Conference Session

First-Year Programs Division Technical Session 7: Teamwork, Reflection, and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Constantine Mukasa, Northeastern University

individual feedback.However, the use of P2P evaluations places confidence in teammates to be better positioned toobjectively evaluate and give a fair assessment of other team members. This premise introducesall kinds of challenges, and thus, it is not surprising that there are mixed and varying studentresponses in both favor and against the effectiveness of P2P assessments. Specifically, theliterature doesn’t provide a consensus about what design attributes lead to such a variation instudent responses, even when the schemes are similar. But typically, studies report practicalexperiences with particular schemes or provide insights based on reflective teaching practices.Despite these concerns, there is significant support for the benefits of using P2P

Conference Session

First-Year Programs Division Technical Session 7: Teamwork, Reflection, and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Whitney Blackburn-Lynch, University of Kentucky; Matthew Sleep, University of Kentucky

affect, stereotyping, grit and growth mindset, study habits, motivation, andgoal setting. These topics were supported with 20-30 minutes of in-class content and reinforcedwith reflections in assignments. The MWC timeline is shown in Table 1.Table 1. Mental Wellness Content introduced in FYE EGR 101 Course Timeline Mental Wellness Content Week 1 Stereotype/Grit and growth mindset Week 6 Methods of learning/reinforce growth mindset Week 11 Teaming and Communication Week 13 Internal and external motivationFaculty untrained in Mental Wellness were initially apprehensive about presenting content intheir respective courses. As such a professional

Conference Session

First-Year Programs Division Technical Session 7: Teamwork, Reflection, and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abdulrahman Alsharif, Virginia Polytechnic Institute and State University; Andrew Katz, Virginia Polytechnic Institute and State University; David Knight, Virginia Polytechnic Institute and State University; Saleh Alatwah

a key skill in engineering. With the rising complexity and magnitude of thechallenges engineers handle, teamwork has become increasingly important. This is reflected inthe Accreditation Board for Engineering and Technology accreditation student outcome criteria3.5, which specifically highlights an ability to effectively function on teams. Engineeringeducation literature further demonstrates the importance and the responsibility of facultyinvolvement in the development of effective teamwork. To assess teamwork functionality,instructors can distribute a survey among teams for team members to provide feedback abouteach other. This kind of feedback is helpful not only for that specific team and class but also foridentifying broader, systematic

Conference Session

DEED Technical Session 6 Design Pedagogy

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); Robin Adams, Purdue University at West Lafayette (COE)

experientiallearning settings, such support can be characterized as just-in-time improvisational designcoaching attuned to the specific situation. This work-in-progress paper presents a prototypedesign coach playbook structure for use by instructors in such environments as well as itsapplication through three preliminary scenarios. The playbook structure is designed to serve asan instructor reflective tool to illuminate challenging concepts for students and then to facilitateidentification and implementation of best practices to help students work through the challengesthey face. Information is shared in this paper to prompt feedback as we progress in developingthis framework and pursue opportunities to utilize it with a wider community of engineeringdesign

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Thea Pepperl

to increase and assess the use of inclusive methods of teaching in STEM classes. She is a PI on a VCU Community Engaged REAL Impact grant to promote community-engaged research in the biomedical engineering classroom and a PI on a VCU First-Generation Student Success research grant that will use participatory action research practices to study first-gen student struggles and successes in the VCU College of Engineering. Dr. Pepperl pedagogical and research interests incorporate the use lateral thinking, Theater of the Oppressed exercises, and reflection in the biomedical engineering curriculum. © American Society for Engineering Education, 2022 Powered by

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

students’ app engagement while using an educational application (i.e.,CourseMIRROR). CourseMIRROR prompts students to reflect on their learning after eachlecture and uses natural language processing algorithms to generate summaries of thosereflections. Although, prior studies have provided evidence on the effectiveness of theeducational apps on students’ learning, there have been concerns about their inability to keepstudents engaged with the application. However, it is observed that behavioral interventionscan be the way for positive reinforcements. Drawing from the “Nudge Theory” in behavioralsciences, we aim to use nudging strategies to enhance students’ app engagement. In thisstudy, we outline the process of introducing nudge interventions in

