Conference Session

Beyond the Classroom: Summer and Scholarship Programs to Engage Minorities

Collection

2013 ASEE Annual Conference & Exposition

Authors

G. Padmanabhan P.E., North Dakota State University; D. Darshi De Saram, North Dakota State University; Thomas Charles Schanandore, North Dakota State University; James Schanandore, North Dakota State University; Robert V. Pieri, North Dakota State University

Tagged Divisions

Minorities in Engineering

book that was rigorously graded, and write a reflective journal to emphasize theneed to develop into reflective practitioners. Two advanced graduate students assisted theengineering professor in instructing the students on fieldwork and processing field observationsusing spreadsheets. Beyond that, they took the lead in designing and conducting a series oftutorials making students create survey maps using computer aided graphics, and gainexperiences in algebra, trigonometry, numerical methods, statistics and calculus. Further, thetwo performed yeoman service helping students catch up whenever they fell behind, thus gainingan in-depth knowledge of challenges faced by students. Another activity was demonstration ofGPS and GIS technology by two

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary E. Sunderland, University of California, Berkeley; Joonhong Ahn, University of California, Berkeley; Cathryn Carson, University of California, Berkeley; William E. Kastenberg, University of California, Berkeley

Tagged Topics

NSF Grantees Poster Session

andexisting ethical frameworks, which may be expressed emotively. Rather than portraying emotionas a threat to rationality, we outline pedagogical strategies that encourage students to explore therelationship between emotions and feelings, logic and reason, and values and ethics. Thepedagogical strategies presented here are being piloted in an advanced (upper-division)undergraduate seminar course, “Ethics, Engineering, and Society.” This seminar, which was firsttaught during the 2011/12 Academic Year at the University of California, Berkeley, alsoinformed the development of our funded project. This paper describes early student responses tothe new curriculum. Our results suggest that engaging students’ emotions encourages andenables them to reflect

Conference Session

Issues of Outreach and Interest in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Meagan C Pollock, Purdue University, West Lafayette

Tagged Divisions

Women in Engineering

and most diverse representation of STEM professionals to students. InAugust of 2012, the inaugural training workshops were conducted as an effort to "Equip anArmy" of volunteers to go forth and: 1) Share with students why they love working in STEMcareers, 2) Explain to students the impact they can have on the world by working in STEM, and3) Show students the diversity of real-life women and men in STEM. Using guided, inquirybased instruction and learning, participants/volunteers reflected on their personal stories, anddeveloped strategies for how to talk to students about STEM careers using correct and positivemessaging[11].Two workshops were conducted, and evaluations and reflections from the first, informed thesecond. Each workshop was

Conference Session

Grasping the "Concept"

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rajesh V Shende, South Dakota School of Mines and Technology

Tagged Divisions

Chemical Engineering

exceptional problem solving skills, teamwork,communication skills, and critical thinking ability, it becomes imperative to look for innovativeinstruction approaches to prepare students. Such skills and abilities can be achieved by inductinga coupled approach involving collaborative and problem based learning strategies in curricula.Both cognitive and generic skills will be realized by practicing collaborative learning andproblem based learning3 approaches that involve several self-directing learning demonstrationsin transitioning from problem analysis to reporting-reflection to integration and evaluation. Page 23.322.2Collaborative learning facilitates

Conference Session

Biomedical Engineering Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

M. Barbara Silver Thorn, Marquette University; Karla Bustamante, Itesm chihuahua

Tagged Divisions

Biomedical

for the students on exchange in 2012-13 (3 in fall, 5 in spring) have been conducted;post-exchange assessments will be completed before the end of the academic year. Thepreliminary results of these assessments are summarized below for each of the respectiveeducational objectives.Although the pre- and post-participation healthcare survey responses did not reflect increasedgeneral awareness of healthcare systems (objective 1), post-participation interviews of theexchange applicants reflected clear increases in understanding of rehabilitative technology Page 23.1400.43 https://gpi.central.edu4 http://www.actfl.orgspecific to the

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Greg Kremer, Ohio University

Tagged Divisions

Community Engagement Division

. Details on some of the relational learning opportunities are briefly presented below, with afocus on the educational purpose of the relationship and any key factors related to establishingand supporting the relationship. It is important to note that the interactions between theparticipants in a learning-centered relationship should be as clear and focused as possible toencourage appropriate dialogue, but with some room for teachable moments to spontaneouslyemerge. But it is also important to remember that deep learning can be both messy and hard (interms of effort and openness to change), and relational learning is inherently messy since itinvolves people instead of clean ‘textbook’ problems.Student – self relationshipsSelf reflection on

