Conference Session

Track 1: Technical Session 1: Supporting Engineering Graduate Students to Create Inclusive Learning Environments: A Professional Development Program at a Hispanic-Serving Institution

Collection

2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

Katherine R. McCance, The University of Texas at San Antonio

Tagged Topics

2025 CoNECD Paper Submissions, Diversity

. Notably, a 9% decrease in DFW rates was observed for engineering and science faculty.The faculty program consisted of several hybrid workshops and small-group sessions thatencouraged critical, reflective discussions, development of individual implementation plans, andadministration of a formative feedback survey to undergraduate students three times per semesterto obtain real-time feedback to promote change in the faculty members’ teaching. The facultyand graduate student PD programs were part of a larger institutional initiative to enhance STEMstudent success at the HSI through systemic changes and policies and aimed to improveundergraduate engineering courses with historically high failing and withdrawal rates.Graduate Student PD Program

Conference Session

Exploring Student Affairs, Identities, and the Professional Persona

Collection

2016 ASEE Annual Conference & Exposition

Authors

Najla Mouchrek, Virginia Tech ; Liesl M Baum, Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice. c American Society for Engineering Education, 2016 Student Persistence Through Uncertainty Toward Successful Creative PracticeAbstract: To increase creative practice among students in engineering and other

Conference Session

DEED Technical Session 5 Design Teams

Collection

2022 ASEE Annual Conference & Exposition

Authors

William Oakes, Purdue University at West Lafayette (COE); Paul Leidig, Purdue University at West Lafayette (COE); Andrew Pierce, Purdue University at West Lafayette (COE)

itself, the assessment strategyshould promote these attributes. Where possible, assessments are imbedded into the work of theproject and the team.Assessments of students in EPICS consider an individual’s holistic body of work in the contextof a larger team environment. The assessment process is designed to accommodate students fromdifferent majors working in different phases of the design process and in different roles. Theassessment practices are also intended to follow the form of personnel performance reviews inindustry, to help equip students to thrive in their careers after graduation. Each student isevaluated on five outcome criteria: 1. Accomplishments, 2. Design Process, 3. Reflective and Critical Thinking, 4. Teamwork or

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Pennsylvania State University; Adjo Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Susan Burns, Georgia Institute of Technology; Armistead Russell, Georgia Institute of Technology; Iris Tien, Georgia Institute of Technology; Kari Watkins, Georgia Institute of Technology; John Koon, Georgia Institute of Technology; Robert Simon, Georgia Institute of Technology; John Taylor, Georgia Institute of Technology; Donald Webster, Georgia Institute of Technology; Emily Grubert, Georgia Institute of Technology; Lisa Rosenstein, Georgia Institute of Technology

the same numbers have entered theprogram simultaneously from other engineering majors. Similar departure rates are seen inprograms across the country. Reversing attrition from civil and environmental engineering is acritical need for addressing society’s grand challenges effectively. This attrition is due in part tolimited discipline-focused engagement until students’ junior year. To address this, the School ofCEE is providing early engagement in authentic engineering experiences and giving students theopportunity to reflect on these experiences to solidify their CEE identity. We are creatingopportunities early and across the curriculum for our students to engage in interactive problem-based learning centered on the global grand challenges

Conference Session

Empathy and Human-Centered Design 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nusaybah Abu-Mulaweh, Purdue University at West Lafayette; William C. Oakes, Purdue University at West Lafayette; Paul A. Leidig P.E., Purdue University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Service-Learning Design CourseAbstractThe development and skill of empathizing with others has become a necessity for successfuldesign engineers. To develop this skill, learning experiences are needed that encourageengineering students’ understanding of their users and stakeholders. Studies have shown an“authentic” experience involving real-world contexts reflecting the work of professionals helpsto develop and foster empathy. At Purdue University, a service-learning design program partnersmulti-disciplinary teams of students with community organizations to address needs and solvereal-world problems. In previous research on the program’s design process, findings showed howstudents perceive the human aspect of engineering design and how they

Conference Session

Moral Development and Ethics Assessment in Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles J. Robinson, Clarkson University; Loretta Driskel, Clarkson University; Erin Blauvelt, Clarkson University; Laura Perry, Clarkson University

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

abruptly transitioned from face-to-face instruction to completely remote in Spring2020 (S20), and as it reappeared as a hybrid course in Fall 2020 (F20) and Spring 2021 (S21).The focus of this present paper is not on the instructional changes required by COVID (anddiscussed in our companion paper), but rather on how those in turn changed the approach to thehandling of ethical questions and to the assessments of students’ responses to those scenarios.One hypothesis is whether the content or style of the pre-post scenario answers and of thereflections changed between an answer handwritten under time-pressure and one electronicallycaptured with little time constraint. Did the answers or reflections measurably change if moretime were to be allowed for