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CET); Jeanne Christman, Rochester Institute of Technology (CET); Laura Shackelford; Stacy Nation-Knapper, Montana State University - Bozeman; Daniele Brown, Rochester Institute of Technology (CET)

students understand how to use reflective practices toshape their future choices based on examination of current experiences. It also requires a change infaculty mindset, from viewing e-portfolios as a collection of artifacts, to viewing e-portfolios asdevelopmental tools that drive student growth in classrooms. Story-based reasoning and reflection,provides the essential link between an entrepreneurial mindset and a technology skillset.Our university, the Rochester Institute of Technology, has begun implementation of vertical integration ofe-portfolio practices through modifications to a first-year course for all students, to second- and fourth-year engineering-content courses, and to a third-year career orientation course. We present

Conference Session

ERM: Let's Continue the Conversation about Tests! Part 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Edward Gehringer, North Carolina State University at Raleigh

their answers toproblems, and the second time to engage in some reflective activity comparing their approach ortheir answers with solutions provided by the instructor. This study identifies 14 suchapproaches, looks at what they have in common and how they differ, and summarizes theirresearch findings.1. IntroductionAs almost everyone in academia now knows, web sites like Chegg and CourseHero enablestudents to download homework answers, rather than doing the problems themselves. Thismakes it challenging for instructors to get their students to undertake enough practice to learnconcepts thoroughly. Several recent ASEE conference papers report on strategies thatincorporate metacognitive activities into homework assignments, so that students cannot

Conference Session

Assessment in Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Pittman, Texas Tech University; Sheima Khatib, Texas Tech University; Roman Taraban, Texas Tech University

Confidence and Judgements of Problem-Solving Processes in Senior Level Chemical Engineering StudentsAbstractMetacognitive reflection and problem-solving confidence are key factors in the development ofproblem-solving skills. However, engineering education research has seldom looked at therelationship between confidence, as an affective process, and problem-solving skills, as a moretechnical or analytic process. The goal of this study was to identify and quantify students’reflections on changes in their confidence that emerged through participation in a content-reviewcourse for engineering students – i.e., determine what students reported to be the driving forcesbehind changes in confidence. The participants were chemical engineering seniors

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University; Jacob Vaughn, Texas Tech University

includesteps of choosing equations, monitoring, and evaluating problem solutions, and the combinationof these steps into more complex problem-solving strategies. These are metacognitive processesbecause they require the solver to think about anticipated, ongoing, and final problem-solvingsteps. Although research has identified characteristic differences between novice and expertproblem solvers, less is known about the more detailed ways in which students develop theirproblem-solving methods through experience. In this research project, we asked 1) Whichproblem-solving strategies do students report using, 2) Is strategy use correlated with level ofmetacognitive reflection and problem-solving confidence, 3) Is strategy use correlated withobjective

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacob Vaughn, Texas Tech University; Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University

educators haveresearched strategies that students utilize when problem solving, there is essentially no researchon how engineering students change their strategies over time. The goal of this study was to gaininformation on how students proposed to change their strategies after problem-solving reviewactivities and being prompted to reflect on how they would change their strategies on subsequentproblems. The participants were chemical engineering students enrolled in a 3-hour senior levelreview course designed to prepare them to take the Fundamentals of Engineering (FE) exam.Data were collected through responses on a weekly survey for which students received a smallhomework credit. Quantitative and qualitative analyses were applied to the data. This

Conference Session

ERM: Mentoring for Everyone! And Let's talk about Graduate Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Jensen; Julie Martin, The Ohio State University; Deepthi Suresh

more junior faculty member, and Deepthi, a graduate student. Thetripartite mentoring relationship between us formed as part of a National Science FoundationResearch Initiation in Engineering Formation (NSF RIEF) project. We grounded our work in thecognitive apprenticeship model of mentoring and theory of social capital, asking the question:How do mentors and mentees perceive shared experiences? Over the course of 16 months, wecollected data in the form of reflective journal entries and transcripts from individual and jointinterviews, combining these with other documentation such as emails and text messages. Weanalyzed these data by identifying three critical incidents over the course of the relationship todate and comparing each of our

