Conference Session

Energy Conversion and Conservation Technical Session 2: Enhancing Energy-Related Education with Student Design Projects

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leon Liebenberg, University of Illinois at Urbana - Champaign; Taylor Tucker, University of Illinois at Urbana - Champaign

better engage students in creatively solving real-worldproblems. Based on their learning preference questionnaires, students were placed in diverseteams of three to four with the intention of generating a sense of community and promotingcreative thinking. Each mini-project was comprised of both open-ended and well-defined non-trivial analytical questions that addressed contemporary energy-related challenges. Teams werealso expected to reflect on energy options for the future and interpret the United NationsSustainable Development Goals. To promote accountability and critical evaluation, teams peer-reviewed one another’s mini-projects. This study uses data from participant questionnaires (n = 77) to analyze the efficacy ofusing mini

Conference Session

First-Year Programs Division Technical Session 12: Work-in-Progress Postcard Session #1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Shelly Gulati, University of the Pacific; Carla Strickland-Hughes, University of the Pacific; Emily Brienza-Larsen, University of the Pacific; Edith Sparks, University of the Pacific

through at least the first year (CP2) Prepare a • Develop a resume (FP1) Future Plan Assess Your • Describe effective learning strategies (LS1) Learning • Reflect on your strengths (LS2) Strategies • Reflect on your areas for growth (LS3) • Assess their personalized toolkit of effective learning strategies (LS4) • Seek experiences to build learning skills in your areas for growth (LS5) • Appraise your four sources of self-efficacy: mastery experiences, social modeling, social persuasion, physiological and emotional responses (LS6) • Build your self-efficacy skills (LS7

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lotanna Ezeonu, Stevens Institute of Technology (School of Engineering and Science); Wei Li; Gail Baxter; Woo Lee, Stevens Institute of Technology (School of Engineering and Science)

pollutionin the oceans. A series of learning activities was developed and used to guide students to identifya plastic product of their interest and assess quantitively and critically how the product could beredesigned and/or made with alternative materials. These learning activities include: (1)workshops to guide students through divergent and convergent thinking and equip them withnecessary knowledge needed to embark on the project, (2) report development with feedbackfrom undergraduate teaching assistants, and (3) self-reflection to prompt students to think aboutwhat and how they learned, and their perceptions of the impact of the knowledge buildingapproach on their learning. Due to large enrollments (over 250 students per semester), Canvas-based

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dawn Eckhoff, University of Central Florida; Michelle Taub, University of Central Florida; Hansen Mansy, University of Central Florida; Damla Turgut, University of Central Florida; Sang-Eun Song, University of Central Florida

disgust (M = 1.43), fear (M = .76), andcontempt (M = .64); and had the lowest scores of anger (M = .44) and sadness (M = .36).Students were also asked to complete a reflection assignment as part of the SBE experience.Students reported feeling nervous at the beginning of the SBE experience, but acknowledgedfeeling better as the SBE experience unfolded. Based on findings from this pilot study,implications point towards the effectiveness of including simulations for nurse practitionerstudents to increase their confidence in performing telehealth visits and engaging in decisionmaking. For the students, understanding that patients may be just as nervous during telehealthvisits was one of the main takeaways from the experience, as well as remembering

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuliana Flores, University of Washington; Jennifer Turns, University of Washington

, user experience based, research project led to a pivot on the concept of hermeneuticinjustice. As part of an existing project, my team and I have been exploring mechanisms forlearning about student experiences with reflection activities. We created a reaction protocol tounderstand students’ experience, or reactions, with exam wrappers, a common reflection activitygiven in relation to an exam in engineering education (Kaplan et al., 2013). The reaction protocolis a structured, interactive interviewing tool. We were able to conduct eight interviews withundergraduate engineering students using the reaction protocol.While the purpose of the reaction protocol was to learn about the student experience in order tounderstand and redesign reflection

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

the contextof a perceived discomfort level experienced by faculty participants. The FLC is paced so that thefirst year focuses on engagement with DEI knowledge, mindsets, and skillsets such as self-inquiry and reflection; the second focuses on translation of these learnings to the studentenvironment, such as course design; and the third focuses on creating a wider impact andinclusive community across the academic college. This three-stage process includes appropriatefeedback loops for reflection, assessment, and improvement of the process.Reflecting a constructivist theoretical framework, this pacing allows for progressive building onprior learning and understanding to operationalize best practices in a collaborative and positivespace. The

