Conference Session

ENT Division Technical Session: First-year Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Duplicate Streiner, Rowan University; Cheryl A. Bodnar, Rowan University; Kaitlin Mallouk, Rowan University; Bruce Oestreich, Rowan University; Kevin D. Dahm, Rowan University

Tagged Divisions

Entrepreneurship & Engineering Innovation, First-Year Programs

- ter Polytechnic Institute (92) and his PhD from Massachusetts Institute of Technology (98). He has pub- lished two books, ”Fundamentals of Chemical Engineering Thermodynamics” and ”Interpreting Diffuse Reflectance and Transmittance.” He has also published papers on effective use of simulation in engineer- ing, teaching design and engineering economics, and assessment of student learning. c American Society for Engineering Education, 2020 Building Toys for Children by Applying Entrepreneurial-Minded Learning and Universal Design PrinciplesAbstractIncorporating entrepreneurial-minded learning (EML) into engineering curricula has been anincreasingly popular educational practice over

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jenai Kelley Brown, Clemson University; Natalie Stringer, Clemson University; Rachel K. Anderson, Clemson University; Laurel Whisler, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

programs offer support with various levels of structure andcollaboration. These programs include: 1.) Peer-Assisted Learning (PAL), which providescollaboration and more structure 2.) drop-in tutoring, which incorporates a more flexibleenvironment with potential for one-on-one support, and 3.) MATHLab, which serves as a middleground between PAL and tutoring. These three programs support primarily freshman andsophomore level courses at our institution. With this participant group in mind, we have designedour programs to address student problem solving and self-direction in order to better equip firstyear students to take ownership over their own learning. Self-directed learning builds students’ability to critically reflect and effectively deepen

Conference Session

FPD11 -- Multidisciplinary Experiences

Collection

2007 Annual Conference & Exposition

Authors

Kauser Jahan, Rowan University

Tagged Divisions

First-Year Programs

reflect our Engineering Clinic activities that are offered to ourincoming freshman engineering students. As such a brief overview of the Rowan engineeringclinics is provided below:Rowan’s engineering programs include hands-on, team-oriented laboratory and real worldexperiences with a strong interdisciplinary component. All engineering students take eightsemesters of required Engineering Clinic Courses4-5 a unique component of the engineeringprogram. Key clinic features include:• Creating inter- and multi-disciplinary experiences through collaborative teamwork,• Stressing innovation and total quality management (TQM) as the necessary framework for solving complex problems,• Incorporating state-of-the-art technologies throughout

Conference Session

First-year Programs: Teams and Teamwork

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jean Carlos Batista Abreu, Elizabethtown College; Brenda Read-Daily, Elizabethtown College

Tagged Divisions

First-Year Programs

reflections. The GallupStrengthsFinder Inventory has been previously implemented in engineering classrooms[6], [7], [8]. However, this study is the first to look at students’ perceptions of how thistool impacts their teamwork. Also, this paper addresses how students’ perceptions andattitudes concerning teamwork change as a result of working on a semester-long projectwith the same team.ContextThe activities described in this paper were implemented during one semester of anIntroduction to Engineering course at Elizabethtown College. The department offersABET-accredited BS degrees in engineering and computer engineering. Both majors arerequired to take Introduction to Engineering. The course was comprised of 46 studentsin two sections, 22 in Section A

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Desen Sevi Özkan, Virginia Tech; Cherie D. Edwards, Virginia Tech; Sreyoshi Bhaduri, Virginia Tech; Diana Bairaktarova, Virginia Tech

Tagged Divisions

First-Year Programs

the specific characteristics of each of Gee’s four categoriesof identity. Participant reflection statements were coded using the same approach. Onceparticipant drawings and reflection statements were coded, we examined the codes andcategories to identify emergent themes.Keywords: arts-based research, sketching, first-year engineering, spatial visualization, identity,qualitative methods, exploratoryIntroductionSketching as a practice can be applied in various ways. The practice itself changes based on itsintended purpose or application. For this paper, we borrow the definition for the term sketchingfrom Song and Agogino, who describe it “broadly to include all early-stage forms of graphicalrepresentations of design, including rough freehand