Conference Session

Graduate Studies Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Daignault; Audra Morse, Michigan Technological University

work on prior to the next meeting.Materials and MethodsOver the course of a semester, the WRITE-D participants are asked to complete four reflections:a week 1 reflection, a week 2/3 reflection, a mid-term reflection, and a final reflection. Thequestions from each of these reflections are included in the Appendix. The week 1 reflectionseeks to obtain a base level understanding of what each participant would like to learn or achievefrom their participation in the WRITE-D program. The week 1 reflections articulate thechallenges the participant faces as a writer, their personal writing goals and writing projects forthe semester, the help they need with their writing, and suggestions for speaker topics. The week1 reflection also obtains demographic

Conference Session

First-Year Programs Division Technical Session 10: Best of First-Year Programs Division

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kayla Ney, University of Nebraska - Lincoln; Heidi Diefes-Dux, University of Nebraska - Lincoln; Emily Stratman, University of Nebraska - Lincoln

Paper ID #37749Low and High Performing First-Year Engineering Students’Learning and Metacognitive StrategiesKayla Ney Kayla Ney is a Master's student in Biological Systems Engineering at the University of Nebraska-Lincoln. While pursuing her degree in BSE conducting research in the Orthopedic and Neural Engineering (ONE) Lab, Kayla has been analyzing data and evaluating engineering student reflections and metacognitive abilities. Her interests include engineering design curricula, engineering education in the biomedical engineering space, and strategies to better equip engineering graduates with skills that

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Spence, Minnesota State University, Mankato; Luke Nyberg; Justine Chasmar, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Marissa Tsugawa, Utah State University - Engineering Education

experiences around LGBTQ+ advocacy in STEM. Dr. Tsugawa uses mixed-method approaches with a social constructivist paradigm. © American Society for Engineering Education, 2022 Powered by www.slayte.com Working Full Time and Earning an Engineering Degree: Wellbeing in a Co-Op-Based Engineering ProgramAbstractThe purpose of this research paper is to describe how stress manifests in undergraduateengineering students who are working in paid engineering positions while completing theirupper-division coursework, through the analysis of reflective prompts on wellbeing, andengineering belongingness. Previous research has identified the culture of “suffering

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sabia Abidi, Rice University; Javier Lasa; Parag Jain; Kirsten Ostherr, Rice University; Austin Hwang, Northwestern University; Nellie Chen

care with highest device and technology utilization. Additionally,these programs utilize a predefined framework of lectures, training, observation, reflection and afinal deliverable not incorporating student insights into the overall program design2-11.To address the inequities in pediatric healthcare innovation, we utilized an inclusive co-production model approach. This model involves equal partnership between student andteachers, to identify and develop key deliverables thereby fostering novel and strategicconceptualization and solutions12. In our model, undergraduate students and faculty fromengineering, humanities and medicine were brought to the bedside of a pediatric critical careunit, with the goal of identifying targets for innovation

Conference Session

First-Year Programs Division Technical Session 5: Design and Robotics

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Harper, Case Western Reserve University; Richard Freuler, The Ohio State University

approach in a third-year aerospaceengineering course where students were presented with a group design task that was set up to beunsolvable (without the students knowing this). When progress stagnated, the students were ledthrough a series of reflective exercises culminating in individual failure reports. The approachdescribed in the current paper differs from those in previous publications in that 1) it wasassigned to first-year students, 2) it was infused into an ongoing design-and-build project, 3)students reflected on their own recent failures, and 4) students were expected to ultimately besuccessful in achieving the design goals of the project.In the first iteration of the exercise, any team that received fifty percent or less on a

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rodrigo Martinez-Duarte; Magda Guerra-Ayala; Jaime Molina-Verdugo, ITESO University

Processes and their Applications; the course at ITESO, of 22 students total with 14 industrial engineering and therest business administration majors, was Manufacturing Services and Strategies. The course was required for graduation for all engineering majors and optional for business majors. The project was split into 5 major team deliverables, mapping a COIL framework as follows: in week 1, emphasizing team building and the development of trust; in weeks 2, 3 and 5, comparative discussion, team organization; and in week 9, collaborative project work. Different speakers from industry facilitated discussion on international teamwork and supply chain. There were individual reflections in week 1 and 9, before and after the project

Conference Session

We Love our MOMs (Mechanics of Materials)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adrian Rodriguez, University of Texas at Austin

