Conference Session

Multidisciplinary Learning, Evaluation, and Assessment

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Cindi Mason, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

experience isto expand the student perspective that engineers can have a positive impact on their communityand the world. Students from all engineering disciplines at WSU take this course and work as ateam on several course requirements. This paper describes the existing service-learning courseand presents the motivation behind its development with a review of the literature on servicelearning and the content of the course. The paper then focuses on the structured reflectioncomponent of the class. The reflective component of the class instills the broad aspects desiredby industry.MOTIVATIONThe primary goal of the Wichita State University (WSU) College of Engineering (CoE) is toeducate and prepare students to succeed in the engineering field upon

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

Paper ID #6253Examining Reflections of Current Engineering Students on Educational Out-reachDiana Bairaktarova, Purdue University, West Lafayette Diana Bairaktarova is a Doctoral Candidate in the School of Engineering Education at Purdue University. She holds BS and MS degrees in Mechanical Engineering from Technical University, Sofia, Bulgaria and an MBA degree from Hamline School of Business, St. Paul, Minnesota. Diana has over a decade of experience working as a Design Engineer. Her research is focused on human learning and engineering, i.e. understanding how individual differences and aptitudes affect interaction

Conference Session

Restructuring/Rethinking STEM

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicola Sochacka, University of Georgia; Kelly Woodall Guyotte, University of Georgia; Joachim Walther, University of Georgia; Nadia N. Kellam, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

Paper ID #6555Faculty Reflections on a STEAM-Inspired Interdisciplinary Studio CourseDr. Nicola Sochacka, University of Georgia Dr. Nicola Sochacka received her doctorate in Engineering Epistemologies from the University of Queens- land (Brisbane, Australia). She currently holds a research and teaching position at the University of Geor- gia where she transfers her expertise in qualitative research methodologies to a variety of research contexts at the intersection of social and technological issues. This includes engineering education projects con- cerned with transdisciplinary education, student reflection, and

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Taryn Melkus Bayles, University of Maryland, Baltimore County

Tagged Divisions

Chemical Engineering

Paper ID #6811A Reflective Writing Assignment to Engage Students in Critical ThinkingDr. Taryn Melkus Bayles, University of Maryland, Baltimore County Page 23.96.1 c American Society for Engineering Education, 2013 A Reflective Writing Assignment to Engage Students in Critical Thinking Our department has adopted the following Program Education Objectives, which we refer toas “the Five C’s”. Within three to five years after graduation our graduates will have demonstratedCompetency in the discipline of chemical engineering; our

Conference Session

Design Teamwork

Collection

2013 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Lobna El Gammal, Institute For Leadership Education in Engineering at the University of Toronto; Jennie Phillips MA, University of Toronto; Greg Evans, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education

Paper ID #6820A Team-effectiveness Inventory for Guided Reflection and FeedbackMs. Patricia Kristine Sheridan, University of Toronto Patricia Kristine Sheridan is a PhD Candidate with the Institute for Leadership Education in Engineering at the University of Toronto. She holds a BASc and MASc in Mechanical Engineering from the University of Toronto. She is a member of the teaching team and a course developer for the Praxis cornerstone design courses.Miss Lobna El Gammal , Institute For Leadership Education in Engineering at the University of Toronto Lobna El Gammal is currently completing her third year of chemical

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mariajose Castellanos, University of Maryland, Baltimore County; Joshua A Enszer, University of Maryland Baltimore County

Tagged Divisions

Chemical Engineering

Paper ID #7531Promoting Metacognition through Reflection Exercises in a Thermodynam-ics CourseProf. Mariajose Castellanos, University of Maryland, Baltimore CountyDr. Joshua A Enszer, University of Maryland Baltimore County Dr. Joshua Enszer is a full-time lecturer in Chemical Engineering at the University of Maryland at Bal- timore County. He has taught core and elective courses across the curriculum, from introduction to en- gineering science and material and energy balances to process control and modeling of chemical and environmental systems. His research interests include technology and learning in various incarnations

