Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Razi Nalim P.E., Indiana University Purdue University, Indianapolis; Manikanda K Rajagopal, Indiana University - Purdue University Indianapolis; Robert J Helfenbein, Indiana University-IUPUI, School of Education

Tagged Divisions

Educational Research and Methods

the design and implementation of afaculty development program. The objectives of this program were: (1) to promote facultyadoption of non-traditional instructional methods and materials that have been proven effectiveby classroom research studies and (2) to improve institutional support for teaching at each of theeight SUCCEED campuses. The study finds that the percentage of responders giving requiredteam assignments vary from a low of 35% at one institution to a high of 72%. Assistantprofessors are more likely to do so than associate or full professors. Female professors are morelikely than male professors to use in-class group activities and the internet in their teaching, andthe assistant professors and female professors are more likely to

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

within the engineering education community hasfocused on preparing engineers for the technological and global challenges of the future. Suchconversations often consider the skills that engineers will need and how we can best helpstudents develop such skills. For example, ABET shifted to skills-based assessment ofengineering programs 1. Additionally, the National Academies proposed a list of the desiredattributes of “The Engineer of 2020” followed by suggestions on how to educate the engineer of2020 2, 3. As engineering education researchers have developed assessment tools and techniquesto evaluate development of needed skills among students and ways that they are used byprofessionals 4, 5, few studies have been able to follow the same students

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sensen Li, Purdue University, West Lafayette; Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

challenges that students encountered when they used freebody diagrams to interpret system equilibrium. This study also indicates the effectivenessof PPDs in externalizing students’ understanding of system equilibrium. This research isrelevant to engineering instructors and researchers who want to develop students’abilities to use cognitive strategies effectively. It may also interest engineering instructorswho are willing to apply new instructional methods and tools to facilitate students toovercome complex design challenges.TheoryEffective formative assessment process has repercussions on all aspects of students’learning [1], [2]. It can help students understand marking criteria and subject standards [3],produce significant learning gains, and

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arthur C Heinricher, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting; Richard F. Vaz, Worcester Polytechnic Institute; Kent J Rissmiller, Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

Impacts of Project-Based Learning in Science and EngineeringAbstractLong-term impact of formal project work for science and engineering alumni from WorcesterPolytechnic Institute was studied through an externally-conducted web-based survey. The surveyincluded 39 Likert scale questions targeting impacts grounded in 1) institutional undergraduatelearning outcomes and 2) areas of unanticipated impact that emerged from a pre-survey onlineideation exercise. The survey was distributed to over 10,000 randomly-selected graduates andhad a response rate of 25%. Results showed that project work had long-term positive impacts onalumni in terms of professional skills, world views, and personal lives. Mann-Whitney U testsrevealed

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kristen Hatten, Purdue University, West Lafayette; Tiago R Forin, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Numerous studies have examined identity in regards to engineering and engineeringeducation. These studies focus particularly on areas such as gender 1-3 ; recruitment, retention, andburnout4-6 ; and identity development in becoming an engineer.7-10 Various methods have beenemployed to study identity in these contexts, including surveys, “draw an engineer” tests,ethnography, and personal narratives. While each of these methodologies is important andsupplies its own contribution to the discussion of identity, they may not provide an in-depth,interpersonally developed understanding of the participant’s own subconscious and consciousperceptions of his or her reality (or thick description—e.g., Geertz11 ). In other words, thesemethods can supply a good

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Rhey Butler, Purdue University; Kay C Dee, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

, which manyhave already done1-3,6. Specifically, we sought to explore the “active” portion of “activelearning.” In Prince’s words, “The core elements of active learning are student activity andengagement in the learning process,” (Reference 1, page 1, emphases added). The active recallof information has been shown to increase information retention, compared to that resulting frompassively reading the same material repeatedly6. It makes sense to break a long lecture intosmaller units, punctuated by activities, given the conventional wisdom that students have anattention span of roughly 10 to 15 minutes7, and that student self-reported interest is highest atthe beginning of a lecture and decreases throughout a lecture8. Might active learning