Collection

2010 North Midwest Section

Authors

Swaminathan Balachandran; Justin Kile

of enhancing learningthrough service learning activities. The initial motivation for increasing student engagement inthe industrial engineering program was to satisfy the criteria for accrediting engineeringprograms by the Accreditation Board for Engineering and Technology. The more recentdevelopment is the establishment of PACCE at UW-Platteville. The paper presents a summary ofPACCE service learning projects and student reflections. INTRODUCTION TO IE PROGRAM AT UW-PLATTEVILLE The College of Engineering, Mathematics, and Science consists of seven departments:Chemistry and Engineering Physics, Mathematics, Civil and Environmental Engineering,Electrical Engineering, Computer Science and Software Engineering, General

Conference Session

Innovative Pedagogies Afforded Through Technology and Remote Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shivam Jindal, New York University; Jack Bringardner, New York University

Tagged Divisions

Educational Research and Methods

one’s skills and experiences beyond the classroom. Astudy was conducted at NYU Tandon School of Engineering and found students lack support inidentifying and developing their career pathways. This study indicates that a combinede-portfolio and micro-credentialing platform could benefit students by a) providing students witha tool to reflect on and showcase their experiences, b) matching students with upper-class andalumni mentors in career pathways they are interested in, and c) providing them with curatedlists of on-campus and experiential opportunities and micro-credentials that would support theircareer pathways.IntroductionEvery student’s experience through engineering school culminates in different results -- students’future pathways range

Conference Session

Engineering Leadership Skills Development Across the Undergraduate-to-Workforce Transition

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michele Norton, Texas A&M University; Behbood Ben Zoghi, Texas A&M University

Tagged Divisions

Engineering Leadership Development

pathways to developing those skills within anengineer’s educational experience [5]. This study seeks to explore the learner’s (highereducation students) perspective on utilizing emotional intelligence assessments, reflection andcoaching as a path to crossing the boundary between the need to develop both the technical andtransversal skills for achieving success in their professional career.Background With a call for engineering education to meet the evolving global and industry-focuseddemands of engineers, more research is needed to bridge the gap between what does industrydemand of its employees and leaders and what are the pedagogical approaches that supportbuilding that bridge within higher engineering education. Beder [6] states that

Conference Session

Faculty Development Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nancy Warter-Perez, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles; Jose Mijares, California State University, Los Angeles; Corin Bowen, California State University, Los Angeles; Gustavo Menezes, California State University, Los Angeles; Lizabeth Thompson, California Polytechnic State University, San Luis Obispo

throughout theyear is critically reflective dialogue [9–10] within a safe and supportive environment thatsupports the whole community, including fellows and facilitators, to learn and grow. In additionto the nine CoP sessions, fellows are invited to participate during the fall in an InclusiveTeaching Program (CETL ITC) offered through our Center for Effective Teaching and Learning[11] and during the spring in the Howard Hughes Medical Institutes Inclusive Excellence &Equity Fellows Program (HHMI), which is based on the Center for Urban Education’s RacialEquity-Minded Series [12–13]. Figure 2: Eco-STEM Faculty Fellows Community of Practice StructureDuring the fall semester, the Eco-STEM Faculty Fellows CoP sessions include readings

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amy Kramer, The Ohio State University; Yiqing Li, The Ohio State University; Bailey Braaten, The Ohio State University; Rachel Kajfez, The Ohio State University; Emily Dringenberg, The Ohio State University

identity development through engaging in reflective qualitativeresearch practices. While the student researchers were not the participants who provided the data,their engagement with the research team helped us incorporate a student view directly into ourwork as we made sense of our data, which we believe was beneficial and necessary.In this executive summary and poster, we report on the summer undergraduate researchexperience by detailing the undergraduate research associates (URAs) engagement with the data.We also provide a summary of our key takeaways highlighting the benefits to both the URAsthemselves and to the added quality of the data analysis because of the insight from the URAs.We end with a series of suggestions for researchers working

Conference Session

Technical Session 5 - Paper 2: Opportunities from Disruption - How lifelong learning helped create more connected classrooms

Collection

2022 CoNECD (Collaborative Network for Engineering & Computing Diversity)

Authors

Krishna Pakala, Boise State University; Sreyoshi Bhaduri, Society of Women Engineers

