Conference Session

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elaine M. Cooney, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

) • Reflection and Self-Assessment (Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self-assessment, reflective, or creative work))An engineering technology program might choose to start with using only the “Foundations andSkills for Lifelong Learning VALUE Rubric” and then add additional criteria if moreinformation is needed to identify student challenges. Page 24.136.8Student Outcome i. Professional and Ethical Responsibilities & Respect for DiversityFor the purposes of identifying rubrics for this outcome, it can be

Conference Session

Entrepreneurship & Engineering Innovation Education Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Pune Innovation Centre

Tagged Divisions

Entrepreneurship & Engineering Innovation

. Page 24.395.4Index of Learning Styles (ILS)The Felder-Soloman Index of Learning Styles (ILS) is one of the most popular learning styleinstruments4-5– especially in engineering education. It is based on Felder and Silverman‘smodel and assesses preferences on four bipolar dimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global. Active learners prefer doing things,particularly in groups. Reflective learners work better alone, with time to think about the taskbefore doing it. Sensing learners like facts, data, and experimentation and work well withdetail. Intuitive learners prefer ideas and theories, particularly when they get to grasp andgenerate new ideas. Verbal learners like to hear information and engage in

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Shreya Kumar, Michigan Technological University; Linda M. Ott, Michigan Technological University

Tagged Divisions

K-12 & Pre-College Engineering

final day of the course. Moststudents answered the survey immediately, but some answered it over the next couple of weeks.Seventeen of the 19 participants responded to the final survey. The post survey asked severalquestions about their overall experience and also asked the students to share their reflections oneach session. They were encouraged to use their notes to help recall their reactions to theindividual sessions.We found that at the end of the week, students had a broader perception of computing and wereable to name fields within the discipline besides programming. Table 4 lists the top 4 answersgiven by students. In addition, students listed a much richer set of career possibilities includingtechnical consultant, project management

Conference Session

K-12 Engineering Resources: Best Practices in Curriculum Design, Part 2 of 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Aran W Glancy, University of Minnesota, Twin Cities; Tamara J Moore, Purdue University; Siddika Selcen Guzey, University of Minnesota, Twin Cities; Corey A Mathis, Purdue University; Kristina Maruyama Tank, Iowa State University; Emilie A. Siverling, Purdue University

Tagged Divisions

K-12 & Pre-College Engineering

other product Test and Evaluate (POD-TE) Generating testable hypotheses and designing experiments to gather data that should be used to evaluate the prototype or solution, and to use this feedback in redesignApply Science, Engineering, and The practice of engineering requires the application of science,Mathematics Knowledge (SEM) mathematics, and engineering knowledge and engineering education at the K-12 level should emphasize this interdisciplinary natureEngineering Thinking (EThink) Students should be independent and reflective thinkers capable of

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Dianna L. Newman, University at Albany/SUNY; Meghan Morris Deyoe, University at Albany, SUNY

Tagged Divisions

Electrical and Computer

developing and implementing instruction using a flippedclassroom approach in an Electronics Instrumentation class. Student and faculty perceptions of theapproach from Spring 2013 and Fall 2013 are provided.3. MethodsStudents enrolled in the Electronics Instrumentation class represented primarily undergraduatemechanical or dual aeronautical and mechanical engineering students. The flipped classroomapproach supported multiple learning styles and preference for instruction. The studentdemographics reflected traditional enrollment patterns for engineering programs; in Spring 2013specifically, over three-quarters of students were male (86%), three-quarters (76%) of thestudents were white and 24% represented ethnic minorities. A majority (82%) of the

Conference Session

Innovative Graphics Instruction

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert A. Chin, East Carolina University

Tagged Divisions

Engineering Design Graphics

students passed (n=14) with threshold raw scores of 95 orbetter. The raw scores for 86% (6/7) the students who did not pass fell within 10 correct answersof the passing score (85-94). One of the students who did not pass, drop the course. Another whodid not pass the exam took an incomplete for the course and eventually passed the certificationexam and the course. The fact this student passed the exam is not reflected in these data.As well, it did not appear pursuit of a Business Administration minor by the students influencedcertification exam performance. The proportion of students pursuing a Business Administrationminor who passed the exam was basically the same as the proportion of students pursuing someother minor or that were not pursuing a

