The overall objective of this project is to determine the impact of teaching function on engineering studentsï¾’ design synthesis abilities. Most engineering design texts discuss and prescribe functional recognition and some form of modeling as a step in the engineering design process, yet it is only anecdotal evidence that suggests the students who are taught functional modeling during the design process become better designers. We are investigating the relationships between functional modeling skill and design outcomes by measuring the ability to (1) explore the solution space during ideation, (2) generate high quality designs, and (3) represent and understand engineered systems.

Increasing undergraduate cell biology literacy through writing-to-learn activities

Towards a Pedagogical Framework for Undergraduate Project-Based Engineering Design Courses

Creating Opportunities and Access in Science and Technology: An S-STEM program at Knox College


Online Homework in Engineering and Its Effect on Student Learning

Development and Assessment of a Transformed General Chemistry Curriculum

Integrating First-Year Undergraduates into Research Experiences

Research-driven facilitation of systems thinking with computational models in life sciences education

Mixing the Real World, Real Data, and Computer Visualization to Deepen Student Understanding of the Structure of the Universe