Effective communication is an integral part of engineering design and leads to successful design outcomes. While there have been extensive calls to equip novice designers with effective communication skills, there is only a limited body of work that has attempted to characterize the communication patterns of novice designers, particularly when engaging with external audiences. This work seeks to characterize how the project type, or the nature of design problem, shapes the communicative patterns of novice designers when communicating design outcomes to external audiences. Presentations of design solutions from 46 teams were collected at the end of a semester-long capstone design program. These presentations were then characterized as industry- and human-centered projects. Analysis was conducted using topic modeling and Linguistic Inquiry and Word Count analysis to identify differences in linguistic patterns of novice designers between the two project types. Contrary to prior findings, no significant differences were found, implying that the communication patterns of novice designers are not affected by the type of project (or design problem being solved).
{"title":"Evaluating the Effect of Project Frame on Communicative Patterns in Capstone Design Pitches","authors":"Samantha Link, Sandeep Krishnakumar, Jessica Menold","doi":"10.1115/detc2022-91229","DOIUrl":"https://doi.org/10.1115/detc2022-91229","url":null,"abstract":"\u0000 Effective communication is an integral part of engineering design and leads to successful design outcomes. While there have been extensive calls to equip novice designers with effective communication skills, there is only a limited body of work that has attempted to characterize the communication patterns of novice designers, particularly when engaging with external audiences. This work seeks to characterize how the project type, or the nature of design problem, shapes the communicative patterns of novice designers when communicating design outcomes to external audiences. Presentations of design solutions from 46 teams were collected at the end of a semester-long capstone design program. These presentations were then characterized as industry- and human-centered projects. Analysis was conducted using topic modeling and Linguistic Inquiry and Word Count analysis to identify differences in linguistic patterns of novice designers between the two project types. Contrary to prior findings, no significant differences were found, implying that the communication patterns of novice designers are not affected by the type of project (or design problem being solved).","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125848231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper, we address the following question: How can instructors leverage assessment instruments used to process information gleaned from design, build, and test courses to simultaneously improve student outcomes and assess student learning well enough to improve the course in the future? A Take-away is an unstructured text written by students in AME4163: Principles of Engineering Design offered at the University of Oklahoma, Norman, USA, to record what they understand by reflecting on authentic and immersive experiences throughout the semester. The immersive experiences include lectures, assignments, reviews, building, testing, and a post-analysis for the design of an electro-mechanical system to address a given customer need. In the context of a Take-away, a student then writes a Learning Statement that is a structured sentence written as a triple, i.e., [Experience - Learning - Value]. Between 2019–2021, we collected about 10,000 Take-aways and Learning Statements from almost 400 students. In this paper, we address the question from the perspective of students’ feelings and use dictionary-based sentiment analysis to evaluate students’ subjective feelings toward what they are learning. Through quantitative results, we provide evidence-based guidance to instructors on improving the delivery of the course in the future. Our focus in this paper is on explaining the method using data from AME4163. The proposed method is general and can be extended for other types of courses.
