Conference Session

ETD Technical Session 8 - ET Pedagogy II

Collection

2022 ASEE Annual Conference & Exposition

Authors

James Kribs, North Carolina Agricultural and Technical State University

students to reflect on their level of proficiency in their understanding and, when deficient,work to further their development. As part of the code of ethics of many of the professionalorganizations for engineers and technologists, such as the National Society of ProfessionalEngineers, there is a requirement for members to only undertake activities in their areas ofexpertise and to not misrepresent their knowledge and skills to any clients.[1] While grades areconsidered to be a way for students to reflect on their skill level and see where any deficienciescould exist, but it has been shown that engineering students routinely over estimate their grades,even after multiple assessment scores.[2] Due to exposure effects, such as the Dunning

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lizabeth Thompson, California Polytechnic State University, San Luis Obispo; Andrew Chan, California Polytechnic State University, San Luis Obispo; Julia Cannon, California Polytechnic State University, San Luis Obispo; Jane Lehr, California Polytechnic State University, San Luis Obispo

tomake a positive impact and minimize our unintended harms. We also describe individual storiesof this transformational process, examining our collective positionalities as “outsiders within”seeking to change an institution we are a part of but not entirely aligned with [4]. Finally, wedescribe the directions we are moving in to further encourage reflection and action to centersustainability and community agency in our efforts [5] [6].IntroductionThe authors on this paper are students, faculty and alumni who have dedicated multiple hours toEngineers Without Borders (EWB) at California Polytechnic State University, San Luis Obispo(Cal Poly, SLO). We care about each other and our partners across the globe, yet we have deepand almost existential

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

something works but how the learning environmentfunctions by considering interactions and processes [56]. Following Sandoval [63], we haveconceptualized our design research with conjecture maps. Conjecture mapping is “a means ofspecifying theoretically salient features of a learning environment design and mapping out howthey are predicted to work together to produce desired outcomes” (p. 19). It illustrates the aim ofthe design, distills particular features of the design and what they are expected to do, andspecifies what they should produce. As we have engaged in research over the past two decades,we have modified and revised our conjecture maps to reflect our learning. By adhering to theprinciples of DBR, with ongoing data collection, testing

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sarah Lilly, University of Virginia; Anne McAlister, University of Virginia; Jennifer Chiu, University of Virginia

of this engineering design project. Thus, this case study exploreshow elementary teachers reflect on implementing an engineering project that integrated science,engineering, and computational modeling in two different classroom contexts. By doing so, thispaper aims to expand our understanding of how teachers’ beliefs may amplify certainopportunities for students within curricular materials or potentially filter opportunities withinengineering design projects.MethodsWe consider teachers’ reflections on implementing the engineering curriculum in order to givethese elementary teachers a voice, and we report their beliefs in their own words when possibleto preserve their perspective. Specifically, we use an embedded, single case study (Yin, 2018

Conference Session

First-Year Programs Division Technical Session 9: Decision Making, Problem-Based Projects, Role-Play, and a Nontraditional Project Theme

Collection

2022 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider; Benjamin Chambers, Virginia Polytechnic Institute and State University

. Thepurpose of this qualitative investigation is to examine how first-year engineering students at alarge public Mid-Atlantic university describe their engagement and interest in an engineeringdesign project with a nontraditional theme. Data for this study are drawn from student responsesto a collection of short answer questions as well as several reflection assignments completedduring the project. In combination, these encompass the affective, behavioral, and cognitivedimensions of student engagement. Together, these three dimensions provide a comprehensiveview of how students engage with the project itself, their teammates, and others in theclass. Furthering the understanding of how students view and engage with a nontraditionalproject may expand

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lisa Merriweather, University of North Carolina at Charlotte; Niesha Douglas; Cathy Howell, University of North Carolina at Charlotte; Anna Sanczyk

contemporary cultural and political critique informed by Africana Philosophy and Critical Race Theory, Lisa invites readers and interlocutors to a space of reflection through (re)presenting and (re)languaging racialized experiences. Her research interests include culturally liberative mentoring, critical race pedagogy, STEM doctoral mentoring, and race and racism in non/informal adult education.Cathy Howell (Clinical Assistant Professor)Niesha C Douglas (Dr.) © American Society for Engineering Education, 2022 Powered by www.slayte.com Same soup, different bowl: Understanding the mentoring attitudes of STEM doctoral faculty at HBCUsAs a whole Black

