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1. The impact of an intensive design experience of self-efficacy, valuation of engineering design, and engineering identity in undergraduate engineering students

   Monye, U. (January 2020, ASEE Annual Conference)
2. The Impact of an Intensive Design Experience on Self-Efficacy, Valuation of Engineering Design, and Engineering Identity in Undergraduate Engineering Students

   Monye, Uzoma; Walton, Tobin; Knisley, Stephen (June 2020, ASEE's Virtual Conference)
3. Design Engineering in the Age of Industry 4.0

   https://doi.org/10.1115/1.4051041  

   Jiao, Roger; Commuri, Sesh; Panchal, Jitesh; Milisavljevic-Syed, Jelena; Allen, Janet K.; Mistree, Farrokh; Schaefer, Dirk (July 2021, Journal of Mechanical Design)

   Abstract Industry 4.0 is based on the digitization of manufacturing industries and has raised the prospect for substantial improvements in productivity, quality, and customer satisfaction. This digital transformation not only affects the way products are manufactured but also creates new opportunities for the design of products, processes, services, and systems. Unlike traditional design practices based on system-centric concepts, design for these new opportunities requires a holistic view of the human (stakeholder), artefact (product), and process (realization) dimensions of the design problem. In this paper we envision a “human-cyber-physical view of the systems realization ecosystem,” termed “Design Engineering 4.0 (DE4.0),” to reconceptualize how cyber and physical technologies can be seamlessly integrated to identify and fulfil customer needs and garner the benefits of Industry 4.0. In this paper, we review the evolution of Engineering Design in response to advances in several strategic areas including smart and connected products, end-to-end digital integration, customization and personalization, data-driven design, digital twins and intelligent design automation, extended supply chains and agile collaboration networks, open innovation, co-creation and crowdsourcing, product servitization and anything-as-a-service, and platformization for the sharing economy. We postulate that DE 4.0 will account for drivers such as Internet of Things, Internet of People, Internet of Services, and Internet of Commerce to deliver on the promise of Industry 4.0 effectively and efficiently. Further, we identify key issues to be addressed in DE 4.0 and engage the design research community on the challenges that the future holds. 

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4. THE SITUATEDNESS OF DESIGN CONCEPTS: EMPIRICAL EVIDENCE FROM DESIGN TEAMS IN ENGINEERING

   https://doi.org/10.1017/pds.2023.351  

   Gero, John; Milovanovic, Julie (July 2023, Proceedings of the Design Society)

   Editor, A (Ed.)

   Situatedness in design suggest that designing is situated within the design process or the cognitive actions taken by the designer, the designer's expertise and know-how, the designer's experience generally and the interactions in the specific design task being undertaken as well as the interactions with the design artefact generated. In this paper, we analyzed the situatedness of design concepts generated by teams of professional engineers during a design task. The method combines protocol analysis, Natural Language Processing and network theory to provide a representation and a measurement of design situatedness overtime. Providing empirical evidence of the situatedness of concepts has been overlooked in design research. The method and results presented in this paper outlines the foundation to empirically explore design situatedness. 

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5. Design Thinking in Engineering Course Design

   https://doi.org/10.18260/1-2--30271  

   Fila, Nicholas; McKIlligan, Seda; Guerin, Kelly (June 2018, 2018 ASEE Annual Conference)

   Design thinking is a robust framework for creatively and effectively identifying and solving important human problems. While design thinking is commonly associated with fields like industrial design, it can be applied to many problem types. For example, several recent examples demonstrate the applicability of design thinking to the design and development of educational materials, courses, and systems. These results suggest that design thinking could be used as a framework to (re)design and develop effective engineering courses. The goal of this project is to understand how nine educators from different backgrounds did or did not use design thinking to redesign a sophomore-level electrical and computer engineering course. The primary source of data was 21 transcribed audio recordings of design meetings and is supplemented with interviews, reflections, and course artifacts. Thematic analysis revealed 10 themes that represent connections and disconnections between the process used and a common five-stage design thinking process (empathize, define, ideate, prototype, and test). These themes demonstrate some of the opportunities and challenges related to design thinking within an engineering course design setting. In particular, they suggest that engineering course design is a relevant context for design thinking, but one to which design thinking methods do not always naturally translated. Future work should focus on better understanding unique applications of design thinking within engineering course design and methods that might to support more designerly behaviors among engineering educators. 

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