Conference Session

NSF Grantees: Faculty Development 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Courtney June Faber, University of Tennessee at Knoxville; Walter C. Lee, Virginia Polytechnic Institute and State University; Alexandra Coso Strong, Florida International University; Cheryl A. Bodnar, Rowan University; Courtney S. Smith-Orr, University of North Carolina at Charlotte; Erin McCave, University of Houston

Tagged Topics

NSF Grantees Poster Session

, the approach becomes collaborativeautoethnography. Collaborative inquiry, in contrast to collaborative autoethnography, is a researchapproach where people pair reflection on practice with action through multiple cycles of reflection,collective sense-making, and action. The combination of these methodologies allowed us to deeply andsystematically explore our own experiences, allowing us to develop a model of professional agencytowards change in engineering education through collaborative sense-making. Throughout this process,data collection included (1) written reflections, (2) weekly meetings, and (3) framework activities.Previous works have described the design and analysis of the written reflections [1], [2] and the weeklymeetings [3]. The

Conference Session

Integrating H&SS in Engineering I

Collection

2006 Annual Conference & Exposition

Authors

Donna Riley, Smith College; Lionel Claris, Smith College

Tagged Divisions

Liberal Education

grounded in one’s experience.An excerpt from Foucault’s Power/Knowledge discussing the “regime of truth” was used tostimulate critical thinking about the course content. In a reflective essay and class discussion,students considered the relationship between power and knowledge in thermodynamics andbeyond. Analyzing student responses to the Foucault reading and regular course reflectionsreveals a significant shift in their understanding of classroom pedagogy, an increase in criticalthinking about the course and its subject matter, and an emergence of independent ideas thatstudents pursued further in the course.IntroductionEngineering students continually confront the challenge of bridging the gap between theory andpractice, between curriculum

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

. Page 24.382.1 c American Society for Engineering Education, 2014Determining the effect of an engineering overview assignment on first year studentsAbstractAn engineering overview assignment given in the Introduction to Engineering course aims tosupport first year students to learn about engineering, and motivate them to see it as theirfuture career. In addition to learning from the literature, students also interviewed at leasttwo practicing engineers to produce the group report and presentation for the assignment. Todetermine the impact of the assignment, a study was conducted in one of the classes byanalyzing the group reports and individual reflections written after its completion

Conference Session

Project Management and Team Issues

Collection

2004 Annual Conference

Authors

Bianey Ruiz Ulloa; Stephanie Adams

topics are: a) Why teams in Engineering: An introduction tothe need of teamwork in engineering classroom; b) Definition and differences betweenteam and group; c) Effective teams: Team effectiveness - results; d) The process of teamdevelopment; e) Team development barriers; f) Characteristics of effective teaming; andg) Team, group and individual approaches: When to use them. Each of these topics isdeveloped in more detail and presented in the lesson design forms. 3) Specifying learning methods and media: The instructional methods to useduring the training are designed following the approach know, do and reflect. Thisapproach is based on the premise that people learn by doing but also will be creative byreflecting 44. According to York

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stacy K. Firth

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

that accurately reflect the practice ofThe framework of 5 criteria becomes a system engineering without proper engineeringby which K-12 educators can evaluate the training can be difficult, potentiallyquality of an engineering activity. Educators miscommunicating engineering concepts toare introduced to and trained in using the students. Expensive third-party kits or "fun"framework during a professional development activities like Rube-Goldberg machines canworkshop. They work through qualityengineering activities and then rate other limit budgets and prioritize complexity overactivities that fit their subject or

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Elizabeth Michelle Melvin, Louisiana State University and A&M College; Boz Bowles, Louisiana State University; Adrienne Steele, Louisiana State University and A&M College

Tagged Divisions

Engineering Leadership Development Division (LEAD)

(escape room) paired with theintroduction of psychometric/behavioral profiling, curated reflective activities, and placement ofthe event in a scaffolded series of workshops. Through pre- and post-survey evaluations andevaluation of the post-activity reflection exercise, the change in students’ attitudes towardsteamwork, self-perception of their role on teams, their perceptions of the importance of clearcommunication with teammates and their comfort level of effectively working on teams will beexamined.The Chevron Leadership Academy at Louisiana State University is a corporate-sponsored, extra-curricular leadership program. As part of this program, students attend a series of workshopscovering a variety of leadership development topics. One is a

