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Displaying results 511 - 540 of 23490 in total
Conference Session
AEC Education: Instructional Strategies and Innovation
Collection
2008 Annual Conference & Exposition
Authors
Suining Ding, Indiana University-Purdue University-Fort Wayne (Eng)
Tagged Divisions
Architectural
is to design a singlefamily house for Habitat for Humanity with an ADA accessible bath and kitchen. Data fromstudents’ reflective journals is used to draw a descriptive map of the social-psychological stagesthat occur during service-learning. In addition, textual analysis reveals that students progressthrough three identifiable stages of development: exciting but lost, comfortable, and engagement.The recommendations were made to the body of knowledge of service learning. To increase theeffectiveness of service-learning outcomes, faculty members must understand these specificcognitive processes that accompany community-based learning.Statement of PurposeThis paper addresses the social-psychological aspects of students’ participation in the
Conference Session
Mechanical Engineering Division (MECH) Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Elisa Koolman, University of Texas at Austin; Boni Frances Yraguen, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology
Tagged Divisions
Mechanical Engineering Division (MECH)
participated in various educational stud- ies on the impact of student reflections, authentic learning assignments, ad the use of technology in the classroom. Boni hopes to pursue a career in academia with a focus on teaching and engineering education.Roxanne Moore, Georgia Institute of Technology Roxanne Moore is currently a Research Engineer at Georgia Tech with appointments in the school of Mechanical Engineering and the Center for Education Integrating Mathematics, Science, and Computing (CEISMC). She is involved with engineering education innoDr. Katherine Fu, Max Planck Institute for Intelligent Systems Dr. Kate Fu is the Jay and Cynthia Ihlenfeld Associate Professor of Mechanical Engineering at the University of
Conference Session
Student Division Technical 4: Student Experience & Competencies
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jacob Vaughn, Texas Tech University; Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University
educators haveresearched strategies that students utilize when problem solving, there is essentially no researchon how engineering students change their strategies over time. The goal of this study was to gaininformation on how students proposed to change their strategies after problem-solving reviewactivities and being prompted to reflect on how they would change their strategies on subsequentproblems. The participants were chemical engineering students enrolled in a 3-hour senior levelreview course designed to prepare them to take the Fundamentals of Engineering (FE) exam.Data were collected through responses on a weekly survey for which students received a smallhomework credit. Quantitative and qualitative analyses were applied to the data. This
Collection
2020 St.Lawrence Section Meeting
Authors
Douglas Bohl
Mechanical and Aeronautical, Civil andEnvironmental, and Engineering and Management departments. Engaging students by makingthe subject personally relevant is challenging given these boundary conditions. Personalconnection is needed to actively engage the students in their learning. This paper describes aflow visualization project that is designed to personalize fluid mechanics by having students takeand reflect on a picture of a flow field that they find “interesting”. The results of this project isassessed and the outcomes described based on four criteria: 1. Originality of the picture; 2:aesthetic Quality of the picture; 3. Clarity of the flow visualization; 4. seriousness of theReflection. The Navier-Stokes Equations are the fundamental
Collection
1997 Annual Conference
Authors
Peter A. Rosati
Gender Differences in the Learning Preferences of Engineering Students P.A. Rosati The University of Western Ontario AbstractThe results are compared of the responses of female and male engineering students to anIndex of Learning Styles. This self-report forced-choice instrument classifies the learningpreferences of the respondents on four scales; Active/Reflective, Sensing/Intuition,Visual/Verbal and Sequential/Global. Both male and female students showed a clearpreference for Active, Sensing, Visual, Sequential learning. However, the female students’learning preferences were
Collection
15th Annual First-Year Engineering Experience Conference (FYEE)
Authors
Benjamin Goldschneider, University of Virginia; Shaylin Williams, University of Virginia; Esther Tian, University of Virginia