Conference Session

First-year Programs Division Technical Session 2: Design in the First Year: Challenges and Successes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathleen A Harper, The Ohio State University

Tagged Divisions

First-Year Programs

reviewTeams were asked to identify aspects of their draft that were better than those they read, as wellas describe modifications that they would make to their report based upon what they saw fromtheir classmates. The complete instructions of the team portion of the exercise are Part 2 of theassignment in the appendix. The reflection was turned in, along with the feedback they providedto their classmates. Credit for both parts of the assignment was essentially effort-based. Teamsthen received the peer feedback and began working on the subsequent first-half draft of thereport. This draft included the two sections that were the subject of the peer review, plus a few

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abigail T. Stephan, Clemson University; Elizabeth Anne Stephan, Clemson University; Matthew K. Miller, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

industrial engineering and engineering education have helped him develop innovative ways to deliver engineering curriculum for freshman engineers and talented high school students interested in engineering. c American Society for Engineering Education, 2020 Extended Exam Wrappers: A Comparison of Approaches in a Learning Strategies CourseAbstractThis Complete Evidence-Based Practice paper explores the use of exam wrappers in alearning strategies course designed for first-year engineering students in the General EngineeringLearning Community (GELC) at Clemson University. Exam wrappers are most commonly usedas tools to facilitate the process of self-evaluation as students reflect on

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

engineers relating events in their careers. e. Student product is a reflection about the sectors that appeal most to them. 2. Explore the 14 NAE Grand Challenges (GC). a. Description of each with an example of a solution being pursued. b. Students reflect and record their thoughts on groupings of 3-4 GCs. c. Student product is a passion reflection about the GC that appeals most to them. 3. Address college life such as balance/wellness, time management, and teamwork. a. Describe the life change about to occur and how to prepare. b. Share some studying strategies within a time management structure. c. Note the importance of building teamwork skills. d. Student product is their

Conference Session

FPD12 -- Novel Approaches to First Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Christopher Rowe, Vanderbilt University; Stacy Klein-Gardner

Tagged Divisions

First-Year Programs

teachers using their traditional teaching methods. The experimental sections of the studybegan the course with a grand challenge focusing them on determining the strengths andweaknesses of the different tools and computer software engineers might use. Instructors thenintroduced three challenges that helped students learn the content goals listed above for thecourse in addition to focusing continually on the strengths and weaknesses of the tools andcomputer software packages.Three types of data were used in this study: survey responses, answers to test questions, andreflective responses. The surveys were required of students in all eleven sections of this course.These surveys were completed on-line and submitted to a database. The reflection

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bernard White, George Mason University; Eileen Patricia Mazzone, George Mason University; Vicki L. Dominick, George Mason University

Tagged Divisions

First-Year Programs

-week (July 11th through August 13th) Online Summer 2010 BridgeProgram. Finally, some reflections and plans for refining and broadening the academic concepts,skills, and support services for next year’s Online Summer Bridge Program are also presented. Afollow-up paper will be prepared on the effectiveness of the Online Summer Bridge Programafter we have had time to collect sufficient data and make comparisons of the academicperformances of the On-Campus versus Online Summer Bridge Program participants.Background Information on Summer Bridge ProgramsThe Virginia-North Carolina (VA-NC) Louis Stokes Alliance for Minority Participation(LSAMP) Program received a five-year grant from the National Science Foundation during thesummer of 2007. The goal

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

, guiding feedback is key in constructivist design operation. “Gagne and Driscoll consideredthe provision of informative feedback to be as important as setting of problem situations” [1].Any student work must have a mechanism in place to provide timely, constructive feedbackwhether that feedback is through reflection, instructor grading, or as part of an IntelligentTutoring System (ITS). Multimedia offerings must be followed by a relevant discussion orreflection regarding the content, and assessments must be followed by timely feedback.The nine events of instruction provided by Gagne create a somewhat strict template in thelecture-based lesson environment while providing a skeletal framework for guiding studentsthrough problems worth solving in the