{"title":"Evaluation of Students’ Learning Through Reflection on Doing Based on Sentiment Analysis","authors":"Yupeng Wu, Zhenjun Ming, J. Allen, F. Mistree","doi":"10.1115/detc2022-88161","DOIUrl":"https://doi.org/10.1115/detc2022-88161","url":null,"abstract":"\u0000 In this paper, we address the following question:\u0000 How can instructors leverage assessment instruments used to process information gleaned from design, build, and test courses to simultaneously improve student outcomes and assess student learning well enough to improve the course in the future?\u0000 A Take-away is an unstructured text written by students in AME4163: Principles of Engineering Design offered at the University of Oklahoma, Norman, USA, to record what they understand by reflecting on authentic and immersive experiences throughout the semester. The immersive experiences include lectures, assignments, reviews, building, testing, and a post-analysis for the design of an electro-mechanical system to address a given customer need. In the context of a Take-away, a student then writes a Learning Statement that is a structured sentence written as a triple, i.e., [Experience - Learning - Value]. Between 2019–2021, we collected about 10,000 Take-aways and Learning Statements from almost 400 students.\u0000 In this paper, we address the question from the perspective of students’ feelings and use dictionary-based sentiment analysis to evaluate students’ subjective feelings toward what they are learning. Through quantitative results, we provide evidence-based guidance to instructors on improving the delivery of the course in the future. Our focus in this paper is on explaining the method using data from AME4163. The proposed method is general and can be extended for other types of courses.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"92 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127678929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineering education. We conducted qualitative interviews with 14 teachers in engineering education with diverse disciplinary backgrounds in engineering, design, technology, science and business. Thematic analysis is used to highlight teachers’ social, affective, and pedagogical competencies. The results show that all three areas of competencies are considered to be essential for teachers. Teachers appear to have a good level of social competency, as they recognize the importance of effective communication with students and co-teachers across disciplines, as well as with industry partners. Teachers also exhibit a decent level of affective competency through their motivation for learning. In addition, we found that the lack of interdisciplinary-related knowledge added more difficulties for teachers to gain pedagogical competency in interdisciplinary engineering education. The results of this study can be used for designing teachers’ professional development programs related to interdisciplinarity.
{"title":"An Exploration of Teachers’ Competencies in Interdisciplinary Engineering Education","authors":"Xiaoqi Feng, Katja Hölttä-Otto","doi":"10.1115/detc2022-88643","DOIUrl":"https://doi.org/10.1115/detc2022-88643","url":null,"abstract":"\u0000 Engineering education requires competent teachers to facilitate students’ interdisciplinary learning in solving complex problems and engage students in interdisciplinary teamwork. While most studies in the literature have focused on identifying or measuring students’ competencies, few studies have focused on teachers. What teacher competencies are essential for effective interdisciplinary teaching in engineering education? To answer this question and contribute to teacher development and improve student learning, this study analyzes teachers’ competencies in interdisciplinary engineering education. We conducted qualitative interviews with 14 teachers in engineering education with diverse disciplinary backgrounds in engineering, design, technology, science and business. Thematic analysis is used to highlight teachers’ social, affective, and pedagogical competencies. The results show that all three areas of competencies are considered to be essential for teachers. Teachers appear to have a good level of social competency, as they recognize the importance of effective communication with students and co-teachers across disciplines, as well as with industry partners. Teachers also exhibit a decent level of affective competency through their motivation for learning. In addition, we found that the lack of interdisciplinary-related knowledge added more difficulties for teachers to gain pedagogical competency in interdisciplinary engineering education. The results of this study can be used for designing teachers’ professional development programs related to interdisciplinarity.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128816259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Samantha Scarpinella, C. Cole, Sarah C. Ritter, Susan Mohammed, K. Jablokow, Scarlett R. Miller
Research on psychological safety has been growing in recent years due to its role in promoting creativity and innovation, among other items. This is because teams with high levels of psychological safety feel safe to express ideas and opinions. While we are becoming more aware of the importance of psychological safety in teaming, there is limited evidence in how to facilitate or build it within teams, particularly in an educational context. This paper was developed to respond to this research void by identifying the impact of teaming interventions aimed at improving psychological safety in engineering design student teams. Specifically, we studied two cohorts of students in a cornerstone design class (N = 414 students), one who received a series of video interventions and introduced role playing (intervention) and one who did not (control). These role assignments — referred to as the Lenses of Psychologically Safety — were created to promote key leadership attributes that have been shown to be crucial in facilitating psychologically safe teams. To compare the utility of the intervention, Psychological Safety was gathered at 5 key time points of a multi-week design project. The results identified three key findings. First, the interventions were successful in increasing psychological safety in engineering teams. In addition, the results indicated the utility of the Lenses of Psychological Safety throughout the design process. Finally, the results identified that groups who used these lenses had higher perceptions of Psychological Safety in their teams. Overall, these results indicated that psychological safety can be improved in engineering education through the intervention methods described within.