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chris Ferekides, University of South Florida; Chung Seop Jeong, University of South Florida; Gokhan MuMcu, University of South Florida; Ismail Uysal, University of South Florida; Paul Spector, University of South Florida

number of factors, not least of whichis their strategies for completing their academic work. Those strategies include the avoidance ofdistractions, class attendance, and the scheduling of study sessions (Diefendorff et al., 1998).Some students are able to set academic goals, devise strategies to achieve those goals, andimplement the strategies. Others might set the same goals and have the same strategies butstruggle to translate goals into effective actions that produce success. One psychological factorthat determines how well students can translate goals into effective actions is the personalityvariable of action-state orientation. Action-state orientation is a personality variable that reflects how well people cantranslate goals into

Conference Session

Multidisciplinary Engineering Division Technical Session - Integrated Engineering and Interdisciplinary Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

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

the products that we have now. Yes, like creating things that we just use in the world.This description brushes up against the sociotechnical paradigm by identifying engineering as ‘notjust building’ without really going into the paradigm. We heard numerous similar ‘brushes’ fromthe other students. In some instances, this was conveyed by expansive, open, and inclusive—yetvague—statements about engineering, such as another student’s sentiment that, “there's not a reallyset barrier to what [engineering] could be. It can be like art, it can be everything.” The generalityand nebulous nature to many articulations reflect the early stage that these students are in on theirengineering education journey [37] (all but one had just finished their

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cristian Vargas Ordonez, Purdue University at West Lafayette (COE); Morgan Hynes, Purdue University at West Lafayette (COE)

perspective of care basedon concrete and reflective actions against technology’s negative impacts on society. In a certainway, compassion is an expression of peace [12] and activism [13].Compassion and engineering educationAlthough compassion is just an example of the myriad of possible values that transdisciplinaritycould bring to structure the engineering practice, it is undoubtedly a feasible opportunity tobalance the scale of values in engineering practice. For Berne [14], compassion is a skill thatcould be included in engineering education and practice to support social justice, sustainability,and human well-being, the external values of engineering. Thus, fostering compassion inengineering education, as one of the internal values of engineering

Conference Session

NEE Technical Session - Innovative Teaching Strategies II

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Alexander, Texas A&M University - Kingsville; NAZMUL RAHMANI, Texas A&M University - Kingsville

. Opportunity to work alone, whereas industry requires to work in a team and collaborate with people on projects e. Need to pick up new skills more often as industry focuses on developing solutions or products f. The uncertainty in the industrial R&D job market2. What items helped you personally in making this transition effectively? a. Past experience part-time or adjunct teaching b. Teaching experience during grad program c. You were prepared, focused and driven d. Internal reflection and self-discovery e. Reduced teaching load in first semester f. Start-up fund for research g. Mentor program to ease transition h. Teaching workshops3. What was the greatest challenge you faced

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Krishnanand Kaipa, Old Dominion University; Jennifer Kidd, Old Dominion University; Julia Noginova; Francisco Cima; Stacie Ringleb, Old Dominion University; Orlando Ayala, Old Dominion University; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Min Jung Lee, Old Dominion University

quantitative survey evaluating the engineering students’ understanding of design processknowledge was used to study the relationship between the quality of robots produced and theengineering design concepts they learned during the course of the collaborative team project.Written reflections were collected from the engineering students at the end of the project to add aqualitative perspective to the study. Open-ended prompts directed students to describe what theywere teaching, the roles they played during the lesson, what they felt most/least confident about,their impressions of the success of their lessons, their interactions with preservice teachers andfifth graders, and what they learned from the experience.ResultsPreliminary results of a

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuan Li, University of Florida; Peyton Turinetti, University of Florida; Sarah Furtney, University of Florida; Chelsey Simmons, University of Florida; Renee Simmons

session was led by faculty members from the College of Education at Univeristyof Florida. They discussed how to incorporate what they learned from the morning session intotheir curricula based on their students’ needs. Although all the educators had the sameexperience making hydrogels, their students were at different levels of the K-5 spectrum.Educators focused on 1st grade may need to create their curriculum vastly different fromeducators teaching 5th grade. During the afternoon session, the educator reflected on theirstudents’ needs and integrated key engineering concepts such as observing tissue samples, takingmeasurements, making stock solutions, and analyzing results for their respective classrooms.In order to study the significance of the

Conference Session

Broadening Participation and Inclusion in STEM: Equity, Culture & Social Justice in Education Division Technical Session 8

Collection

2022 ASEE Annual Conference & Exposition

Authors

Natasha Andrade, University of Maryland College Park; Elisabeth Smela, University of Maryland College Park; Vincent Nguyen, University of Maryland College Park; David Bigio, University of Maryland College Park; Adjoa Egyen-Davis, University of Maryland College Park; Daniela Nganjo