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

Tagged Divisions

First-Year Programs

related to self-understanding (personal strengths [8], values, ethics and social identity).Students completed eight reflection assignments, based on the lecture and discussion topics.Prior to Fall 2018, course evaluations for ENGR 110 consistently indicated that some studentsdesired more exposure to careers within the engineering field, while other students needed moresupport leveraging academic resources and integrating into the engineering communitysuccessfully. Many students indicated that their primary motivation for enrolling in the coursewas to determine which major to pursue and had limited interest in other topics provided by thecourse. In an effort to improve student engagement and motivation across a range of needs, weintroduced student

Conference Session

First-Year Programs: Wednesday Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Natasha Perova-Mello, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

invented strategies they used to managing their workflowduring a semester long project. Results in this study focus primarily on students’ reflections atthe middle of the semester when they were in the initial stage of requirements finding, ideation,research and analysis of potential design options. Introduction Teamwork is essential to the engineering professional experience and is an importantpedagogical objective in engineering courses where students need to learn how to work togetherand practice their communication and knowledge building skills with teams. Teamwork is one ofthe central ABET criteria for undergraduate engineering education where it is emphasized thatstudents need to develop “an ability to function on multidisciplinary

Conference Session

First-year Programs: Focus on Student Success 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Anne Stephan, Clemson University; Abigail T. Stephan, Clemson University; Baker A. Martin, Clemson University; Matthew K. Miller, Clemson University

Tagged Divisions

First-Year Programs

department is always looking to improve how material relevant to major explorationis incorporated into its introductory course as it can have a significant impact on individualstudents as well as the retention and persistence statistics in the engineering majors.Over the years, the General Engineering department has implemented a variety of methods toencourage and/or require students to learn about the different engineering majors offered atClemson. For several years, students were required to complete a series of assignments as part ofan “Individual Reflection Portfolio.” These assignments required students to researchinformation about the different engineering disciplines then write reflections related toengineering ethics and future engineering

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Joseph Schimmels, Marquette University

Tagged Divisions

First-Year Programs

of eachcourse is reflected in their respective titles. The first course in the sequence is titled,“Engineering: The Art of Creating Change”. The title of the second is: “Engineering Projects:The Practice of the Art”.Both courses use assigned reading followed by reflection, writing, and discussion related to adebatable question (or questions) posed by the instructor. Section size is limited to 25 students.A relatively senior member of the regular faculty and one teaching assistant facilitate classdiscussion using Socratic questioning.Both courses also use design projects as vehicles in developing student understanding of keyconcepts. In the first, the course requirements manage student-team project activities; in thesecond, the student-teams

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sean P Brophy, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

). However, sometimes these challenges may be too large to allow all team members toengage in the design process deeply. Further, instructors cannot observe teams in action duringtheir design process, which makes it difficult to provide feedback. Nor can they assess teams’workflow process as they transfer what they learn into knowledge needed to define a solution.Over the past two years we have used a collection of small design challenges at multiple times ofthe year to help teams practice and reflect on their processes of design, teaming and projectmanagement. These two hour design sessions engaged learners in a short conceptual designaround an interesting problem. After each session the students reflected on their process andthen discussed as a

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

instructors and students,must include specific examples related to the skill set the course is intended to provide. Ibelieve that student responses to these skill set-specific examples also reflect students’ beliefin their abilities to learn and solve problems in areas beyond traditional engineeringapplications. 2. Course Design to enhance student self-belief in learning ability:There are many references regarding the value of problem-based, active learning environmentsfor improvement of student comprehension and engagement.9,10,11 The results of a recent studyby Braxton, et al., suggest that development of an active learning approach in courses directlyenhances student perception of learning gains, which in turn helps students to view

Conference Session

FPD II: Increasing Engagement and Motivation of First-Year Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

George Roesch Johnson, University of Wisconsin, Madison, Engineering Professional Development

Tagged Divisions

First-Year Programs

included a summary of the author’s mainpoints, a discussion of the author’s sources and finally their critical reflection on the material. Preand Post surveys of each student’s view of their future role in science and engineering wereconducted to determine any change in perception or attitude. Further weekly emails sent by thestudents were collected to determine their growing awareness and confidence in theirunderstanding of each week’s reading and discussion. In response to the reading assignments onmedia and learning, a few students generated their own digital documentaries of student life. Thefindings from pre and post class surveys, along with the final anonymous student evaluations,indicated that most students found the class helped them