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Cole Hatfield Joslyn, University of Texas at El Paso

Tagged Divisions

Design in Engineering Education

sociotechnical nature of design to identify underlying principles that inform andguide best practices for teaching design and operationalizing humanistic purposes in engineeringeducation. Opportunities exist particularly in the open-ended, ill-defined, reflective, and socialnature of design. Leveraging these in teaching practices and curriculum promotes a broad andwell-rounded education that inspires and enables a creative and productive life, and that isnecessary to understand the impact of engineering solutions in a global and societal context. Assuch, design provides a unique opportunity to incorporate and promote the underlyinghumanistic qualities that operationalize humanistic purposes in engineering curricula.IntroductionPeters c.f. [1] developed

Conference Session

Community Engagement Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Maija A Benitz, Roger Williams University; Li-Ling Yang, Roger Williams University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

. Jacoby conciselydescribes service learning as “a form of experiential education in which students engage inactivities that address human and community needs together with structured opportunitiesintentionally designed to promote student learning and development” [1].The main components of community engaged learning are service, academic content, partnershipand reciprocity, and finally, analysis or reflection [2]. The service should provide support andsolutions for overcoming a community identified need, while also deepening students learning ofengineering concepts. The community engagement work provides an opportunity for students toapply their classroom learning in a real world setting, with the intention of enriching theirunderstanding of

Conference Session

Crossing Boundaries - Service Learning and Interdisciplinary Teams

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction

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

Conference Session

Making Students Aware of Their World: Five Perspectives

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, University of Georgia; Tracie Costantino, University of Georgia; Joachim Walther, University of Georgia; Nicki Wendy Sochacka, University of Georgia

Tagged Divisions

Liberal Education/Engineering & Society

Lounge for Understanding Society and Technology through Educational Research (CLUSTER), an interdisciplinary research group with members from engineering, art, and educational psychology. His research interests span the formation of students’ professional identity, the role of reflection in engi- neering learning, and interpretive research methods in engineering education. He was the first international recipient of the ASEE Educational Research Methods Division’s ”Appren- tice Faculty Award”, was selected as a 2010 Frontiers in Education ”New Faculty Fellow”, and is currently a UGA ”Lilly Teaching Fellow”. His teaching focuses on innovative approaches to introducing systems thinking and creativity into the en

Conference Session

Professional Skills Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Abigail Jane Kulhanek; Cheryl A Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering

feel solely through written communication so their team could correctlyidentify the liquid without ever seeing it.Reflection-based homework assignments were developed to obtain students’ perception of thesegame-based communication activities as prior research showed that use of these game-basedcommunication activities resulted in positive improvement in both students’ oral and writtencommunication skills. The coding scheme for the reflections was developed using a grounded,emergent qualitative analysis. The reflections were then content analyzed by two analysts. Aninter-rater reliability measure based on Cohen’s Kappa was calculated for each game-basedactivity. The inter-rater reliability for the “Professional Slide,” “ROYGBIV,” and

Conference Session

Committee on Educational Policy Presents: Pillars of Professional Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kyle P. Kelly, Michigan State University; Secil Akinci-Ceylan, Iowa State University ; Xiangxiu Zhang; Kristen Sara Cetin, P.E., Michigan State University; Benjamin Ahn, Iowa State University of Science and Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

consider the diversity of learning styles [7] that exist within this population. Learningstyles according to Felder and Silverman [8] are preferences in the way one learns that can bedefined in four dimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal and Sequential-Global. Some research suggests that a good way to understand differences in individuals to supportclassroom learning is through the understanding of each person’s learning style [9]. It is noted thatlearning styles are not necessarily the only way that students can learn, but suggest theirpreferences in learning. Research also suggests that if the teaching style of teachers and learningstyles of students match, learning can best be achieved [10]. Among literature on