-12 schools and exposes them to science, technology, engineering, andmath (STEM) activities. Students designed a demonstration activity and presentation, metregularly with the instructor to receive guidance on the activity design, and completed preflectionand reflection assignments while preparing the activity and after the event. The secondimplementation (Cohort 2) of the project involved a partnership with the City of Arlington Parksand Recreation department to assess the city’s 96 public parks that serve its residents. Studentsorganized meetings with the community partner, designed an asset tool rubric, performed parksite visits, and completed preflection and reflection assignments to log their observations.The objectives in both cohorts

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Ryan Brown, Illinois State University

distinction between self-efficacy and confidence proposed by Stankov andcolleagues, we examined the engineering confidence and curiosity of a group of 29 preservice,elementary teachers across a semester of a scientific inquiry and engineering design coursewhere they engaged in curiosity journaling. We use the term curiosity journaling to describe thestrategy for writing reflections on natural and technological phenomena that an observer noticesand finds interesting. This study also expands upon the Luce and Hsi scientific curiosityframework and reflects the findings of Turner (2012) who observed that the relationship betweenreflection on content and the development of content knowledge is not direct. In addition toexamining journaling strategies that

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

William Oakes, Purdue University at West Lafayette (COE); Paul Leidig, Purdue University at West Lafayette (COE); Andrew Pierce, Purdue University at West Lafayette (COE)

itself, the assessment strategyshould promote these attributes. Where possible, assessments are imbedded into the work of theproject and the team.Assessments of students in EPICS consider an individual’s holistic body of work in the contextof a larger team environment. The assessment process is designed to accommodate students fromdifferent majors working in different phases of the design process and in different roles. Theassessment practices are also intended to follow the form of personnel performance reviews inindustry, to help equip students to thrive in their careers after graduation. Each student isevaluated on five outcome criteria: 1. Accomplishments, 2. Design Process, 3. Reflective and Critical Thinking, 4. Teamwork or

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

the same numbers have entered theprogram simultaneously from other engineering majors. Similar departure rates are seen inprograms across the country. Reversing attrition from civil and environmental engineering is acritical need for addressing society’s grand challenges effectively. This attrition is due in part tolimited discipline-focused engagement until students’ junior year. To address this, the School ofCEE is providing early engagement in authentic engineering experiences and giving students theopportunity to reflect on these experiences to solidify their CEE identity. We are creatingopportunities early and across the curriculum for our students to engage in interactive problem-based learning centered on the global grand challenges

Conference Session

Faculty Development Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nancy Warter-Perez, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Gustavo Menezes, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo

throughout theyear is critically reflective dialogue [9–10] within a safe and supportive environment thatsupports the whole community, including fellows and facilitators, to learn and grow. In additionto the nine CoP sessions, fellows are invited to participate during the fall in an InclusiveTeaching Program (CETL ITC) offered through our Center for Effective Teaching and Learning[11] and during the spring in the Howard Hughes Medical Institutes Inclusive Excellence &Equity Fellows Program (HHMI), which is based on the Center for Urban Education’s RacialEquity-Minded Series [12–13]. Figure 2: Eco-STEM Faculty Fellows Community of Practice StructureDuring the fall semester, the Eco-STEM Faculty Fellows CoP sessions include readings

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University; Yiqing Li, The Ohio State University; Bailey Braaten, The Ohio State University; Rachel Kajfez, The Ohio State University; Emily Dringenberg, The Ohio State University

identity development through engaging in reflective qualitativeresearch practices. While the student researchers were not the participants who provided the data,their engagement with the research team helped us incorporate a student view directly into ourwork as we made sense of our data, which we believe was beneficial and necessary.In this executive summary and poster, we report on the summer undergraduate researchexperience by detailing the undergraduate research associates (URAs) engagement with the data.We also provide a summary of our key takeaways highlighting the benefits to both the URAsthemselves and to the added quality of the data analysis because of the insight from the URAs.We end with a series of suggestions for researchers working

Conference Session

Social Justice and the Curriculum: Equity, Culture & Social Justice in Education Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Terri Dunbar, Georgia Institute of Technology; Ruth Yow, Georgia Institute of Technology

and learning (iii) to study the role of socio-cultural aspects in student design work products.Students perceptions on these interventions and their reflections on design activities with diverseteam interactions on SDG-focused projects will also be presented.II. LiteratureRole of context in learning:Contextual learning engages students in meaningful, interactive, and collaborative activities thatsupport them in becoming self-regulated learners. Supporting students to develop an awarenessof context and integrate that context into their learning advances pedagogical goals such as theacquisition of problem solving and self-regulation skills. A given context may have different so-cial or cultural aspects, for example. An aspect is