Tagged Topics

CoNECD Paper Sessions, Diversity

inclusion and diversity initiatives as well as employing innovative, ethical and inclusive mixed-methods research approaches to uncovering insights about the 21st century workforce. American c Society for Engineering Education, 2022 Opportunities from Disruption -how lifelong learning can help create more connected classroomsAbstractThe coronavirus pandemic has led to instructors worldwide seeking ways to engage studentsbetter through virtual platforms. As the world interacts online, more than ever before, thispaper reflects on an educator’s experience with the virtual teaching and learning spaces pre andduring the ongoing

Collection

2000 Annual Conference

Authors

Steven B. Shooter; Catherine A. Shooter

through meaningful reflection. The result is thatstudents gain more than just the experience of completing a design, but an enrichment andrealization of the methods and skills developed.I. IntroductionMany engineers contend that design is the heart of engineering. Traditional engineeringcurricula were based on the concept that a strong foundation in engineering sciences wouldnaturally lead to better designers. The curriculum would often contain some form of a capstonedesign experience where students would be given a design problem to resolve. The students mayor may not have been taught how to best approach the solution to the design problem. At the endof the allotted time period (a semester or some other number of weeks), the design project

Collection

2000 Annual Conference

Authors

Mark McNeill; Steven Shooter

through meaningful reflection. The result is thatstudents gain more than just the experience of completing a design, but an enrichment andrealization of the methods and skills developed.I. IntroductionMany engineers contend that design is the heart of engineering. Traditional engineeringcurricula were based on the concept that a strong foundation in engineering sciences wouldnaturally lead to better designers. The curriculum would often contain some form of a capstonedesign experience where students would be given a design problem to resolve. The students mayor may not have been taught how to best approach the solution to the design problem. At the endof the allotted time period (a semester or some other number of weeks), the design project

Collection

1999 Annual Conference

Authors

Tom Ward; Elizabeth Alford

challenge is to find meaningful ways to engage freshman in analyzing ethicalchallenges.This presentation explains a collaborative approach to integrating an ethics module intoUniversity 101-Engineering (UNIV 101-E), a freshman course for engineering students at theUniversity of South Carolina patterned after USC’s nationally recognized Freshman YearExperience course, University 101. Sections of the engineering course described here include aclassroom instruction and discussion on the NSPE Code of Ethics and case studies whichstudents gather from specified websites. To support the classroom instruction, the courseinstructor and the director of the College of Engineering’s Professional Communications Centercollaborated in developing a reflective

Collection

1999 Annual Conference

Authors

Mary K. Handley

ofengineering technology can be evaluated for technical merit, practical applicability, or any othercriterion of interest to the instructor or college.Along with achieving program goals for assessment of student learning, portfolios supportstudents in developing awareness of their strengths and weaknesses. In a good portfolioprogram, students collect their work, choose representative pieces, and reflect on this work in thefinal presentation of the portfolio. In this process they can address questions such as: Why was Isuccessful with this project? What makes a good design? How did I perform in group tasks?What else am I learning that builds on this information or skill? How can I change myperformance to better enable me to succeed?In 6 semesters of

Conference Session

Curriculum & Student Enrollment I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University Purdue University, Indianapolis; J. William White, Indiana University Purdue University, Indianapolis; Dan D. Koo, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

learning objectives and compile evidence supporting assessment programming to maintain accreditation. Project Objective: Improve collection of data and evaluation of courses for program enrichment and accreditation assessment. Project Scope: The process being evaluated initiates with course offerings beginning in the fall semester and ends with a semester reflection and program review in the spring. Goal Statement: Develop methodology within the 12-16 weeks allotted that provides consistent data collection and evaluation of courses for program enrichment and accreditation assessment to reduce reactive measures taken to provide assessment documentation. Deliverables: Reflection Packet Template, Data Collection

Conference Session

Committee on Educational Policy Presents: Pillars of Professional Development

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ellen Zerbe, Georgia Institute of Technology; Adjo A. Amekudzi-Kennedy, Georgia Institute of Technology; Kevin Haas, Georgia Institute of Technology; Robert Benjamin Simon, Georgia Institute of Technology; Janece Shaffer

Tagged Divisions

Civil Engineering Division (CIVIL)

cognitively but also in the affectivedomain, fostering students’ identity as engineers who have an entrepreneurial mindset. We presenttwo accounts of how story-driven learning and focused team development were integrated intodifferent courses and highlight how they can amplify the impacts of activities fostering curiosity,connections, and value creation (the 3Cs), which nurture entrepreneurial mindset. In one, thisresults in students who have more clarity regarding their own engineering identity and the uniqueperspectives their peers can contribute. In the other, students learned and applied principles ofeffective teaming and used stories to reflect on their experiences. Student reflections, individuallyand in teams, show augmented self-awareness