studentsgrow.Format:This 90-minute session will be comprised of four interwoven explorations of distinct kinds offeedback implemented in a large public Mid-Atlantic university’s First Year Engineering (FYE)program, followed by a conversation underlining how they work in tandem with one another.The mini sessions will vary in presentation, but will all provide background informationalongside examples of how the feedback was collected and applied to support studentdevelopment. The mini sessions will be sequential, and all workshop participants will go throughthem together.Learning Goals:Attendees will be able to identify and explain how four provided kinds of feedback–a full-yearpre- and post-survey, career reflection assignments, module reflection assignments, and
Collection
2000 Annual Conference
Authors
Michael S. Pritchard; Edmund Tsang
societalcontext.” Most literature on engineering ethics and, to a lesser degree, on societalaspects of technology, focuses on the negative of wrongdoing, its prevention, andappropriate sanctions of misconduct. This paper proposes a more positive approach toteaching engineering ethics and social impact of technology via service-learning byoffering justifications for the pedagogy based on engineering codes of ethics. This paperexamines reflection issues in engineering, without which the full benefit of the service-learning pedagogy cannot be realized. The paper concludes by offering suggestions onreflection course materials for three types of service-learning projects found commonlyin engineering.Service-learning is “a form of experiential education in
Conference Session
K-12 and Pre-College Engineering Division Poster Session
Collection
2014 ASEE Annual Conference & Exposition
Authors
Kristen B. Wendell, University of Massachusetts, Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C. Paugh, University of Massachusetts, Boston
Tagged Divisions
K-12 & Pre-College Engineering
supportstudents' engineering design practices across all engineering curricula. In particular, studentsneed support in developing ways of talking and writing that enable practices such as proposingpossible design solutions and redesigning. Such practices require engineers to engage inreflective decision-making in communication with others (NRC, 2012).In this work-in-progress, we are developing and studying multimedia engineering notebook toolsthat support urban elementary students’ engagement in engineering practices, particularly thosethat involve reflective decision-making with fellow students. Our work is a close collaborationwith elementary teacher researchers, and we are in the first phase of a three-year project.Together we are exploring the
Conference Session
Creative and Cross-disciplinary Methods Part II
Collection
2012 ASEE Annual Conference & Exposition
Authors
Lisa D. McNair, Virginia Tech; Wende Garrison, Virginia Tech
Tagged Divisions
Liberal Education/Engineering & Society
AC 2012-5477: PORTFOLIOS TO PROFESSORIATE: HELPING STUDENTSINTEGRATE PROFESSIONAL IDENTITIES THROUGH EPORTFOLIOSDr. Lisa D. McNair, Virginia Tech Lisa McNair is an Associate Professor in the Department of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head for Graduate Programs and co-directs the Virginia Tech Engineering Communication Center. Her research includes interdisciplinary collaboration, com- munication studies, identity theory, and reflective practice. Projects supported by the National Science Foundation include: interdisciplinary pedagogy for pervasive computing design; writing across the cur- riculum in statics courses; a a CAREER award to explore the use of e
Conference Session
New Approaches and Applications to Enhance Technological Literacy - Part I
Collection
2013 ASEE Annual Conference & Exposition
Authors
Mani Mina, Iowa State University
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
 and  revision  of  the  standard  engineering  curricula  and  practices.    The  main  objectives  of  the  paper  will  be  to  explore  this  practical  question:  “How  can  instructors  and  administrators  gradually  make  the  fundamental  changes  needed  to  move  the  courses  and  curricular  structures  of  engineering  programs  to  match  the  Deweyan  (inquiry-­‐based)  educational  philosophy?”  [1-­‐4]      Engineering-­‐program  reform  would  have  a  better  chance  of  success  if  in  gradual,  progressive  steps  engineering  faculty  come  to  reflect  on  their  underlying  educational  value  systems  and  belief  structures  in  the  context  of  their  specific  pedagogic  practices.  Thus,  this  paper  attempts
Conference Session
Software Engineering Division Technical Session 1
Collection
2019 ASEE Annual Conference & Exposition