{"title":"Can We Get an Intervention, Please? The Utility of Teaming Interventions on Engineering Design Student Psychological Safety","authors":"Samantha Scarpinella, C. Cole, Sarah C. Ritter, Susan Mohammed, K. Jablokow, Scarlett R. Miller","doi":"10.1115/detc2022-90009","DOIUrl":"https://doi.org/10.1115/detc2022-90009","url":null,"abstract":"\u0000 Research on psychological safety has been growing in recent years due to its role in promoting creativity and innovation, among other items. This is because teams with high levels of psychological safety feel safe to express ideas and opinions. While we are becoming more aware of the importance of psychological safety in teaming, there is limited evidence in how to facilitate or build it within teams, particularly in an educational context. This paper was developed to respond to this research void by identifying the impact of teaming interventions aimed at improving psychological safety in engineering design student teams. Specifically, we studied two cohorts of students in a cornerstone design class (N = 414 students), one who received a series of video interventions and introduced role playing (intervention) and one who did not (control). These role assignments — referred to as the Lenses of Psychologically Safety — were created to promote key leadership attributes that have been shown to be crucial in facilitating psychologically safe teams. To compare the utility of the intervention, Psychological Safety was gathered at 5 key time points of a multi-week design project. The results identified three key findings. First, the interventions were successful in increasing psychological safety in engineering teams. In addition, the results indicated the utility of the Lenses of Psychological Safety throughout the design process. Finally, the results identified that groups who used these lenses had higher perceptions of Psychological Safety in their teams. Overall, these results indicated that psychological safety can be improved in engineering education through the intervention methods described within.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131097432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The accelerating depletion of natural resources has brought sustainability to the forefront and therefore, design educators must integrate sustainability into the engineering design curriculum. Several researchers have proposed educational interventions and design tools for sustainable design education. The timing of introducing such interventions, particularly in project-based courses, could influence the effectiveness of these interventions, and these effects remain largely unexplored. Our aim in this research is to investigate this research gap through a mixed-methods experiment conducted with first-year engineering design students. Specifically, we introduced a two-day module on sustainable design either in the first or sixth week of an 8-week long design project. The effects of this variation were compared by analyzing (1) changes in students’ trait empathy, (2) changes in their beliefs, attitudes, and intentions towards sustainability, and (3) their responses to a reflection assignment collected at the end of the semester/design project. From the results, we see that the timing of the sustainable design intervention did not influence changes in students’ trait empathy or their beliefs, attitudes, and intentions towards sustainability. However, students from both timing conditions reported significant increases in their attitudes and intentions towards sustainable action. Finally, students who received the intervention earlier more frequently mentioned the use of sustainable design heuristics in their reflection responses. Taken together, these findings suggest the need for educators to consider the timing of sustainable design interventions, especially when integrating them into longer project-based courses.
{"title":"Now Is the Time! Exploring the Effects of Variations in the Timing of a Sustainable Design Educational Intervention","authors":"M. Alzayed, Elizabeth Starkey, Rohan Prabhu","doi":"10.1115/detc2022-90038","DOIUrl":"https://doi.org/10.1115/detc2022-90038","url":null,"abstract":"\u0000 The accelerating depletion of natural resources has brought sustainability to the forefront and therefore, design educators must integrate sustainability into the engineering design curriculum. Several researchers have proposed educational interventions and design tools for sustainable design education. The timing of introducing such interventions, particularly in project-based courses, could influence the effectiveness of these interventions, and these effects remain largely unexplored. Our aim in this research is to investigate this research gap through a mixed-methods experiment conducted with first-year engineering design students. Specifically, we introduced a two-day module on sustainable design either in the first or sixth week of an 8-week long design project. The effects of this variation were compared by analyzing (1) changes in students’ trait empathy, (2) changes in their beliefs, attitudes, and intentions towards sustainability, and (3) their responses to a reflection assignment collected at the end of the semester/design project. From the results, we see that the timing of the sustainable design intervention did not influence changes in students’ trait empathy or their beliefs, attitudes, and intentions towards sustainability. However, students from both timing conditions reported significant increases in their attitudes and intentions towards sustainable action. Finally, students who received the intervention earlier more frequently mentioned the use of sustainable design heuristics in their reflection responses. Taken together, these findings suggest the need for educators to consider the timing of sustainable design interventions, especially when integrating them into longer project-based courses.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"160 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134440869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
N. Kilicay-Ergin, Namratha Sri Mateti, Sri Harsha Chakrapani, Danielle Henderson, John Mitchell, N. Sonalkar, K. Jablokow
In this research-to-practice paper, we present parts of a visual team feedback dashboard generated for 12 industry engineering design teams from various technical fields. All teams were asked to generate conceptual prototypes in response to the same design prompt. Multiple streams of data were collected and analyzed to create feedback dashboards for these engineering design teams. The feedback dashboard aims to capture an integrative view of teams by providing feedback on three levels, including design outcome level, team level, and personal level. The study results have implications for educators, practitioners, and team leaders in terms of stimulating discussion among team members, reinforcing future team behavior, and extracting strategies to improve future team performance, ultimately leading towards more engaged teams and a more highly skilled workforce.