% disagreed. To the negatively phrasedquestion B aimed at feelings of empowerment, 81% disagreed and 10% agreed that nothing theycould do would make things better. This shift may reflect the more global nature of B comparedwith A, but nevertheless shows considerable optimism.Regarding one topic that students were asked about their desire to impact (C), poverty or lack ofresources, feelings were more mixed, with 55% agreeing and 23% disagreeing. Likewise,regarding D, opportunities for women and minorities, 59% agreed and 20% agreed. The students,as a group, show a high degree of altruism. Though it is true that most students would like toimpact, with their profession, poverty and opportunities for women and minorities, how and towhat extent this will

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Christine Cunningham, Pennsylvania State University; Gregory Kelly, Pennsylvania State University

supportingthese outcomes for all youth (including ELs) and educators?We conceptualize our research with a conjecture map [33] (see Figure 2). This illustrates the aimof the design, distills particular features of the design and what they are expected to do, andspecifies what they should produce. As we engage in the research, we will modify and revise ourconjecture map to reflect our learning. Figure 2: Conjecture map for supporting equity-oriented engineering for ELs in OS programsThese frameworks, principles, maps, and questions guided the development of our YES Out ofSchool curricular units.YES Out of School Curriculum DevelopmentOur development efforts focused on conceptualizing and drafting two curricular units thatfeatured a socially engaged, real

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jennifer Case, Virginia Polytechnic Institute and State University; Holly Matusovich, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Polytechnic Institute and State University; Nicola Sochacka, University of Georgia; Joachim Walther, University of Georgia

experiences with largedata sets. These large datasets include the Multiple-Institution Database for InvestigatingEngineering Longitudinal Development (MIDFIELD) and the Design Thinking ResearchSymposium. MIDFIELD contains “student record data for all undergraduate, degree-seekingstudents at partner institutions” https://midfield.online/. DTRS is an intentionally designed datasharing project that was designed to promote transformation of design education [3]. Each talkwas again followed by reflection in groups identifying elements that resonated.Following a lunch break, participants engaged in a second deeper round of introducing their datasets. In this phase, we wanted them to think about the personal elements of and their attachmentsto the data. The

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Beena Ajmera, Iowa State University of Science and Technology; Sarah Crary, North Dakota State University; Christi McGeorge, North Dakota State University

mathematics (STEM) leaders.Several strengths were identified by the authors as they reflected on the summer activitiesincluding the successes in creating strong connections between the teachers, faculty membersand graduate students, and the industry partners as well as the agility of the core research team toovercome unexpected challenges. However, the reflections also revealed several areas forimprovement that would increase the accessibility of the site to underserved and/orunderrepresented teacher populations, better utilize the resources available and in general,improve the quality of the program and curriculum developed by the teachers. Included withinthis paper are suggestions that the authors would make to improve current and future RET

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kimberly Luthi, Embry-Riddle Aeronautical University - Worldwide; Mohua Kar; Lisa Macon, Valencia College

completed an experiencesquestionnaire. The responses were compared to those of four students in STEM disciplines whodid not participate in the PLTL activities. This questionnaire allowed students to report currentexperiences and experiences they wished to have more of in the engineering program as well asSTEM programs in general. Although the sample size that completed the questionnaire is small,the results offer a reflection of participants’ experiences. The questionnaire was built from Talleyand Ortiz’s [3] research on the constructs of interest and motivation that are associated with thepersistence of female students who are undergraduates in STEM fields. Questions of the focusgroup were developed to explore both internal processes for

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bryce Hughes, Montana State University - Bozeman; Sidrah MGWatson; Sarah Heller; Leilani Contos

engineering and other STEM fields reportimplicit and explicit pressures to manage their peers’ discomfort with sexual and genderdiversity through either downplaying, or covering, these identities, or even outright passing asheterosexual [7, 8]. LGBTQ students compartmentalize their sexual and gender identities whennavigating academic spaces, which may be reflected in how they manage their social networkswithin and outside of academic settings—particularly STEM. This first phase of our project isaimed at collecting data to test this hypothesis.Social Network TheorySocial network theory provides the foundation for social network analysis, the primary methodemployed to reach the first research aim of this project. Social network theory helps explain