Authors
Nusaybah Abu-Mulaweh, Purdue University, West Lafayette; William C. Oakes, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Divisions
Software Engineering Division
from varying academic levels, first-year to finalyear. Students are required to complete weekly reflections which were analyzed to attain insightinto their experience. The study provides insights into how the students attempt to balance theirown learning, project implementation, and community relations and impact while developingsoftware solutions.Introduction Service-learning or community-engaged learning has seen a significant and growing interestwithin engineering and computing education as a means to meet learning outcomes, integrateprofessional preparation into the curriculum, and address human and environmental needs withinour local and global communities. While engineering and computing have been slower than otherdisciplines to adopt
Conference Session
Graduate Studies Division (GSD) Technical Session 9: Lessons Learned from Engineering Graduate Programs
Collection
2023 ASEE Annual Conference & Exposition
Authors
Jennifer A. Turns, University of Washington
Tagged Divisions
Graduate Studies Division (GSD)
Paper ID #39783What If They Choose: Surfacing Insights Associated with a Pedagogy forDoctoral EducationDr. Jennifer A. Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co-director of the
Conference Session
Trends in Accreditation and Assessment
Collection
2016 ASEE Annual Conference & Exposition
Authors
Alan Cheville, Bucknell University
Tagged Divisions
Liberal Education/Engineering & Society
currently interested in engineering design education, engineering education policy, and the philosophy of engineering education. c American Society for Engineering Education, 2016 A Philosophical Perspective on ABET's Proposed Changes to Criterion 3 and Criterion 5This paper critiques the proposed changes to the ABET criteria through the lens of thephilosophical system outlined in 20th Century Scottish philosopher John Macmurray’s GiffordLectures. Changes to ABET criteria reflect beliefs about the purpose of education, andphilosophy enables a dialog about underlying beliefs and assumptions; thus this analysis isintended to provoke discussion of alternate forms and processes of
Conference Session
Faculty Development Division (FDD) Technical Session 1
Collection
2024 ASEE Annual Conference & Exposition
Authors
Jameka Wiggins, The Ohio State University; Monica Farmer Cox, The Ohio State University
Tagged Topics
Diversity
Tagged Divisions
Faculty Development Division (FDD)
assess and reconstruct their professional practices that influence their mindset andreform engineering education.Introduction Critical consciousness is an advanced educational pedagogy to liberate the masses fromsystemic inequity maintained and perpetuated by interdependent systems and institutions (Freire,1970; Jemal, 2017). It is often situated in the context of analyzing oppressive systemic forcesusing the cyclic process of critical reflection, critical motivation, and critical action. Critical reflection is defined as the process of individuals analyzing their reality andsocial inequities (e.g., economic, racial/ethnic, and gender inequities) that constrain well-beingand human agency. Authors argue that individuals who are
Conference Session
Student Division Development of Professional Skills Technical Session
Collection
2017 ASEE Annual Conference & Exposition
Authors
Juan David Ortega, Purdue University, West Lafayette / Universidad EAFIT, Medellin, Colombia; Ruth A. Streveler, Virginia Polytechnic Institute and State University; Audeen W. Fentiman, Virginia Polytechnic Institute and State University; Harsh Wardhan Aggarwal, Purdue University; Sayan Biswas, School of Aeronautics and Astronautics, Purdue University; Brandon S Coventry, Weldon School of Biomedical Engineering, Purdue University; Institute for Integrative Neuroscience, Purdue University; Abdel-Rahman Hassan, Virginia Polytechnic Institute and State University; Margaret L McNamara, Purdue University; Smirti Nandan Paul, Purdue University
Tagged Divisions
Student
the task9 .The willingness to engage in a task can be further classified into what Eccles has defined as subjectivetask values (STV). There are four categories of STV in Eccles’ theory: 1) attainment, 2) intrinsic, 3)utility, and 4) relative cost. Attainment value is defined as the reflection of one’s perception of a task onone’s self-concept. Intrinsic or interest value is related to the enjoyment one experiences when engagingin a task. Utility value is defined as a perception one has of the potential outcomes of future engagementin a particular task. Finally, the relative cost is the cost of engaging in a task in terms of time, effort orpsychological factors associated with it9,12 .Participants and data collectionThe participants in this