{"title":"An Integrative View of Teams: Team Feedback Dashboards","authors":"N. Kilicay-Ergin, Namratha Sri Mateti, Sri Harsha Chakrapani, Danielle Henderson, John Mitchell, N. Sonalkar, K. Jablokow","doi":"10.1115/detc2022-91052","DOIUrl":"https://doi.org/10.1115/detc2022-91052","url":null,"abstract":"\u0000 In this research-to-practice paper, we present parts of a visual team feedback dashboard generated for 12 industry engineering design teams from various technical fields. All teams were asked to generate conceptual prototypes in response to the same design prompt. Multiple streams of data were collected and analyzed to create feedback dashboards for these engineering design teams. The feedback dashboard aims to capture an integrative view of teams by providing feedback on three levels, including design outcome level, team level, and personal level. The study results have implications for educators, practitioners, and team leaders in terms of stimulating discussion among team members, reinforcing future team behavior, and extracting strategies to improve future team performance, ultimately leading towards more engaged teams and a more highly skilled workforce.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129718822","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Euiyoung Kim, V. Rao, Bart Bluemink, Barend Klitsie, S. Santema
As the aviation industry has become more complex and uncertain, we need to teach aviation topics with different pedagogical approaches: making the educational setting interdisciplinary and more design- and user-driven. We developed a design curriculum to address emerging complexity around air travel journeys and piloted the curriculum at a major research university in the Netherlands. Novice students in engineering, design, and social science programs in the Future of Airport minor on campus engaged in a quarter-long design course centered on the seamless air travel experience. The course aims to teach students how to approach the complexity of an airport and the stakeholders involved and design for people in transit. Data were collected from the results of work in document format (project progress reports and final deliverables) from thirty-five student teams who collaborated with aviation industry sponsors to develop solutions to address complex system-level industry design challenges. We classified the detailed project brief and outcomes by different innovation levels (product, service, system, or socio-technical), and examined the design methods implemented by each team over the design process. Our discussion is divided into (D1) trajectory of levels of innovation traveled during the project execution, (D2) descriptive reflection on overall selecting design methods, (D3) design method selection dynamics over design phases in complex problem domains, and (D4) challenges of offering a design approach to novice engineering students, drawn from the reflection by course coordinators and coaches on the course structure and contents.
