Conference Agenda
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Please note that all times are shown in the time zone of the conference. The current conference time is: 18th Apr 2026, 05:27:43pm CEST
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Agenda Overview |
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D436: HUMAN FACTORS IN DESIGN EDUCATION
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Future engineering workforce – industry-aligned systems engineering education at the Digital Lifecycle Lab 1Institute of Machine Components and Methods of Development, Graz University of Technology, Austria; 2Science, Academics & Transfer, Siemens Industry Software GmbH, Germany; 3Chair of Engineering Design, Friedrich-Alexander Universität Erlangen-Nürnberg, Germany Engineering education faces growing pressure from rapid technological change, which reshapes professional competencies. Effective knowledge transfer between academia and industry is therefore essential for innovation, yet remains insufficiently integrated. The Digital Lifecycle Lab (DLL) at TU Graz addresses this gap through an industry-aligned, lifecycle-oriented environment for systems engineering education. By integrating academic learning with industrial practice, the DLL functions as both an educational concept and transfer platform preparing the future engineering workforce. Design exercises as confidence equalizers: differences in confidence between male and female students Harvey Mudd College, United States of America Do short design exercises boost confidence equally for males and females? In a 7-semester study (n=426; 201F, 225M), females reported lower initial confidence (p<.001, g=0.31) but matched males in final confidence and gains after four applied exercises (yield, creep, impact, fatigue). Regression showed no sex differences in final or Δ confidence (p=.42, g=0.03). Active design integration in engineering science courses may reduce sex-based disparities in engineering confidence and self-efficacy. Sex balance in the cohort may suppress typical gaps, highlighting context as key to equity. Exploring the link between students’ Big5 personality test and design project performance 1Singapore University of Technology and Design, Singapore; 2Independent scholar This paper investigates the relationship between Big5 scores (individual and team level) and team design project performance in SUTD's “Introduction to Design” course. Study reveals that team's final project grades have statistically significant positive correlation with higher team’s mean “Conscientiousness”, but negative correlation with within-team variety of “Neuroticism” and "Conscientiousness". At individual level, “Conscientiousness” shown positive correlation with the students’ grades. However, further qualitative study is needed to understand the reasoning behind the correlation. Identifying barriers and needs for inclusive remote laboratories: a mixed-methods study Ostfalia University of Applied Sciences, Germany Barriers limit laboratory participation for students with study-impairing conditions. A mixed-methods study via survey (n=43) and interviews (n=9) identified two student clusters with distinct accessibility needs: Cluster 1 requiring flexible scheduling and modular structure for chronic illness and caregiving; Cluster 2 requiring explicit guidance and multi-modal content for visual impairment and neurodivergence. Both required institutional support infrastructure. Results establish evidence-based requirements for inclusive remote laboratory development applicable beyond target populations. | ||
