Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Karam-Zanders, Louisiana State University; Dina Acklin, Louisiana State University; Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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implications. Community College Journal of Research and Practice, 28, 331 – 351. Page 26.289.8 APPENDIX A  SECTION 1 In this section, you will be asked to think back to when you were about to transfer to LSU. Specifically, what were your concerns regarding the potential hurdles you were going to face?   1. Did you expect to face any ACADEMIC hurdles?   a. If so, please describe them:  b. How did you plan to overcome the hurdles?  c. Did you actually experience these hurdles in your first year?   d. If so, how did you overcome them

Conference Session

Focus on the Classroom: Innovative Pedagogies

Collection

2016 ASEE Annual Conference & Exposition

Authors

David I. Spang, Rowan College at Burlington County; Kathryn E. Strang, Rowan College at Burlington County

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mission and goals. Most recently her responsibilities included serving on the PRR steering committee for Standards 7 & 14 and the Co-Chair for Standard 14, working as a lead on ABET accreditation, chairing the general education committee for the college, and overseeing all assessments and institutional effectiveness plans. At the 2015 Drexel University assessment confer- ence: Assessment for Student Success - Building Academic Innovation & Renewal, Kathryn authored and conducted the presentation, Utilizing & Linking Academic Assessment Outcomes to Strategic Planning. c American Society for Engineering Education, 2016 A Student Outcomes Assessment Methodology for Technology

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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jointly with the S-STEP advisory board, and theemphasis has been on providing updates for both programs, the progress of incorporatingcomponents of each project into a comprehensive and coordinated plan, and the academicsupport of the STEP project via supplemental instructions. One of the primary recommendationsto both programs was to collect and analyze the academic outcomes of participants in theprograms.CONCLUSIONS AND FUTURE PLANSOverall, the Pathway Scholar Program is rated very highly by current students, and the programis delivering on its promise of supporting the students financially so they can focus more on theireducation, and connecting the students with others in their field to promote networking.Additionally, the Pathway Scholars

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kim Goodwin Roberts, North Carolina State University; Tuere Bowles, North Carolina State University; Jerome P. Lavelle, North Carolina State University

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and motivated by NCState’s strategic plan to expand the proportion of transfer students, the College of Engineeringteamed with the College of Education at NC State. We established initiatives aimed directly atNC CC’s and their communities: 1) to disseminate accurate information regarding engineering atNC State and 2) to develop a valuable network of higher education institutions in North Carolina.In addition to promoting the transfer of high quality students into engineering at NC State, ourgoal was to improve their retention and performance. In this paper, we detail the strategies weemployed to achieve these goals, including programming and publications created by the Collegeof Engineering, targeted solely to NC CC students and advisors. We

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University

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institution types indicated they had the financial resources they needed to finish college. Yet, on the upside, similar percentages of students indicated they were receptive to financial guidance.5Interestingly, 73% of the surveyed students agreed that they needed to study more than they didlast year. The study suggests that sophomores should not be assumed to have “successfullytransitioned” to college: as a cohort and as individuals they have distinctive needs andexperiences.3 In general, students also realized that they needed to seek tutoring and completetheir education programs. However, only 56% of the students in two-year institutions planned totransfer to another institution or were undecided. In particular the sophomores

Conference Session

Reporting Out: Dissemination of Several NSF Projects of Interest to Two-Year Colleges

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of California, Berkeley; Sharnnia Artis, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

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Transfer Alliance Project (TAP)which will provide continued support and advice on putting together a competitive transferapplication for the university of their choice. The students are also offered a stipend of $1000 intravel funds in order to present their research project at a national conference. The TTE REUprogram is described in greater detail by Artis2,3.Data Collection MethodsThe evaluation of the TTE program examines the overall success of the REU Site. Formativeevaluation for each cohort of participants is conducted to ensure that the program is progressingas planned. The formative evaluation measures include a survey conducted midway, examinationof weekly research journal entries, and one-on-one progress meetings. The

Conference Session

Two-Year to Four-Year Transfer Programs: Best Practices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric James Davishahl, Everett Community College; Xiaopeng Bi, Washington State University

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program in fall 2012.Following the success of the BSME program, WSU used a similar model to add an electricalengineering (BSEE) program on the EvCC campus in fall 2014 and plans to start a softwareengineering (BSSE) program in fall 2016. Close collaborations have been built to leverage theknowledge, skills, and facilities of both institutions to provide a rich student experience withoften limited resources. Community college students can enroll in some of the same classes asjunior level WSU students before making the transfer, thus gaining exposure to the upperdivision experience before committing to the WSU program and providing opportunities forsocial mixing of sophomore and junior level students not typically available to communitycollege

