Conference Session

Focus on Capstone Experiences in the Chemical Engineering Curriculum

Collection

2011 ASEE Annual Conference & Exposition

Authors

Philip H. Harding, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Chemical Engineering

maintaining positive student perceptions as measured withstudent course evaluations.IntroductionThe senior laboratory plays a vital role in preparing students for engineering practice. To thisend, they can include a wide array of learning objectives which often vary by discipline orprogram.1,2 The learning objectives are typically aligned to specific ABET guidelines that focuson the practice of engineering, including requirements for communication, teamwork, creativity,the synthesis of core engineering concepts applied to an open-ended project, incorporation ofeconomic considerations, and inclusion of relevant health, safety, and ethical issues.3 Industrialneeds have also shaped the development of laboratory courses in a variety of ways

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Seokyoung Ahn, University of Texas - Pan American; Robert A. Freeman, University of Texas, Pan American; Stephen W. Crown, University of Texas, Pan American; Gregory Allen Potter, The University of Texas - Pan American

Tagged Divisions

Engineering Design Graphics

., 1986, Two courses of expertise in H. Stevenson, J. Azuma & K. Hakuta (Eds.), Child development and education in Japan, New York, W. H. Freeman & Co., pp. 262-272. 6. Schwartz, D.L., Bransford, J.D., & Sears, D., 2005, Innovation and efficiency in learning and transfer. In J. Mestre (Ed.), Transfer of learning from a modern multidisciplinary perspective, Mahwah, Erlbaum, pp. 1-51. 7. Rayne et al., 2006, “The development of adaptive expertise in biomedical engineering ethics,” Journal of Engineering Education, 95(2), 165-173. 8. Martin, T, Rivale, S. and Diller, K.R., 2007, “Comparison of student learning for challenge based and traditional instruction in Biomedical Engineering,” Annals of

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

learning,etiquette, writing, ethics, etc. Each semester students are given multiple opportunities tohave feedback provided on their written work and speaking skills. They also practicegiving effective feedback to other students. Each week a different practicing engineerfrom industry comes for lunch and “story hour” where she or he shares importantmessages and experiences from their careers.At the end of the semester there are several culminating events: • Practice Final Design Review: where students get faculty and peer feedback in a non-graded opportunity to give their design project presentation. After being given the opportunity to use the feedback for improvement the students present their final design work and summary of

Conference Session

Curricular Developments in Energy Education I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert W. Fletcher, Lawrence Technological University

Tagged Divisions

Energy Conversion and Conservation

program.1. Students will be equipped to define, characterize and solve energy problems using thefundamental knowledge and tools in basic mathematical, chemical, physical, and social sciences.2. Students will be quipped to design and conduct meaningful experiments, acquire appropriatedata, analyze, and interpret those data to solve relevant energy engineering problems.3. Students will know pertinent professional, ethical, social and environmental factors in energyengineering and understand the impact of these factors relating to global energy issues.4. Students will complete the program with the ability to communicate technical energy relatedissues effectively both orally and in writing.5. Students will gain an appreciation for lifelong learning

Conference Session

Multidisciplinary Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

C.S. Chen, Miami University; Steven Elliott, Miami University, Department of Economics; Mark Boardman, Miami University

Tagged Divisions

Multidisciplinary Engineering

. By making thoughtful decisions and examining their consequences, Reflecting and Acting students may enhance personal moral commitment, enrich ethical understanding, and strengthen civic participation.More broadly, these objectives are ones that our energy group identified as important skillsneeded of professionals in the energy and energy related fields. While there are still engineers,scientists and policy wonks who sit quietly in their labs and offices thinking deep thoughts, theimpact will come from those who can critically approach challenges, work with others andeffectively communicate both the nature of that challenge and its potential solutions to a widegroup of decision makers. The

Conference Session

Teams and Teamwork in Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rob O. Hovsapian, Florida State Univeristy ; Chiang Shih, Florida A&M University/Florida State University; Bruce A. Harvey, Florida A&M University/Florida State University, College of Engineering; Okenwa I. Okoli, Florida A&M University/Florida State University

Tagged Divisions

Design in Engineering Education

todefine a product, design manufacturing, and/or service processes, and to design a system todevelop, produce, and distribute the product, based upon the project goals. Consideration is givento the economics of their solutions to enable the customers understand the cost implications. Theenvironmental impacts of the proffered solutions are considered, and the students are expected todemonstrate the sustainability of their designs. Since many ethical issues present themselves inengineering design, the students demonstrate an understanding of such issues and, as relevant totheir design example, discuss them, including conflict of interests and tradeoffs between costs andbenefits to society. The students assess the effect of their designs, proposed

