Engineering Design Program Research Articles

Cultivating Cooperative Relationships: Identifying Learning Gaps When Teaching Students Systems Thinking Biomimicry.

The methodology of biomimicry design thinking is based on and builds upon the overarching patterns that all life abides by. "Cultivating cooperative relationships" within an ecosystem is one such pattern we as humans can learn from to nurture our own mutualistic and symbiotic relationships. While form and process translations from biology to design have proven accessible by students learning biomimicry, the realm of translating biological functions in a systematic approach has proven to be more difficult. This study examines how higher education students can approach the gap that many companies in transition are struggling with today; that of thinking within the closed loops of their own ecosystem, to do good without damaging the system itself. Design students should be able to assess and advise on product design choices within such systems after graduation. We know when tackling a design challenge, teams have difficulties sifting through the mass of information they encounter, and many obstacles are encountered by students and their professional clients when trying to implement systems thinking into their design process. While biomimicry offers guidelines and methodology, there is insufficient research on complex, systems-level problem solving that systems thinking biomimicry requires. This study looks at factors found in course exercises, through student surveys and interviews that helped (novice) professionals initiate systems thinking methods as part of their strategy. The steps found in this research show characteristics from student responses and matching educational steps which enabled them to develop their own approach to challenges in a systems thinking manner. Experiences from the 2022 cohort of the semester "Design with Nature" within the Industrial Design Engineering program at The Hague University of Applied Sciences in the Netherlands have shown that the mixing and matching of connected biological design strategies to understand integrating functions and relationships within a human system is a promising first step.

Experiences of Students, Teachers, and Parents Participating in an Inclusive, School-Based Informal Engineering Education Program

Many youth on the autism spectrum possess interests and strengths for STEM-related postsecondary pathways, yet there are few research-based programs to support those interests and competencies including complex problem solving and social communication. This qualitative study explored the experiences and perceived outcomes of students, teachers, and parents participating in an inclusive, strength-based, extracurricular engineering design program entitled the IDEAS Maker Club. Twenty-six students, 13 parents, and nine teachers in the program completed interviews and program logs while researchers conducted classroom observations over 2 years. Thematic analysis identified five common themes: (1) positive student experience and engagement, (2) skills acquisition, (3) development of interest in STEM and related careers, (4) social relationships and community, and (5) safe spaces that supported self-determination.

INTERNATIONAL COORDINATION OF A FIRST-YEAR COURSE ON SUSTAINABILITY IN ENGINEERING DESIGN

A growing trend in the recruitment of undergraduate students to engineering programs atCanadian universities is to establish an international presence at a branch campus in a different part of the world. This paper focuses on an example case study of the international collaboration of an introductory engineering course called “Sustainability in Engineering Design” between the University of Prince Edward Island (UPEI) and the Universities of Canada (UofCanada-Cairo) inCairo, Egypt. This course set out as being foundational in the implementation of an identical, international offering of the UPEI Faculty of Sustainable Design Engineering’s (FSDE) Bachelor of Science in Sustainable Design Engineering (BSc-SDE) program at the Cairo campus. This paper describes the implementation of the course at the branch (UofCanada-Cairo) campus and the coauthors, as instructors, provide a self-assessment of the success of the coordination to deliver the learning outcomes for the course. An assessment of how well the main graduate attributes (i.e. GA9: Impact on Society and Environment; GA6: Individual and Team Work, and GA13:Lifelong Learning) linked to the course’s learning outcomes were achieved in developing a sustainability mindset in UPEI FSDE undergraduate students will be presented and recommendations for the course in the context of international collaboration will be discussed.The projects' assessment also affirms that students at both campuses can work in teams to evaluate the impact of current engineering designs on society and environment and design more sustainable products in the future.

