Jensen, E. (2025, June), Assessing Student Learning in Collaborative First-Year Engineering Projects Through Mind Maps  Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . 10.18260/1-2--55472

\bibitem{asee_peer_55472}
  Jensen, E. (2025, June), \emph{Assessing Student Learning in Collaborative First-Year Engineering Projects Through Mind Maps}
  Paper presented at 2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada .
  10.18260/1-2--55472

Elin Jensen.  "Assessing Student Learning in Collaborative First-Year Engineering Projects Through Mind Maps".  2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada , 2025, June.  ASEE Conferences, 2025.  https://peer.asee.org/55472 Internet.  24 Aug, 2025

\bibitem{asee_peer_55472}
  Elin Jensen.
  "Assessing Student Learning in Collaborative First-Year Engineering Projects Through Mind Maps".
  \emph{2025 ASEE Annual Conference \& Exposition , Montreal, Quebec, Canada , 2025, June}.
  ASEE Conferences, 2025.
  https://peer.asee.org/55472 Internet.  24 Aug, 2025

@INPROCEEDINGS{asee_peer_55472
author = "Elin Jensen"
title = "Assessing Student Learning in Collaborative First-Year Engineering Projects Through Mind Maps"
booktitle = "2025 ASEE Annual Conference \& Exposition "
year = "2025"
month = "June"
address = "Montreal, Quebec, Canada "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/55472}
number = {10.18260/1-2--55472}
}

TY  - CPAPER
AB  - This study investigates the use of mind maps as a tool to measure and support collaborative learning in first-year civil and architectural engineering projects. This research focuses on how mind maps can assess changes in students' knowledge, perspectives, and problem-solving approaches throughout a community-focused design project. The project engaged students in developing sustainable design solutions aligned with realistic constraints and stakeholder needs. Three mind maps were used to track learning progression: an initial individual mind map, a collaborative team mind map, and a final individual mind map.

Quantitative analysis showed a significant increase in mind map scores from the initial to the final stages, indicating substantial improvement in students' ability to conceptualize and prioritize project goals. The collaborative mind maps consistently scored higher than the initial individual maps, highlighting the positive impact of collaboration on idea development. However, variation between collaborative and the final mind map scores suggests differing levels of success in transferring collaborative perspective into individual visualization of the project priorities.

A preliminary thematic analysis of team deliverables further demonstrated a clear evolution in project vision, stakeholder perspectives, and solution details. Teams shifted from a design-centric approach to a more inclusive, stakeholder-driven strategy, effectively integrating sustainability, accessibility, and practical constraints. This progression aligns with the projects educational goals of fostering systems thinking, social responsibility, and critical problem-solving skills.

The findings confirm that mind maps can be effective tools for measuring and supporting student learning in collaborative, project-based environments. The integration of mind mapping within open-ended projects not only enhances student engagement in collaborative work but also shows that the students are open to learning where they become aware of different perspectives and incorporates these perspectives in the project solution.


AU  - Elin Jensen
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - Assessing Student Learning in Collaborative First-Year Engineering Projects Through Mind Maps
UR  - https://peer.asee.org/55472
DO  - 10.18260/1-2--55472
ER  -