Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Scott Charles Streiner, University of Pittsburgh; Erin McCave, Clemson University; Svetlana V. Levonisova, University of Southern California; Rachel Elizabeth Savage; Mary E. Besterfield-Sacre, University of Pittsburgh; Gisele Ragusa, University of Southern California; Lisa Benson, Clemson University; Cheryl Matherly, The University of Tulsa; Larry J. Shuman, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Interviewparticipants were selected using a cross-case matching methodology based on their globalpreparedness measure scores (i.e., high vs low scorers). Twenty-five undergraduate engineeringstudents enrolled at the three collaborating universities were interviewed. Interview data wereholistically reviewed with an a priori coding schema based on the research objectives and thenre-coded according to the final coding schema by multiple research team members for inter-raterreliability purposes, and arbitrated where necessary.Differences in students’ reflections emerged based on the depth of their engagement with theculture and community in the host country in which they had participated in an internationalexperience. The results from this study broaden the

Collection

2022 ASEE St. Lawrence Section Annual Conference

Authors

Peter N. Knox, State University of New York at Binghamton; Sawsan Werfelli, Binghamton University; Amber Simpson, State University of New York at Binghamton

mind’. Within the field of engineering, creativity has beenidentified as a core component. As such, understanding what creative habits of mind may befostered through participation in out-of-school engineering experiences is important to garneringengagement and investment in the discipline. This study explored the emergence of children’screative habits of mind through participation in an out-of-school home-based engineeringprogram. Specifically, we sought to answer the research question: What creative habits of mindemerge through child reflections of their experience in an out-of-school engineering program?Data was derived from post-program interviews with children from 15 diverse families whoparticipated in the program. Transcripts were

Conference Session

Mechanical Engineering Division (MECH) Technical Session 5: Preparing the Future Workforce

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohammad Waqar Mohiuddin, Texas A&M University; Joanna Tsenn, Texas A&M University; Shadi Balawi, Texas A&M University; Carlos R. Corleto, Texas A&M University; Jonathan Weaver-Rosen, Texas A&M University

Tagged Divisions

Mechanical Engineering Division (MECH)

asking students to reflect on their activityexperience considering this new information. To end the module, students would complete the“Working Styles Assessment” [14] to think introspectively about how they naturally work.Students will also share their working styles with their teammates. This activity has three maingoals: 1) students should gain an appreciation for the existence of different working styles, 2)team members should understand each other’s primary style so that they can work together moreeffectively, and 3) students may recognize the need to adapt their primary working style based onthose around them and their role on the project. Students will again be asked to reflect on theirexperience in the first activity. Teams may have

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lotanna Ezeonu, Stevens Institute of Technology (School of Engineering and Science); Wei Li; Gail Baxter; Woo Lee, Stevens Institute of Technology (School of Engineering and Science)

pollutionin the oceans. A series of learning activities was developed and used to guide students to identifya plastic product of their interest and assess quantitively and critically how the product could beredesigned and/or made with alternative materials. These learning activities include: (1)workshops to guide students through divergent and convergent thinking and equip them withnecessary knowledge needed to embark on the project, (2) report development with feedbackfrom undergraduate teaching assistants, and (3) self-reflection to prompt students to think aboutwhat and how they learned, and their perceptions of the impact of the knowledge buildingapproach on their learning. Due to large enrollments (over 250 students per semester), Canvas-based

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Dawn Eckhoff, University of Central Florida; Michelle Taub, University of Central Florida; Hansen Mansy, University of Central Florida; Damla Turgut, University of Central Florida; Sang-Eun Song, University of Central Florida

disgust (M = 1.43), fear (M = .76), andcontempt (M = .64); and had the lowest scores of anger (M = .44) and sadness (M = .36).Students were also asked to complete a reflection assignment as part of the SBE experience.Students reported feeling nervous at the beginning of the SBE experience, but acknowledgedfeeling better as the SBE experience unfolded. Based on findings from this pilot study,implications point towards the effectiveness of including simulations for nurse practitionerstudents to increase their confidence in performing telehealth visits and engaging in decisionmaking. For the students, understanding that patients may be just as nervous during telehealthvisits was one of the main takeaways from the experience, as well as remembering

Conference Session

Student Division Technical 1: Diversity, Equity, Inclusivity (DEI)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuliana Flores, University of Washington; Jennifer Turns, University of Washington