Conference Session
Engineering Design Graphics Division (EDGD) Technical Session 2
Collection
2023 ASEE Annual Conference & Exposition
Authors
Raghu Pucha, Georgia Institute of Technology; Shivani Kundalia; Carol Subiño Sullivan, Georgia Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Engineering Design Graphics Division (EDGD)
characteristics that a student brings to an educa- tional setting and their influence on students’ learning (ii) to study the role of culture inspired creative design projects on students’ sense-of-be- longing (iii) quantify students’ perceptions on the interventions and their reflections on culture in- spired creative design projects.In this study, students incorporate their cultural / cross-cultural influence on creative home-décorproducts at the conceptual stages of design through creative ideation, sketching, CAD and proto-typing. Students enhanced engagement and sense of belonging in learning engineering graphicsis assessed through pre and post-activity reflection and quality of students’ design
Conference Session
Continuous Improvement in Engineering Leadership Development Programs
Collection
2019 ASEE Annual Conference & Exposition
Authors
Seth Claberon Sullivan, Texas A&M University; Beth Koufteros, Texas A&M University
Tagged Topics
Diversity
Tagged Divisions
Engineering Leadership Development
, collaborative in theirdecision-making, and humbly self-confident in their behaviors.The five-semester leadership program, commencing spring of sophomore year, is designed toprovide a cohort of students with a broader perspective of the world in which they will live andwork. Personal growth and self-improvement, rooted in reflection and dialogue, are thefoundation of the program. Engagement with industry professionals and development of self-awareness helps them discover a sense for how they will fit into this world, a deeper insight intotheir individual potential, and a specific view of how they want to begin their professionalcareers. Students earn a certificate in Holistic Leadership upon completion of the program.Students in the Zachry Leadership
Conference Session
FPD 6: Course Content and Educational Strategies
Collection
2014 ASEE Annual Conference & Exposition
Authors
Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame
Tagged Divisions
First-Year Programs
) as an assessment tool for their Introduction toEngineering course sequence. While each year the ePortfolio assignments have expanded, theyhave been focused largely in three types of reflections: (1) student experiences within the collegebut outside of the course, (2) the skills gained specifically through course projects, and (3) theirfour year plan to be a successful engineering student as defined by the ABET a-k criteria.ePortfolio assignments were initially included to allow students to reflect on their education,develop evidence of their blossoming skills, and take control of their graduation plan. After thefirst year of practice, there was a clear secondary benefit to the faculty and student advisors.Anecdotally, student reflections
Conference Session
ERM: Mentoring for Everyone! And Let's talk about Graduate Students
Collection
2022 ASEE Annual Conference & Exposition
Authors
Paul Jensen; Julie Martin, The Ohio State University; Deepthi Suresh
more junior faculty member, and Deepthi, a graduate student. Thetripartite mentoring relationship between us formed as part of a National Science FoundationResearch Initiation in Engineering Formation (NSF RIEF) project. We grounded our work in thecognitive apprenticeship model of mentoring and theory of social capital, asking the question:How do mentors and mentees perceive shared experiences? Over the course of 16 months, wecollected data in the form of reflective journal entries and transcripts from individual and jointinterviews, combining these with other documentation such as emails and text messages. Weanalyzed these data by identifying three critical incidents over the course of the relationship todate and comparing each of our
Conference Session
What is Innovation
Collection
2016 EDI
Authors
John Morrell, Apple
hubless bicycleFastCompany.com core77.comASEE - EDI March 30, 2016 What is Innovation? John Morrell Exhibit 2: The Money Maker Pump kickstart.orgASEE - EDI March 30, 2016 What is Innovation? John Morrell Exhibit 3: Segway HTASEE - EDI March 30, 2016 What is Innovation? John Morrell Engineering Innovation DesignASEE - EDI March 30, 2016 What is Innovation? John Morrell Decision Making Reflection Iteration
Conference Session
Assessing with Technology