Conference Session

Novel Pedagogies 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephanie Cutler, Virginia Tech; Maura J. Borrego, University of Texas, Austin

Tagged Divisions

Educational Research and Methods

different RBIS, the percentage of required critical componentsimplemented in conjunction with the RBIS was examined. Use of all critical components foreach RBIS varied from 55-83%. Higher percentages (65-83%) were associated with RBIS thathad one required critical component, such as concept tests. For RBIS with higher numbers (3-5)of critical components (such as Problem Based Learning and Collaborative Learning), though thepercentage of users with complete fidelity (all critical components) was low (3-66%), thepercentage that did not include any components was also low (most with 0% of users having noor only 1 critical component used in the classroom). To highlight the relationships between usersand critical components, a Chi Square was completed

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

isdeveloped influences the identity development. Carlone and Johnson’s theoretical frameworkcan be applied to engineering identity development. In this case, we focus on the culturalcontext in which the identity develops, namely the MSI campus.Researchers have conducted studies on identity development of engineering students,specifically. They found that three factors influence the development of an engineering identity,(1) how engineering is understood as a science, (2) the rules that govern the behavior of anengineer, and (3) the environmental setting of the institution in which one learns to become anengineer28, 29. It is this latter factor that we have examined in this study. Taken together, theimportance of studying the development of an

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Clemson University; Geoff Potvin, Clemson University; Zahra Hazari, Florida International University

Tagged Divisions

Educational Research and Methods

incorporate math and scienceinterests and experiences.IntroductionIn view of the current situation of the STEM education pipeline, the President’s Council ofAdvisors in Science and Technology (PCAST) recently called for one million additional STEMgraduates over the next ten years.1 One way to address the need for more STEM graduates isthrough understanding what causes students to choose engineering and how to more effectivelyrecruit them upon entrance into college.A potential way to begin to address this need for a greater pool of new engineering students isthrough the interpretive framework of critical engineering agency. This perspectives is rooted incritical science agency theory which has been developed in qualitative research in scienceeducation

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Jacquelyn F. Sullivan, University of Colorado, Boulder; Daria A Kotys-Schwartz, University of Colorado, Boulder; Beth A Myers, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Jeffrey T. Luftig, Engineering Management Program, CEAS, University of Colorado - Boulder; Malinda S Zarske, University of Colorado, Boulder; Jordan Michelle Hornback

Tagged Divisions

Educational Research and Methods

engineeringenterprise, and discussion on broadening participation has increasingly permeated STEMdiscourse and engineering education agendas for decades.1-3 Yet, even with pervasive college-based initiatives aimed at broadening participation, results remain stagnant; the national averagefor underrepresented minority BS engineering graduates is flat, hovering at ~10% for the last 15years4,5 while the national average for women engineering BS graduates peaked at ~21% in2002.5,6 Clearly, a need exists to identify models that bolster diversity; very likely, these modelswill be multifaceted and complex.Inclusive Excellence Research ProjectThe Inclusive Excellence Research Project is an NSF-funded investigation at the University ofColorado Boulder that takes a

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Bevlee A. Watford, Virginia Tech; Glenda R. Scales, Virginia Tech; Mahnas Jean Mohammadi-Aragh, Virginia Tech; Dakota Farquhar-Caddell, School of Education

Tagged Divisions

Educational Research and Methods

ideas and solutions. One-way ANOVA was used to determine whether there are differences in frequency ofstudents innovative thinking and also their self-reported perceptions of level of innovativethinking based on the type of instructor facilitated use of slate enabled technology (e.g.,structured, unstructured, no use). Differences in innovative thinking skill frequency and level bytype of instructor-led use are reported in Table 1 and Table 2. In terms of specific innovative thinking skills, in the pre-survey students reported veryfew differences across groups (refer to Table1). During the initial start of the semester students’reported frequency of use of innovative thinking skills in the areas of Knowledge Acquisition,Scaling