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Allison Antink-Meyer, Illinois State University; Ryan Brown, Illinois State University

distinction between self-efficacy and confidence proposed by Stankov andcolleagues, we examined the engineering confidence and curiosity of a group of 29 preservice,elementary teachers across a semester of a scientific inquiry and engineering design coursewhere they engaged in curiosity journaling. We use the term curiosity journaling to describe thestrategy for writing reflections on natural and technological phenomena that an observer noticesand finds interesting. This study also expands upon the Luce and Hsi scientific curiosityframework and reflects the findings of Turner (2012) who observed that the relationship betweenreflection on content and the development of content knowledge is not direct. In addition toexamining journaling strategies that

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 12: Resource Exchange

Collection

2023 ASEE Annual Conference & Exposition

Authors

Rebecca D. Swanson, University of Nebraska - Lincoln ; Merredith D. Portsmore, Tufts University; Saundra Wever Frerichs, University of Nebraska - Lincoln; Ann O'Connor

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

introduce each engineering practice and lead educators through a brief (<30 min) series of questions and reflections on the individual practices. Learning Blasts and Video-Learning Modules both include videos of youth engaging in engineering, as tools for educator reflection. Learning Activities In this section of the website, users will find vetted, high-quality, engaging, and authentic engineering activities for youth. These activities are selected to support youth engagement in engineering practices and can be readily adapted to

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saeed Rokooei, Mississippi State University; Michelle Garraway, Mississippi State University; Ali Karji

Tagged Divisions

Construction Engineering

popular strategy is to have project-based learning with an emphasis on service.This approach is referred to as service-learning (SL) or community-engaged learning (CEL). Bringle andHatcher [2] describe SL as an educational experience where students participate in and reflect on activitiesthat meet identified community needs and further understand academic concepts and the broader 1context of the overall discipline. CEL provides a way for students to reflect on their experiences andinternalize them. In addition, having that practical experience helps students develop essential skills likecritical thinking and interpersonal communication [3]. Students enter higher education settings every yearto

Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Haolin Zhu, Arizona State University

Tagged Topics

FYEE Conference - Paper Submission

. Can this first day activity help raise customer awareness, an importantattribute of an entrepreneurially minded engineer in first year students? To answer this question,a survey was conducted prior to the activity to gauge students’ understanding of how to approachdesign problems. After the first lab, students individually submitted reflections about their firstlab experience and these reflections were analyzed qualitatively. Themes that emerged during thequalitative analysis of the reflections were noted and the frequencies at which they appearedwere counted and tabulated.In the paper, the course and the activity will be described. Findings from the qualitative analysiswill be presented and discussed. Possible improvements to the activity

Conference Session

Assessing Design Coursework

Collection

2008 Annual Conference & Exposition

Authors

Michael Plumley, US Coast Guard Academy; Vincent Wilczynski, U.S. Coast Guard Academy

Tagged Divisions

Design in Engineering Education

importance to accreditation in recent years. For years, the US Coast Guard AcademyMechanical Engineering program has showcased its best work and reflected on design in thecurriculum by using a design portfolio inspired by those used by artists. The portfolio provides asnapshot of one year in the life of the program by providing examples of design work completedfor each level of the curriculum, along with reflections of educators and students. It can be usedto address many audiences including administrators, institutional benefactors, politicians,industry representatives, students, teachers, and parents. A proven template is presented whichcan easily be adopted by other authors. The template was used for portfolios presented duringtwo ABET

Conference Session

Pre-college Engineering Education Division Technical Session 17

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wendy Roldan, University of Washington; Taryn Shalini Bipat, University of Washington; Jessica Carr, University of Washington; Elena Agapie, University of Washington; Andrew Davidson, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Pre-College Engineering Education

Washington Andrew Davidson is a senior lecturer in human centered design and engineering at the University of Washington, specializing in physical computing and HCI. He directs the department’s K–12 outreach program, and is also a former high school computer science teacher.Dr. Jennifer A Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of

Conference Session

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chang Kyoung Choi, Michigan Technological University; Nancy B. Barr, Michigan Technological University

Tagged Divisions

Graduate Studies

, Michigan Technological University As Professor of Practice - Engineering Communications, Dr. Nancy Barr developed a multi-faceted tech- nical communications program in the Mechanical Engineering-Engineering Mechanics Department at Michigan Technological University. She delivers embedded communication and teaming instruction to undergraduate students, teaches two graduate engineering communication courses, assists faculty and GTAs in crafting and evaluating assignments that reflect real-world engineering situations. Her current research focuses on gender dynamics in collaborative projects and portfolio assessment practices. The author of three mystery novels and an award-winning short story, Barr has a Ph.D. in Rhetoric