, user experience based, research project led to a pivot on the concept of hermeneuticinjustice. As part of an existing project, my team and I have been exploring mechanisms forlearning about student experiences with reflection activities. We created a reaction protocol tounderstand students’ experience, or reactions, with exam wrappers, a common reflection activitygiven in relation to an exam in engineering education (Kaplan et al., 2013). The reaction protocolis a structured, interactive interviewing tool. We were able to conduct eight interviews withundergraduate engineering students using the reaction protocol.While the purpose of the reaction protocol was to learn about the student experience in order tounderstand and redesign reflection

Collection

2023 Rocky Mountain Section Conference

Authors

Jessica Rush Leeker; Lyndsay Ruane; Hannah Sanders; Robertha Richardson

thecommunity.The student cohort is working toward the ultimate deliverable of designing and building a living-learning laboratory. This laboratory will be created with maximum sustainability, with repurposedmaterials and architecture designed to work in tandem with the land on which it is built. The landis near the HBCU but not the PWI, generating a need for remote planning and collaboration. Inaddition, the laboratory will aim to benefit the local community by reflecting on the area's historyand context and contributing via learning resources, sustainable agriculture, and accessibleknowledge sharing.Our lessons learned are divided into three fundamental areas: using a PALAR framework,intentional community engagement, and genuine inter-institutional

Conference Session

Computers in Education 10 - Technology 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Irini Spyridakis, University of Washington

Tagged Divisions

Computers in Education

Report—in depth and discuss its success. The assignment takesplace in a three-week UI course module in a required junior level, communication andengineering design course in the Department of Human Centered Design & Engineering in theCollege of Engineering at the University of Washington. Outcomes were qualitatively assessedby examining samples of students’ reports versus requirements and students’ reflections on themodule and report assignment. Outcomes have been positive and reveal that students gain anunderstanding of effective UI design and the important role of UI designers, and the impact of UIdesign on society. Educators from a multitude of disciplines that intersect with human computerinteraction can use this assignment in helping

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patrick Cunningham, Rose-Hulman Institute of Technology; Rachel McCord Ellestad, University of Tennessee at Knoxville; Holly M. Matusovich, Virginia Polytechnic Institute and State University; Cheryl Carrico P.E., E4S, LLC

Tagged Topics

NSF Grantees Poster Session

Paper ID #32300Creating the Skillful Learning Institute: A Virtual Short Course forBuilding Engineering Educators’ Capacity to Promote StudentMetacognitive GrowthDr. Patrick Cunningham, Rose-Hulman Institute of Technology Patrick Cunningham is a Professor of Mechanical Engineering at Rose-Hulman Institute of Technol- ogy. His professional development is focused on researching and promoting metacognition, self-regulated learning, and reflection among students and faculty in Engineering Education. Dr. Cunningham has been a PI/Co-PI on two NSF-funded grants and led Rose-Hulman’s participation in the Consortium to Pro- mote

Conference Session

Cultural Issues in Engineering: International Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Donna M. Ebenstein, Bucknell University; L. Felipe Perrone, Bucknell University; Margot A. Vigeant, Bucknell University; Deborah L. Sills, Bucknell University; Craig Beal, Bucknell University; Amal Kabalan, Bucknell University

Tagged Topics

Diversity

Tagged Divisions

International

)AbstractResearch has shown that study abroad yields the greatest educational outcomes for interculturalcompetency when it is couched in a curriculum that encourages preparation before and reflectionafter the abroad experience. To enhance the educational outcomes of engineering students’ studyabroad experiences, we developed a certificate program that couples an abroad experience withadditional coursework in global topics and a reflection assignment. The certificate program isbased on a similar program at Northern Arizona University, and is otherwise rare in our peerschools. The goal of the program is to encourage students to engage in coursework and experiencesthat cultivate cultural competency, and to recognize students’ efforts when they do so. In

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Helen Yoonhee Jung P.E., California Baptist University; Ziliang Zhou, California Baptist University; Liya Ni, California Baptist University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

types of service opportunities they resonate with the most, see how toconnect with the surrounding community, and be able to reflect on their experiences and see thevalue of service. The course meets the ABET Criterion 5 by broadening of the role engineeringcan make in the world and seeing engineering as service, by planting a seed for seeingopportunities for lifelong learning and engaging the community.There are three major assignments to meet the course requirement. The first assignment is to readfirst two chapters of ‘Service Learning: Engineering In Your Community’1 by Marybeth Lima,PhD and William C. Oakes, PhD, PE. The first two chapters lay out the detailed linkage betweenengineering and service learning. After the reading assignment the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rose M. Marra, University of Missouri; Carolyn Plumb, Montana State University; Douglas J. Hacker