Collection
2005 Annual Conference
Authors
T.M. Wildman; M. L. Wolfe; Jr., O.Hayden Griffin, O.Hayden Griffin,; J. Muffo; G.T. Adel; G.V. Loganathan; Kumar Mallikarjunan, Virginia Polytechnic Institute and State University; Tamara Knott, Virginia Polytechnic Institute and State University; Marie Paretti, Virginia Tech; Vinod Lohani, Virginia Polytechnic Institute and State University
School of Mines24 has added anePortfolio component to their freshman program (~370 students) and University of TexasAustin25 has developed an ePortfolio system presently in use by more that 600 engineeringstudents.In this paper, we present an extensive study involving approximately 1250 engineering studentsengaged in the use of ePortfolios.Use of the ePortfolio at Virginia TechIn fall 2003, Virginia Tech began a university-wide pilot of an electronic portfolio system inresponse to a recognized need to support student reflection and the purposeful collection ofacademic work over time. Using software available through the Open Source PortfolioInitiative, a group of faculty, with the support of the university’s Educational Technologydivision, began
Collection
14th Annual First-Year Engineering Experience (FYEE) Conference
Authors
Natalie C.T. Van Tyne, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Benjamin Daniel Chambers, Virginia Polytechnic Institute and State University; Benjamin Goldschneider, University of Virginia
engineering and Russian language. She is also a registered Professional Engineer in Colorado.Dr. Michelle Soledad, Virginia Polytechnic Institute and State University Michelle Soledad, Ph.D. is a Collegiate Assistant Professor in the Department of Engineering Education at Virginia Tech. Her research and service interests include teaching and learning experiences in fun- damental engineering courses, faculty development and support initiatives – including programs for the future engineering professoriate, and leveraging institutional data to support reflective teaching practices. She has degrees in Electrical Engineering (B.S., M.Eng.) from the Ateneo de Davao University in Davao City, Philippines, where she previously held
Conference Session
CANCELLED: Track 2: Technical Session 6: Exploring Gender Dynamics in Intercultural Competence Development through a Study Abroad Program
Collection
2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)
Authors
Aparajita Jaiswal, Purdue University at West Lafayette (PPI); Sakhi Aggrawal, Purdue University at West Lafayette (PPI); Vidya Reddy Madana, Purdue University
Tagged Topics
2025 CoNECD Paper Submissions, Diversity
education. Her main goal is to understand how work management and product development practices widely used in industry can be modified and adapted to streamline undergraduate STEM education.Vidya Reddy Madana, Purdue University Vidya Madana is an undergraduate student in the Department of Computer Science at Purdue University, concentrating on machine intelligence and software engineering. She is expected to graduate with a Bachelor of Science degree in May 2027. Vidya’s research interests include artificial intelligence, machine learning, and data visualization. In addition to her academic pursuits, she has experience in STEM education, robotics, and journalism, reflecting her broad interests and diverse skill set
Conference Session
Design in Engineering Education Division (DEED) Poster Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Elizabeth A. Debartolo, Rochester Institute of Technology (COE); James Lucas Daly
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education Division (DEED)
Paper ID #39980Board 76: Work-in-Progress: Threshold Concepts in Capstone DesginElizabeth A. Debartolo, Rochester Institute of Technology (COE) Elizabeth A. DeBartolo, PhD, is the Director of the Multidisciplinary Senior Design Program at the Rochester Institute of Technology, where students from Biomedical, Computer, Electrical, Industrial, and Mechanical Engineering work together on multidisciplinary capstone projects.James Lucas Daly ©American Society for Engineering Education, 2023 Work-In-Progress: Written Reflection for Threshold Concepts in Capstone
Collection
2003 ASEE North Midwest Section Conference
Authors
Rebecca E. Burnett
Assessing communication in engineering students Collecting and analyzing quantitative and qualitative data from first-year students Rebecca E. Burnett Department of English Iowa State UniversityFirst-semester undergraduates in engineering are often surprised that becoming an excellentengineer requires learning more than technical knowledge and skills; equally important islearning to form arguments about technical information, communicate those arguments skillfully,and then reflect on the process and product.Discussing issues related to assessing students’ acquisition