Conference Session

Community Engagement in Engineering Education: Program Models

Collection

2012 ASEE Annual Conference & Exposition

Authors

Shoba Krishnan, Santa Clara University; Tonya Lynn Nilsson P.E., Santa Clara University

Tagged Divisions

Community Engagement Division

; providesinterdisciplinary projects of the students’ choice; and includes structured reflection as a keycourse component.This paper presents a case study on a global project where the students gained experienceworking for real world clients on problems with real world constraints and insight on howengineers impact and influence the world around them. The project was developed by theEngineers Without Borders (EWB) Student Chapter. The EWB students involved in this projectenrolled in the course to prepare for the non-technical components of the task including ethics,communication, and leadership. The course also addresses the engineering design process toassist students in applying their technical skills on the project.Through the use of study surveys and student

Conference Session

Liberal Education for 21st Century Engineering

Collection

2010 Annual Conference & Exposition

Authors

Nadia Kellam, University of Georgia; Joachim Walther, University of Georgia; Tracie Costantino, University of Georgia; Bonnie Cramond, University of Georgia

Tagged Divisions

Liberal Education

experiences (See Figure 2). This reflects current knowledge about how people learn,highlighting the importance of connecting academic knowledge to real-life experiences.17Figure 2: Holistic student development through the concurrent integration of the curriculum with Page 15.776.4prior and current life experiencesThe main objective of the Synthesis and Design Studio Series is for students to develop a deepunderstanding of larger systems in which engineering is situated. Throughout the four years,students will develop an understanding within themselves of the interrelationships betweenengineering, social sciences, and humanities, thus reaching a high

Collection

1997 Annual Conference

Authors

K.A. Korzeniowski

intothe curriculum.3,4 During the semester the students complete design projects. The topics for theprojects are derived from real world applications of the circuit theory taught in the classroom. Onesuch project is described in this paper, a light reflection meter. The addition of the study of thedrawings of the physical housing for the electrical device brings the study of the functionality of the Page 2.250.1device into a broader context. II. Design Project As part of the course requirements for an introductory circuit theory course, student weregiven the task of designing a light reflection

Collection

1997 Annual Conference

Authors

Barbara Olds

student. The writingincluded in a portfolio may be selected by the student or assigned by the teacher; it may cover anentire college career or a single semester; it may include samples from only one class or from anentire curriculum; it may include peer or student commentary or evaluation, or it may simplyinclude the student’s work. Any of these approaches may be successful if the instructor has aclear purpose for asking students to maintain portfolios and if this purpose is clearly articulatedto students. In the best cases, portfolios help students reflect on their growth as writers, helpstudents to interact with peers in the discussion of writing, and help faculty and students todiscuss ways in which students may become better writers. In

Conference Session

Institutional Capacity and Supportive Structures in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily E Liptow, California Polytechnic State University; Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Robin Parent, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Dylan Henson, California Polytechnic State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

study also seek to establish best practices that could beimplemented more broadly in other introductory engineering courses. Therefore, the purpose ofthis paper is to explore a developmental approach to engineering success that allowsintrospection of the individual and building of community. Data were collected throughout thequarter in an attempt to answer the following research questions: • What can we learn from an emphasis on intentional activities and reflective writing to help first-generation students develop an “engineering identity” and ownership over their engineering major? • Does a course focused on relationship building, diversity, and social awareness improve first-generation students’ sense of

Conference Session

Interdisciplinary Integration at the Program Level

Collection

2023 ASEE Annual Conference & Exposition

Authors

Alice Huang; Nava Bozorgmehri; Alexander Broome; Peyton Elise Carter; Hayoung Cho; Jaxen Farrell; Jane Ginley; William Kaeul Gotanda; Margaret Hynes; Charles Patrick Neill; Owen Pett; Will Purnell; Eliana Jean Razzino; Olivia Lane Remcho; Vanessa Rigoglioso; Cyrus Rosen; Ellen Ryan; Mary Katherine Serpe; William Sweeney; Avneet Hira, Boston College; Gabriella Maria Bachiochi