{"title":"Examining a Trajectory of Complex System Design Processes: Airport Eco-System Case Studies by Novice Student Teams","authors":"Euiyoung Kim, V. Rao, Bart Bluemink, Barend Klitsie, S. Santema","doi":"10.1115/detc2022-89901","DOIUrl":"https://doi.org/10.1115/detc2022-89901","url":null,"abstract":"\u0000 As the aviation industry has become more complex and uncertain, we need to teach aviation topics with different pedagogical approaches: making the educational setting interdisciplinary and more design- and user-driven. We developed a design curriculum to address emerging complexity around air travel journeys and piloted the curriculum at a major research university in the Netherlands. Novice students in engineering, design, and social science programs in the Future of Airport minor on campus engaged in a quarter-long design course centered on the seamless air travel experience. The course aims to teach students how to approach the complexity of an airport and the stakeholders involved and design for people in transit. Data were collected from the results of work in document format (project progress reports and final deliverables) from thirty-five student teams who collaborated with aviation industry sponsors to develop solutions to address complex system-level industry design challenges. We classified the detailed project brief and outcomes by different innovation levels (product, service, system, or socio-technical), and examined the design methods implemented by each team over the design process. Our discussion is divided into (D1) trajectory of levels of innovation traveled during the project execution, (D2) descriptive reflection on overall selecting design methods, (D3) design method selection dynamics over design phases in complex problem domains, and (D4) challenges of offering a design approach to novice engineering students, drawn from the reflection by course coordinators and coaches on the course structure and contents.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124832168","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In undergraduate engineering programs, recent emphasis has been placed on a more holistic, interdisciplinary approach to engineering education. Some programs now teach product design within the context of the market, extending the curriculum to topics outside of scientific labs and computational analysis. This study analyzes survey and concept map data collected from 154 students in a third-year engineering design course. The aim is to evaluate the impacts of student backgrounds and experiences on their mental models of product design. Data were gathered from surveys on student backgrounds and experiences, along with concept maps that were generated by the students on the first day of a product design class. The concept maps were analyzed in a quantitative manner for structural and thematic elements. The findings show that several background attributes influence student conceptions of product design. Academic major appeared to have the largest impact on a variety of variables. Additionally, prior work experience, enrollment in a master’s program, and the presence of an engineering role model at home all showed significant impacts on design conceptions. By analyzing and understanding unique backgrounds of students, educators can adjust their curricula to more effectively teach design concepts to students of various backgrounds and experiences.
{"title":"Influences of Engineering Student Backgrounds and Experiences on Conceptions of Product Design","authors":"Adam Corby, Steven Hoffenson, Nicole P. Pitterson","doi":"10.1115/detc2022-89412","DOIUrl":"https://doi.org/10.1115/detc2022-89412","url":null,"abstract":"\u0000 In undergraduate engineering programs, recent emphasis has been placed on a more holistic, interdisciplinary approach to engineering education. Some programs now teach product design within the context of the market, extending the curriculum to topics outside of scientific labs and computational analysis. This study analyzes survey and concept map data collected from 154 students in a third-year engineering design course. The aim is to evaluate the impacts of student backgrounds and experiences on their mental models of product design. Data were gathered from surveys on student backgrounds and experiences, along with concept maps that were generated by the students on the first day of a product design class. The concept maps were analyzed in a quantitative manner for structural and thematic elements. The findings show that several background attributes influence student conceptions of product design. Academic major appeared to have the largest impact on a variety of variables. Additionally, prior work experience, enrollment in a master’s program, and the presence of an engineering role model at home all showed significant impacts on design conceptions. By analyzing and understanding unique backgrounds of students, educators can adjust their curricula to more effectively teach design concepts to students of various backgrounds and experiences.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134125232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Machine learning has become pervasive in mechanical engineering and has been identified as a key skill required by current and future careers. It is crucial to include machine learning in the mechanical engineering curriculum to keep up with the quick-changing pace of the industry. One solution is to offer a new machine learning course specifically targeting mechanical engineering students. In this paper, we discuss the needs and objectives of machine learning education in mechanical engineering. We also show the challenges in applying machining learning in mechanical engineering and how to deal with the challenges in teaching the subject. We then report what we have done in developing a new machine learning course and using machine learning in engineering analysis and design. We demonstrate that using appropriate examples, case studies, and projects is one of the best ways to teach and learn machine learning. Our experiences provide useful information to other instructors who teach or intend to teach the same and related courses.