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

Paper ID #7784The Reflective Engineering Advisor: A Paradigm for Learning-Centered Stu-dent AdvisingDr. Emily L. Allen, San Jose State University Dr. Emily Allen is Associate Dean of the Charles W. Davidson College of Engineering at San Jose State University. Her portfolio includes undergraduate programs and accreditation, student success programs, personnel and infrastructure, and K-14 outreach. She has been on the faculty at SJSU since earning her PhD in Materials Science and Engineering from Stanford University in 1992.Mr. Francisco Castillo, College of Engineering, San Jose State University Mr. Francisco Castillo has a

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

Paper ID #5861Theory to Practice: A Reflection on the Application of Engineering Educa-tion Coursework to New Course DevelopmentRuth E. H. Wertz, Purdue University, West Lafayette Ms. Wertz is a doctoral candidate in the School of Engineering Education at Purdue University. She holds a Master of Science degree in Civil Engineering from Purdue University and a Bachelor of Science degree in Civil Engineering from Trine University (formally Tri-State University). Ms. Wertz is a licensed Professional Engineering in the state of Indiana with over six years of field experience and eight years of classroom teaching experience

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca L. Damron, Oklahoma State University; Sohum A Sohoni, Arizona State University, Polytechnic campus; YoonJung Cho, Oklahoma State University; Kerri S Kearney, Oklahoma State University

Tagged Topics

NSF Grantees Poster Session

PLP onstudent learning in an introductory microprocessors class. To examine the impact on learning,students were required to write reflections about their learning every week after their labexperience. Reflections were then analyzed from a corpus-based discourse analytic perspective forwhat kind of knowledge the students gained in the PLP experience, procedural or declarative.Additionally, the language in the reflections was analyzed for stance—the students’ perspectiveson what they claimed they had learned. Results showed that students were gaining proceduralknowledge throughout the semester. In this PLP experience, which follows a trajectory of research,implementation and integration, the procedural knowledge was articulated with less

Conference Session

The D/M/A of CE

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lindsey Anne Nelson, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

community partners.Engineers typically find benefit in consulting with the client at key stages in the design process,especially when defining the problem for the engineering team and when evaluating prospectiveideas.6 Engineers operating with human-centered design methods should take time to discernneeds of various stakeholders in order to define good engineering design problems.4 The purposeof this paper is to discuss how engineering students responded to a problem-finding task whenthese students were expected to find evidence of a design challenge during a site visit to acommunity organization. I will discuss the targeted student population, detail the design of alearning experience that matched key features of service-learning pedagogy, reflect

Conference Session

New Approaches and Applications to Enhance Technological Literacy - Part I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 and  revision  of  the  standard  engineering  curricula  and  practices.    The  main  objectives  of  the  paper  will  be  to  explore  this  practical  question:  “How  can  instructors  and  administrators  gradually  make  the  fundamental  changes  needed  to  move  the  courses  and  curricular  structures  of  engineering  programs  to  match  the  Deweyan  (inquiry-­‐based)  educational  philosophy?”  [1-­‐4]      Engineering-­‐program  reform  would  have  a  better  chance  of  success  if  in  gradual,  progressive  steps  engineering  faculty  come  to  reflect  on  their  underlying  educational  value  systems  and  belief  structures  in  the  context  of  their  specific  pedagogic  practices.  Thus,  this  paper  attempts

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Materials

biomedical engineering education in the future. Page 23.916.2 c American Society for Engineering Education, 2013 Muddiest Point Formative Feedback in Core Materials Classes with YouTube, Blackboard, Class Warm-ups, and Word CloudsAbstractCritical class reflections on “Muddiest Points”, i.e. the content students struggle to grasp most,provide formative feedback to an instructor who can strategize to adjust his/her teaching andpedagogy to address issues specific to a given class. In a Muddiest Point Reflection, an instructorsolicits from students a brief, anonymous written comment about

Conference Session

Crossing Boundaries - Service Learning and Interdisciplinary Teams

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chung-Suk Cho, University of North Carolina, Charlotte; Candace Mazze, Univeristy of North Carolina at Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Gary Bruce Gehrig P.E., University of North Carolina, Charlotte