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society Division (LEES)

two and how that impacts how they think ofthemselves and their learning. The narratives presented in this paper were collected as part of a weeklyone-hour reflection seminar that all students in the program are required to enroll in each semester. One ofthe goals of the course is to give students the opportunity to think about the connections between theirliberal arts courses and the general liberal arts university experiences, with what they are learning in theirengineering specific courses and experiences. In an attempt to create a student-centered body ofknowledge that initiates the dissolution of the techno-social dualism prevalent in engineering education,we present here student narratives and a discussion based on these narratives to

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

) communicating effectively, (4) recognizing ethical andprofessional responsibilities and considering the impact of engineering solutions, (5) functioningon a team in an inclusive environment, (6) analyzing and interpreting data, and (7) acquiring andapplying new knowledge [10].This paper describes the course module activities that help students succeed in completing theresearch report, the components of the research report, and grading checklists used by studentsfor creating successful deliverables and by instructors for grading guidance. This paper alsodescribes the assessment of students’ reports and student feedback in a reflection assignment.The paper ends with a discussion and conclusions.The Cross-Cultural Design Module and Cross-Cultural UI

Collection

2011 North Midwest Section

Authors

M. S. Stachowicz; L. B. Kofoed

Based Learning andProject Organized Learning and it has proven to be a successful education strategy in several highereducations also when the pedagogical models differ from each other. In the various definitions of PBLthe following three levels can be distinguished: Central theoretical learning principles; specificeducational models based on PBL principles; and different practices within the guidelines of traditionaleducational models [2]. In Denmark where Aalborg University was founded in 1976 the university wasbased on the PBL approach and it is a problem and project based model. The Aalborg PBL tradition Proceedings of the 2011 North Midwest Section Conferencebuilds on the experiential and reflective learning

Conference Session

Investigating Instructional Strategies

Collection

2017 ASEE Annual Conference & Exposition

Authors

Harold R. Underwood, Messiah College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

-related skills,and enables them to become more self-aware/mature independent thinkers. While many studentsengage in experiential learning activities voluntarily, some schools have formalized a creditedversion as an elective to ensure the learning includes the reflective and conceptual components,as verified by a deliverable outcome. A few schools such as Messiah College have also gone astep further to require an approved experiential learning activity of all students, includingengineering majors, to enhance their career preparation and community engagement beforegraduation. Students matriculating to Messiah College as of 2015 may now opt to fulfill theExperiential Learning Initiative (ELI) by either credited internship, practicum, service

Conference Session

COED: Issues Impacting Students Learning How to Program

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mahnas Jean Mohammadi-Aragh, Mississippi State University; Phyllis J. Beck, Mississippi State University; Amy K. Barton, Mississippi State University; Donna Reese, Mississippi State University; Bryan A. Jones, Mississippi State University; Monika Jankun-Kelly, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

to make adjustments as needed. Specifically, students who effectively employ metacognitivestrategies, such as reflection and self-assessment, are more likely to master the problem solvingskills that are essential to programming success [3].Writing to learn (WTL) activities promote metacognition in any discipline. Based on the ideathat writing is a visual representation of thinking [4], WTL activities are usually short, low-stakes writing assignments that are designed to promote reflection, analysis, synthesis, anddeeper understanding of course material. When integrated into a problem-solving assignment,such as a programming lab, WTL prompts allow students to think about the choices they aremaking and the reasons for those choices. When

Conference Session

Applied Frameworks

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lori C. Bland, George Mason University; Margret Hjalmarson, George Mason University; Jill K. Nelson, George Mason University; Anastasia P. Samaras, George Mason University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

teachingnetwork will make initial small changes in their teaching, which will lead to increasingly largerchanges over time. For the second method, the principal investigators (PIs) applied self-study,2 aqualitative research method, to examine and reflect on their design-based decisions,implementation, and outcomes. Results indicated that the structures and practices supportedmediating processes. Mediating processes became proximal outcomes. Medial and distaloutcomes for faculty change may likely be a multi-year trajectory. Conjecture mapping and self-study proved to be useful methods in evaluating a process grant focusing on faculty change.KeywordsFaculty Development, Design-based Research, Conjecture Mapping, Self-Study Methods,Engineering