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Allison Godwin, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

for making a difference in their community and world or personalagency. Personal agency is a capability that every individual holds; it is described by Bandura asan individual’s beliefs about their capabilities to exercise control over events that affect their livesthrough purposeful and reflective actions. Agentic actions allow students to explore, maneuverand impact their environment for the achievement of a goal or set of goals. This study identifieshow cognitive processes of forethought, intention, reactivity, and reflection shape a students’agentic behavior and together influence first-generation college students’ goal of making adifference in their community through their engineering degree.Data for this study came from a large-scale

Conference Session

International Division Technical Session 2

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kent A. Wayland, University of Virginia

Tagged Divisions

International

cultural upbringing. The reaction to this realization can be emotionallydistressing, as noted, but it can also provide the opportunity for transformative learning, as it hasbeen described in the literature on adult education.Transformative learning occurs when students are able to reflect critically on the culturalassumptions, values, beliefs, and behaviors that guide their everyday activities. As Mezirow putit, it is: a rational process of learning within awareness as a metacognitive application of critical thinking that transforms an acquired frame of reference - a mind-set or worldview of orienting assumptions and expectations involving values, beliefs, and concepts - by assessing its epistemic

Conference Session

Mechanical Engineering Division (MECH) Technical Session 1: Diversity, Inclusion, and Accessibility

Collection

2023 ASEE Annual Conference & Exposition

Authors

Breigh Nonte Roszelle, University of Denver; Jason Andrew Roney, University of Denver

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering Division (MECH)

activities that can be used throughout various engineering andcomputer science courses from first year to upper division [5].As part of this project, the University of Denver (DU) has developed and implemented severalactivities, including a group-based hairdryer design task for second year thermodynamicsstudents. The pilot of the activity took place in spring of 2019 and this initial experience waspresented at ASEE in 2020 [6]. Since then, the activity has been run four times and iterated tohelp strengthen the goals of the activity and assess its effectiveness. Changes since the initialpilot have included options for remote courses, added reflection time, and a focus on overalldesign process instead of detailed mathematical questions. The current

Conference Session

Effective Teaching and Learning, and Post-Pandemic Classrooms

Collection

2023 ASEE Annual Conference & Exposition

Authors

Wei Shen Theh, Iowa State University of Science and Technology; Rachel Shannon, University of California Los Angeles; Mani Mina, University of California Los Angeles

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

undergraduate students over the years. Next, we will introduce and discuss the twoclasses (Freshman Engineering and Electromagnetism) where we deployed the method. We willalso highlight the students’ work and introduce their journeys by sharing their reflections andsome examples of their activities and challenges. The main question that we are trying to ask andfind evidence for is, "Can we re-engineer mistakes and use them as an important part of thelearning, changing, and adapting to the process, examinations, and growth of the students?” Wefound that providing low-stakes learning opportunities is impactful in encouraging collaborationsamong the students and allowing them to openly engage in their own identity, discuss, examinetheir knowledge and not

Conference Session

Information Literacy in First-year Courses and Co-curricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna B. Buljung, Colorado School of Mines; Leslie Light, Colorado School of Mines

Tagged Divisions

Engineering Libraries

and its placement within the course structure.The 2019 reinforcement lesson provided a mid-semester opportunity for teams to revisit thescholarly and authoritative sources module from early in the semester. A short group writingassignment asked students to reflect on sources they had found and used thus far. It also providedan opportunity for faculty to remind students about related help materials in the course’s libraryresearch guide. The new mid-semester lesson was piloted in 6 course sections; deployed andgraded via Canvas, the university’s learning management system (LMS).A sampling of course faculty, both those who piloted the lesson and those who did not, wereinterviewed about their perceptions of the success of the pilot and the role

Conference Session

Classroom Methodologies

Collection

2021 Illinois-Indiana Regional Conference

Authors

Julie Mendez, Indiana University-Purdue University Columbus

Tagged Topics

Classroom methodologies

, affordances within a learning managementsystem (LMS) were used to highlight student learning outcomes, require foundational coursecontent to be completed before attempting more complex topics, provide mastery-orientedfeedback, allow students to track their progress, and promote metacognitive reflection. Thispaper describes the use of these options within the Canvas LMS. Additionally, this studyinvestigated whether student self-regulatory behaviors changed during the course. Students wereasked to complete a survey about their metacognitive self-regulatory activities related to studyingfor this course. The first survey was completed during the fifth week of the course, after moststudents had completed two reflection assignments. The same survey