Conference Session

Computer-Based Learning Models

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mihaela Vorvoreanu, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

. Experts agree that educational institutions need to “help young people learnhow to use information technology more responsibly, reflectively, and effectively in differentareas of life” 1. These reports identify a strategic need to extend technological competenciesbeyond tool operation by building fundamental knowledge and skills about the management ofattentional resources with respect to information technology use. But, does today’s technology-rich engineering education address this strategic need?The Technology ClassroomIn this discussion, the technology classroom is defined as formal higher education settings wheretechnology and engineering disciplines are taught, where technology is present in the classroomand is used primarily for

Conference Session

Promoting Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Heywood, Trinity College-Dublin

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

“liberal” and the “vocational.” They will have been schooled in educational systems that areclassified by subjects and where the distinctions between them are emphasised and therefore,between liberal and professional (vocational) knowledge rather than the seamless pattern towhich they belong. For this reason students should be invited to explore different ways ofconceiving knowledge including their own, and how it may be re- structured in order that theymay use it in specialist study. Related to this is the need to understand how we learn and how wedevelop the reflective capacity that is indicative of higher order thinking. One of the majoradvantages of incorporating the fine arts into liberal education is that it forces on the learner

Conference Session

Biomedical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Catherine Langman, Illinois Institute of Technology; Eric M. Brey, Illinois Institute of Technology; Judith S. Zawojewski, Illinois Institute of Technology

Tagged Divisions

Biomedical

oftheir research through a variety of tools, including lab tours, demonstrations, activities anddiscussions. The high school students and undergraduates then collaborate to develop activitiesand games about biological phenomena related to biomedical engineering to present to middleschool students in a nearby summer program. The poster will include a schedule of the programand examples of the activities created by the undergraduates for the high school students and bythe collaboration between the undergraduates and the high school students for the middle schoolstudents. As this collaboration enters its third summer, the design of the week-long program haschanged to reflect feedback from both the undergraduates in the REU and the high

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nancy E. Study, Pennsylvania State University, Erie; Robert Edwards, Pennsylvania State University, Erie

Tagged Divisions

K-12 & Pre-College Engineering

use of simple haptic or hands-on activities in precollege STEM coursesshould be encouraged to take advantage of students’ natural abilities and to help improve theirspatial skills which could enhance their chances of success in future academic and careerpursuits.Haptics and Visualization in STEM EducationWhile there are certain benefits to using virtual instruction in engineering and technology, Page 24.662.2including potentially lower cost and little/no equipment maintenance, 3D interaction usingsoftware is often simplified and does not always accurately reflect actual function which in turndoes not yield optimal results. These results are

Conference Session

WIED: Medley

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Women in Engineering

passionate about this project, but I don’t understand where you are coming from. I need you to explain to me why this is the right solution.” Keep asking questions until he hopefully sees the problems with his approach.2.4 Procedures:These two scenarios and the potential responses were among the materials participants receivedin advance of our interviews. Participants were asked in the interviews to identify the pros andcons of the different responses and supply us with what they found were the “right” answers toany of the scenarios. We also asked participants to reflect on whether or not there might havebeen a time when their responses would have been different. Finally, participants were asked ifthey had ever experienced similar

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney Pfluger, Northeastern University; Kathryn Schulte Grahame, Northeastern University

Tagged Divisions

Design in Engineering Education

alternatives) - Evaluation of the pros and cons of each alternative design are compared. An analysis of engineering ethics, hazards, and failures are considered for health and safety concerns. 5. Implementation - Develop the final solution and fabricate, test, and evaluate design. 6. Reflection and Iteration - Contemplates final design, reviews the failures, and redesigns the product accordingly.Figure 1: Graphical Representation of the Engineering Design Cycle, from Voland 2004Following the engineering design cycle, students are walked through each phase of the cycleusing real world examples. Lectures and homeworks are given for each of the cycle phasesusing different examples in world needs and engineering.This course also

Conference Session

Impact of Community Engagement on Communities

Collection

2014 ASEE Annual Conference & Exposition

Authors

Julia D Thompson, Purdue University, West Lafayette; Brent K Jesiek, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

the positive impact of the students’ presence in the community,such as having college students mentor younger community members, thereby providingcommunity members with positive role models and revealing college as a more tangible option.Bell and Carlson also discussed increasing organizational capacity by leveraging studentcapabilities not otherwise available in the organization, such as web design skills.Additionally, all of the studies mentioned that students brought new ways of looking at situationsthat were beneficial to the organization. For example, Sandy and Holland coded students’different views under “organizational and personal development,” since their views brought asense of self-reflection to the partners, allowing them to learn

