends to reflect on the engineering practice and education from a Global South’s perspective, its relationships with grassroots social processes, and the transitions towards the Amerindian Buen Vivir, as opposed to the hegemonic colonial model of engineering from the North and its imperative of satisfying the market’s needs. This way, after a quick presentation of some aspects of both hegemonic and alternative/counter-hegemonic engineering practice and education panoramas (introduction), such panoramas are described in the decolonial theory’s terms (Sect. 23.2), and Buen Vivir’s central elements are sketched (Sect. 23.3). Then, two case studies from Colombia are described (Sect. 23.4), the specificities of this engineering training and practice are highlighted and systematized/theorized, and some of their disruptive potentialities are singled out (Sect. 23.5). In the final section, two main challenges of decolonial or counter-hegemonic engineering practice and education in general, and for the Buen Vivir, in particular, are briefly introduced: institutionalization and evaluation.

Recent developments in piston engine technology have increased performance in a very significant way. Diesel turbocharged/turbo compound engines, fuelled by jet fuels, have great performances. The focal point of this thesis is the transformation of the FIAT 1900 jtd diesel common rail engine for the installation on general aviation aircrafts like the CESSNA 172. All considerations about the diesel engine are supported by the studies that have taken place in the laboratories of the II Faculty of Engineering in Forli. This work, mostly experimental, concerns the transformation of the automotive FIAT 1900 jtd – 4 cylinders – turbocharged – diesel common rail into an aircraft engine. The design philosophy of the aluminium alloy basement of the spark ignition engine have been transferred to the diesel version while the pistons and the head of the FIAT 1900 jtd are kept in the aircraft engine. Different solutions have been examined in this work. A first V 90° cylinders version that can develop up to 300 CV and whose weight is 30 kg, without auxiliaries and turbocharging group. The second version is a development of e original version of the diesel 1900 cc engine with an optimized crankshaft, that employ a special steel, 300M, and that is verified for the aircraft requirements. Another version with an augmented stroke and with a total displacement of 2500 cc has been examined; the result is a 30% engine heavier. The last version proposed is a 1600 cc diesel engine that work at 5000 rpm, with a reduced stroke and capable of more than 200 CV; it was inspired to the Yamaha R1 motorcycle engine. The diesel aircraft engine design keeps the bore of 82 mm, while the stroke is reduced to 64.6 mm, so the engine size is reduced along with weight. The basement weight, in GD AlSi 9 MgMn alloy, is 8,5 kg. Crankshaft, rods and accessories have been redesigned to comply to aircraft standards. The result is that the overall size is increased of only the 8% when referred to the Yamaha engine spark ignition version, while the basement weight increases of 53 %, even if the bore of the diesel version is 11% lager. The original FIAT 1900 jtd piston has been slightly modified with the combustion chamber reworked to the compression ratio of 15:1. The material adopted for the piston is the aluminium alloy A390.0-T5 commonly used in the automotive field. The piston weight is 0,5 kg for the diesel engine. The crankshaft is verified to torsional vibrations according to the Lloyd register of shipping requirements. The 300M special steel crankshaft total weight is of 14,5 kg. The result reached is a very small and light engine that may be certified for general aviation: the engine weight, without the supercharger, air inlet assembly, auxiliary generators and high pressure body, is 44,7 kg and the total engine weight, with enlightened HP pump body and the titanium alloy turbocharger is less than 100 kg, the total displacement is 1365 cm3 and the estimated output power is 220 CV. The direct conversion of automotive piston engine to aircrafts pays too huge weight penalties. In fact the main aircraft requirement is to optimize the power to weight ratio in order to obtain compact and fast engines for aeronautical use: this 1600 common rail diesel engine version demonstrates that these results can be reached.