Conference Session

Educating Graduates in Engineering for a Flat World

Collection

2008 Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Chris Swan, Tufts University; Douglas Matson, Tufts University

Tagged Divisions

International

evaluation of the educational benefits of service-learning projects byfocusing on one case study. The most recent endeavor of the Tufts University Engineers WithoutBorders (EWB) Chapter involved a Green Building Initiative in Ecuador. During the summer of2007, six students accompanied by a professor embarked on a month-long project in HaciendaPicalqui and El Cristal, Ecuador. During the project, students evaluated their own skill sets byfilling out Pre-Travel, Post Travel, and Post-Post Travel surveys and reflected daily on events,health and progress. Comparisons of the Pre and Post-Travel surveys verify substantialadvancement in leadership, teamwork, communication and problem solving skills; however, dueto the debatable reliability of self

Conference Session

Student Division Development of Professional Skills Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marissa Capobianco, The College of New Jersey; Courtney June Faber, University of Tennessee

Tagged Divisions

Student

teachers, because it helpsteachers think through all the necessary pieces of teaching an exemplary lesson. Knowing howpreservice teachers write lesson plans will inform the support that teacher preparation programsprovide. For this study, data was collected from a group of junior level STEM educationpreservice teachers to understand their lesson plan writing process. Specifically, we wanted toknow where preservice teachers struggled in the process. To accomplish this goal, we collectedthe preservice teachers’ lesson plans, reflections, log of their steps, and screen capture video.Because the data collection was coupled with the preservice teachers’ class and we did not wantto interfere with the course, we were not able to collect a full set of

Conference Session

Technological and Engineering Literacy/Philosophy of Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Rachel Ann Shannon, Iowa State University; Sara Kaye Jones; Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

Electrical and Computer Engineering at Iowa State University. He has been working on better understanding of students’ learning and aspects of tech- nological and engineering philosophy and literacy. In particular how such literacy and competency are reflected in curricular and student activities. His interests also include Design and Engineering, the human side of engineering, new ways of teaching engineering in particular Electromagnetism and other classes that are mathematically driven. His research and activities also include on avenues to connect Product Design and Engineering Education in a synergetic way. c American Society for Engineering Education, 2019 Designing a Multi-Cycle

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

which all engineering freshmen work on real design projects for real clients.Prof. Adam GoodmanMs. Koshonna Brown, Northwestern University Center for Leadership Koshonna Brown is a Life Science doctoral student at Northwestern University. As a fellow with North- western University’s Center for Leadership, she analyzes the date collected through the Center’s online assessment tools. Such assessments allow students and faculty to reflect and develop their own leadership and apply lessons and insights gained to current leadership challenges and positions. Page 24.1048.1 c American

Conference Session

Tricks of the Trade for Teaching II

Collection

2006 Annual Conference & Exposition

Authors

Zhiwei Guan, University of Washington; Steve Lappenbusch, University of Washington; Jennifer Turns, University of Washington; Jessica Yellin, University of Washington

Tagged Divisions

New Engineering Educators

created over time, toshow the changes and advancement of their writing skills. These two types of portfolios areconsidered to be the basis of the portfolios used in engineering discipline.Besides these two commonly used portfolio models, there are several other types of portfoliomodels being suggested and used in the practice. Cress and McCullouogh-Cress1 designed astudent portfolio as a collection of student goals for learning, works in progress, peer andinstructor feedback, and reflections on the work and processes. Gottlieb2 pointed out thatportfolio designs, contents, and purposes could take on many forms, all of which areeducationally defensible. In order to clarify the variety of portfolios, he proposed adevelopmental scheme, which includes

Conference Session

Tools of Teaching and Learning

Collection

2003 Annual Conference

Authors

Elizabeth Davis; David Socha; Valentin Razmov

balance conflict with safety. Too much or the wrongtype of conflict can be detrimental to learning. The techniques we used, some of them borrowedfrom professional leadership training programs, had a positive impact on the students, asrevealed by their weekly reflective essays and by individual communication with them duringand after the course. Students, perhaps subconsciously, created conflicts that enabled them tolearn lessons they needed to learn.One aspect of safety is how to limit the damage of mistakes while encouraging learning frommistakes. To that end, we chose not to have a real-world customer whose dependence on theproject success would have increased the damage from a potential project failure. Our focus wason the learning – in the