Conference Session

Design in Freshman and Sophomore Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leigh R Abts, University of Maryland, College Park

Tagged Divisions

Design in Engineering Education

accept an “AP® credit” in engineering under several conditions:(1) in lieu of an introductory engineering course; (2) as a science elective; (3) as a generalelective; or (4) not at all. AP® Calculus was the most often cited model.The following is a synopsis of the most common course characteristics of the 35 Introduction toEngineering syllabus that were reviewed found that the learning objectives included: • Design process • Problem solving • Creative thinking • Teaming • Technical and Engineering communications • Ethics • Basic computer tools • Time management • Project management • Modeling • Graphics • Apply mathematics and science knowledge • What it means to be an

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

their parents and teachers, while achieving its educational objectivesfor the first year engineering students as well as the education students.IntroductionENGR 100: Exploring EngineeringENGR 100: Exploring Engineering is a first-semester course taken by all engineeringstudents as well as interested students from the college of Arts and Sciences, with atypical enrollment of 200 students. The course follows a modular structure, wherein allstudents attend overview lectures on engineering, teamwork, ethics, and the disciplines,but break into much smaller sections for an in-depth exploration of a given discipline(called a “seminar”) [1, 2]. Each student takes three of nine possible seminars, sostudents arrive at the end of the semester through very

Conference Session

Liberal Education Revisited: Five Historical Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College, Dublin

Tagged Divisions

Liberal Education/Engineering & Society

Conference Session

SPECIAL SESSION: Interdisciplinary Course Design Opportunities for Chemical Engineers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Joseph J. Biernacki, Tennessee Technological University; Christopher D. Wilson, Tennessee Technological University

Tagged Divisions

Chemical Engineering

theequivalent of a video game. Course/lab teams must be viewed as real world teams with anobjective. In fact, the objective of the course team is to get a good grade in the course. To dothat, the team must deliver on its goals, this is the real world. The extent to which the teammembers are concerned about their grade is, however, the factor that motivates them individuallyand the instructor has little control over that. Students, after all, are not subject to being fired andsome would like quite well to ride along on the coat tails of others. This creates opportunity forthe introduction of content on ethics, which has been used by Biernacki as well, however, is notgenerally introduced in the two interdisciplinary courses of interest here.The

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University

Tagged Divisions

K-12 & Pre-College Engineering

, why do K-12 educators’ participate in professional developmenton engineering curricula and adopt engineering curricula? The reasons are less well-documentedin the literature, but they include a desire to increase their students’ technological literacy;expose them to engineering technology as educational and career pathways from an early age;make science and mathematics relevant by providing real-world applications; and providecollege credit for entry into engineering and engineering technology programs. 12, 13 Otherreasons include fostering interpersonal “process skills” such as teamwork, communication,documentation, ethics, and aesthetics,14 and providing a vehicle to increase student motivationand reduce anxiety in STEM subjects.15Robotics

Conference Session

Developing Systems Engineering Curriculum, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alice F. Squires, Stevens Institute of Technology; Jon Wade, Ph.D., Stevens Institute of Technology; Douglas A. Bodner, Georgia Institute of Technology; Masataka Okutsu, Purdue University; Dan Ingold, University of Southern California; Peter G. Dominick Ph.D., Stevens Institute of Technology, W.J. Howe School of Technology Management; Richard R. Reilly, Stevens Institute of Technology; William R. Watson, Purdue University; Don Gelosh, ODDRE/Systems Engineering

Tagged Divisions

Systems Engineering

grouped according to three primary “units of Page 22.970.8competences” – analytical, technical management, and professional. The analytical unit covers13 competencies related to the technical base for cost and aspects of the system life cycle. Thetechnical management unit addresses 12 competencies focused on the technical side of projectmanagement. The professional unit covers the broader competencies of communication, problemsolving, systems thinking and ethics.22The SERC Technical Lead Competency Model, shown in part below, includes 12 primarycategories of competencies and 71 unique competencies; the 12 primary categories are:23 1. professional