Tagged Divisions

Construction

 Foundation  Insulation The instructors of the course observed and participated at all of the service projects, assessingstudent performance on assigned tasks, as well as demonstration of professional skills, such aslevel of teamwork and communication among their team members as well as with other people atthe job site. Page 23.535.3Self-Assessment and Reflection Students completed a self-assessment at the end of the semester to allow some reflection onhow the experience enhanced their interaction with the instructor and peers and their learningafter the experience. Specifically, students completed self-assessment of their

Conference Session

Research and Graduate Studies

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary Katherine Watson, Georgia Institute of Technology; Alexandra Coso Strong, Georgia Institute of Technology

Tagged Divisions

Graduate Studies

forclassification of respondents’ views into one of the five major educational philosophies:essentialism, perennialism, progressivism, social reconstructionism, or existentialism. Responsesto supplementary questions allowed for students’ philosophies to be compared based ondiscipline, gender, past educational experiences, current teaching practices, and future careergoals. Students’ philosophies were also characterized as espoused or enacted by comparing theirself-declared philosophy with that determined by the Inventory. Results indicated thatessentialism is the predominant philosophy among the graduate students in this sample,according to both the Educational Philosophies Inventory and student self-reflections. Students’current teaching practices, as

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

. Rubrics that will be used to judge the quality of the presentations by guest speakers as well as students and to guide the reflections written on guest speakers and student presentations to help students learn to identify and judge entrepreneurial competencies. 4. A description and guidelines for playing and for writing reflections for the individual student online business game-which were transferred from the prior course. 5. A description and guidelines for participating as a team in the’$5.00 create a business game’ which is intended to help students integrate the content of the entire Principles course as well as focus on achieving the enduring understandings

Conference Session

Classes in Entrepreneurship

Collection

2013 ASEE Annual Conference & Exposition

Authors

Daniel M. Ferguson, Purdue University, West Lafayette; James Edwin Cawthorne Jr., Purdue University, West Lafayette; Ruth Streveler, Purdue University, West Lafayette

Tagged Divisions

Entrepreneurship & Engineering Innovation

assessment practices, or describe orillustrate actual or potential student learning activities are provided in appendices. The attachedappendices include these artifacts: 1. The prior course syllabus revised for the new course design. 2. An example of a guest speaker biography ( used in the prior course for the Tuesday night 9:00 pm free pizza talk). Page 23.379.5 3. Rubrics that will be used to judge the quality of the presentations by guest speakers as well as students and to guide the reflections written on guest speakers and student presentations to help students learn to identify and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Topics

NSF Grantees Poster Session

taught six different biology and engineering courses. Dr. Ankeny aspires to employ student engagement strategies in the context of biomedical engineering education in the future. Page 23.837.2 c American Society for Engineering Education, 2013 Just-in-Time-Teaching with Interactive Frequent Formative Feedback (JiTTIFFF or JTF) for Cyber Learning in Core Materials CoursesAbstractIn this new NSF-sponsored Type 2 TUES (Transformation of Undergraduate Engineering inSTEM) project, we are using engagement, assessment, and reflection tools developed in asuccessful CCLI Phase 1 project and are

Conference Session

FPD 2: Retention

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lizzie Santiago, West Virginia University

Tagged Divisions

First-Year Programs

engineeringdegree, and whether a student have chosen an engineering discipline to pursue. Several surveysadministered at strategic time points during the semester were used to track level of interest inpursuing engineering and to identify key events that can be consider as precursors to leavingengineering. Reflection essays were also employed to understand how the first semesterexperience affects student’s perception of engineering as a career of choice.An analysis of entrance surveys indicated a high level of interest in pursuing an engineeringdegree in most students surveyed. Key events, such as their first calculus test, triggeredindecision in some of the students. Early results identified a group of students at risk of leavingengineering during the