66958 Team science training in an engineering design program improves psychological safety and self-efficacy within interdisciplinary teams

ABSTRACT IMPACT: This project successfully implemented a promising team science model by introducing and facilitating best practices to develop high functioning teams working to accelerate health innovations from bench to bedside. OBJECTIVES/GOALS: The goal of this project was to improve the team science knowledge, skills, and attitudes of interdisciplinary engineering students (undergraduate and graduate) who were partnered with health professionals to develop technical solutions to translational health challenges during a year-long Engineering Innovation in Health (EIH) program. METHODS/STUDY POPULATION: We adapted, implemented, and evaluated team science training content and approaches in the EIH program at the University of Washington (UW). EIH faculty and the UW Institute of Translational Health Sciences’ (ITHS) Team Science Core co-developed and delivered highly interactive team science training modules and evaluated their impact with biannual surveys. A student cohort was surveyed prior to the implementation of the team science trainings, which served as a baseline. Descriptive statistics were used to summarize student demographics and survey responses within and between years. Median and interquartile range of responses to Likert-type questions were calculated, and Mann-Whitney U Tests (independent samples Wilcoxin Rank Sum Tests) were used to test for differences within and between years. RESULTS/ANTICIPATED RESULTS: During both the baseline and the team training year, student demographics were similar in terms of gender and past experience working in teams. Team training during the first year of implementation was well-received. Post-implementation surveys of students demonstrated measurable improvement in team dynamics, communication, and effectiveness; including, students reporting higher levels of psychological safety and self-efficacy within their teams. Comparisons within the team training year and between the baseline and team training years identified numerous instances in which differences were statistically significant. DISCUSSION/SIGNIFICANCE OF FINDINGS: Tailored team science training in an interdisciplinary EIH program was successful at improving psychological safety and self-efficacy among undergraduate and graduate students and offers a promising model for similar settings and audiences.

Advancing pediatric medical device development via non-dilutive NIH SBIR/STTR grant funding

IntroductionA shortage of medical devices designed for children persists due to the smaller pediatric population and market factors. Furthermore, pediatric device development is challenging due to the limited available funding sources. We describe our experience with pediatric device projects that successfully received federal grant support towards commercializing the devices that can serve as a guide for future innovators. MethodsThe developmental pathways of pediatric device projects at a tertiary-care children's hospital that received NIH SBIR/STTR funding between 2016–2019 were reviewed. The clinical problems, designs, specific aims, and development phase were delineated. ResultsPediatric faculty successfully secured NIH SBIR/STTR funding for five pediatric devices via qualified small business concerns (SBC's). Three projects were initiated in the capstone engineering design programs and developed further at two affiliated engineering schools, while the other two projects were developed in the faculty members’ labs. Four projects received funding via established SBC's, while one was awarded funding via a newly established SBC. ConclusionNIH SBIR/STTR grants are an essential source of external non-dilutive funding for pediatric device innovation and especially for academic-initiated projects. This funding can provide needed early-stage support to facilitate commercialization. In addition, these grants can serve as achievable accomplishments for pediatric faculty portfolios toward academic promotion. Our experience shows that it is possible to build a robust innovation ecosystem comprised of academic faculty (clinical/engineering) collaborating with local device development companies while jointly implementing a product development strategy leveraging NIH SBIR/STTR funding for critical translational research phases of pediatric device development.

PEDULI DAN PENCEGAHAN COVID-19 DI RT. 009, RW. 016, KELURAHAN BAKTI JAYA, KECAMATAN SUKMA JAYA, DEPOK

COVID-19 in Indonesia was first discovered in Depok, West Java. Two Depok Residents were declared positive COVID-19 on March 2, 2020. Since the announcement of the first case. Depok is now a city in West Java Province with the most COVID-19 positive cases. To suppress the spread of COVID-19, the Depok city government imposed large-scale social restrictions (PSBB) on April 15, 2020. The public’s impact is strongly felt due to the enactment of PSBB in terms of the economy. Many people have to lose their jobs. Public awareness in maintaining cleanliness and health is also still lacking due to the public’s inability to buy masks and hand soap whose prices soar. The Jakarta State Polytechnic Civil Engineering Department’s Road and Bridge Design Engineering Program (TPJJ) is motivated to participate in assisting communities affected by COVID-19 by holding community service activities. Sukmajaya sub-district is the area in Depok that is most infected with COVID-19. Based on this, TPJJ Study Program will assist in providing public sinks, the distribution of masks, hand soap, and food at RT 009 RW 016 Bakti Jaya subdistrict Sukmajaya Sub-District, Depok. It is hoped that this activity can reduce the spread of COVID-19 and can ease the burden on people who are experiencing economic hardship.