Tagged Topics

NSF Grantees Poster Session

must make their own decisions to determine how best toproceed to complete their tasks. To support students in developing and engaging in self-directedlearning, students regularly engage in explicit metacognitive focused reflection activities. Forinstance, students may complete a metacognitive memo to reflect on the strategies used for aproblem solving activity. The overall process of engaging in their self-directed learning includesorganizing and documenting their learning as it happens, reflecting on the learning and learningprocesses on a frequent basis, making qualitative judgments on the quality of the learning, andthen making regulative changes to their learning strategies based on their judgments.MethodsParticipants and Procedure. We

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gary P. Halada, Stony Brook University

Tagged Divisions

Multidisciplinary Engineering

AssignmentsIntroduction Week 1 Lecture (via VoiceThread) introducing Create electronic portfolio, course topics and the nature of familiarize yourself with engineering disaster course management software and on-line formatNature of Week 2 Lecture 2 on multidisciplinary nature Reflection (in eportfolio) onengineering of engineering design first two lectures;and design Readings on design process Assignment on design Readings from “Lessons Amid the process (and Design for

Conference Session

Developing Technological Literacy in Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Neelam Prabhu Gaunkar, Iowa State University; Mani Mina, Iowa State University of Science and Technology

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

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, 2020A perspective on students’ autonomy in learning and engaging in a freshman inquiry-based learning environmentAbstractPresent day workforce requires graduates to be self-starters, independent and willing toexperiment, as genuine

Conference Session

Make It!

Collection

2016 ASEE Annual Conference & Exposition

Authors

Clark Hochgraf, Rochester Institute of Technology (CAST)

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

Machine Controlled By ArduinoAbstractThis paper presents an Arduino-controlled Spirographtm-style drawing machine suitable for useat a Maker event. Visitors can use the machine to make unique artwork to take home.Instructions to build the drawing machine are provided. Potential pedagogical uses of thedrawing machine range from learning hands-on construction techniques, to programming,trigonometry, and interaction with a user through sensors.OverviewThis paper provides instructions on how to build a pantograph drawing machine using anArduino UNO microcontroller, a reflectance sensor, two rc-servo motors, and a sheet of foamcore poster board. It is based on the work of Erik Brunvand, Ginger Alford, and Paul Stout [1,2]and extended by using a

Conference Session

Course Tools and Practices

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kellie Grasman, Missouri University of Science & Technology; Julie Phelps, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Engineering Management

, etc.) or have been created specifically for thecourse by the instructor or other subject matter experts. Further, live virtual guestspeakers are periodically incorporated. The use of open and/or custom created resourcesis an obvious economic benefit to students, but also allows the instructor to easilycustomize and update the course. Each week, students engage with print and/or videocontent through the learning management system and submit a variety of graded works.Weekly assignments vary by module, but a typical module may include a quiz, groupdiscussion and self-reflection assignment. Additional detail of module content andstructure will be presented in the next section.The updated course continues to cover core topics, with additional

Conference Session

ERM Potpourri

Collection

2004 Annual Conference

Authors

Jeremy Linder; Murat Tanyel

classroom from a student’s perspective.I. IntroductionAs the senior author reflects on the development of electrical engineering education from hisundergraduate years to its current state, he notes the proliferation of computer applications as themost significant development. A few years ago, he listed a number of applications that havebecome widespread computer tools in electrical engineering textbooks: Spice and its derivativesin courses that cover circuit analysis and electronics; MATLAB in Control Systems,Communication Systems and Digital Signal Processing (DSP) 1. In addition to these tools,graphical programming environments such as LabVIEW and HP VEE have become popular formany applications. The change in these tools since then has been the

Conference Session

Inclusive Horizons: Shaping Diverse Pathways in Engineering and Design Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Allison Murray, Marquette University; Lisa Chase, Marquette University

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

human-centered design approach, (2) the intersection of socialjustice and design thinking, and (3) the implications of design choices on historicallymarginalized groups. Course artifacts, student reflections, and instructional team reflections areused to understand the growth in mindset of the students and instructor through this course.Additionally, these resources are used to present key learnings for future implementation.This project focused on examining systems. Groups historically excluded from engineering,including people of color, disabled, LGBTQ+, and women, were recentered through the humancentered design process. Students evaluated engineering systems for exclusion and ideated on thesource of these design flaws. In doing so, they