Conference Session

First-Year Programs: Student Perceptions and Perspectives

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

George James Lamont, University of Waterloo; Stephanie Mutch, University of Waterloo; Chimdindu Ohaegbu, University of Waterloo ; Hamza Z. Butt, University of Waterloo; Kate Mercer, University of Waterloo; Kari D. Weaver, University of Waterloo

Tagged Divisions

First-Year Programs

engineering research practices, information-literacy skills, andcritical evaluation of information. Students undertook an iterative writing process and submittedfinal projects, recording their resource-selection process. These were evaluated to determine theimpact of the asynchronous learning module on students' information-seeking behavior. Finally,the results of this pedagogical reflection were compared to similar data recorded the previousyear following in-person instruction of the same material [8]. Our results demonstrate that theasynchronous learning module significantly enhanced the students’ critical evaluation of sources.These results have dramatic implications for how we understand students’ information-seekingbehaviors, pedagogical design

Conference Session

First-Year Programs: Sunday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Susan Arnold-Christian, Virginia Tech; Walter C. Lee, Virginia Tech; Adrien DeLoach, Virginia Polytechnic Institute and State University; Ashley R. Taylor, Virginia Polytechnic Institute and State University; Christian Matheis, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

new modules we plan to develop shown in Figure 1. Therefore, it emerged as the mostappropriate model to use and became our primary framework.Multicultural awareness focuses on an individual’s understanding of their own social identities incomparison with the identities of members from other groups (Pope, Reynolds, & Mueller,2004). The competency of awareness encourages students to engage in critical reflection abouttheir own underlying assumptions to ensure that individuals with differing cultural perspectivesare not invalidated. Multicultural knowledge focuses on the pursuit of cultural knowledge andthe comprehension of new and or existing theories regarding race, class, and gender (Pope,Reynolds, & Mueller, 2004). This competency

Conference Session

First-Year Programs: Focusing on Student Success

Collection

2019 ASEE Annual Conference & Exposition

Authors

Abigail T. Stephan, Clemson University; Laurel Whisler, Clemson University; Elizabeth Anne Stephan, Clemson University; Bridget Trogden, Clemson University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

courses. Followingthe first round of exams, students select the course in which they wish to improve theirperformance most significantly and then complete both an exam wrapper survey and learningstrategies survey to evaluate their preparatory behaviors, conceptual understanding, andperformance on the exam. Each student develops an action plan for improvement based on theirresults and begins implementation immediately. Following the second exam, students completean exam wrapper survey followed by a learning journal, in which students evaluate and reflect ontheir adherence to and effectiveness of their action plan and performance on the second exam.We propose that engagement with this exam wrapper activity in the context of the EntangledLearning

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Heather Kathleen Klok Bacon; J. Alex Birdwell, Northwestern University; Ordel Brown, Northwestern University; Emma Tevaarwerk, Northwestern University; Richard Wayne Freeman P.E., U.S. Coast Guard Academy; Wendy Roldan, University of Washington; Ken Gentry, Northwestern University; Amanda Rose Pokryfky

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

De-stressor/ Check-in 8 Finals Preparation, Tackling Academic Reflection on Challenges: Fixed Personal Health vs. Growth Mindset 9 Introduction to Mental Health/ Tackling Major Selection Stress Management Academic Challenges: Fixed vs. Growth

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Victoria E Goodrich, University of Notre Dame; Leo H. McWilliams, University of Notre Dame

Tagged Divisions

First-Year Programs

not trivial for a first-year student. (2) The design requirements can be structured to allow for many different designs or more highly constrained to force an outcome of more specific designs. (3) The cost of materials needed for the project is relatively low and all materials are easily obtained. The project could easily be changed by simply changing the allowable materials for construction.In both implementations, students were asked to write a short reflection on the skills acquiredafter completing the project. Reflections were categorized based on reflection themes todetermine common themes and trends. This assessment, while largely qualitative in nature,provides a snapshot of how well students internalize the