Implementation and evaluation of team science training for interdisciplinary teams in an engineering design program.

Interdisciplinary academic teams perform better when competent in teamwork; however, there is a lack of best practices of how to introduce and facilitate the development of effective learning and functioning within these teams in academic environments. To close this gap, we tailored, implemented, and evaluated team science training in the year-long Engineering Innovation in Health (EIH) program at the University of Washington (UW), a project-based course in which engineering students across several disciplines partner with health professionals to develop technical solutions to clinical and translational health challenges. EIH faculty from the UW College of Engineering and the Institute of Translational Health Sciences' (ITHS) Team Science Core codeveloped and delivered team science training sessions and evaluated their impact with biannual surveys. A student cohort was surveyed prior to the implementation of the team science trainings, which served as a baseline. Survey responses were compared within and between both cohorts (approximately 55 students each Fall Quarter and 30 students each Spring Quarter). Statistically significant improvements in measures of self-efficacy and interpersonal team climate (i.e., psychological safety) were observed within and between teams. Tailored team science training provided to student-professional teams resulted in measurable improvements in self-efficacy and interpersonal climate both of which are crucial for teamwork and intellectual risk taking. Future research is needed to determine long-term impacts of course participation on individual and team outcomes (e.g., patents, start-ups). Additionally, adaptability of this model to clinical and translational research teams in alternate formats and settings should be tested.

Longitudinal Study to Develop and Evaluate the Impacts of a “Transformational” Undergraduate ECE Design Program: Study Results and Best Practices Report

Previous research identified influencers for transformative learning: critical awareness of culture, professional identity development, participation in communities of mentoring and learning, holistic skill integration through reflection, and development of professional integrity through affective awareness. To implement these Evidence-Based Instructional Practices (EBIPs), instructors at Oregon State University conducted a longitudinal study. Emancipatory Action Research (EAR) methodology was used to measure the effects of these influencers when integrated into a Capstone Design engineering program. The researchers found that both interventions did have significant impacts on students’ progression through a process of transformative learning because they reached a “crossroads of questioning.”

The Importance of Collaborative Design for Narrowing the Gender Gap in Engineering: An Analysis of Engineering Identity Development in Elementary Students

Research suggests that, to narrow the gender gap in engineering, we should focus on helping young girls identify with engineering both because gendered attitudes emerge around kindergarten and because identity is more predictive than performance on persistence in the field. This qualitative study sought to understand the impact of collaborative engineering design on the development of engineering identities in elementary-school students and compared the findings across gender. We focused on three tiers of collaboration embedded into the engineering design process: peer groups, role models, and shared goals. More specifically, the elementary students worked in small teams and partnered with undergraduate engineers to help design and build dancing robots that come together for a coordinated dance performance. We used ethnographic methods, including pre- and post-program student interviews, video-recorded program sessions, and documentation of student work, to investigate elementary students’ engineering identities. Three themes emerged from our analysis. First, working with peers encouraged students who were initially uninterested in engineering, the majority of whom were girls, to join the program and helped them to engage in the activities. Second, partnering with engineer role models contributed to the elementary students’ developing identities as engineers: The girls were most influenced by the personal bonds they formed, while the boys were most influenced by the technical skills they learned. Third, all girls and most boys preferred the idea of working toward a shared goal over competitive projects that, as described by the students, can cause bad feelings and hurt friendships. Our work supports and extends elementary engineering literature by considering the role of multiple tiers of collaboration in identity development in girls and boys. Our results suggest that engineering design programs that foster collaboration can help more students, especially more girls, engage in and identify with engineering, thereby contributing to the narrowing of the gender gap.