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

concepts of this course are fundamental for many subsequent courses like MachineDesign, Modeling of Dynamic Systems, Fluid Mechanics, and many other courses. The widespectrum of applications of these concepts in real-life engineering and daily life problemsprovides a rich source of lifelong learning problems. The pool of topics consisted of elevenresearch and open-ended problems. As shown (Figures 1 and 2), these problems covered a wide Page 23.479.3range of subjects including sports, entertainment, space mechanics, and meteorology to name afew. Figure 2: Sample dynamics problem - II5

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin Rawson, University of California, Riverside; Tom Stahovich, University of California, Riverside

Tagged Divisions

Educational Research and Methods

identify students at risk of performing poorly in a course.1 IntroductionHomework exercises are a cornerstone of modern instruction, especially in engineering. In thiswork, we seek to understand how student homework habits correlate with course performance.This work is a first step toward building automated tools to identify students at risk for poorperformance in a course so that interventions can be employed.We provided LivescribeTM smartpens to an undergraduate statics class of over 140 students toobserve how the students solve statics problems. The students were given the smartpens at thebeginning of the course, and completed most of their homework, quizzes, and exams using them.These pens record each pen stroke of the work with a time stamp

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joe C. Guarino, Boise State University; James R Ferguson P.E., Boise State University; V Krishna C Pakala, Boise State University

Tagged Divisions

Educational Research and Methods

providing details on using results from the Fundamentals ofEngineering (FE) exam as metrics for meeting ABET program outcomes1. However,implementing an FE-based set of metrics poses challenges not limited to assessing validity ofresults. Programs using FE-based metrics must also determine the position of the metrics in theoverall assessment process. We present a method for using FE-based metrics as an integral partof the ABET program assessment process. The principle issues we address are: (1) The validityof using FE metrics for a group of graduating students when not all of them take the exam; (2)Establishing and quantifying levels of performance; and (3) Creating a trigger mechanism fortaking action based upon longitudinal results.The Department

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside; Kevin Rawson, University of California, Riverside

Tagged Divisions

Educational Research and Methods

which theyused to complete their coursework. In this way, we collected a digital, time-stamped record of sixhomework assignments, seven quizzes, two midterms, and the final exam. Most homeworkassignments comprised eight problems, each of which would take approximately 30 minutes tosolve. An example of a typical problem is provided in Figure 1. Assignments were typically dueone week after they were assigned. Our present analysis excludes data from the first twohomework assignment and quizzes as they concerned basic math skills, rather than equilibriumanalysis, which is the primary focus of the course.Computing an Estimation of Student Effort Page

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

John C. Chen, California Polytechnic State University; Susan M Lord, University of San Diego; Karen J McGaughey, Cal Poly State University

Tagged Divisions

Educational Research and Methods

modern teaching practices.The instruments under study are appealing in that both are based on educational psychologyresearch, psychometrically sound, and brief, taking less than 10 minutes to complete both.Macaskill and Taylor’s 12-item instrument2 aims to measure two subscales – independence oflearning and study habits – that characterize an autonomous learner, which arguably forms theact of being a lifelong learner. Kirby et al.1 claims to directly measure lifelong learning asconceptualized through five traits: goal setting, applying appropriate knowledge and skills,engaging in self-direction and self-evaluation, locating information, and adapting learningstrategies to different conditions. This instrument contains 14 questions. We

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Mary K. Pilotte, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

for follow up research were proposed indirections of how to refocus and improve outreach engineering programs and their effectivenessand improve recruiting activities according to the main themes of Changing the Conversation.I. IntroductionOutreach programs are extremely important in increasing the percent of students interested inpursuing engineering. There are many examples of engineering outreach activities designed toeducate students about the wide variety of jobs available to those with an engineering degree,demonstrate the accessibility of engineering knowledge, and encourage students who wouldotherwise have steered clear of engineering to take another look [1, 2, 3,4]. Early outreach alsoallows students to start thinking about the

Conference Session

First Year Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Irene B Mena, Pennsylvania State University, University Park; Sarah E Zappe, Pennsylvania State University, University Park; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