{"title":"Teaching Machine Learning for Analysis and Design to Mechanical Engineering Students","authors":"Xiaoping Du, Jianhua Yin","doi":"10.1115/detc2022-87482","DOIUrl":"https://doi.org/10.1115/detc2022-87482","url":null,"abstract":"\u0000 Machine learning has become pervasive in mechanical engineering and has been identified as a key skill required by current and future careers. It is crucial to include machine learning in the mechanical engineering curriculum to keep up with the quick-changing pace of the industry. One solution is to offer a new machine learning course specifically targeting mechanical engineering students. In this paper, we discuss the needs and objectives of machine learning education in mechanical engineering. We also show the challenges in applying machining learning in mechanical engineering and how to deal with the challenges in teaching the subject. We then report what we have done in developing a new machine learning course and using machine learning in engineering analysis and design. We demonstrate that using appropriate examples, case studies, and projects is one of the best ways to teach and learn machine learning. Our experiences provide useful information to other instructors who teach or intend to teach the same and related courses.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114157415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ava Drum, C. Cole, Sarah C. Ritter, Susan Mohammed, K. Jablokow, Scarlett Miller
There is growing evidence on the importance of psychological safety, or how comfortable participants feel in sharing their opinions and ideas in a team, in engineering team performance. However, how to support it in engineering student teams has yet to be explored. The goal of this study was to investigate whether a video intervention with assigned roles could foster psychological safety in student engineering teams. In addition, we sought to explore the impact of the frequency of the videos and the utility of the roles on the self-efficacy of students and the perceived psychological safety of the team. Specifically, this study introduces video interventions and the four lenses of psychological safety (Turn-Taking Equalizer, Point of View Shifter, Affirmation Advocate, and Creativity Promoter), and seeks to determine their effectiveness at increasing psychological safety self-efficacy and individual levels of psychological safety. A pilot study was completed with 54 participants (36 males, 17 females, 1 non-binary/third gender) enrolled in a cornerstone engineering design course. Over 10 weeks, data was collected at 5 time points. The results present four key findings. Most notably, 1) a video educating all students about psychological safety in general was effective in improving psychological safety self-efficacy and students retained this information to the end of the project;2) intervention groups taught to use the four lenses did not have a statistically significant higher level of psychological safety than nonintervention groups; and 3) intervention groups perceived the use of the lenses to increase psychological safety. These results provide a baseline understanding that is needed to support psychological safety including: when to intervene, how to intervene, and how frequently to intervene.
{"title":"Let’s Role Play! the Impact of Video Frequency and Role Playing on the Utility of a Psychological Safety Team Intervention","authors":"Ava Drum, C. Cole, Sarah C. Ritter, Susan Mohammed, K. Jablokow, Scarlett Miller","doi":"10.1115/detc2022-90848","DOIUrl":"https://doi.org/10.1115/detc2022-90848","url":null,"abstract":"\u0000 There is growing evidence on the importance of psychological safety, or how comfortable participants feel in sharing their opinions and ideas in a team, in engineering team performance. However, how to support it in engineering student teams has yet to be explored. The goal of this study was to investigate whether a video intervention with assigned roles could foster psychological safety in student engineering teams. In addition, we sought to explore the impact of the frequency of the videos and the utility of the roles on the self-efficacy of students and the perceived psychological safety of the team. Specifically, this study introduces video interventions and the four lenses of psychological safety (Turn-Taking Equalizer, Point of View Shifter, Affirmation Advocate, and Creativity Promoter), and seeks to determine their effectiveness at increasing psychological safety self-efficacy and individual levels of psychological safety. A pilot study was completed with 54 participants (36 males, 17 females, 1 non-binary/third gender) enrolled in a cornerstone engineering design course. Over 10 weeks, data was collected at 5 time points. The results present four key findings. Most notably, 1) a video educating all students about psychological safety in general was effective in improving psychological safety self-efficacy and students retained this information to the end of the project;2) intervention groups taught to use the four lenses did not have a statistically significant higher level of psychological safety than nonintervention groups; and 3) intervention groups perceived the use of the lenses to increase psychological safety. These results provide a baseline understanding that is needed to support psychological safety including: when to intervene, how to intervene, and how frequently to intervene.","PeriodicalId":270086,"journal":{"name":"Volume 4: 19th International Conference on Design Education (DEC)","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121810576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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