The Effectiveness of Engineering Design in Developing Engineering Habits of Mind among Eight Grade Students in Sultanate of Oman

This research investigates the effect of engineering design on the development of the engineering habits of mind among eighth grade students in the Sultanate of Oman. The study adopted the semi-experimental research design. The study sample had two experimental groups; the first group (23 students) was enrolled in a special program of engineering design; and the second group was a control group (25 students) which had not participated in any engineering design programs. The quantitative results revealed statistically significant differences at the level of significance ( between the performance of students of the two groups in identifying problem habits, optimization and development, and system thinking in favour of the experimental group in the scale of the habits of the engineering mind. However, there were no statistically significant differences between the performance of the two groups in the habits of visualizing, creativity in problem solving, and adaptation. Analysis of qualitative data reached similar findings. Taken together, these findings suggest a set of recommendations, including the integration of engineering design into science curricula for contribution to the development of engineering habits of mind. Further surveyed studies can be conducted to discover the most common engineering habits of mind among students of all stages in the study.

The Effectiveness of Engineering Design in Developing Engineering Habits of Mind among Eight Grade Students in Sultanate of Oman

This research investigates the effect of engineering design on the development of the engineering habits of mind among eighth grade students in the Sultanate of Oman. The study adopted the semi-experimental research design. The study sample had two experimental groups; the first group (23 students) was enrolled in a special program of engineering design; and the second group was a control group (25 students) which had not participated in any engineering design programs. The quantitative results revealed statistically significant differences at the level of significance ( between the performance of students of the two groups in identifying problem habits, optimization and development, and system thinking in favour of the experimental group in the scale of the habits of the engineering mind. However, there were no statistically significant differences between the performance of the two groups in the habits of visualizing, creativity in problem solving, and adaptation. Analysis of qualitative data reached similar findings. Taken together, these findings suggest a set of recommendations, including the integration of engineering design into science curricula for contribution to the development of engineering habits of mind. Further surveyed studies can be conducted to discover the most common engineering habits of mind among students of all stages in the study.

Methodological Aspects of the Use of Software in the Teaching of Engineering Disciplines: Tasks, Problems and Prospects

The main directions of improving training that can be achieved as part of the introduction of new software in the teaching of engineering disciplines are considered. The necessity of ensuring the continuity of training within the framework of a unified concept of using software tools is noted. The analysis of needs in the formation of new competencies based on the results of a survey of graduate students of BMSTU, and the views of employers, which showed the closeness of the representations of students, teachers and employers. It is noted that the developed software application technologies should guarantee their inextricable link. New approaches to the teaching of engineering disciplines based on computer modeling, which are used in world practice, are considered. Trends in the application of modeling technologies, including the use of integrated software products, are noted. The main modern trends are active training and teamwork, group training. These computer technologies have taken the project approach to learning to a new stage. New software products allow not only the formation of special competencies, but also provide the opportunity to acquire important communication skills. New opportunities for student motivation are opening up. Access to an open electronic educational environment, including open packages of applied engineering design programs allows you to create self-education skills, without which it is impossible for an engineer to work in rapidly changing conditions. The active role of the teacher in effective and competent self-education is noted.

Orchestrating conflict in teams with the use of boundary objects and trading zones in innovation-driven engineering design projects

While teamwork has been a central concern in engineering education, little research has systematically examined how conflict is managed in engineering teams of students. Socio-constructivism provides a solid base to explain how teamwork can foster innovation through the use of cultural artifacts, such as “boundary objects.” The purpose of this paper describing the anatomy of negotiation within several teams of engineering students located in universities of Northern California and Santiago de Chile from 2010 to 2017. We propose the concept of “conflict orchestration” to explain the dynamics of engineering teams working on innovation-driven engineering design challenges. A context sensitive qualitative research design was deployed using an ethnographic approach to the study team negotiation patterns observed in 11 teams of engineering students from Northern California and Santiago de Chile. The methodological focus was on identifying commonalities in the use of boundary objects and trading zones emerging from the students’ team interaction. Our findings illustrate two distinct strategies that the engineering teams adopted using boundary objects. We describe the use of Sticky Notes and Third Platforms. Finally, we explore students’ perceptions of the educational gain of PBL engineering design courses. The relevance of this study is threefold. First it conceptualizes a teamwork phenomenon that energizes innovation through scaffolded conflict. We also explore how this concept is enacted by engineering teams in two different cultural sites. Finally, we provide bottom-up strategies that can be implemented in other undergraduate engineering design programs.