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joshua M Frey, Elizabethtown College; Sara A. Atwood, Elizabethtown College

Tagged Divisions

Community Engagement Division

students enrolled in a Strength of Materials course were required to create andimplement an outreach activity. The activity was designed to engage the students in anengineering concept while also learning what engineers do and the broad scope of engineering.Working with students one morning at the local middle school with hands on activities, theundergraduates presented concepts of buoyancy, electricity, strength of materials, andmechanics. The middle school students were asked to fill out a survey designed to gauge theirperceptions of engineering before the activities began. In addition, the undergraduates weregiven an open ended reflection framed as a “What happened?” “So what does it mean?” and“Now what will you do?” prompt. The

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

abbreviations and icons specific to engineering and design processes, andreflects interaction behaviors in the relationships between students, groups, and teachers. Thislanguage can then be taught to students and teachers to test its efficacy in supportingdocumentation, reflection, and assessment.IntroductionEngineering standards are being adopted in public education to expose K-12 students toengineering thinking and concepts at earlier ages1, 2, hoping to impact STEM interest and long-term career decisions. Design is an integral theme and skill in engineering3, thus making designthinking important in engineering education and K-12 STEM courses. “Design thinking is anapproach toward learning that encompasses active problem solving by engaging with

Conference Session

New Approaches in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ishbah Cox, Purdue University; Monica Farmer Cox, Purdue University, West Lafayette

Tagged Divisions

Minorities in Engineering

students within thisseminar also take their first semester, first-year core engineering course together. This coursewill serve as one of many supported by a larger university initiative in which students engage incommunity-building inside and outside of the classroom.Course objectives include the following: 1. Identify and understand the importance of music in society. 2. Explain and demonstrate connections between music and engineering. 3. Explore the university’s history. 4. Demonstrate uses of campus resources that will enable academic success. Page 23.782.4 5. Participate in music-related service projects. 6. Attend and reflect on

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa G. Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David Schaad, Duke University; Michael M Barger; Lisa Linnenbrink-Garcia, Duke University

Tagged Topics

NSF Grantees Poster Session

learned from the hands-onactivities and reflect back on how this can inform their understanding of, and solutions to, theGrand Challenge (Stage 6).This paper begins with a description of the framework including its foundation in contextuallearning theory and the motivation for using the Grand Challenges. Subsequently, theimplementation of the framework in two engineering courses is described. Details of the learningmodules and activities corresponding to the six stages of the framework are presented for eachcourse. Similarities and differences in implementation are highlighted, illustrating how acommon framework can be applied to seemingly very different courses. Finally, the use of theframework is evaluated in terms of its impact on student

Conference Session

New Trends in ECE Education II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Askia Hill, Purdue University; Cordelia M Brown, Purdue University, West Lafayette

Tagged Divisions

Electrical and Computer

domain-general intellectual development models. Descriptions of each model are givenbelow.A. Reflective Judgment Model For almost 30 years, Dr. Karen Kitchener and Dr. Patricia King have been researchingthe development of epistemic cognition and its relationship to the ability for students to solveopen-ended problems[22]. Their research produced seven sets of assumptions on knowledge andhow to obtain it. These sets became the stages in their Reflective Judgment (RJ) model[23]. Theseven stages are divided into three group described below. • Pre-reflective (Stages 1-3) – In these stages, knowledge is obtained only from authorities or firsthand experience and that knowledge is “known” to be correct. • Quasi-reflective (Stages 4

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Tobias Ortega-Knight, University of the Virgin Islands; Charles Huang Chen, Michigan State University; Danny Lynch, University of the Virgin Islands; Kathleen Anne Fitzsimons, Michigan State University; Crystal D Alton; Juan L. Mena Lapaix, Michigan State University; Joshua Drost, Michigan State University; Garrett Kohler

Tagged Divisions

Student

student participants to explore and record theirexperiences as undergraduate research assistants.Research Questions and Data CollectionThe self study described here was motivated by a desire to document students’ thoughts andexperiences in “real time” as they evolved during the course of an undergraduate researchexperience. To investigate the efficacy of this approach, the following research questions weredeveloped for this study: 1. Are conversational prompts effective in encouraging reflection and discussion? 2. Are students interested in initiating and responding to spontaneous conversations? 3. Do the conversations reflect changes in students’ understanding or experiences over time?The self-study involved two types of Facebook-mediated