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dominic Halsmer, Oral Roberts University; Hallett Hullinger, Oral Roberts University; Josiah Kesler, Oral Roberts University; Colin Sheehan, Oral Roberts University

textbook problems. Student responses to the experience are included in the followingsection.Engineering Student Reflections After the fall semester had ended, the engineering students were invited to reflect on theproject and express how it had affected them, in less than a page. This feedback is expected to behelpful in improving the experience for next year’s applied thermodynamics students. Onethoughtful student reflected broadly, “Towards the end of our semester in applied thermodynamics, the instructor invited theclass to participate in the research and development of experiments designed to introducefundamental engineering concepts to the K-12 classroom. These experiments needed to centeraround the fields of applied Earth and

Conference Session

Community Engagement Division Technical Session 3- Multi- and Inter-disciplinary, Collaboration, and Engagement in Practice

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuting Chen, University of Illinois at Urbana - Champaign; Blake Johnson, University of Illinois at Urbana - Champaign; Marcia Pool, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign; Brian Johnson, University of Illinois at Urbana - Champaign

topicscovered in middle school (6th to 8th grades). If any of these modules are used in the classroom, theGTAs would be invited to a Zoom meeting to connect with the teacher and students. At the end ofthe Fall 2020 semester, we shared four modules with the magnet middle school and receivedpositive feedback from their STEM teacher. Another four modules were created by a new groupof students and shared at the end of the Spring 2021 semester, but we were not notified whetherthe modules were used in their classroom.We reflected on this partnership experience during the summer of 2021 and thought it did not gowell. However, we were at a loss for ideas about how to find local partners efficiently and makethe impact of the partnership more effective. At the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Alberto Esquinca, San Diego State University; Idalis Villanueva, University of Florida; Marialuisa Di Stefano, University of Massachusetts Amherst

-added scores to measure effectiveness, it is safe to assume that these scores, atleast partially, reflect teaching effectiveness.As far as teaching effectiveness, for students classified as ELs, there are a variety of programoptions [5], including native-language support that ranges from short-term bilingual educationmeant to transition into English and long-term bilingual education and or dual languageeducation meant to foment bilingualism and biliteracy. The latter options are designed with anasset-based perspective (i.e., they aim to build on students’ existing language and culturalresources). Originally created to explicitly provide ELs from immigrant families with equitablelearning opportunities [6], dual language education situated around

Conference Session

Investigations Using Calculus Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emre Tokgoz, Quinnipiac University; Elif Tekalp; Berrak Tekalp; Hasan Tekalp; Samantha Scarpinella, Quinnipiac University; Michael Giannone, Quinnipiac University

combined knowledgeof a student in a specific subject based on Piaget`s philosophy. APOS theory was designed in [22]as follows:  An action is a transformation of objects perceived by the individual as essentially external and as requiring, either explicitly or from memory, step-by-step instructions on how to perform the operation...  When an action is repeated and the individual reflects upon it, he or she can make an internal mental construction called a process which the individual can think of as performing the same kind of action, but no longer with the need of external stimuli...  An object is constructed from a process when the individual becomes aware of the process as a totality and realizes that

Conference Session

ERM: Design!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nusaybah Abu-Mulaweh; William Oakes, Purdue University at West Lafayette (COE); Justin Hess, Purdue University at West Lafayette (COE)

the abilityto understand and connect with the thoughts and feelings of others. However, these studies havealso shown that empathy can manifest in different ways based on students’ view of the import ofempathy to engineering practice [8].Studies have begun exploring engineering students’ perceived role of empathy in the specificcontext of community-engagement. Yeaman [9] found ways undergraduate students experienceempathy in service-learning design courses. Wang et al. [10] employed a convergent mixedmethods study that qualitatively measured empathy development of undergraduate engineeringstudents in a service-learning course through guided reflections. Carrol et al. [11] usedquantitative psychometric tools adapted from the Interpersonal

Conference Session

Community Engagement Division Technical Session 2 - Community Engagement without Frontiers

Collection

2022 ASEE Annual Conference & Exposition

Authors

Juan Lucena, Colorado School of Mines; Sofia Schlezak, Colorado School of Mines; Emma Chapman, Colorado School of Mines; Mateo Rojas; Jaime Elizabeth Styer, Colorado School of Mines

them upon graduation.” [3] In the HES program at Mines, we seek to transform traditional graduate education practices toensure that research products reach these audiences in relevant, useful, and empowering ways.First, our graduate students receive formation, i.e., a socio-technical education and mentoringthat invites them to critically reflect on their background and assumptions, especially concerningdevelopment, engineering, and the communities they want to serve. Second, they learn researchtranslation skills so they know how to translate research into languages and formats accessible tocommunities who, in turn, can make this research actionable to enhance their well-being. Third,they map extensions of their research into undergraduate