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

to improve teaching and learning in undergraduate mechanics courses. He is the author of the book Fundamentals of Structural Mechanics (Springer 2005) and the recently published book Fundamentals of Structural Dynamics: Theory and Computation (Springer 2022).Efhalia Chatziefstratiou (Lecturer) © American Society for Engineering Education, 2022 Powered by www.slayte.com The accuracy of self-assessment in engineering mechanicsAbstractThe ability to reflect on one’s own learning is a critical skill for students to have, but courses rarelyoffer dedicated time to develop that skill. The use of self-assessment, where the student assessestheir own work

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gustavo Menezes, California State University, Los Angeles; Nancy Warter-Perez, California State University, Los Angeles; Jianyu Dong, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Silvia Heubach, California State University, Los Angeles; Emily Allen, California State University, Los Angeles; Christina Nazar, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Daniel Galvan, California State University, Los Angeles; Eva Schiorring

education, the Eco-STEM project embraces anasset-based ecosystem model that thinks of education as cultivation, and ideas as seeds we areplanting, rather than a system of standards and quality checks. This significant paradigm andculture transformation is accomplished through: 1) The Eco-STEM Faculty Fellows’ Community of Practice (CoP), which employs critically reflective dialogue[1][2] to enhance the learning environment using asset-based learner-centered instructional approaches; 2) A Leadership CoP with department chairs and program directors that guides cultural change at the department/program level; 3) A Facilitators’ CoP that prepares facilitators to lead, sustain

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Katey Shirey, eduKatey LLC; Lisa Bosman, Purdue University at West Lafayette (PPI)

secondary science education, also from UVA, and taught Physics at Washington-Liberty High School in Arlington, VA. Dr. Shirey received her Ph.D. in 2017 from the University of Maryland in Education with a focus on teacher challenges and productive resources for integrating engineering design into high-school physics. Through her work as a Knowles Teacher Initiative Senior Fellow and founder of eduKatey LLC, Dr. Shirey provides and researches engineering-integrated STE(A)M curriculum, professional development, and teachers’ reflective growth practices. © American Society for Engineering Education, 2022 Powered by www.slayte.com Using Bio

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Deborah Besser, University of St. Thomas; Anna Roiger, University of St. Thomas; Nick Pawlak; Emma Sullivan, University of St. Thomas

oflearning theory lessons which were folded into civil engineering coursework. Sample lessonsincluded topics on metacognition, growth mindset, productive struggle, neuroplasticity,entrepreneurial mindset, novice to expert development, motivation monitoring, Lesh transitionmodel and Bloom’s hierarchical cognitive, affective, psychomotor taxonomies. These shortlessons, which are referred to as micro-lessons, were coupled with discussion, reflection, andfeedback on motivation. The end aim was to build student understanding of their agency inbuilding new knowledge.Central to the aim of student engagement in learning was assessment. Two vetted metrics wereprovided every other week throughout the semester in four discrete civil engineering

Conference Session

CPDD Technical Session 1 - Design of Professional Development Curricula

Collection

2022 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Scott Tingey, Texas A&M University; Denise Preusser; Behbood Zoghi, Texas A&M University

, thecommunication techniques incorporate key elements of emotional intelligence. Last but not least,this course acts as a supplementary tool to coach students throughout their first half of thecapstone project, where effective communication plays a critical role in the success of the entireproject.This study uses a mixed method, in which both qualitative and quantitative data will be collectedfrom various instruments, including written reflections of participation of the interactivesimulations, grades obtained for the written and oral presentations, students feedback survey, etc.Preliminary results collected from the pilot semester will be analyzed to gauge the personal andprofessional impact on students, and to see what potential curriculum improvement

Conference Session

ERM: ERM Medley Session!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Nur Shahira Samsuri; Maizam Alias; Akbariah Ary Mohd Mahdzir, Universiti Teknologi Malaysia

engineering students' conation has thepotential to be activated after learning in an introductory engineering course which wasdesigned to support students’ learning through the implementation of Cooperative Problem-Based Learning, an inductive student-centered approach that utilized authentic problems. Apre-and post-test instrument using Goal Orientation Index (GOI) was administered to thirtyfirst-year engineering students taking an introduction to engineering course. The GOI has 96-items of 5-ordered-categories questionnaire consisting of three primary constructs of strivingbehavior in conation: Plan, Act, and Reflect. The GOI was analysed using Rasch measurementmodel to evaluate instruments' measurement functioning through investigating items

