The primary goal of engineering education is to prepare students to work as productive engineers in society. This preparation traditionally focuses on developing students' discipline related technical and analytical knowledge, skills, and abilities. However, recent initiatives to develop a more holistic engineer have shed light on an aspect of engineering education that is largely lacking-the development of essential nontechnical knowledge, skills and abilities. In this paper, we propose a framework for considering the people part of engineering to organize these other kinds of knowledge, skills, and abilities that need to be addressed in engineering education.Informed by scholarly literature on development and learning, the framework presented in this work argues for people as central to engineering. We offer a framework on engineering for, with, and as people. Engineering for people requires a sense of the influences, constraints, and criteria people impose on the design and development of engineering solutions. Engineering with people emphasizes working collaboratively with a diverse group of people. Engineering as a person has one recognize the values, beliefs, knowledge, and skills driving the development of engineered solutions. We present examples of pedagogical strategies to integrate the various "people" skills into engineering courses and programs.

This paper aims at introducing, identifying opportunities, presenting a vision and stakeholder driven challenges regarding the concept of classroom makerspaces. With the engineering design process at its core, the discussions are in the purview of K-college engineering classrooms. So as to provide a background and elucidate upon accomplishments to date, we first shed light on the history, elements and evolution of makerspaces. Then we present the motivation for this work rooted in educational theory and also put forth our vision for classroom makerspaces. The present day opportunities arising from the Next Generation Science Standards (NGSS) and expectations from science and engineering classrooms are then identified which serve as further motivation for this practice. The subsequent section on challenges is the result of a brainstorm by our team of engineering education researchers, who are well acquainted with the concept of classroom makerspaces and bring to the table a diverse set of experiences and knowhow from academia, education and engineering. This paper is aimed at aiding the academic community to understand these challenges and subsequently address them with future studies and practices, so as to be in a better position for inclusion of classroom makerspaces in educational institutions.

She holds a PhD in Education, an MS in Materials Science and Engineering, and a BS in Mechanical Engineering. Her research is in three interconnecting areas: cross-disciplinary thinking, acting, and being; design cognition and learning; and theories of change in transforming engineering education.

Human-centered design provides a means to help designers create products or systems with ‘people’ as the focus. Compassionate Design (CD), introduced in this paper, is an approach that addresses niche sensitive needs and involves a way of thinking where designers pay special attention to the users’ sense of dignity, empowerment, and security. These niche needs surfaced as a result of analyses of 12 cases situated in sensitive contexts where the users felt vulnerable, had a high level of emotional engagement and were negatively affected by the situation. The designers described their deep concern for the users in various talks and interviews. This paper explains the conception of CD and its development that resulted from iteratively and qualitatively analyzing these cases in which designers were intuitively focusing on niche user needs. Dignity, empowerment and security form the basis of CD and have been contextualized in Maslow’s hierarchy of needs after they emerged as a result of the analysis of data. This research sets the platform for a design approach that can help designers to consider the often unarticulated user needs of dignity, empowerment and security, in a more intentional manner and not be left to chance.

Cole Joslyn is a Ph.D. Candidate in the School of Engineering Education at Purdue University. His research interests focus on emancipatory learning, critical pedagogy, humanistic education, contemplation and mindfulness, and spirituality particularly for humanizing engineering education and shaping engineering as a socially just profession in service to humanity. He holds a B.S. in Industrial Engineering and a M.Ed. specializing in mathematics education. Cole has worked as an engineer in the manufacturing industry, a pastor in full-time ministry, and a high school math teacher.Dr. Morgan M. Hynes, Purdue University, West Lafayette Dr. Morgan Hynes is an Assistant Professor in the School of Engineering Education at Purdue University and Director of the FACE Lab research group at Purdue. In his research, Hynes explores the use of engineering to integrate academic subjects in K-12 classrooms. Specific research interests include design metacognition among learners of all ages; the knowledge base for teaching K-12 STEM through engineering; the relationships among the attitudes, beliefs, motivation, cognitive skills, and engineering skills of K-16 engineering learners; and teaching engineering.c American Society for Engineering Education, 2016 Measuring Changes in Self-awareness and Social-awareness of Engineering Students' Engaging in Human-Centered Design AbstractIn this paper we present preliminary research from a small part of a larger cross-disciplinary project between the Engineering Education and Mechanical Engineering departments at a large mid-west university to explore how transformative approaches to teaching user-centered design influences the professional formation of engineering undergraduates. The larger research project is guided by the following three research questions intended to inform the broader community, providing evidence for improving professional formation in engineering and design activities: RQ1: Does compassionate design enable students to develop self/social awareness? RQ2: Does compassionate design appeal to a different type of engineering student? and RQ3: How does the compassionate design framework impact the students' design process? The primary focus of this study was to find a way to measure changes, specifically increases and decreases, in students' self-awareness and social-awareness to help answer RQ1. The results of this study can serve to inform the larger research project and how to integrate transformative approaches into the curriculum.