Conference Session

Computing in the classroom

Collection

2013 ASEE Annual Conference & Exposition

Authors

B. K. Hodge, Mississippi State University; Govinda Mahajan, Mississippi State Univeristy

Tagged Divisions

Mechanical Engineering

the water hammer wave is flowing to the right with the steady-state velocity, V; the fluid after the passage of the wave is at rest, but the head is increased by ΔH and the pipe wall distended because of the increased pressure.t = L/a The water hammer wave has reached the pipe entrance where the compression wave is reflected as an expansion wave. The fluid in the pipe is at rest, but the pressure is increased and the pipe wall distended.t = 3/2·L/a The expansion wave (the compression wave reflected from the free surface) is moving to the right and is half way between the pipe entrance and the valve. The fluid, moving to the left

Conference Session

Design Methodology and Evaluation 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

justification of their decisions1. Further investigation is required in order todetermine how engineering students justify their decisions and whether the resulting decisionsand justifications reflect best practices in engineering design.The purpose of this paper is to develop a framework to investigate and assess the quality ofengineering students’ formal justifications of their engineering decisions. Using this framework,we identify aspects of decision justification with which students struggle with an end goal of Page 23.1227.2identifying need areas for instruction. Further, we present a rubric for evaluating engineeringdesign decision justifications

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Joi-lynn Mondisa, Purdue University, West Lafayette; Junaid A. Siddiqui, Purdue University, West Lafayette; Mel Chua, Purdue University; Linda Vanasupa, California Polytechnic State University; Roberta J Herter, California Polytechnic State University; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Student

for and approaching social change and developed frames of reference forqualitative research particularly on ways to interpret interview data. Collaborative inquiry2,3 also Page 23.863.2known as co-operative inquiry4 is a framework that describes how people may set up anopportunity for comprehensive learning and change for themselves. Participants come togetherwith a goal of developing their own capacities while collaboratively addressing a compellingquestion through cycles of reflection and action. There are no hierarchies in these kinds ofcollaboration and so every individual’s view has an equal potential to play a role in theinterdependent

Conference Session

Community Engagement Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bowa George Tucker, UMass Lowell; David O Kazmer, University of Massachusetts, Lowell; Olga Pierrakos, James Madison University; Chris Swan, Tufts University; Angela R Bielefeldt, University of Colorado, Boulder; Kurt Paterson P.E., Michigan Technological University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

OpportunitiesAbstractLearning through Service (LTS) is an umbrella term that includes, both curricular andextracurricular activities, reflecting that there are many models that exist currently for howfaculty use opportunities for students to learn while providing service to a community. Over thepast decade, Learning through Service has proliferated in higher education as an effectiveteaching and learning method. As the pedagogy continues to gain momentum, and manycolleges and universities in the United States have designed their engineering curriculum andextra-curricular activities to include experiential learning, including service-learning.Nevertheless, despite the curriculum overhaul and increase in the use of LTS in engineering,there have been limited studies to

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

performance goals, andapproach for which they hold themselves mutually accountable." [2]Teamwork is identified as one of the most important abilities sought by employers of engineers[3-4]. This skill need is reflected in ABET criteria for accrediting engineering programs:Programs must demonstrate that their students have “an ability to function on multidisciplinaryteams.” [5] To enable the success of their graduates and employers of their graduates,engineering programs must prepare and document that their graduates can effectively developand consistently contribute value to multidisciplinary teams.Teaching engineering students teamwork, although vital to success of the student and theprogram, is attempted in many different ways, with varied success

Conference Session

A Challenge to Engineering Educators

Collection

2013 ASEE Annual Conference & Exposition

Authors

Harold R Underwood, Messiah College

Tagged Divisions

Liberal Education/Engineering & Society

lasting over several semesters,toward completion in a student’s senior year.The reflective component of the portfolio shows how well students have integrated liberalarts disciplines in their personal formation as an engineer, especially where addressingprofessional skills such as teamwork, communication, ethical judgment, and identifyingsocietal context. Well-defined portfolio-documented aspects of project work alsoprovide evidence suitable for educational assessment. The set of portfolio requirementspresented here, which overall serves as a grand rubric in itself, facilitates individualstudent grading on diverse project applications over several semesters. A more specificrubric developed for each portfolio category addresses one aspect of the