Conference Session

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Richard Brown Bankhead III, Highline College; Tessa Alice Olmstead, Highline College; Judy Mannard PE, Highline Community College

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emphasize multiple modes of reflective output, including written text,drawings, and both audio and video recordings. A culminating student project is also presented.The project is a reflective work centered on helping students to plan their personal developmenttowards becoming a “world class engineering student” through the use of gap analysis.IntroductionStudent success in engineering is not only dependent on academic talent, but also the ability todevelop the right attitudes and behaviors required to be successful in the demanding collegecoursework. At Highline College we focus on changing student behavior through the use ofreflective teaching practices. A list of successful student behaviors is provided below: • Successful engineering

Conference Session

Two-year College Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University, San Marcos; Eusebio Mata, LBJ Institute for STEM Education and Research; Bahram Asiabanpour, Texas State University

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include the following parameters: • Self-Perceptions: students provide opinions of how they expect to perform in science and math courses, plans for future course taking, and expectations for future career plans. • Envisioning Future: Students provide their interest level in various career fields using a Likert scale. • Attitudes about STEM: Student self-perceptions and attitudes about STEM. • Personal Characteristics and Engineering: Student self-perceptions and attitudes about engineering & technology. • Awareness of Sustainability & Green Energy: Student self-perceptions and attitudes about sustainability and green energy.Survey ProceduresAll students and their professors were provided an

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brooke Charae Coley, University of Virginia; Carolyn A. Vallas, University of Virginia

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,  diplomas  and  certificates  in  201410.    Currently,  more  than  25  public  and  private  schools  have  Guaranteed  Admissions  Agreements  with  the  VCCS  where  approximately  56%  of  graduating  students  are  in  transfer  programs  planning  to  pursue  a  bachelor’s  degree10.    Figure  2  shows  that  more  than  40%  of  Virginia  Community  College  System  students  enrolled  in  the  2010-­‐11  Academic  Year  transferred  to  a  4-­‐year  institution  by  2014.                                   Figure  2.    Percent  o f  students  enrolled  in  2010-­‐11  Academic  Year

Conference Session

Best Practices for Two-Year Students Majoring in Engineering & STEM Fields

Collection

2015 ASEE Annual Conference & Exposition

Authors

Karen M. Groppi P.E., Cabrillo College; Susan Tappero, Cabrillo College

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Two Year College Division

mindsets. We encourage them to embrace the state of struggle that exists on thespectrum of learning new material rather than taking it as a sign that they should giveup. We cultivate a more profound sense of responsibility in the students for their owneducation. For instance, during the last day of the intensive, students complete and sign aformal-looking document titled, “My Personal Contract for Success in Math 4 andBeyond,” and supply eight things they will do as part of their study plan for the upcomingsemester. Some of the study plans include, “I will ask for help when I need it,” “I will notgive up,” “I will have fun,” I will become a PREP TA after next semester.”For both the Energy Academy and the PREP intensive, each four hour day included

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Nicholas Patrick Langhoff, Skyline College; Amelito G Enriquez, Canada College

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Two Year College Division

Undergraduates (REU) programs shows that 91% of these research experiences are provided tojunior and senior students21. Developing successful research programs is particularly challengingin community colleges, most of which do not have on-going research programs. Establishingcollaborations between research universities and community colleges is key to engaging studentsin research early in college.This paper is a description of how a small engineering program in a Hispanic-Serving communitycollege has developed a research internship program that is specifically designed for communitycollege students. The paper will also highlight the results of the first year of implementation of theprogram and future plans for improvement.2. Overview of ASPIRES Program

Conference Session

Addressing Diversity Issues in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jackie Perez, Texas A&M University - Dwight Look College of Engineering; So Yoon Yoon, Texas A&M University; Teri Kristine Reed, Texas A&M University; Cecelia Diane Lawley, Texas A&M University

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, Texas was one of five majorityminority states11. These partnerships increase educational opportunities and support efforts toproduce engineers reflective of the community. This paper shares the challenges and successeslearned during the first three years of the program and the planned expansion to further recruit,retain, and graduate a more diverse engineering demographic through a pathway of co-enrollment and partnership with two-year institutions.II. Background of the PartnershipsThe Texas public education system includes 39 public universities, 50 public community collegedistricts with multiple campuses and 75 of the 409 designated Hispanic Serving Institutions(HSIs) in the United States (18.3%)12,13. From 2000 to 2015, the number of