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Frary, Boise State University; Donna Llewellyn, Boise State University; Paul Simmonds, Boise State University; Julianne Wenner, Clemson University

GIFT has been implemented in its current form for five semesters, beginning in Spring2019. In GIFT, GSs are supported by the project faculty and a one-credit course to constructadult-level, inquiry-based, 30-minute lessons based on specific topics related to elementary(K-6) Next Generation Science Standards (NGSS; [19]). The GSs meet with elementary teachercandidates (TCs) to teach the lesson and serve as disciplinary experts on the topic. The TCssubsequently turn this knowledge into 15-minute mini-lessons for elementary students. To bringGIFT full circle, the GSs observe the TCs teaching the lesson and reflect on the entireexperience (see [20] for more details on this intervention).Methods & Design We undertook a pragmatic

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Joseph Brobst, Old Dominion University; Elizabeth Litzler, University of Washington; Andrew Klein, Western Washington University; Sura Alqudah, Western Washington University

their responses to math-related survey items changed betweenpre and post survey administrations. Of particular interest were responses to a math-identityrelated item, “I see myself as a math person.” Along with this, transcripts from focus groupinterviews were reviewed for quotes from these same students related to their math experiences,skill development, sense of math identity, and efficacy. Most students’ responses to the mathidentity survey item either remained the same or changed only slightly however, students’ focusgroup reflections on their math experiences were wide-ranging. The results of this study provideinitial evidence that the summer bridge program is a positive experience for students, but themath placement exam is a barrier to

Conference Session

Engineering Ethics Division: Computing, Technology, and AI

Collection

2022 ASEE Annual Conference & Exposition

Authors

Brooke Odle, Hope College; Kate Finley, Hope College; Victoria Longfield, Hope College

after completing the module, to provide the instructors with insight on studentattitudes and opinions concerning the roles and responsibilities of engineers with respect tocomputing ethics. The post-module survey contained additional questions to capture students’understanding of computing ethics and cultural/social implications of computing.Course structure and lesson plan overviewPrior work [7], piloted in Fall 2020, presented a module consisting of three consecutive80-minute lecture periods. Students watched the 45-minute episode of Doctor Who titled Oxygen[14] and answered guided questions prior to attending the first lecture. However, when thisapproach was repeated in Spring 2021, some assignments reflected a misunderstanding of eventsin

Conference Session

Social Identities and STEM Experiences: Equity, Culture & Social Justice in Education Division Technical Session 6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jacqueline Handley, University of Michigan

afterschool and summer context at a community organization serving predominatelyLatina/o/x neighborhood (referenced as “the Community Center”), establishing trust with youthover time. At the end of each iteration of the program, I interviewed all participating youth viafocus groups and engaged in “walking interviews” with youth during our design work. In bothinterview contexts, youth were asked to reflect on a breadth of topics, including whatexperiences in the program felt successful and unsuccessful, what goals they had for our worktogether, how they would describe the work we did together, and how that compared to otherengineering work they may have done previously. Seven focal youth were selected for the studybased on their participation in two

Conference Session

Minorities in Engineering Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cijy Sunny, Baylor University; Idalis Villanueva, University of Florida

studentsand faculty; this data is being analyzed qualitatively in a separate study.A constant comparative approach was used in where the quantitative data was compared againstthe qualitatively coded responses. This approach allowed the researchers to better understandhow students’ definition reflected one or more of the six assumptions statements (see Table 1).The qualitative item was coded using a combination of open and axial coding leading to fourthemes [31].For integration of the qualitative and quantitative data to meet mixed-methods research criteria[12], [27], the authors first recognized that HCA was a unidimensional measure as establishedthrough the validation process [12], [21]. Thus, a composite score for HCA was calculated. Acomposite

Conference Session

Utilizing Technology to Train Chemical Engineering Students

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joaquin Rodriguez, University of Pittsburgh; David Sanchez, University of Pittsburgh

organizations (in the country they chose to address a problem) to analyzeand propose solutions for challenges in that country.Activities are organized during the entire semester following project management techniques.They include an early presentation of the proposal, a scheduled progress report presentation, aposter, and a final presentation. Foreign partners are asked to provide their reflections on theexperience. All classmates review and peer grade every deliverable from other teams. Studentsevaluate their teammates’ performance and provide a self-assessment of their individualexperience at the end of the course. A ChE Global Day was held at the end of the semester todisplay the posters and presentations to a broad audience with the support of