Teacher talk is a major way in which instructors support and provide scaffolding for their students, frame their pedagogies, model ways of thinking, and convey ideas. Effective teacher talk about engineering design at all levels of students’ educational experiences has the potential to better prepare students for success in engineering and increase the diversity of engineering fields. However, the most effective ways for teachers to talk to their students during engineering design are not well understood. This three-study dissertation examines the ways in which instructors use talk to interact with their students through a variety of different engineering design settings and contexts, with potential implications to improve and educate how teachers present engineering to their students. Overall, this thesis addresses the research question: How do instructors (teachers and professors) use talk interactions to scaffold students in engineering design? The first study is a case study that focuses on the whole class verbal interactions of an experienced and successful teacher throughout the entirety of a month-long life science-based STEM integration unit in a 6th grade classroom. Results show that this teacher’s talk helped to integrate engineering with the science and mathematics content of the unit and modeled the practices of informed designers to help students learn engineering in the context of their science classroom. He framed lessons around problem scoping, incorporated engineering ideas into scientific verbal interactions and aligned individual lessons and the overall unit with the engineering design process. The second study uses naturalistic inquiry to examine how six different teachers of 6th, 7th, and 8th grades talked to their students while the students were actively working in small teams on engineering design projects. Results indicate that the teachers had conversations with the students about many areas of engineering, demonstrating that middle school teachers can have high-level conversations with their students about their design ideas. However, when students struggle to communicate their ideas, the different levels of support outlined in the coding framework and examples provide a structure of support for teachers to give their students. Additionally, there were many areas of engineering that were underemphasized in the teachers’ talk and each teacher had different emphasis. The third study examines how professors in mechanical and biomedical engineering talk to their students during introductory engineering design projects. Results show that the three professors used their talk to support their role as a guide and mentor to students during their projects, although they had different goals with their mentoring. They used their talk to push students’ ideas to consider their problems more broadly, encouraged students to brainstorm diverse out-of-the-box ideas, supported teaming, and modeled engineering language. They maintained a focus on non-technical content, including the iterative nature of design, teaming, and communication, but made references to how students would apply this knowledge in future, more technical projects. The professors supported many challenges for novice designers, including supporting prototype development to represent ideas and iterating to improve their ideas, but were not comprehensive in their support of other challenges, especially problem scoping, testing and troubleshooting, and reflecting on the process. The final chapter of this dissertation presents a synthesis across the three studies and a summary of the implications for teaching. These implications include many examples of high-quality engineering conversations with students at different levels of their education, identification of aspects of engineering education that are underemphasized in teachers’ talk to their students, and connections to needed areas of support and professional development for teachers.

Research in pre-college engineering education has been on a sharp rise in the last two decades. However, less research has been conducted to explore and characterize the engineering thinking and engagement of young children, with limited attention to children with special needs. Conversations on broadening participation and diversity in engineering usually center around gender, socio-economic status, race and ethnicity, and to a lesser extent on neurodiversity. Autism is the fastest growing neurodiverse population who have the potential to succeed in engineering. In order to promote the inclusion of children with autism in engineering education, we need to gain a deep understanding of their engineering experiences. The overarching research question that I intend to answer is how do children with mild autism engage in engineering design tasks? Grounding this study in theories of Constructivism and Defectology, I focused on children’s engagement in engineering design practices and the ways their parents supported their engagements. To engage children with mild autism in engineering, I have developed an engineering design activity by considering suggestions from these theories and previous literature on elementary-aged children’s engagement in engineering design, and by focusing on individuals with mild autism strengths in STEM. This activity provides opportunities for children to interact with their parents while solving engineering design problems. The families are asked to use a construction kit and design their solutions to the problem introduced in the engineering design activity. The engineering design activity consists of a series of five challenges, ranging from well- to ill-structed. This is an exploratory qualitative case study, using a multiple case approach. These cases include 9-year-old children with autism and their families. Video recordings of the families are the main source of data for this study. Triangulation of data happens through interviewing parents and children, pictures of children’s artifacts (i.e. their prototypes), and use of the Empathizing-Systemizing survey to capture background information and autism characteristics. Depending on the data source, I utilized different methods including video analysis, thematic analysis and artifact analysis. This study expands our understanding of what engineering design can look like when enacted by children with mild autism, particularly as engineering design is considered to be a very iterative process with multiple phases and actions associated with it. The findings of this study show that these children can engage in all engineering design phases in a very iterative process. Similarities and differences between these children’s design behaviors and the existing literature were discussed. Additionally, some of the behaviors these children engaged in resemble the practices of experienced designers and engineers. The findings of this study suggest that while children were not socially interacting with their family members when addressing the challenges, their parents played an important role in their design engagement. Parents used different strategies during the activity that supported and facilitated children’s engineering design problem-solving. These strategies include soliciting information, providing guidance, assisting both verbally and hands-on, disengagement and being a student of the child. This study provides aspirations for future research with the aim to promote the inclusion of children with neurodiversity. It calls for conducting similar research in different settings to capture the engineering design engagement of children with mild autism when interacting with teachers, peers, siblings in different environments. Additionally, the findings of this study have implications for educators and curators of engineering learning resources.