Analisa Proses Drawing Pada Pembentukan Asbak Dengan Kuping Berbentuk Alur

The design of the press tool is one of the practice courses that teach the skill in designing tool forming and cutting the product from the plate. The quality of the design is determined by the ability to apply the design procedure. Competence is widely applied in the design of drawing prints with a certain level of product complexity. Practice activity of designing drawing drawing of students of Engineering Design Program of Mechanical Polytechnic of State of Bangka Belitung done conventionally, where only using drawing table or computerized depiction software then printed on drawing paper. This results in frequent errors in student design drawings. To overcome these problems required drawing prints that can form a specific product such as ashtrays, with the aim of producing a construction drawing print that can be applied and utilized in the teaching of press tool design. The method of making this tool consists of data collection, concept making, tool design, machining & testing. Based on the results of trials that have been done, carried out on 10 blank by using a lubricant in the form of vegetable oil. Of the 10 experiments the formation showed that the central pool of ashtrays can be perfectly formed, while 4 pieces of the grooves on the ear of the ashtray have not been formed well where there are still folds or curves that are not regular.

Perspectives on the role of materials in sustainable product design education

This paper discusses present and future roles of materials in sustainable design with a focus on design education. With a multifaceted understanding of materials, from an educational perspective, the challenge is to ensure that students are able to navigate within the materials in the design field and to reflect on its potentials and limitations in the process. Moreover, when further targeting materials within a design for sustainability agenda that is complex in itself, it has been observed that students find it overwhelming. Accordingly, the paper unfolds ways of understanding the role of materials in sustainable design education as a way to demonstrate the positions they can take as future designers.
 Based on a study conducted during a materials course in a sustainable design engineering program, research was done on how students perceive the role of materials in sustainable design. This was done by extracting statements from students’ final assessments that were framed as essays on the topic.
 The statements, clustered into categories, illustrated the diversity of approaches students take. For teaching, this underscores the necessity to not only apply a broad perspective in the field of materials in sustainable design, but also to emphasize the large degree of entanglement and interdependency between perspectives.
 To further discuss this in an educational context and to facilitate developing teaching within this topic, a space unfolding two frameworks, one that considers key competences in working with sustainability and another that discusses the increasing number of approaches embracing design for sustainability, was introduced as a means to describe the complexity in the field.
 The space was first used to position categories of students’ approaches from the empirical study, then expanded to propose four future roles of materials: as environmental impactors, as re-establishing connections, as moderators for social innovation and as media for critical and speculative design.

EFFECTIVENESS OF STUDENT LEARNING IN AN AEROSPACE ENGINEERING CAPSTONE PROJECT: INVESTIGATION OF ASSESSMENT METHODS

A deep learning approach is focused on understanding concepts, analyzing ideas, and creating a strong connection between them and prior knowledge to solve real problems. A capstone project, considered as deep learning approach, is a widely-adopted educational strategy designed to teach students to use their engineering knowledge to solve real-life engineering problems. An aerospace capstone project has been introduced at Concordia University through the NSERC Chair in Aerospace Design Engineering (NCADE) program. The goal of this paper is to investigate assessment methods to measure the effectiveness of students’ learning considering cognitive (knowledge and skills) and affective domains of learning during the NCADE capstone project. To achieve the goal, four assessment methods (i.e., Study Process Questionnaire (SPQ), Approaches to Study Inventory (ASI), Concept Mapping Technique (CMT) and Recursive Object Model (ROM)) have been investigated. The paper also discusses the methods with the purpose of implementing an ongoing continuous improvement process during the capstone project.