Conference Session

Two-Year to Four-Year Transfer Programs: Best Practices

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tracy Huang, Canada College; Amelito G Enriquez, Canada College

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Two Year College Division

5-year STEM strategic plan, community colleges are proposed to play a key role in recruiting and preparing future scientists and engineers, especially among students from traditionally underrepresented ethnic backgrounds. Through a grant from the Hispanic-Serving Institutions (HSI) Education Grants Program, the STEM Center was established at a community college in Northern California. The STEM Center integrated all STEM student support services within STEM academic study. Through leveraging multiple grants, the STEM Center provides a set of comprehensive student support services, including study groups, tutoring, STEM-specific academic counseling and career exploration, and information on internships and scholarships. The

Conference Session

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Steven F. Lewis, William R. Sinkin Eco Centro, San Antonio College; Bahram Asiabanpour, Texas State University

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Two Year College Division

minority institution partner will be added. In the third and final year,the fifth minority institution will be selected and added from among the most deserving andinterested institutions. Through this partnership, called REENERGIZE, it is expected that thetwo-year colleges will develop their own research capabilities in renewable energy based oncollaboration with Texas State (16, 17).Plan of OperationThe purpose of the Re-Energize program is to establish a continuous, year-around creativeresearch and development (R&D) and professional development (PD) ecosystem to empowerinstitutions of higher education who prepare students in engineering and engineering technologyin Central Texas to continue to do so with enhanced and focused knowledge

Conference Session

Two-year College Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Burton Dorsey, Washington MESA; Elizabeth Apple Meza, University of Washington; Phyllis G. Harvey-Buschel, Washington MESA

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; Atwater, 2005). Also found to be important in previous research arefamily support, especially for Latino students (Amaya & Cole, 2001; Cole & Espinosa, 2008;Russel & Atwater, 2005), undergraduate research opportunities (Kinkead, 2003; Chang,Sharkness, Hurtado & Newman, 2014), and advising to clarify school or career plans (Hurtado,Cabrera, Lin, Arellano & Espinosa, 2009). Students also appear to persist and transfer when theythink of themselves and others (e.g. faculty) recognize them as “science people” (Carlone &Johnson, 2007), and when they consider science as an important part of their self-identity(Chang, et al. 2011; Espinosa, 2011). A welcoming campus racial climate is also important(Hurtado et al. 2007) as is

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura E. LeMire, The Community College of Baltimore County

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area of study. The responsibilities ofthe student and faculty member were clearly communicated each semester at the first workshop.Awardees signed a Mentoring Agreement at the beginning of each semester and submittedmentoring logs at the end of the semester. T4 STEM scholars and mentors committed to meetingat least every other week for the first six weeks of the semester to make sure the student got offto a good start, and on a monthly basis thereafter. Mentors worked with the students to developand manage an Individual Academic Learning Plan (IALP) which helped the student gauge theamount of time and coursework necessary to complete his/her studies by taking the courses inthe proper sequence.To maintain their scholarship, students were

Conference Session

Two-year College Potpourri

Collection

2017 ASEE Annual Conference & Exposition

Authors

Elaine L. Craft, Florence-Darlington Technical College; Karen Wosczyna-Birch, CT College of Technology; Charlotte B. Forrest

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designed to 1) fill the void created by NSF’s elimination of the preliminaryproposal review process for the ATE program in 2012; 2) address the challenge thatapproximately two-thirds of the nation’s 1,123 community colleges have never received NSFfunding; 3) better manage the rapidly growing number of requests received by ATE centerprincipal investigators and NSF program officers related to grant proposal development andproject management ; and 4) most importantly, develop grant writing and leadership skillsamong STEM faculty members at two-year colleges.The Mentor-Connect project resulted from a comprehensive planning process that involved NSF-ATE principal investigators, NSF-ATE program officers, potential NSF-ATE grantees, theNational Academy

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dan G. Dimitriu, San Antonio College; Klaus Bartels, San Antonio College; Steven F Lewis, San Antonio College/Alamo Colleges