Conference Session

First-Year Programs (FPD) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alyssa N Berg, University of Colorado Boulder; Janet Y Tsai, University of Colorado at Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Beverly Louie, University of Colorado, Boulder

Tagged Divisions

First-Year Programs

beginningtheir research. The students also complete a post-research survey about their experiences. Theundergraduate students gain practical research experience and demonstrate theiraccomplishments in an end-of-semester poster presentation. Both the undergraduates andgraduate mentors complete weekly qualitative reflective questions through an online process.Through both the pre- and post- surveys, as well as reflective questions posed during thesemester, the research team gathered information on maintaining and creating trust in thesementoring relationships. We compared and contrasted our mentor-mentee relationship to theperceived trust model created by Mayer, Davis, and Schoorman1. Our initial findings show thatability, benevolence, and integrity are

Conference Session

Integrating Engineering & Liberal Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Southern Polytechnic State University

Tagged Divisions

Liberal Education/Engineering & Society

and Mold Making program, leadingto an Associate of Applied Science degree.Identifying linkage to outcomes such as these is fairly common at the program and course level.In this study, the relevant skills are integrated at the assignment level as well. In courses whereassignments did not support these skills, assignments were added or modified as appropriate.For example: communication, critical thinking, and teamwork were integrated into laboratory(machining) sections through the use of individual and team based projects. These projectsrequired written plans, written evaluations at the conclusion, a reflective paper to cementlearning, and a presentation to the class and others.This paper will provide a detailed description of how this

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amadin Osagiede, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Benjamin Ahn, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

areas and organized to provide students with understanding andexperience applying engineering leadership principles, practices, and tools in a multiculturalcontext. Students are required to complete seven credit hours of core courses and nine credithours consisting of one experiential course and other elective courses of their choosing (SeeAppendix A).Core classes (Student Leadership Development, Planning for Leadership Development,Portfolio: Experiential Engineering Leadership and Reflection on Engineering Leadership)within the minor will be offered in-house and allow students to work closely with faculty andstaff, in the College of Engineering, in the development of engineering leadership portfolios(discussed in details below) and reflections

Conference Session

Institutional Perspectives and Boundary Work

Collection

2013 ASEE Annual Conference & Exposition

Authors

Donna M Riley, Smith College; Victoria Henry, Smith College; Lucia C Leighton, Smith College

Tagged Divisions

Liberal Education/Engineering & Society

researcher-practitioner divide is essential to progress. Page 23.1367.22 Approach2.1 Overall Study DesignOur overall study design was a multiple methods approach consisting of (1) a mostly closed-ended survey of thermodynamics instructors at ABET-accredited engineering programs in theUS; (2) open-ended surveys/reflections of practitioner collaborator-consultants, recruited fromamong survey participants to implement engineering education innovations in theirthermodynamics courses; (3) open-ended surveys/reflections of student participants in courseswhere engineering education innovations were implemented; and (4) qualitative analysis ofstudent work in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zahed Siddique, University of Oklahoma; Firas Akasheh, Tuskegee University; Gül E. Okudan Kremer, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

strategies for problem solving and revising41. Peer review providesstudent reviewers with frequent opportunities to practice problem-solvingstrategies important for improvement. Peer review activities may provide thereviewer with concrete and solid experiences on how to improve problem solvingby connecting diagnosed problems with solution types42. Participating in reviewencourages student reviewers to reflect upon their own skills while examiningpeer work43-44. Online videos changed the way we create, view and share videoonline today. With smartphones like the iPhone, and phones running on Androidand Windows operating systems, it’s effortless to create and share video using thebasic features the phones offer. Videos can be an effective media to

Conference Session

Training and Support for NEEs

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Sherif N Kinawy, University of Toronto; D. Grant Allen, University of Toronto; Chris Damaren, University of Toronto; Susan McCahan, University of Toronto; Bryan Karney

Tagged Divisions

New Engineering Educators

Page 23.1003.5used to draw connections between engineering and other areas of higher education.4 Felder andBrent’s work in this area discusses the program at North Carolina State University with ratingsand critique for each of the areas of teaching they focus on.5 Velasquez describes a similarprogram but in the context of online learning at Purdue University.6METHODOLOGYThe PPIT program is divided into a number of components that allow its participants to engagein learning and reflection activities about learning theories and instructional practices. Theprogram includes a series of 12 seminars in addition to a course on teaching that runs alongsidethe seminars for one term. This section outlines this course structure as well as other elements