Conference Session

Best Practices and Lessons Learned in Capstone Design Projects

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morteza Sadat-Hossieny, Northern Kentucky University; Mauricio Torres, Northern Kentucky University

Tagged Divisions

Manufacturing

be emulated in school, even with the capital cost expenditure Page 24.936.2 made by schools in order to obtain and maintain laboratory environments that reflect the modern industrial facility [2]. 2. From the students’ side there is no additional cost involved as the project is fully sponsored by Mazak. 3. Mazak benefits from this program by the opportunity of their employees interact with highly academically trained students, fully dedicated to experimental initiatives.According to Todd et al. [3], it is essential to keep in mind that industry is an important customerof engineering education. Ignoring this

Conference Session

Addressing the NGSS, Part 1 of 3: Supporting K-8 Science Teachers in Engineering Pedagogy and Engineering-Science Connections

Collection

2014 ASEE Annual Conference & Exposition

Authors

Morgan M. Hynes, Purdue University, West Lafayette; Tamara J. Moore, Purdue University; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

thinking skills can be improved by engagingstudents in hands-on engineering and design activities intended to foster knowledge, skillsdevelopment, and problem solving [1]. Engineering activities foster the development ofindependent, reflective, and metacognitive thinking in K-12 students [6]. In particular,engineering thinking involves creativity and innovation. Creativity involves fluency (producing alarge number of ideas), flexibility (producing a variety of ideas that fit in different categories oran ability to see things from different perspectives), and novelty (producing ideas that are uniqueand original) [16, 17]. According to Shah and Vargas-Hernandez [18], “an engineering designmust not only be novel (unusual, unexpected) but it must also

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patricia Carlson, Rose-Hulman Institute of Technology; Ryan Smith

Tagged Divisions

K-12 & Pre-College Engineering

FOUR: 12 – 15 August, 2013 Teachers worked collaboratively and with curricula development coaches to finalize lessons. Consolidation Emphasis was placed on reviewing the vertical integration of learning goals among disciplines and grade levels. Participants also developed a range of assessment materials that reflect learning within the Common Core State Standards.Students Provide Beta Testing and Teachers Receive Two Levels of Feedback: Participating teachers spenta portion of their day crafting and field-testing small learning units for a group of 350 gifted-and-talented (G/T)students attending co-located summer enrichment programs that mirrored the learning activities being

Collection

2014 Fall ASEE Middle Atlantic Section Conference

Authors

Alisa Morss Clyne

pulmonologist from Drexel College situation. The first question helped the faculty respond quicklyof Medicine taught students the basics of cystic fibrosis and to student frustrations—either individually or to the entirelung function testing, allowing the students to practice reading class. The second question enabled students to reflect on theirreal patient lung function tests. For the laboratory component, own experiences. The third question tested student depth ofpig lungs from the slaughterhouse were treated in various knowledge, and showed that only a few students could relateways to replicate obstructive and restrictive lung diseases. concepts learned in the module to a new situation.Students then inflated the

Conference Session

Chemical Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cheryl A. Bodnar, University of Pittsburgh; Eric J. Beckman, University of Pittsburgh, Chemical Engineering Department; Joseph J. McCarthy, University of Pittsburgh; Steven R. Little, University of Pittsburgh

Tagged Divisions

Chemical Engineering

. However, the curriculum at mosttraditional Western universities does not necessarily reflect these new dynamics.” The majorityof chemical engineering programs today do not leave room within their curriculum for studentsto be able to adequately explore the concept of chemical product design and how novel ideas canbecome the basis for new businesses. In fact, out of the 158 ABET accredited chemicalengineering programs in the US, only 25 offer chemical product design classes. This state ofaffairs presents a stark contrast with mechanical, industrial, and even bioengineering programs,where product design has been a routine part of the curriculum for decades.In response to this need, the chemical engineering program at the University of Pittsburgh