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Dorothy Decontee Gocol, Florida International University; Helen Urpi Wagner-Coello, Florida International University; Monica E. Cardella, Florida International University

Tagged Divisions

Educational Research and Methods Division (ERM)

narratives, storytellingevokes strong emotions and imparts significant insights while translating private experiencesinto publicly negotiated forms [11]. As such, storytelling has been recognized as a tool forenabling learning as well as a tool for sharing experiences within a community of practice [1]. Inour work we extend this by partnering with undergraduates to share their stories more broadly.Storytelling enables the storyteller to adjust the narrative according to the situation, putting themin charge of what they want to say and how they want to say it.Beyond the professional community and body of knowledge in engineering education, students'experiences, and their reflections on their experiences can potentially transform

Collection

2024 ASEE-GSW

Authors

John Carrell, Texas Tech University; Tirhas Hailu, Texas Tech University

University Tirhas A. Hailu Edward E. Whitacre Jr. College of Engineering Texas Tech University AbstractEngineers are increasingly looking for inspiration in the design of structures and processes to solveproblems in engineering practice. Bioinspired design uses nature as the influence and inspiration forcreating and improving designs. Through its application, bioinspired design has a long and expandinginfluence on human technology. As a reflection of this impact, more and more engineering collegesare incorporating bioinspired design into their curricula. Starting in the fall of 2020 the Texas

Collection

2024 South East Section Meeting

Authors

Elizabeth Zanin Flanagan, Clemson University; Kassidy Y. Maron, Clemson University; Angelina Cotto, Clemson University; Isha Vishal Raj, Clemson University; Ben S. Fields, Clemson University; Elijah Austin Wilbanks, Clemson University; Karen A High, Clemson University

people in this group, this CI is their first real experience with taking partin research, specifically qualitative research. Over the fall 2023 semester, the team has beencoding written student reflections using a priori coding [4] and we meet in a hybrid format. Theteam has processed over 100 pages of student reflection data on a curriculum intervention inengineering and improved their intercoder reliability continually over the past semester. Thegroup began to think about how they have grown as qualitative researchers and reflected on thefollowing questions to answer what has helped them grow as qualitative researchers. 1. What was it like to work on your first educational research project? Reflect on your classroom and out-of-class

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

Page 24.979.2findings indicate that employees who use PIP process involve with more learning activities thannon-users. However, they stressed that the PIP tool is effective if used continuously.A number of recommendations have been made to improve the effectiveness of PIPs3. Forinstance, it has been suggested that schools should provide guidance for students to conduct PIPsby assigning appropriate staff5. Additionally, periodic reviews should be made to ensure learningoutcome and career progress of students’ PIPs6. Furthermore, It has recommended that PIP couldalso be developed through reflective thinking if a reflective habit among the students is createdby instructors5. Although the purpose of PIP is to recognize, reflect and plan actions

Conference Session

Decision-Making in Engineering Ethics Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tori N. Wagner, University of Connecticut; Daniel D. Burkey, University of Connecticut; Richard Tyler Cimino, New Jersey Institute of Technology; Scott Streiner, University of Pittsburgh; Kevin D. Dahm, Rowan University; Jennifer Pascal, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

score (n = 178, p = 0.65), butshowed a decrease of -3.38 in P score (n = 178, p = 0.017). This suggests that over four years,there is a reduction in students prioritizing decisions that were altruistic and based on universalgood. It is challenging to predict why this occurs, but we tentatively suggest that it may reflect amore accurate representation of students' thoughts on these ethical dilemmas. Additionally, itmight indicate a deeper consideration of the complex factors typically involved in real ethicaldecisions, rather than merely an abstract evaluation of what a reasonable engineer should do.Given these results and to gain a fuller understanding of students’ changes in ethical reasoningthroughout their undergraduate programs, we contend

Conference Session

Faculty Development Division (FDD) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University; Meagan R. Kendall, University of Texas at El Paso

Tagged Divisions

Faculty Development Division (FDD)

take action(and which action) toward educational goals that matter to them. In particular, the agencyframework posits that professional capital (such as that can be developed in a group coachingsetting) can broaden an individual's awareness of possible actions to reach their goals [13].Consequently, a group coaching model was implemented to equip EIFs with the necessary toolsto lead educational change at their HSI. Coaching, often misinterpreted as other forms ofprofessional development such as mentoring or consultation, is a unique practice that avoidsadvice-giving strategies and encourages a client to seek solutions within themselves [14], [15].This coaching model was designed to encourage reflective practice, broaden their community(thereby