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ella Willard-Schmoe, University of Massachusetts Lowell; John J. Duffy, University of Massachusetts Lowell; Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell

Tagged Divisions

Community Engagement Division

professors “felt the students were able to demonstrate adeeper understanding for the subject areas than in earlier versions of these courses.”4 Thestudents, while agreeing that their learning was enhanced by the service aspect of their projects,were unsure about the net benefit of participating. Biology students were concerned thatperformance in traditional laboratory courses would be weighed more carefully thanparticipation in S-L courses by graduate schools and employers, and many students worried thatthe perception of a lack of scientific rigor would reflect poorly on them. A barrier to faculty’simplementation of S-L was a resistance to the idea of reflection as a learning or evaluation tool,in spite of its integral nature in the effective

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Antonette T. Cummings P.E., Purdue University; James Huff, Purdue University; William C. Oakes, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

PhilosophyThe overall assessment philosophy of EPICS is guided by two core values of EPICS. First,EPICS seeks to provide an educational experience that will prepare students for professional Page 23.151.3practice. Second, we seek to meet compelling human, environmental and community needs.The assessment processes are integrated into the curriculum and designed to create artifacts thatcan be assessed. A key concept in PBSL assessment is to utilize authentic project artifacts(papers, reports, notebooks, blogs, reflections, etc.) that can be assessed and used to demonstratestudent learning. Whenever possible, the assessments are integrated into processes

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Martin S. High, Oklahoma State University; Scott D Gelfand, Oklahoma State University, Department of Philosophy; Ronald Steve Harrist Ph.D., Oklahoma State University; Shelia M. Kennison, Oklahoma State University

Tagged Divisions

Engineering Ethics

demonstrate why people act unethically. After a discussion of each video, each individualstudent is guided through a two-part exercise. The first part, developing a Personal InventoryReport, helps the student engage in self-reflection in order to determine what sorts of situationsthe student might find ethically challenging. In the second part of the exercise, the studentdevelops a personal plan (Adaptive-Strategies Report) addressing what strategies they might usein order to increase the likelihood that they will act ethically in challenging situations (that is, thesituations arrived at while developing the Personal Inventory Report). Page

Conference Session

Engineering Ethics Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Patrice Marie Buzzanell, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

making utilizing theinstrument. Traditionally, engineering curricular approaches to ethics have been case-based orhave centered around lecture and discussions about ethical frameworks. While necessary, suchapproaches can be supplemented by individual assessments of students’ ethical reasoningabilities and reflective activities about the tasks. Specifically, we address curricular interventionsin multidisciplinary project teams focused on real world applications. These interventions Page 23.1350.3leverage the utility of engineering ethical reasoning models and instruments into curricula. Wefocus on the EERI but recognize that similar models and

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joan B Schuman, Missouri University of Science & Technology; Kellie Grasman, Missouri University of Science & Technology

Tagged Divisions

Community Engagement Division

expanded to include increased utilization as a collaboration tool betweenteams and community sponsors as well as a tool for peer to peer evaluation of project teamprogress.ReflectionFor the fall semester 2012, students were given reflective work as part of the course study.Students were asked to reflect on the following questions: 1. Did having a “real” customer improve your performance? Explain 2. Did you feel that you were helping the community with the project? Explain. 3. Do you see yourself doing service in any community in the future? Has this class experience changed that outlook?Eighty-five percent of students felt that having a “real” customer improved their performance,while 11.5% stated that their experience was improved

Conference Session

RET Initiatives

Collection

2013 ASEE Annual Conference & Exposition

Authors

Zornitsa Georgieva, West Virginia University; Reagan Curtis, West Virginia University; Tyler A Saenz Saenz, West Virginia University; Miracle David Solley, West Virginia University; Darran Cairns, West Virginia University

Tagged Divisions

K-12 & Pre-College Engineering

solutions.Teachers need to move away from guiding students to a correct answer and move towardemphasizing student engagement 24. The teacher’s focus should target encouragement of theirstudents’ own reflection on their reasoning as well as interpretation of problem situations 25.Contrary to current practices of warning students when they take a wrong step in their solutionefforts, teachers need to encourage students to focus on interpreting specific ideas and theirconnections to the problem at hand 26. This type of facilitation requires significant scaffoldingmechanisms for effective learning to take place 27. The new role of the teachers includescarefully selection, preparation, and implementation of those scaffolds 16, 28. Lack of sufficientguidance will