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brett Tallman, Montana State University - Bozeman; Bryce Hughes, Montana State University - Bozeman; Robert Carson, Montana State University - Bozeman; William Schell, Montana State University - Bozeman

engineering leader development in the classroom.This research paper utilized a systematic literature review approach to identify features ofidentity-based instruction. Instructional features in the literature were reviewed through thelenses of four identity frameworks: personal (self-authorship), professional (community ofpractice), leadership (leadership identity development), and engineering (performance, interest,recognition) identities.Nine instructional features that support engineering leadership identity development emerged inthe literature: values, language, reflection, authentic experiences, scaffolding, group learning,diverse perspectives, technical skills, and social skills. These findings provide preliminaryguidance on how to support

Conference Session

Bringing Engineering Leadership Pedagogy to Life!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Cindy Rottmann, University of Toronto; Patricia Sheridan, University of Toronto; Samina Hashmi, University of Toronto

their own leadershipidentities through a variety of lectures, discussions, case studies and experiential exercises.Students write weekly reflections on their learning using a Describe-Analyze-Evaluate format[5]. At the end of the term, they submit a summative reflection on the course in which they areasked how their understanding of leadership has evolved, and which concepts, frameworks orexercises have had a strong impact.We have used the ELO inventory for a number of years in our classroom as a self-assessmentactivity. Students are introduced to the ELO framework through a lecture and course reading.After completing the inventory in class, they gather in groups by orientation with large posterboards that characterize each of the orientations

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Gordon Hoople, University of San Diego; Diana Chen, University of San Diego; Susan Lord, University of San Diego; Joel Mejia, The University of Texas at San Antonio

activity exploring environmental justice andhow it intersects with energy policy. Lastly we developed some large-scale examples spanningmultiple classes. Our campus has a small renewable energy generating station (EnergiPlant) thatwe spent several weeks analyzing to explore concepts of both solar and wind energy. We alsointroduced The Seven Generations principle, a conception of sustainability from theHaudenosaunee (Iroquois) Confederacy, and used it as a framing for multiple conversationsthroughout the semester [4].Reflecting on this experience we are keenly aware how much effort was required to identify theexamples and incorporate them into our class. Four faculty collaborated on the development ofthis course over four years, a substantial

Conference Session

Materials Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Susan Gentry, University of California, Davis; Rachel Altovar

introduction. RQ (2) reflects the reality of the state ofaffairs: the study was conducted during the COVID-19 pandemic, which would inescapablyaffect these perceptions.This study surveyed MSE students at the University of California, Davis (UC Davis). Thesestudents utilized computational tools in several required classes, including a lower-divisionmathematics lab and a required computational methods course. In students’ third year, upper-division MSE courses integrated these tools, such as MATLAB and other simulation tools (e.g.,ThermoCalc), to supplement course material and expand on core MSE concepts. Studentscompleted many of the programming assignments in MATLAB, although other languages suchas Python were also permitted. Students could utilize

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kay Cutler, South Dakota State University; Craig Silvernagel, South Dakota State University; Todd Letcher, South Dakota State University

process, undergraduates from mechanical engineering, entrepreneurial studies, interiordesign, and early childhood education completed pre- & post- surveys measuring the soft skillsmentioned above. In addition, students completed weekly mind-maps measuring their currentstate of mind regarding the design process. Finally, there were self-reflections at four milestonesduring the eight-week process focus on the space-in between qualities of movement,experimentation, lines of flight and sense of stuck-ness.IntroductionHigher education’s organizational nature often limits multidisciplinary interaction throughdisciplinary silo-ing. Conversely, multidisciplinary interactions support cross-pollination of ideasand raising multiple awareness of

Conference Session

Biomedical Engineering Division: Integrating Design Across the BioE/BME Curriculum

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alyssa Taylor, University of Washington

documenting our experience integrating a series ofactivities into existing bioengineering courses.We first considered how to effectively integrate this topic into capstone given constraints such astime, other curriculum requirements, and student expectations for a focus on their own projects.We chose an approach that involved an introductory lecture on disability, accessibility, and UDfrom a local expert, follow-up individual reflection, and a team-based assignment that requiredstudents to apply UD concepts to their capstone projects. Based on the success and feedbackfrom seniors regarding the module, we next added a UD module to an Introduction toBioengineering Problem Solving course. Our multi-faceted approach included an overviewlesson, student