-year engineering experience at the University. Itanswers the following research questions: (1) How do students define engineering? (2) Why arestudents planning to major in engineering? (3) What are some of the positive experiences instudents’ first year of engineering? and (4) What are students’ perceptions of the followingengineer of 2020 skills and attributes: communication, creativity, global and multidisciplinaryteamwork, and ethics?Data for this study was collected using surveys and interviews. A total of 665 first-yearengineering students completed a survey in the fall 2011 semester. Forty first-year engineeringstudents who completed the survey participated in one one-hour semi-structured interview in thespring 2012 semester. The results

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karen Zunkel, Iowa State University; Jason Pontius; Thomas J Brumm, Iowa State University

Tagged Divisions

Educational Research and Methods

teachers or college instructors, as well as high school students taking college courses on the college campus) Credit from passing Advanced Placement (AP) [1] or International Baccalaureate (IB) [2] examinations at certain levels after taking AP or IB courses in high school. Courses taken directly from a 2- or 4-year institution (either on the college campus or on- line) Placement testing, including College Level Examination Program (CLEP) [3] or institutional exams/processes.According to National Center for Education Statistics”, [4] in 2002-2003 school year, 72% of Page 23.578.2public high schools

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Amy E Thompson, University of New Haven; Terance Joshua Thomas, University of New Haven

Tagged Divisions

Educational Research and Methods

Question 1: How important are specific socializers, interest, and external influencers when selecting or changing engineering majors for UNH engineering students?The Congressional Commission on the Advancement of Women and Minorities in Science,Engineering and Technology1 found that there are four important eras in girls’ lives when theystart losing interest in STEM disciplines: while entering middle school, during late high school,college and graduate school, and in their professional lives. This study focuses upon one of themost important indicators of interest, the choice of major decision. Research Question 2: Do important influencers on the choice of engineering major affect male and female UNH engineering students

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama in Huntsville

Tagged Divisions

Educational Research and Methods

2005 through 2015 isestimated at nearly 3,000 students.The data collection will start by studying the course enrollment and success rates for a subset ofgateway courses at UAHuntsville to measure the probabilities of successful completion (earningan A, B, or C), unsuccessful completion (earning a D or F), and withdrawal for students given atheir individual sets of characteristics and factors. The gateway class sizes at UAHuntsville aresizeable enough to provide an extensive set of records over the anticipated 10 year period. Forexample, during the 2011-2012 academic year student enrollment figures for the Calculus A – Csequence were 608, 486, and 483 students, respectively. Similarly, the total 2011-2012enrollment for the Physics 1 and 2

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard F. Vaz, Worcester Polytechnic Institute; Paula Quinn, Quinn Evaluation Consulting; Arthur C Heinricher, Worcester Polytechnic Institute; Kent J Rissmiller, Worcester Polytechnic Institute

Tagged Divisions

Educational Research and Methods

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Liu Junhua, Singapore University of Technology and Design; Yue Zhang, Singapore University and Technology and Design; Justin Ruths, Singapore University of Technology and Design; Diana Moreno, Singapore University of Technology and Design (SUTD); Daniel D. Jensen, U.S. Air Force Academy; Kristin L. Wood, Singapore University of Technology and Design (SUTD)

Tagged Divisions

Educational Research and Methods

homework assignments.The experimental group, on the other hand, learns content through pre-assigned readings, peer-peer active presentations and discussions of course content, faculty-led follow-up discussions ofcontent at a peer level, connections of provocative and real-life examples to motivate coursecontent (i.e., “show and tell”), and design-based problems integrated throughout classroom andout-of-class activities.Therefore, present research intends to identify if there is significant difference between twolearning approaches through following metrics: 1) participant’s pre and post-test performance,and 2) learning approach feedback about engagement, student interest, and motivation forsoftware engineering content.II. RELATED RESEARCH AND

Conference Session

Trends in Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Leticia Anaya, University of North Texas

Tagged Divisions

Educational Research and Methods

V terms dimensions X = U terms Figure 1: SVD of Original X Matrix.The output to the LSA method is a truncated X’ matrix. documents dimensions dimensions documents dimensions dimensions Σk T terms Vk