Conference Session

Computers in Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel M. White, Oregon State University; Bill Jay Brooks, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Computers in Education

through the use of conceptquestions in core curriculum courses like Material/Energy Balances, Thermodynamics, TransportPhenomena, Kinetics and Reactor Design, and Materials Science. Concept questions, both asConcept Inventories and as ConcepTests, are available to help lower the barrier of using concept-based instruction and assessment. This instruction and these assessments can be used to promoteand evaluate student learning in real-time. The instructor can then adjust the pace of lecture inresponse to student understanding, spending more time on more difficult concepts. This tool alsoallows for reflective assessments such as the “muddiest point.”A Student Mobile Application is being developed to make it easier for students to submitanswers and

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

described as a process of “enculturation,” in which the learners arelike apprentices learning to use domain-specific knowledge as tools as they develop anunderstanding of the rules and culture rooted in the community of practice. Thus, the learningprocess should resemble the ordinary practices of the culture, which usually involvecollaboration, interaction, and social construction of knowledge. Herrington and Oliver’s [10]critical elements of situated learning provide a useful framework to analyze the learning process,which include: (1) authentic contexts, (2) authentic activities, (3) access to expert performancesand modeling, (4) multiple roles and perspectives, (5) collaborative construction of knowledge,(6) reflection, (7) articulation, and (8

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Matthew D. Lammi, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

, Utah State University: Logan, UT.23. Dym, C.L., J.W. Wesner, and L. Winner, Social dimensions of engineering design: Observations from Mudd Design Workshop III. Journal of Engineering Education, 2003. 92(1): p. 105-107.24. Mehalik, M. and C. Schunn, What constitutes good design? A review of empirical studies of the design process. International Journal of Engineering Education, 2006. 22(3): p. 519-532.25. Adams, R.S., J. Turns, and C.J. Atman, Educating effective engineering designers: The role of reflective practice. Design Studies, 2003. 24(3): p. 275-294.26. Schön, D.A., The reflective practitioner1983, New York, NY: Basic Books.27. Davis, D.C., et al., Engineering design assessment processes and scoring scales for

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jianghong (Esther) Tian, Eastern Mennonite University

Tagged Divisions

Design in Engineering Education

communication and managementI have discussed the details about students working on the two projects. In addition to designingand building a functional product, students were also trained in terms of communication andmanagement skills. To enhance team performance, team members signed a team contractincluding goals, expectations, policies and procedures, and roles. At the beginning of eachproject, teams were required to turn in a plan of work including a work breakdown structure andschedule. Throughout each project, there were also teamwork self-assessment and peerevaluations to promote collaboration. About two weeks into a project, team members filled outself-assessment forms reflecting on teamwork, with questions including “What are we doing wellin

Conference Session

Flipping ECE Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rafic Bachnak, Pennsylvania State University, Harrisburg; Sofía Carolina Maldonado, Texas A&M International University

Tagged Divisions

Electrical and Computer

success efforts have been developed across the country. This paperdocuments the flipped classroom technique incorporated into a pilot electrical engineering courseat Texas A&M International University (TAMIU). The paper also presents feedback results andbriefly discusses future plans.II. Flipping the ClassroomIn a traditional lecture, students often try to capture what is being said at the instant the speakersays it. They cannot stop to reflect upon what is being said, and they may miss significant pointsbecause they are trying to transcribe the instructor’s words [5]. On the other hand, in an invertedclassroom, typical class-lecture time is replaced with laboratory and in-class activities. Outsideclass time, lectures are delivered over

Conference Session

Student Learning, Problem Solving, and Critical Thinking 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cynthia B. Paschal, Vanderbilt University

Tagged Divisions

Educational Research and Methods

response may be sufficient ifplacement information is provided even though other survey items such as starting salary orforwarding address may not be provided. Thus, a qualified use of RR2 can be appropriate. Asthe cohort of graduating students is a clearly defined population, UH + UO is zero in thissituation.As noted above, response rates vary significantly and are often much lower than desired. Whenresponse rate goes down, the probability that the survey data will reflect an accurate picture ofplacement goes down. To illustrate this, a simulation of survey responses was performed. A Page 24.131.3dataset of 300 graduating students was created with

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Nicholas II, University of North Carolina, Charlotte; Don Chen, University of North Carolina, Charlotte