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

alsorepresented a third of the tools used to describe engineering, and included blueprints, modelingand diagrams. Design tools include items like rulers and compasses, and seemed to be toolsrelated to creating the planning tools of blueprints and diagrams; design tools formed about afifth of the mentions of tools across all participants. “Constructive” tools include objects likepipe wrenches and glue guns, and, surprisingly to us, made up just over a tenth of all the kinds oftools discussed in the pre-interviews.Six of our 19 participants mentioned something having to do with values in their interview. Webroke engineering values into six different values: precision and accuracy, creativity, logic andpracticality, progress, efficiency and ethics and

Conference Session

Extending a Hand Back: Older Students Inspiring Younger Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Purdue University; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

, they are not necessarily included in the participants’formal engineering classes. Kevin stated: It helps develop professional skills that an engineer needs that they won't necessarily learn in a normal classroom, like etiquette and how to present yourself, ethical design, you don't often get that in other classes.Ian believed that his experiences with PFP were very helpful in obtaining a summer internship: I got, the internship that I have this summer, the reason that I even got asked to interview for the company was because FIRST was in my resume … that was something that the recruiter told me when I went to meet him…because it's like an applied leadership experience which is something that in the

Conference Session

SE Capstone Design Projects, Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elisabeth W. McGrath, Stevens Institute of Technology; Susan Lowes, Institute for Learning Technologies, Teachers College/Columbia University; Chris Jurado, Stevens Institute of Technology; Alice F. Squires, Stevens Institute of Technology

Tagged Divisions

Multidisciplinary Engineering, Systems Engineering

competenciesof communication, problem solving, systems thinking and ethics. Table 1: SPRDE-SE/PSE Competency Model 1. Technical Basis for Cost Analytical 2. Modeling and Simulation Page 22.1277.3 (13) 3. Safety Assurance 4. Stakeholder Requirements Definition (Requirements Development) 5. Requirements Analysis (Logical Analysis) 6. Architectural Design (Design Solution) 7. Implementation

Conference Session

Architechtural Engineering Eduction: Emergent Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Jan Cowan, Indiana University Purdue University, Indianapolis; Craig Greene, College of the North Atlantic; Modibo Boubacar Traore, Purdue University, School of Engineering and Technology; Wanda L. Worley, Indiana University Purdue University, Indianapolis; Tarawut Boonlua, Mahasarakham University

Tagged Divisions

Architectural

academic year. It should be noted that one part of the ceremony has aninstructor holding a student‟s hand to help teach them how to draw. This is a very importantmoment in the ceremony as the students must use this knowledge with great care for thisknowledge can damage any community and is an important point to consider in theirprofessional ethics. The professors also tie a string to the students‟ wrists and sometimes neckwhile wishing them well in their studies. The string becomes a physical memory of the ceremonyand should be kept on for several days.Even though the respect from student to instructor seems less than before (especially in a largecity such as Bangkok) this tradition is still very strict in other regions of Thailand. It shows

Conference Session

TAC/ABET Related Outcome Based Assessment Methods and Models

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mitchell L. Springer, Purdue University, West Lafayette; Mark T. Schuver, Purdue University, West Lafayette, College of Technology; Michael J. Dyrenfurth, Purdue University, West Lafayette

Tagged Divisions

Engineering Technology

in Industry & Technology Design of Experiments Problems in Business & Industry Semester 3 (Summer '10): Interpersonal Skills for Leaders Seminar in Technology Directed M.S. Project Semester 4 (Fall '10): Quality and Productivity in Industry & Technology Project Management in Industry and Technology Directed M.S. Project Semester 5 (Spring '11): Leadership and Ethics Strategic Planning and Marketing in Technology Directed M.S. Project

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; Bridget N. Bero, Northern Arizona University

Tagged Divisions

Design in Engineering Education

teams in the Design4Practice program at NAU for nearly ten years.Bridget N. Bero, Northern Arizona University Bridget N. Bero is an Associate Professor and Chair of the Department of Civil Engineering, Construction Management and Environmental Engineering at Northern Arizona University, where she has been since 1995. Her primary interests are engineering pedagogy, including ethics and design in engineering curric- ula, tribal environmental training programs, forest waste utilization, environmental management systems and international engineering. Page 22.1037.1 c American Society