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Micah Lande, South Dakota School of Mines and Technology

Alternatives: Apply brainstorming techniques to creatively solve the problem. ▪ Rapid Prototyping: Use available materials for quick prototyping. ▪ Mindful of Process: Describe and reflect on the design process. ▪ Visual Thinking: Document ideas and solutions visually in a design notebook.Over the span of just one week, students are introduced to the sequential steps of the designprocess and are afforded ample time to refine their designs. The challenge promotes iterativedesign through a tinkering pedagogical approach [4], which strikes a balance between rigorousengineering analysis and fostering creativity. Throughout the process, students meticulouslydocument their design journeys and engage in reflective exercises to evaluate their

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Haritha Malladi, University of Delaware

topodcasts, reading the transcripts, and/or creating podcasts or podcast scripts is in line withUniversal Design for Learning (UDL) guidelines of creating multiple means of engagement,representation, action and expression [2].The first and easiest method involves assigning students to listen to a podcast episodeaccompanied by a written reflection response. Podcast listening assignments are a goodalternative to assigning a reading. Before assigning students in course to listen to a podcastepisode, the author suggests polling students about their familiarity with podcasts and the use ofpodcast player apps. Many podcasts provide access to full transcripts for each episode, which canalso be provided to the students. An effective way to help students

Conference Session

Design in Engineering Education Division (DEED) - Tools for Planning and Evaluation of Design Projects

Collection

2024 ASEE Annual Conference & Exposition

Authors

Saeedeh Ziaeefard, The Ohio State University

Tagged Divisions

Design in Engineering Education Division (DEED)

communication.However, a noticeable gap emerged during PDR, CDR, and FDR presentation, where studentsoften fell short in providing adequate information to elucidate their design or present acomprehensive picture of the project's progress and completed work. When prompted for self-reflection, students expressed confusion, having adhered to the rubric, yet finding their workquality not meeting the expectations of sponsors and instructors. The critical missing elementwas identified as the quality of the presented work and the overall narrative. Students, engrossedin checking rubric boxes and conforming to rigid categories, inadvertently neglected the crucialinformation transformation process and the art of effective storytelling.The investigation unfolded in a

Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Kelly Bohrer, University of Dayton; Matthew Dewitt, University of Dayton; Soubantika Palchoudhury

Tagged Divisions

Chemical Engineering Division (ChED)

the earlier portion of the course. Theauthors (instructors of the course) provide (1) ideas for experimental topics of interest which areapplicable to chemical engineering students, 2) focused research opportunities with facultymembers or local entrepreneurs and businesses, and 3) community-based learning experienceswith the ETHOS center at the University of Dayton. Once the instructor approves astudent-centered experiential learning project, the students define the specific objectives, performexperiments or simulations, and summarize the analysis and findings in a final technical report ormemorandum. After submitting the final report, students also provide a written reflection of theirwork and learning experience.In the most recent academic

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianne Collopy, University of Colorado Denver; Heather Johnson; Katherine Goodman, University of Colorado Denver; Tom Altman; Maryam Darbeheshti, University of Colorado Denver; Kristin Wood, University of Colorado Denver; David Mays

the contextof a perceived discomfort level experienced by faculty participants. The FLC is paced so that thefirst year focuses on engagement with DEI knowledge, mindsets, and skillsets such as self-inquiry and reflection; the second focuses on translation of these learnings to the studentenvironment, such as course design; and the third focuses on creating a wider impact andinclusive community across the academic college. This three-stage process includes appropriatefeedback loops for reflection, assessment, and improvement of the process.Reflecting a constructivist theoretical framework, this pacing allows for progressive building onprior learning and understanding to operationalize best practices in a collaborative and positivespace. The

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

to improve teaching and learning in undergraduate mechanics courses. He is the author of the book Fundamentals of Structural Mechanics (Springer 2005) and the recently published book Fundamentals of Structural Dynamics: Theory and Computation (Springer 2022).Efhalia Chatziefstratiou (Lecturer) © American Society for Engineering Education, 2022 Powered by www.slayte.com The accuracy of self-assessment in engineering mechanicsAbstractThe ability to reflect on one’s own learning is a critical skill for students to have, but courses rarelyoffer dedicated time to develop that skill. The use of self-assessment, where the student assessestheir own work