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to align its engineering program with the engineering programsoffered by the surrounding area four-year institutions [3], [4]. At the same time, this college’sengineering faculty made every effort to provide the highest quality education for our students (5).A previous ASEE paper [6] described a new partnership, called “Re-Energize,” that is expected tohelp several two-year colleges develop their own research capabilities in renewable energy incollaboration with Texas State University.The Re-Energize program plans to establish a creative research and development (R&D) andprofessional development (PD) ecosystem. This ecosystem will empower institutions of highereducation who prepare students in engineering and engineering technology in

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part II

Collection

2015 ASEE Annual Conference & Exposition

Authors

Monica M. Cortez, Texas A&M University; Teri Kristine Reed, Texas A&M University; P.K. Imbrie, Texas A&M University; Sylvia E. McMullen, Blinn College; Jackie Perez, Texas A&M University

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students to transfer from a two-year to a four-year institution. For example, the Arizona State and Maricopa Community College Partnership isa two-year STEM program that encourages students to pursue an engineering curriculumhowever these 2-year students are co- enrolled into the University College and not theengineering college. Therefore they do not receive dedicated support or academic advising fromthe engineering college. Research from the National Center for Education statistics hasdemonstrated that community college transfer students most likely to earn a bachelor’s degreeare those students that are enrolled in their major and actively earning credits toward theirmajor.9 This would include receiving program of study planning from people who

Conference Session

Addressing Diversity Issues in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tressa Kay Mikel, University of California, Berkeley; Frank Hoang, University of California, Berkeley; Pedro S. H. Kim, UC Berkeley; Maria-Isabel Carnasciali, University of New Haven; Shannon Ciston, University of California, Berkeley

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 personality, experiences, skills and values.​  This frame can provide insight into the ways that adult engineering students build their sense of professional identity through multiple modes.   Successful development of an engineering identity is reflected by professional persistence. Work by Lichtenstein et al found that a minority percentage (42%) of seniors definitively planned on  12​pursuing an engineering related career following graduation.​  Undergraduate engineering programs must try to do better to foster engineering identity development so that professional persistence is improved and the workforce is provided a steady stream of capable degreed engineers from a variety of

Conference Session

Best Practices for Two-Year Students Majoring in Engineering & STEM Fields

Collection

2015 ASEE Annual Conference & Exposition

Authors

Dave Galley, Collin College; Gena S Martin, Collin College; Jeannie Christine Stone, Wylie Independent School District; Becky Hunt, Allen Independent School District; Jean Laswell, Rockwall Independent School District; Lynn Mortensen, Retired Raytheon Company; John W. Sibert, The University of Texas at Dallas

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Council (MTBC). After her time at Baylor University, Martin’s education career began in secondary ed- ucation. Since 2007, she has focused on the critical interface between higher education and secondary education. In 2011, she joined Collin College as the Career and Technical Education Coordinator specif- ically working with technical dual credit students. Recently, after working closely with the department, she joined the Engineering and Technology Department of Collin College assisting students on the high school level, on the college level, and in industry who plan to pursue STEM degrees. Further, through her work with industry on the MTBC STEM Advisory Board, she coordinates key industrial connections for the

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, Mesa Community College; Adam R. Carberry, Arizona State University

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, R. H., & Corwyn, R. F. (2002). Socioeconomic Status and Child Development. Annual Review of Psychology, 53, 371-399.30 Wells, R. S., & Lynch, C. M. (2012). Delayed College Entry and the Socioeconomic Gap: Examining the Roles of Students Plans, Family Income, Parental Education, and Parental Occupation. The Journal of Higher Education, 83(5), 671-697.31 Inman, W. E., & Mayes, L. (1999). The Importance of Being First: Unique Characteristics of First Generation Community College Students. Community College Review, 26(4), 3-22.32 Horn, L., & Bobbitt, L. (2000). Mapping the Road to College: First Generation Students' Math Track, Planning Strategies, and Context of Support (NCES Publication No. 2000

Conference Session

Best Practices for Two-Year Students Majoring in Engineering & STEM Fields

Collection

2015 ASEE Annual Conference & Exposition

Authors

Courtney Hadsell, Cañada College; Tracy Huang, Cañada College; Amelito G Enriquez, Cañada College

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completes the pre-test the MyMathTest program puts together a study plan based on thequestions that they missed. This allows the student to efficiently use their time to brush up onthe concepts that they have forgotten and not spend as much time on concepts that they arecomfortable with. For most students this program is the first time that they are comprehensivelyintroduced to vectors. At Cañada College students would be introduced to vectors at the end oftheir trigonometry course, but unfortunately it is a topic that instructors do not have enough timeto cover well, or at all, so most students see vectors for the first time during the first week oftheir physics course. It is for this reason that group work and activities at the beginning of