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ying Wang, Georgia Institute of Technology; Joy Harris; Janece Shaffer

during a task, and self-reflection and evaluation after a task [4].To understand how SRL plays a role in understanding and fostering engineering students’learning in entrepreneurship, we are conducting an ongoing intervention study that providesstudents with SRL support in addition to the regular teaching activities. Our main purposes of thestudy include 1) contextualizing SRL into the entrepreneurship course; 2) providing studentswith SRL practice to support their learning in entrepreneurship; 3) identifying and assessing thelearning and psychological outcomes related to SRL that indicate students’ growth inentrepreneurship and entrepreneurial mindset.The work-in-progress study is the pilot study of the ongoing intervention study. Students

Conference Session

Works in Progress: Chemical Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

George Prpich, University of Virginia

and training must reflect this purpose, e.g., wear appropriate personal protectiveequipment (PPE). Most CHE Lab schedules are restrictive in terms of time, so adding content that doesnot provide obvious benefit to the promotion of safe lab practices might be deemed superfluous. Addingnew educational content can be viewed as a zero-sum game. If I add one new lecture about safety thenthis addition will come at the expense of another existing lecture (e.g., communication, data analysis). Itcan therefore be difficult to prioritize content for delivery because of the serviceable nature of the lab todeliver on a multitude of ABET learning objectives.These are the challenges that we faced when considering how we might re-think safety education in

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Liang Wang; Wei Zhang, Zhejiang University; binbin shao, Zhejiang University

practice from ouranalysis: (a) authentic-task driven, (b) collaborative inquiry, (c) reflective-design process, (d) engineeringidentity. Future we will build on this study and develop some valid instruments to measure thesecharacteristics in order to clarify the relationship between community of practice and engineeringstudents’ learning effect.Keywords: community of practice; engineering learning; authentic-task driven; collaborative inquiry;reflective-design process; engineering identityINTRODUCTIONAs the largest developing economy in the world, China is facing a lot of challenges in terms of emergingindustries and new technologies. As a result, China is calling for increasing the quantity and quality ofengineering students to meet society’s

Conference Session

LEES 4: Understanding and Disrupting Engineering Cultures

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chandra Turpen, University of Maryland College Park; Jennifer Radoff, University of Maryland College Park; Keeron Rahman, University of Maryland College Park; Paul Adkins, University of Maryland College Park; Harkirat Sangha; Samshritha Bikki

will draw on research team meeting notes, formative feedback survey responses, andnarrative reflections from URFs to support our claims. Research leads also share theirperspectives on recruiting, onboarding and working with the URFs and describe some of themacro-ethical considerations that motivated their partnership with URFs [4, 5].Dr. Turpen and Dr. Radoff, the research leads, and a subset of URFs (K. Rahman, S. Bikki, K.Adkins, and H. Sangha) collaboratively developed this paper. We organize our findings into threeparts; we describe: (a) the multiple ways the research leads benefited from this collaboration, (b)the multiple ways the URFs have benefited from this collaboration, and (c) the joint workprocesses and routines within our

Conference Session

Biomedical Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Miller, Indiana University - Purdue University Indianapolis; Steven Higbee, Indiana University - Purdue University Indianapolis

, and life science students [12]-[14], our programmay serve as a model for engineering educators on urban campuses.Here, we report on the first iteration of our (IN)SCRIBE Program. Eight students – five risingseniors, two juniors, and one sophomore – participated in the inaugural offering as (IN)SCRIBEScholars. Specifically, we present initial student reflections on the societal responsibilitiesbiomedical engineers need to consider to impact design solutions.Program DescriptionThe seven-week (IN)SCRIBE Program (Figure 1) encompasses four phases: 1) Pre-programTraining, 2) a one-week Innovation Boot Camp, 3) five weeks of Clinical Immersion Rotations,and 4) one week of Needs Refinement and Design. In the Innovation Boot Camp, participantslearn