Conference Session
Teaching Materials Science Using Innovative Methods
Collection
2013 ASEE Annual Conference & Exposition
Authors
Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University
Tagged Divisions
Materials
biomedical engineering education in the future. Page 23.916.2 c American Society for Engineering Education, 2013 Muddiest Point Formative Feedback in Core Materials Classes with YouTube, Blackboard, Class Warm-ups, and Word CloudsAbstractCritical class reflections on “Muddiest Points”, i.e. the content students struggle to grasp most,provide formative feedback to an instructor who can strategize to adjust his/her teaching andpedagogy to address issues specific to a given class. In a Muddiest Point Reflection, an instructorsolicits from students a brief, anonymous written comment about
Conference Session
Faculty Development Lessons Learned Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Angelica Burbano, Universidad Icesi; Gonzalo V. Ulloa, Universidad Icesi; Juliana Jaramillo JJO, Universidad Icesi; Norha M. Villegas, Universidad Icesi; Lina M. Quintero, Universidad Icesi; Alvaro Pachon, Icesi University
Tagged Topics
Faculty Development Constituency Committee
) cycle. Similarly, the process of improving faculty teaching competences can be explainedby following a PDCA cycle. The outcome-based program accreditation ABET led to theconsolidation of this improvement process in the School of Engineering and at the departmentallevel. Two academic departments participated in this consolidation effort, the Information andTelecommunication Technologies Department (ICT) and the Industrial Engineering Department(IND), which consists of 13 and 12 full-time faculty members, respectively.The faculty member reflection is as important as the students’ reflection that extends over timeafter the courses have ended [2]. This reflection process is critical to course assessment andimprovement in the quality of engineering
Conference Session
First-year Programs Division Technical Session 9: Focus on Student Learning, Lifelong Learning, and the Whole Student
Collection
2015 ASEE Annual Conference & Exposition
Authors
Angela Thompson P.E., University of Louisville; Patricia A Ralston, University of Louisville
Tagged Divisions
First-Year Programs
framework to guide and help students reflect on their thinking. InFall 2014, faculty sought to enhance and expand critical thinking instruction in the course byproviding students with more meaningful opportunities to apply the framework. Several writtenassignments for this course were crafted around the Grand Challenges. The purpose of theseassignments was two-fold. First, students would have meaningful opportunities to develop theircritical thinking skills by analyzing current engineering issues. Second, it was hoped thatstudents would gain an awareness of engineers’ roles in the global community by exposure to theGrand Challenges.Student written assignments were assessed for their demonstration of critical thinking ability andintegration of the
Conference Session
Design for Community
Collection
2004 Annual Conference
Authors
Edmund Tsang
Session 2625 Design of an Inexpensive Optics Demonstration/Experimentation Kit for Middle School Edmund Tsang and Andrew Kline College of Engineering and Applied Sciences, Western Michigan UniversityAbstractAn inexpensive and user-friendly optics kit has been designed and a working prototype built formiddle-school teachers for demonstration and for middle-school students for experimentation inlight reflection, refraction, absorption, and transmission. The end product integrates thedisciplines of industrial design, engineering, engineering technology, and business, and
Conference Session
Graduate Studies Division Technical Session 3
Collection
2022 ASEE Annual Conference & Exposition
Authors
Jessica Daignault; Audra Morse, Michigan Technological University
work on prior to the next meeting.Materials and MethodsOver the course of a semester, the WRITE-D participants are asked to complete four reflections:a week 1 reflection, a week 2/3 reflection, a mid-term reflection, and a final reflection. Thequestions from each of these reflections are included in the Appendix. The week 1 reflectionseeks to obtain a base level understanding of what each participant would like to learn or achievefrom their participation in the WRITE-D program. The week 1 reflections articulate thechallenges the participant faces as a writer, their personal writing goals and writing projects forthe semester, the help they need with their writing, and suggestions for speaker topics. The week1 reflection also obtains demographic