Conference Session

Two Year College Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peter Golding, University of Texas, El Paso; Oscar H. Salcedo, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Oscar Antonio Perez, University of Texas, El Paso; Mariano Olmos, El Paso Community College; Tonie Badillo, El Paso Community College

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(CREaTE) in College of Engineering atUTEP in collaboration with the Center for Institutional Evaluation Research and Planning(CIERP) at UTEP.The project has enabled articulation agreements to be established between the partners. Degreeplan checklists, flowcharts, prerequisite tables, and transfer guides are in place for each degreeprogram between EPCC and UTEP. See http://engineering.utep.edu/plaza/circles/degree.htmThe Department of Education provided major support for this partnership project. The goals ofthe project were exceeded in all key areas, and the results have been implemented andinstitutionalized. During the next five years we anticipate seeing growth in the transfer back andforward of our students due to the improvements and

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lea K Marlor, University of California, Berkeley; Catherine T. Amelink, Virginia Tech

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Two Year College Division

-year institution? I understand the admissions process (e.g., how to apply, when to apply) for the four-year institution(s) 4.02 .831 4.33 .606 I plan to apply to. I understand the requirements (e.g., general eligibility based on prior course enrollment) related 4.14 .608 4.38 .623 to admissions for the four-year institution(s) I plan to apply to.*p=.05;**p=.01; ***p=.000Students’ career interests changed with participants reporting that they were significantly lesslikely pursue a degree specifically in energy efficient electronic science; however participantsmaintained their interest in pursuing an engineering degree. Participants also reported a

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Nicholas Patrick Langhoff, Skyline College; Wenshen Pong P.E., San Francisco State University; Hamid Mahmoodi, San Francisco State University; Xiaorong Zhang, San Francisco State University; Cheng Chen, San Francisco State University; Kwok Siong Teh, San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University

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GroupResearch Internship Program for sophomore students who have no previous research experienceand have at least one more year of courses to complete at the community college before transfer.The Summer Individual Research Internship Program is a ten-week program for rising juniorstudents who have completed all the required lower-division courses for transfer to a four-yearuniversity and are transferring in the fall semester following their participation in the program.The paper will highlight the development of partnerships with neighboring universities andresearch institutions, the results and lessons learned from the pilot implementation of the twosummer internship programs, and future plans to improve the programs and maximize theirimpact in

Conference Session

Engineering Transfer Issues: Two-year College to Four-year College

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kirsten A Davis, Virginia Tech; Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech

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Two Year College Division

states have experienced amore than 50% change in Hispanic population between 2000 and 2011 U.S. Census,31 and thetop 10 fastest growing Hispanic states experienced a more than 100% change in Hispanicpopulation during the same period, ranging from a 103% change in Georgia to a 158% change inAlabama Pew.32 Findings from our study may be most relevant and applicable to institutionslocated in fast growing Hispanic states that are strategically planning for the future of highereducation and a shift in student demographics. In addition, as shown in Table 1, 59% of thestudents in this sample would be classified as “vertical” transfer students having spent all or mostof their time at a community college or two-year institution prior to making the

Conference Session

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College

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Two Year College Division

object properties, basic editing, 3D drawing, isometric drawing 7 7a. Introduction to Trusses and Truss structures, members in compression/tension, Structures, Bridge Design bridge modeling software, engineering design. Students use this session to layout their design plan prior to construction. 8 8. Modeling Drag Force in a Viscous fluids/friction, drag force, numerical Wind Tunnel modeling/analysis. 7b. Continued work on Bridge Bridge construction. project above 9

Conference Session

Focus on the Classroom: Innovative Pedagogies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Erik N Dunmire, College of Marin; Amelito G Enriquez, Canada College; Nicholas P. Langhoff, Skyline College; Thomas Rebold, Monterey Peninsula College; Eva Schiorring, Canada College

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, Engineering Graphics, Materials Science, Circuits, and MATLAB Programming.In planning the new initiative, the three colleges agreed that they would develop lab courses thatemphasized inquiry-based approaches requiring authentic problem-solving and studentinteraction, in an effort to enhance learning relative to many existing online and face-to-facelecture courses. Educational research has often shown that passive instructor-centered lecturingis less effective than approaches that actively engage students in the learning process.4,5 This isparticularly true in engineering because of its emphasis on developing higher-order problemsolving skills. For example, studies of introductory materials science students have demonstratedthat the more constructive