Conference Session

Innovative Program and Curricular Development

Collection

2011 ASEE Annual Conference & Exposition

Authors

Felicia Chong, Michigan Technological University; Douglas E. Oppliger, Michigan Technological University; Jean Kampe, Michigan Technological University; Valorie Troesch, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

school students with the knowledge, skills, and dispositionsthat will motivate more of them to consider STEM careers and will prepare them for success inpursuing those careers. More specific program objectives follow.Objective 1. All HSE participants develop and strengthen the eleven essential applied skills identified by U.S. employers in The Conference Board’s 2006 report, Are They Really Ready to Work? 3 These are the eleven skills cited in that report: critical thinking/ problem solving; oral communications; written communications; teamwork/collaboration; diversity; IT (information technology) application; leadership; creativity/ innovation; lifelong learning/self direction; professionalism/ work ethic; and ethics.Objective 2. HSE

Conference Session

Aerospace Teaching and Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hadi Ali, Purdue University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Aerospace

as “it aids in teaching the skills that [students] willneed in the workplace.” 52 Providing a narrative in the form of a case study gives the teams someguidance on how to “communicate and work in teams, and especially to act ethically andcreatively.” 52 While this statement was focused on engineering activities, the case study providesscenarios of “what would you do if you were in that situation?,” and gives opportunities toexplore more realistic, complicated, real-life situations.Extending the application of the procedure The teaching strategy presented above has illustrated three major activities: (1) Reading thenarrative, (2) Analyzing the reading, and (3) Discussing the analysis within a design team. Theteaching strategy can be

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

needs of the stakeholders at aforefront, taking into account diverse social, cultural and ethical considerations. In today’sglobally competitive economy, it is more important than ever to develop effective design skillswithin the undergraduate years. However, before effective design learning experiences todevelop the skills necessary for human-centered design can be created, an understanding of theways in which students experience human-centered design is needed. This paper provides anoverview of a phenomenographic study that explores students’ understanding of human-centereddesign, presents the resulting outcomes space, and discusses the educational implications of thefindings.MotivationDesign has long been a core function of engineers

Conference Session

Special Session: Moving Towards the Intended, Explicit, and Authentic: Addressing Critical Misalignments in Engineering Learning within Secondary and University Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kevin Anderson, University of Wisconsin, Madison; Sandra Shaw Courter, University of Wisconsin, Madison; Mitchell J. Nathan, University of Wisconsin, Madison; Amy C. Prevost, University of Wisconsin, Madison; Christine G. Nicometo, University of Wisconsin, Madison; Traci M. Nathans-Kelly, University of Wisconsin, Madison; Thomas Dean McGlamery, University of Wisconsin, Madison; Amy K. Atwood, University of Wisconsin, Madison

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering, Liberal Education/Engineering & Society

,and international projects in the engineering workplace. Research methods in studyingengineering practice included mixed quantitative and qualitative online surveys,interviews with practicing engineers, and case studies of engineering firms. We foundthat effective engineers value communication, problem-solving, teamwork, ethics, life-long learning, and business skills. Many of them note that their undergraduate educationdid not always prepare them well in these areas. Because of these two misalignments, wehypothesize that potential engineering talent goes underdeveloped at important stages ofeducational pathways as students move from high school to college. We believe thatincorporating these findings into an interactive special session would

Conference Session

Innovative Instructional Strategies and Curricula in ECE I

Collection

2011 ASEE Annual Conference & Exposition

Authors

MaryPat Beaufait; Duyun Chen, University of Pennsylvania; Carl B Dietrich P.E., Virginia Tech; Cecile Dietrich; Garrett Michael Vanhoy, University of Arizona

Tagged Divisions

Electrical and Computer

Conference Session

FPD IV: Improving Student Success: Mentoring, Intervening, and Supplementing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Colleen A. McDonough, Michigan State University; Daina Briedis, Michigan State University; Neeraj Buch, Michigan State University; Renée S. DeGraaf, Lansing Community College; Jon Sticklen, Michigan State University; Sarah J. Stoner, Michigan State University; Mark Urban-Lurain, Michigan State University; Claudia E. Vergara, Michigan State University; Thomas F. Wolff, Michigan State University

Tagged Divisions

First-Year Programs

member. The PAL coordinator isinvolved in the training of all PAL Leaders according to established guidelines and standards setforth by the SI Supervisor Manual published by University of Missouri-Kansas City (UMKC).This training encompasses administrative details, ethical responsibilities, and instructionalstrategies for the PAL Leaders to employ. Additionally, the PAL Coordinator monitors theleaders’ activities and PAL sessions by helping plan the sessions and supervising theirperformance on a weekly basis.During the first week of each semester, the PAL coordinator holds weekly PAL leader meetings,as previously stated, to debrief PAL sessions, discuss interactions between PAL leaders andfaculty, and to review in class announcements and