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Gary R. Mayer, Southern Illinois University Edwardsville; Allison Jane Fahsl, Southern Illinois University Edwardsville; Stephen McCaire Marlette, Southern Illinois University Edwardsville; Georgia Bracey, Southern Illinois University, Edwardsville

Tagged Divisions

K-12 & Pre-College Engineering

through a systematic process inorder to choose one. This process, typically called the engineering design process, is applicableto many complex problems, whether or not the person trying to solve them is formally anengineer6-8. To capture and present the essence of the engineering design process, a modifiedversion of the approach presented in Engineering is Elementary® 9 was used (see Figure 1). ASK IMAGINE PLAN TEST CRE ATE IMPROVE REFLECT Figure 1: Engineering Design Process Presented for the ClassroomEngineering is Elementary® (EiE) presents an iterative process of Ask, Imagine, Plan

Conference Session

Design Methodology and Evaluation 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alan Chong, University of Toronto; Jason A. Foster, University of Toronto; Patricia Kristine Sheridan, University of Toronto; Robert Irish, University of Toronto

Tagged Divisions

Design in Engineering Education

engineering design course that is intended to deepen and enrich students’understanding of these terms by asking them to categorize various artifacts as works ofengineering design. Starting with a simple binary question - yes or no - they move to a planarassessment - and finally to a comparative exercise as complications are introduced into theartifact set. Analyzing their pre and post-activity definitions and student reflections on theactivity allows us to explore the impact of the exercise on the students’ understanding of andengagement with the concept of “engineering design.”1. Background and IntroductionFreshman engineering students often begin their studies with limited, imprecise, and minimallyinformed conceptions of engineering, design, and

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Simon Pitts, Northeastern University; Steve McGonagle, Northeastern University; Steven W Klosterman, Northeastern University

Tagged Divisions

Engineering Leadership Development Division

be an effective leader. Through reflection and self-assessment, the Gordon Candidates begin to understand their own strengths and weaknesses, preferred styles, biases and potential blind spots. Customized development plans and regular mentoring sessions serve to increase the Candidates’ ability to perceive and effectively deal with the range of personalities they face within diverse teams. For example, conflicts created by the contrasting personal styles of individual team members can be mitigated with appropriate empathy, coaching and direction.  Knowledge, Skills and Attitudes to Successfully Lead Engineering Teams: The next level targets the development and mastery of best practices

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Stephanie Cutler, Virginia Tech

Tagged Divisions

Student

) Expertise Area of Study Content and Context Area of Study Content and Context Learning Theories Learning Theories Personal Champion Supportive of Professional Success Reflective Reflective Supportive of Professional Success Optimistic Optimistic Open-minded to Research Paradigms Professional Invested in Engineering Education Invested in Engineering Education Access to funding Connection to relevant networks Familiar with navigating

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shannon Ciston, University of California, Berkeley; Sean Poust, University of California-Berkeley

Tagged Divisions

Chemical Engineering

capstone design and laboratorycourses. The course runs as a one-semester, stand-alone course (not coupled to a complementarytechnical or laboratory course) with assignments ranging from laboratory reports, design reports,resumes, cover letters, interviews, technical presentations, and project proposals tocommunication with lay audiences. This paper takes a case study approach to examine theevolution of the laboratory report assignment over the course of three semesters. We found thatincorporating additional authenticity into laboratory report writing assignment motivated studentengagement and learning. Midterm and final course evaluations are used as data to reflect on theeffectiveness of three iterations of the assignment:· Fall 2011: Common

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Olga Pierrakos, James Madison University; Jacquelyn Kay Nagel, James Madison University

Tagged Divisions

Design in Engineering Education

typicaldesign process-to-semester mapping for capstone projects, (2) a design process rubric applicableto engineering design projects in the curriculum, and (3) a mapping between the design processand engineering design tools taught within the curriculum. The design process guide ispresented as a tool which can be used to guide students through directed exploration of thedesign process during a first design class as well as to scaffold students’ undirected designprocess exploration. Implementation of the guide during the engineering design sequence will bediscussed as well as the lessons learned after applying the guide to senior and junior projects as agrading rubric, feedback mechanism, and as an in-class guide for student reflection on a