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kathleen A. Harper, Ohio State University; Richard J. Freuler, Ohio State University; Lauren Corrigan, Parker School Hawaii

Tagged Divisions

Design in Engineering Education, First-Year Programs

grades. To determine whether studentsengaged in the kind of reflection and planning that was intended, the post-performancesubmissions from four of the nine course sections were collected and analyzed. Each of thesesections had nine teams of four, for a total of 144 students on 36 teams. All of these teams didwell enough that they did not have to submit analyses for the first two performance tests, andonly two teams were required to do an analysis for performance test four. This pattern wasconsistent with the rest of the course sections, as more than half of the teams fared poorly on thethird test, but passed the others, often with bonus points. Therefore, the analysis will focusexclusively on the responses to the third performance test

Conference Session

First-year Programs Division: Best Papers

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Amena Shermadou, Ohio State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

engineering students react to anin-depth growth mindset intervention?In order to address this question, two of the authors formed a Mindset focus group consisting ofeight first-year engineering students. This focus group met five times over the course of asemester to discuss their reading of and reaction to Dweck’s popular 2006 Mindset book.Students’ written reflections captured their reaction to the learning experience, and this data wassubjected to thematic analysis. Significant findings include the use of growth mindset as a toolto reflect and unpack past experiences, especially with respect to their personal experiences, theresulting behavior, and the role of external influences. Growth mindset proved to be a usefullens to reconsider past

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Beverly Jaeger, Northeastern University; Richard Whalen, SUSAN FREEMAN, and BEVERLY JAEGER are members of; Susan Freeman, Northeastern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

amongst the team members, delegating roles for planning,design, and assembly of the structure. A testing protocol is developed and utilized following thebuilding of the towers in class. Finally, reflection is used to help summarize the learningexperiences in the areas of engineering design and teamwork, and how they can be applied in thefuture.The purpose of this paper is to examine the methodologies successfully used at two institutionsfor implementing the Tower of Straws assignment and provides an assessment of its usefulnessas an active learning exercise in introducing first-year engineering students to the engineeringdesign process. The paper will describe two very different approaches to the same exercise,along with the assessment results

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

traditional service-learning experiences in that it possesses four distinct andimportant components: 1. Service, 2. Academic content, 3. Partnerships and reciprocity, and 4.Reflection. However, course outcomes stop short of service-learning’s more ambitious hope—tochange students’ values and level of civic responsibility. Although increased interest in civicengagement may be worthwhile, logistical challenges for large lecture courses may beminimized by broadening the definition of service-learning to focus on more salient areas ofdevelopment. In addition, the types of immersive experiences possible on a smaller scale maynot be consistently possible in large lecture courses. In spite of these limitations, service-learningin the context of this course

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

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Goli Nossoni, University of New Haven

Tagged Divisions

First-Year Programs

Education, 2021 Work in progress: Personality Types and Learning Preferences of First-Year Gen Z Engineering StudentsAbstractHumans learn based on their strengths and weaknesses. Many researchers have studied thecorrelation between the delivery method in classrooms and students’ learning preferences. Learningpreferences can include active, reflective, sensing, intuitive, visual, verbal, sequential and globalstyles. Researchers have studied engineering students’ learning styles to help instructors in theclassroom adjust the method of delivery and strategy to enhance student learning outcomes.However, few studies have related the personality of engineering students and their learningpreferences. Further, the few studies

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Thompson P.E., University of Louisville; Brian Scott Robinson, University of Louisville; Jaqi C. McNeil, University of Louisville

Tagged Divisions

First-Year Programs

framework primarily through a series ofwritten assignments.This year, the instructors aimed to enhance students’ understanding of the PE framework anddevelopment of critical thinking skills through a collaborative team project investigating vectors.Students mapped out paths on campus using a tape measure and compass, then described theirpaths using vectors. They were asked to reflect critically on the results, considering sources oferror in their measurements, and write a team report explicitly addressing elements from the PEframework.Student surveys conducted at the end of the semester suggested a better student impression ofcritical thinking development as a result of the added vector assignment compared to previousyears with only written