Implementation Of Effective Capstone Projects In Undergraduate Manufacturing Design Engineering Program

Final program projects (capstone course) in manufacturing design engineering technology at National University are intensive experiences in critical thinking and analysis, designed to broaden students’ perspectives and provide an opportunity for integration of coursework in the area of manufacturing design engineering. This paper focuses on three specific capstone projects that were worked on in an undergraduate manufacturing design engineering program. The projects include an office chair design, development of an improved balloon marker placement system for catheter manufacturing, and a modular motorcycle helmet design. This paper summarizes the design methodologies and strategies that were adopted by the students and faculty. In addition, this paper draws on the experiences gained from working on these projects to describe how a capstone project in manufacturing design engineering should be designed for maximum effectiveness. In this context, this paper presents a useful do’s and don’ts list.

Pediatric medical device development by surgeons via capstone engineering design programs

BackgroundThere is a need for pediatric medical devices that accommodate the unique physiology and anatomy of pediatric patients that is increasingly receiving more attention. However, there is limited literature on the programs within children's hospitals and academia that can support pediatric device development. We describe our experience with pediatric device design utilizing collaborations between a children's hospital and two engineering schools. MethodsUtilizing the academic year as a timeline, unmet pediatric device needs were identified by surgical faculty and matched with an engineering mentor and a team of students within the Capstone Engineering Design programs at two universities. The final prototypes were showcased at the end of the academic year and if appropriate, provisional patent applications were filed. ResultsAll twelve teams successfully developed device prototypes, and five teams obtained provisional patents. The prototypes that obtained provisional patents included a non-operative ureteral stent removal system, an evacuation device for small kidney stone fragments, a mechanical leech, an anchoring system of the chorio-amniotic membranes during fetal surgery, and a fetal oxygenation monitor during fetoscopic procedures. ConclusionsCapstone Engineering Design programs in partnership with surgical faculty at children's hospitals can play an effective role in the prototype development of novel pediatric medical devices. Levels of evidenceN/A – No clinical subjects or human testing was performed.

TEN YEARS OF ENHANCING ENGINEERING EDUCATION WITH CASE STUDIES: INSIGHTS, LESSONS AND RESULTS FROM A DESIGN CHAIR

Improving student learning and increasing connections between theory and engineering practice captures the main goals of Waterloo Cases in Design Engineering (WCDE). WCDE is a group at the University of Waterloo (Waterloo) that was established in 2005 as a part of the NSERC Chairs in Design Engineering program. WCDE works with instructors, industry and students to bring real life complexities to the classroom by using authentic case studies. Over the last ten years, more than 175 case studies have been developed and implemented in more than 100 courses with over 125 instructors, across all engineering disciplines. WCDE has collaborated with more than 140 industry, government, non-profit, and academic case partners for the development and implementation of case material.Surveys are used to gauge students’ receptivity to case implementations and for continuous improvement. Student feedback from WCDE case implementations are presented and discussed. The benefits and challenges of case study teaching are discussed, along with reflections on the next steps towards extensive use of engineering cases in education.

Making Informed Decisions: EXPLORE Engineering Design Program

Decisions must be made at the age of 16and 17 that can have long-lasting effects. High schoolstudents are asked to select a specific degree, auniversity, and sometimes even a specific discipline withvery little basis for making the decision. The EXPLOREprogram was piloted at Dalhousie University in theSummer of 2014 and 2015 to help girls in high schoolmake an informed decision about whether or not topursue an engineering degree.10 students signed up each summer to EXPLOREengineering design in a compressed 2-week schedulewhere they participated in 3 short design projects,culminating in a major project for a client from thecommunity. The girls developed documentation,presentation, leadership, and teamwork skills. Theylearned CAD software, practiced 3-D printing, and wereexposed to robotic programming. They built and tested adesign for a community partner and defended the designto a room of people. The students were introduced tovisualization techniques, the engineering design process,log books, and other essential components that theywould only otherwise encounter during their first year inan engineering program. This paper will document theelements of the course that help the girls make aninformed decision about whether or not to pursueengineering from two perspectives: the instructors' andthe student's.