Tagged Divisions

Construction

Asynchronous, Collaborative Learning Environment.” ETR&D, v. 54, no. 4, p. 331- 354.9. Wan, J., et. al. (2008). “A Study on the Use of Cooperative Learning Strategies in a Computer Literacy Course” College & University Media Review, v. 14, p. 21-6310. Morgan, B. M. (2003). “Cooperative Learning in Higher Education: Undergraduate Student Reflections on Group Examinations for Group Grades.” College Student Journal, v. 37, no. 1, p. 40-4911. Terenzini, P., Cabrera, A., Colbeck, C., Parente, J., Bjorklund, S. (2001) “Collaborative Learning vs. Lecture/Discussion: Students’ Reported Learning Gains,” Journal of Engineering Education, p. 123-13012. Micheal Prince, R. F. (2007). “The Many Faces of Inductive Teaching and Learning

Conference Session

ME Curriculum and Assessment

Collection

2014 ASEE Annual Conference & Exposition

Authors

Fazeel Khan, Miami University; Kumar Vikram Singh, Miami University

Tagged Divisions

Mechanical Engineering

progress of students andmaking continuous improvements to the modules. Highlights of this data along with a summaryof the incremental changes to the modules will be presented.Introduction Reflection on the educational landscape in the US has become an increasingly commonsubject of political and household discussion as economic constraints call into question the valueand return on investment provided by higher education. While scrutinizing higher educationwhich has been central to the cultural and technological advancement of civilization solely on amonetary basis might seem irreverent or myopic, the vigorous ongoing debate on education hasundeniably spurred action and innovation. The creation of new educational technologies inresponse to

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Educational Research and Methods

affected by theexternal influences of employers with particular workforce needs20 and the expectationsof their accrediting agency21.A significant body of research suggests that a faculty member’s academic field, andimplicitly their experiences in that field, influence curricular and instructional decisionmaking22-24. The Academic Plan reflects these findings in its attention to the role ofacademic discipline, both as the unit (department) level and the individual (faculty) level.Accounting for discipline, personal characteristics such as gender and prior experiencesmay also shape instructional choices25-27. For example, engineering faculty members’experiences in industry may shape their approach to teaching, encouraging instructionalprocesses that

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 6

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kurt A. Thoroughman, Washington University; Alessandra Hruschka, Washington University in St.Louis; Patricia Widder, Washington University in St. Louis

Tagged Divisions

Entrepreneurship & Engineering Innovation

platform for growth ofthe BME Community through small group discussions. The online small group discussions (6students per virtual table) help students develop their communication skills through postingelectronically on discussion boards. EVS is built to be a lightweight intervention atop thedemanding traditional course load. We have found a balance between substance and Page 24.512.3accessibility through introducing 6 modules each semester, which permits 2 weeks considerationand discussion for each module topic. The last two weeks are left for self-reflection as studentswrite a personal reflection essay and compile portfolios, both of which

Conference Session

Gender Perceptions and Girls in K-12 Engineering and Computer Science

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kelsey Barta, Sweet Briar College; Bethany Brinkman, Sweet Briar College

Tagged Divisions

K-12 & Pre-College Engineering

intraditional co-ed engineering classrooms. While their study is not conclusive, they did find thatwomen felt discouraged to participate in what they call ‘thinking oriented’ engineeringclassrooms and that this lack of participation hampered their learning.11 Typical surveycomments reflected fears among women of being rebuked and criticized by their professor andpeers and general anxiety from an overly-competitive atmosphere among the students.11 In this study, we aim to add to this body of literature regarding engineering pedagogy asit relates to the attraction, retention, and ultimate success of women in the field by providing onereal-world model. Acknowledging the view that more than simple participation of women isnecessary to challenge the

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn F. Trenshaw, University of Illinois, Urbana-Champaign; Renata A. Revelo Alonso, University of Illinois, Urbana-Champaign; Katherine Earl Earl, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

discussed codes for each interview until we agreed unanimously on all codes to reduceindividual variation in perceptions about students’ statements. Second, after theme development,we conducted peer debriefing where we asked two peers with knowledge of the course redesignproject and of relevant qualitative methods who were uninvolved in the study to debrief with uson our themes from the interviews. Through this process, we uncovered any interpretive leaps wemade during theme development and further refined our themes. Third, we carried out memberchecking by sharing a complete draft of the manuscript with the interviewed students and askingwhether it accurately reflected their experiences in the course. All students approved thepresentation of their