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yvonne Ng, St. Catherine University; Lori R. Maxfield, Saint Catherine University

Tagged Divisions

K-12 & Pre-College Engineering

discipline on the lives of others in the wider world, examine the ethics and philosophy characteristics of the discipline and their implications, and project themselves into the discipline while developing a sense of pride and humility related to both the self and the discipline. 24 Although it not always explicitly addressed, most engineering programs aim to have engineering have a strong identity as an engineer. Capstone and senior design projects are ways that traditional engineering programs develop identity, but providing opportunities earlier in the academic career may help to develop this earlier. Service learning and mentoring programs are strategies used recently, especially with

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Laura R. Grossenbacher, University of Wisconsin, Madison; Christina Matta, University of Wisconsin, Madison, Technical Communication Program

Tagged Divisions

Liberal Education/Engineering & Society

Creating and integrating effective graphics Providing clear technical descriptions Providing logical transitions between ideas Unifying paragraphs Providing constructive criticism for peers Writing or presenting effectively as a team Listening and participating productively in a team meeting Thinking critically about political, social, and economic constraints Thinking critically about ethical ramifications Writing effective email Employing audience-appropriate tone and style Using proper grammar, punctuation, and spellingWe then asked our

Conference Session

Educating Students for Professional Success

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert J. Gustafson, Ohio State University

Tagged Divisions

Graduate Studies, New Engineering Educators, Student

program, theory vs. application (hands-on), 2) faculty issues such astenure and reward systems and staying current with field and pedagogy, 3) specific curriculumcontent issues of communications, teamwork, technology use, ethics and 4) concern regardingstudent preparation and retention of information. Objective 3 Students will be able to recognize the options for types of instructionalapproaches.. Results from a pair of questions related to types of instructional approaches theypreferred as a student and then how they are or have been teaching demonstrate that a gap doesexist between the two (Figure 2). The largest gap occurs in the areas of active learning exercisesand laboratory

Conference Session

WIED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elaine R. Millam, University of Saint Thomas; Ronald J. Bennett, Univeristy of Saint Thomas

Tagged Divisions

Women in Engineering

productive manner. The teamagreed on one approach and all left the room feeling it was a win-win.Earlier in her career, Ellie was a project manager who had constant personality problems with thequality manager. Nothing she did seemed to be right. She learned to understand the social styleof this manager and through persistence and active listening broke down the communicationsbarriers in three months. They are now enjoying a great working relationship as the result ofEllie‟s perseverance.Doing the right thing is a trait that pervades those interviewed. Marsha Salter was an engineer ata company that produces fluid handling equipment. She believes that to be a good leader one hasto be ethical, do what is good for business and be able to sleep at night

Conference Session

Study Abroad, International Exchange Programs, and Student Engagements

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven L. Shumway, Brigham Young University; SClaudina Vargas, Complex Systems Optimization Lab; Geoff Wright, Brigham Young University; Ron Terry, Brigham Young University

Tagged Divisions

International

AC 2011-1860: A STUDY ABROAD IN THE DOMINICAN REPUBLIC:MENTORING UNIVERSITY STUDENTS AS THEY PREPARE AND TEACH6-12 GRADE STUDENTS TECHNOLOGY AND ENGINEERING CONCEPTSSteven L Shumway, Brigham Young UniversitySClaudina Vargas, Complex Systems Optimization LabGeoff Wright, Brigham Young UniversityRon Terry, Brigham Young University Ron is a Professor of Technology and Engineering Education at Brigham Young University. His scholar- ship centers on pedagogy, student learning, and engineering ethics and has presented/published numerous articles in engineering education. Page 22.108.1 c American

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

of the graduate engineeringprocess and intended to address professional skills such as practicing effective time management,gaining familiarity with ethical issues and practices, and learning strategies for attending andleading meetings. We addressed these skills through articulating and modeling behaviors thatmay not, at first, seem to belong in a communication framework. For example, it might soundobvious, but we told students to bring their calendars and a notebook and pen to every meeting.We also created a form that incorporated both writing milestones and task-related milestones totrack progress and completion of task components and the entire task. Beginning in the secondsemester of the program, both the writing coach and the faculty