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Madeline Polmear, University of Florida; Denise Simmons, University of Florida

Collaborative Autoethnography: Examining Professional Formation and Workplace Sustainability in Discipline-based Engineering Education ResearchAbstractIn this paper, we explore challenges faced by early-career researchers in developing andsustaining a robust discipline-based research enterprise and strategies to overcome thosechallenges. We use collaborative autoethnography methods of self-reflection and shareddiscourse to navigate a conversation between a mid-career engineering education researcher andher postdoctoral researcher. The paper weaves our stories to explore experiences in the culture ofengineering education related to professional formation and research sustainability. In narratingour

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kevin Kaufman-Ortiz, Purdue University at West Lafayette (COE); Jason Morphew, Purdue University at West Lafayette (PPI); N. Sanjay Rebello; Carina Rebello, Purdue University at West Lafayette (COE)

and their science courses maylimit students’ ability to transfer knowledge to other disciplines, leading to inert learning, and theinability to see the relevance of scientific principles to the practices of engineering design. One instance of science and design integration in undergraduate education comes fromEtkina and colleagues [30] who used the ISLE (Investigative Science Learning Environment)curriculum [31] - a curriculum that actively engages students in scientific practices. Etkina andcolleagues [30] found that students who experienced design activities as part of the ISLE labswere more able to reflect on assumptions in procedures, communicated better, and were able toengage with new tasks in more “scientifically productive ways

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Kathleen Cook, Seattle University; Gregory Mason, Seattle University; Teodora Shuman, Seattle University; Jennifer Turns, University of Washington

].In education, identity influences whether people feel they belong in a program and what theybelieve they can achieve. Identity has been shown to influence what goals are pursued and thelevel and type of effort put towards those goals [13]. Research also shows that identity and fit areimportant factors affecting persistence in STEM fields [9]. When people perceive a fit betweenthemselves and their fields, they persist longer in those fields [19] - [21]. Hence, identity is adetermining factor in one pursuing, persisting, and persevering in engineering [12], [22].The development of identity is a social process. People’s thoughts and behaviors are shapedthrough relationships and reflected appraisals with others [6], [18], [23]. Identities are

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Paul Leidig, Purdue University at West Lafayette (COE); William Oakes, Purdue University at West Lafayette (COE); Steve Crowe

impact peoples’ environments, and calls grow for more community-led participatorydevelopment. Through its years in operation, Engineers Without Borders (EWB) Guatemala hasdeveloped approaches for addressing these challenges in their programs, but found a need for atool to evaluate, communicate, and more effectively implement them with their stakeholders. AModel for Project-Based Community Engagement was developed to facilitate reflection onprogram design, development, and analysis in just such cases. This recently-created model wasapplied by EWB Guatemala staff in their work and is presented as a case study here for how themodel can be applied. The model is shown to provide an effective framework for reflection onthe program’s structures, and

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Marie Paretti, Virginia Polytechnic Institute and State University; Jessica Deters, Virginia Tech Department of Engineering Education; Maya Menon, Virginia Polytechnic Institute and State University; Margaret Webb, Virginia Tech Department of Engineering Education

a group engaged in a joint enterprisewith a larger set of goals negotiated among participants and shaped by the larger context. InNRT:DRRM, this enterprise focuses on developing models, tools, and strategies to increasedisaster resilience by reducing negative consequences of hazard impacts, as well as the cascadingimpacts they in combination induce, by actively incorporating stakeholder voices, needs, andperspectives. Community members interact as they pursue that enterprise, reflecting a highdegree of interdependence and ongoing interaction. Mutual engagement is particularly importantin transdisciplinary work, where individuals from different fields and communities must learnfrom each other and build new ways of knowing and doing. The

Conference Session

Cooperative and Experiential Education Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dennis Rogalsky, Minnesota State University, Mankato; Bart Johnson, Itasca Community College; Ronald Ulseth

on engineering education. This DBR approach alsoreflects Kolb’s [5] four stages of experiential learning (experience, reflection, conceptualize, andtest) as the program developers, faculty, and students learn together through each cycle ofdevelopment. Design & Planning Problem Ideation/ Refined Learning (ProjectStatement Selection Model Objectives mgmt) Data CollectionProgram Design Design