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne; Debra Gilbuena, Oregon State University

Tagged Topics

NSF Grantees Poster Session

progress forward. However, thereis no general consensus as to what specific attributes of feedback lead to improved learning, andmultiple lines of research emphasize that appropriate feedback is specific to the learning contextof the student and/or task.9 Researchers have advocated that feedback works best when it directsstudent attention to appropriate goals and actions,10 and encourages student reflection.11 Othersbelieve that students are most receptive to feedback when they are sure their answer is correct,only to learn later that it was wrong.12 Additional factors include a student’s understanding ofand agreement with the feedback provided, the motivation the feedback provides, and the limitson the student’s cognitive load.13While feedback

Conference Session

Using Communication and Writing Techniques to Improve Student Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Stephanie Farrell, Rowan University

Tagged Divisions

Chemical Engineering

.  Students completed the assignments in teams of three and submitted one solution per team.  However, in addition, each individual student was required to write an abstract for each problem.  In the abstracts, students summarized the purpose of the problem, the system under consideration, the known and unknown information and the solution procedure.  There were two purposes to assigning the abstracts.  First, it was hypothesized that requiring students to write about their problem solutions in a reflective way could foster a more thorough understanding of the processes being modeled, and instill in students a conscious recognition of effective problem‐solving strategies.  Second, it was hypothesized that the abstracts would provide an effective tool

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Justin W. Kile, Quinnipiac University

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

responding to others verbal and nonverbalcommunication. These aspects were identified, by the author, through conversations withemployers, practicing engineers, and recent graduates. Although the key areas are easily agreedupon, how best to satisfy them during a conversation is open to some interpretation by theindividuals involved in the conversation. Therefore, the goal of the activities is to get students tothink and reflect on how they communicate, how others communicate, successfulcommunication, poor communication and goals of professional communication. Hopefully,through this thought and reflection, the students will become aware of their communicationstyles and can become better communicators

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marybeth Lima, Louisiana State University

Tagged Divisions

Community Engagement Division

engagement indicators, student retention, and percentage of alumni who are active incommunity engagement, and (3) discuss major lessons learned during the course of 15 years as acommunity engaged faculty member.IntroductionService-learning is defined as “a credit-bearing, educational experience in which studentsparticipate in an organized service activity that meets identified community needs and reflect onthe service activity in such a way as to gain further understanding of course content, a broaderappreciation of the discipline, and an enhanced sense of civic responsibility.” (Bringle andHatcher, 1995). Service-learning in higher education was pioneered by Ernest Boyer (1990,1996) and by a number of others (Harkavay, 2004; Eyler and Giles, 1999

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

onesemester. Student participants were freshmen who were involved in the required communityservice learning projects. Participating students were assigned to the community servicelearning sites, required to provide innovative solutions to the problems they identified on thesites, and facilitated with the designed interventions of question prompts on self-regulatedlearning and creative problem solving, which included metacognitive prompts, proceduralprompts, elaboration prompts, and reflective prompts, as well as prompts for creative problemsolving strategies. The presented results were based on analysis of data collected throughstudents’ process journals and project reports. The students’ utilization of question prompts, andself-regulated learning

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P Brophy, Purdue University, West Lafayette; Sensen Li, Purdue University, West Lafayette

Tagged Divisions

Civil Engineering

that are required to solve thechallenge as the course progresses. This processengages students in high level problem solvingtasks of design, trouble shooting and systemsanalysis which they will do during theirprofession.Challenge-based instruction has been usedsuccessfully in multiple engineering contextsincluding bioengineering[2], civil engineering[6]and first year engineering to name a few. Figure 1: STAR Legacy Learning CycleCommon to each of these efforts was the use ofthe STAR.Legacy learning cycle to guide the instructional design[7]. STAR stands for SoftwareTechnology for Action and Reflection. Action and reflection define the primary pedagogicalapproach. The learning cycle, shown in Figure 1, illustrates a common