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Harry B Santoso, Utah State University

Tagged Divisions

Educational Research and Methods

-Regulated Learning While Learning Electric Circuit Concepts with Enhanced Guided Notes AbstractMeasuring self-regulated learning (SRL) skills of engineering college students while usingenhanced guided notes (EGN) promotes a better understanding of how students deal with note-taking activities. This study focused on students’ task interpretation, cognitive strategies, andSRL processes including planning, monitoring, and regulating strategies while using EGN in anelectric circuits course. The main objectives of this study were to (1) understand how students’SRL skills changed after using EGN; and (2) evaluate how students’ conceptual understandingon electric circuits improved after using

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank P.Eng., Queen's University; Ann Shih-yi Chen, Queen's University

Tagged Divisions

Educational Research and Methods

engineering programs in their second year. Inthe first semester of the program students take courses in statics, chemistry, earth systems, Page 23.830.3engineering graphics, and calculus. They also take a full-year course focused on engineeringdesign and practice.APSC-100 is a team-based, project-based course to promote a sense of curiosity aboutengineering, and promote creative thought. The course is divided into three modules: Module 1.Problem analysis and modeling; Module 2. Experimentation and measurement; Module 3:Engineering design. Each of these is one semester long and equivalent in weight to a standardone-semester engineering course. This

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Karla L. Sanchez, Purdue University; Alejandra J. Magana, Purdue University, West Lafayette; David Sederberg, Purdue University; Grant P Richards, Purdue University, West Lafayette; M. Gail Jones, NC State University; Hong Z Tan, Purdue University

Tagged Divisions

Educational Research and Methods

high school and college students3-5. Likewise, research has shown that students havealternative conceptions about abstract physical concepts that often are not congruent withscientific facts6-9.The present study focuses on investigating the impact of visual simulations coupled with haptictechnology, specifically targeted to electromagnetism concept learning. The research questionsfor this study are: 1. What are freshmen electrical engineering technology students’ understandings of fundamental electromagnetism concepts? 2. Can students improve their conceptual understanding of electromagnetism concepts after being exposed to visual and visuohaptic simulations? 3. Are visuohaptic simulations more effective as

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

students. As part of moving forward,however, there is a need to understand elements of the existing NSF-funded resources that havealready achieved positive outcomes. Thus, the purpose of this study is to identify and highlightkey elements of existing cyberlearning resources with compelling results. An explanatorysequential mixed methods research design1 was used to address the follow research questions: 1. How many cyberlearning resources have been highlighted among NSF reports over the past 10 years? Where do they fit within a cyberlearning taxonomy? What are the emerging opportunities? 2. What are some of the keys aspects of a subset of cyberlearning resources with compelling results

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Corey T Schimpf, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

of a student learning experience and therefore what toemphasize in a hierarchical order once critical learning outcomes are identified. In Principlesamong the most important learning outcomes are the ability to recognize entrepreneurialopportunities and to communicate the benefits of those opportunities to others whether they arecustomers, partners, employees or investors. In the model of Wiggins and McTighe learningoutcomes are organized into three levels of learning importance: 1. enduring understandings, 2.important to know insights, and 3. good to know information. These learning outcomes establishwhat the student is expected to know or be able to do as a result of participating in the Principlescourse. Pelligrino’s assessment

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Erick Jacob Nefcy, Oregon State University; Audrey Briggs Champagne, University at Albany, SUNY; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

students in authentic, ill-structured engineering tasks facilitates the development oftheir engineering skills.1-3To facilitate students’ authentic practice of these skills we have developed a learning systembased on virtual laboratories. In this learning system, student teams take on the role of processdevelopment engineers. They are tasked with finding suitable input parameters to be released tohigh volume manufacturing through experiments that are completed virtually. When studentsperform experiments, the lower cognitive demand affords them the opportunity to build a richexperimental design. While not instructed to do so, most student teams inevitably resort tomodeling as a tool to progress towards completion.Student team modeling practices are