Conference Session

Technological and Engineering Literacy - Philosophy of Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sayyad Zahid Qamar, Sultan Qaboos University; Nasr Al-Hinai, Sultan Qaboos University; Sayyad Qamar, Texas A&M University

as “the art of analyzing and evaluating thinking with a view to improving it.”Peter Facione, the spearhead of the APA Delphi study, describes CT as “judging in a reflectiveway what to do or what to believe” [12]. According to McPeck, a philosopher and CT researcher,CT is “the propensity and skill to engage in an activity with reflective skepticism” [13]. The mosthighly cited definition is the one by Robert Ennis, who is of the opinion that CT is “reflective andreasonable thinking that is focused on deciding what to believe or do” [14]. Ennis' definitioncaptures the commonly noted dual nature of the critical thinking, consisting of 1) the use of rationalcriteria to judge the thoughts and ideas of others, and 2) the subjection of one's own

Conference Session

Cooperative and Experiential Education Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Appiah-Kubi, University of Dayton; Melissa McCabe, University of Dayton; Vincent Lewis, University of Dayton; Rebecca Blust, University of Dayton; James Brothers, University of Dayton; Phil Doepker

shows that the program is creating value for their startup companies. Consequently, theprogram received an additional donation of $100,000.1. IntroductionExperiential learning enables students to engage in a substantial experience and reflect on thatexperience "until they can create abstract conceptualizations that link the experience to previousexperiences, which ultimately results in active experimentation when the student determines howthey will put the experience into future actions" [1]. Experiential learning thus is a very activemethod of learning, contrary to the typically passive classroom environment where students listento lectures and do not participate in reflective activities on the material presented. Experientiallearning commonly

Conference Session

International Division Technical Session 4 - Global South Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jorge Loyo Rosales, Rice University; Maria Raynal Gutiérrez, Tecnologico de Monterrey (ITESM)

independent organizations such as ABET. International coursecollaborations able to fulfill these goals are challenging under regular conditions, but the COVID-19pandemic and the migration to virtual learning in both Mexico and the United States presented anopportunity to test multinational collaboration during a regular course context. In the Fall 2021, wepiloted a month-long collaboration between two engineering courses at Rice University (US) andTecnológico de Monterrey (Mexico). This collaboration was designed to meet the two student outcomesstated above in the context of UN Sustainable Development Goal 6 using COIL. A series of activitieswere designed to promote student reflection on topics such as the cultural, social, and technical

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Leann Dourte Segan, University of Pennsylvania

was identified as “technologically challenged”, which may not always best reflectthe characteristics of upper-level engineering students.Given the challenges outlined above regarding online courses, and more specifically onlineengineering laboratory courses, the goal of this exploratory study was to assess the use of Gatherin creating an online environment conducive to peer learning and as-needed support.Additionally, students were asked to reflect on their perceived sense of community within thecourse and the contribution of Gather to this perception.MethodsThe Gather platform was introduced in an online, upper-level, bioengineering laboratory electivecourse on medical devices as the primary meeting “location” for laboratory work. The

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic Campus; Nadia Kellam, Arizona State University

participant decided on specific empatheticactions to implement in their course. We collected after-class audio reflective journaling andthree 1-hour interviews (spread evenly across the semester) as the data. We used a qualitativedata analysis approach, primarily utilizing inductive coding and thematic coding to arrive at ourfindings. Over the course of the semester, the faculty’s use of empathy in the classroomincreased. Positive feedback from the students during class and in regular student evaluations ofthe class encouraged the faculty to continue to explicitly adopt empathetic actions in this class.Our findings indicate that there are benefits of teacher empathy within engineering education.The immediate positive benefit for the faculty is an

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

potential pitfalls, or things that might go wrong while addressing this problem?  How would you know if a solution to this problem was effective?Next, we present an example solution (presented in the form of a student project poster) for thesame problem and ask participants to reflect on the solution and offer critiques. Examplequestions in this portion of the interview include:  What are your first impressions about how the team addressed this problem?  What is something you think team did well with this solution?  What could the team have done differently?  Hypothetically, if the solution presented was ultimately unsuccessful, what might you assume were the key issues?After completing discussion of the first