Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

specific setting.19 Observation of the expert helps the novice to develop aconceptual model of the task which provides a useful framework within which the novice canorganize, interpret, and reflect on feedback from the expert.19 The apprenticeship model is thecore of the undergraduate research experience, whereby a faculty researcher mentors anundergraduate student through hands-on, authentic, self-directed scientific investigation thatmakes an original contribution to the field.Out-of-class experiences are as equally effective as class-related experiences on improvededucational outcomes, suggesting that a holistic approach fosters students’ college success.20Extra-curricular opportunities for undergraduate students to be involved in faculty

Conference Session

Software Engineering Constituent Committee Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati

Tagged Divisions

Software Engineering Constituent Committee

in contemporary softwareengineering principles, the experimental version of the course incorporated the followingvariations:1. The laboratory project now involves open-source mobile application development;2. The hybrid design methodology (waterfall and XP) is further explored by incorporating two or more development cycles into the project, while additional classroom activities further understanding of connections between the development process and application needs;3. Five active-learning sessions are included to enable reflection on past co-operative education or internship experiences and relate them to classroom learning. The objective of this novel pedagogical strategy, which we call UnLecture, is to bridge the gap between

Conference Session

ETAC, ABET, & STEM Programs

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carmine C. Balascio, University of Delaware

Tagged Divisions

Engineering Technology

requirement with a “Technical Practicum in Industry” – aninternship. Students are required to keep a reflective journal documenting their work activitiesand time on the job, which must reach 120 hours for a 3-credit course. The students also submita final report summarizing their experience.The ET workplace competencies provide an excellent framework around which the students canorganize their journals and final reports. Artifacts consisting of work products generated by thestudents can be provided and discussed in the narrative to demonstrate mastery of specificworkplace competencies. Students are encouraged to document significant workplaceexperiences using the behavioral interviewing response technique known as “STAR” –Situation/Task, Action

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nausheen Pasha-Zaidi, The Petroleum Institute; Jaby Mohammed, The Petroleum Institute

Tagged Divisions

Design in Engineering Education

process can affect the quality of the team experience. In this study,female students in an Engineering Design course at the PI were randomly assigned toteams. After the first team presentation, they were asked to consider the effectiveness oftheir random team assignment and reflect on their team processes. Student perceptions ofteam effectiveness were gauged using anonymous surveys. Engagement in teamwork wassubsequently assessed using a variety of tools. In this paper, the authors discuss theimplications of choice in team creation on student perceptions of team effectiveness andsatisfaction.IntroductionResearch suggests that same-gender teams (all-male or all-female) perceive themselves asmore effective than heterogeneous teams (Baugh &

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Ben Bocher, University of Wisconsin, Platteville; Austin Polebitski, University of Wisconsin Platteville

Tagged Divisions

Environmental Engineering

Low level are deemed “Unacceptable.” The competencieslisted in each outcome level varied slightly for each course and varied as the semester progressed(as will be noted in the “Reflection” section of this paper). The competencies used at the end ofthe Fall 2013 semester for the 4000-level Hydrology course are listed in Table 1. A similar listof competencies was used in the 3000-level Fluid Mechanics course, with adjustments to fit theinstructors’ preferences. These adjustments were relatively minor; for example, in the 4000- Page 24.205.3level courses, two or more comma errors are considered a Low level error, while for the 3000-level courses

Conference Session

Engineering Leadership Development Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Benjamin Ahn, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Amadin Osagiede, Purdue University, West Lafayette

Tagged Divisions

Engineering Leadership Development Division

professional leadership plan tailored to students’current and future career goals. Particular focus was made upon ways that students can aligntheir technical interests with leadership. The class involved a combination of lecture (based onarticles or papers by Kotter11, and Northouse12), experiential exercises (e.g., attending leadership Page 24.863.2seminars and writing reflections), discussions, in-class presentation, videos, individualassignments, and team assignments. Seven students took the course in Fall 2013 and were eitherfreshmen or sophomores in the College of Engineering. As part of their requirement in the course,each student developed a

Conference Session

Applications of Online Computing

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

Tagged Divisions

Computers in Education

education, and it isparticularly prevalent in the field of undergraduate engineering education. A strict definition ofcollaborative learning differentiates a collaborative project from one that merely requirescooperation. In collaborative learning, students work in groups to together develop a sharedunderstanding of and solution for an ill-structured problem14. Teachers are redefined as“coaches” helping students to work towards a set of possible open-ended solutions, and studentstake some ownership of their own learning through reflection. Typically, students learn aboutteam skills in addition to course content. Engestrom5 identified three stages that are characteristicof collaborative learning. In his view, for learning to be truly collaborative

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

between cv and cP. Warehouse. 50 min studio 4 students Fall 2013; Available on Concept Work Pv work as an energy transfer process interviews, 155 students for Warehouse. reflections 50 min studio Definition of a reversible process; 4 students

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Page 24.422.3hands-on and minds-on experiences. At the Figure 1. The EFFECT framework.conclusion of each active learning session, students reflect on their learning by responding toquestions in an online journal system developed for this purpose, called the Online AssessmentTool (OAT). Instructors rate student responses using a rubric designed to assess both coreknowledge and critical thinking. Written feedback is provided within OAT to explain the ratingsand identify student misconceptions or misunderstandings. Each EFFECT concludes with astudent report that contains a final answer to the driving question, which is supported with theproposed solution and how the solution has changed as a result of the active learning exercises.These

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

developing students‘ autonomy), SocialReconstructionism (in which teaching encourages students to become critical and activethinkers), and Enterprise (in which teaching involves equipping students with skills required tothrive in their respective fields. Within each of these contexts, engagement is not only definedslightly differently each time, but the way the faculty are presupposed to lead the studentstowards engagement is different as well. In another interesting study, Rotter20 found thatcommon perceptions of average students in different majors vary greatly in terms of perceivedvalues and personality characteristics. This reflects not only the general tendencies of studentswho gravitate towards each major, but also shows how the faculty in

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mitchell L Springer PMP, SPHR, SHRM-SCP, Purdue University, West Lafayette; Mark T Schuver, Purdue University, West Lafayette

Tagged Divisions

Continuing Professional Development

underrepresented minorities  Future growth opportunities with other colleges across campusIn a subsequent meeting, post benchmarking review committee’s recommendations, ProSTARwas asked to respond to the findings of the committee. Below reflects the seven improvementcategories of response: Page 24.648.3  Improvement #1 – in response to reducing overhead expense, ProSTAR proposed the use of a growth strategy aligned to increasing the activity base of students and attendant enrollments (credit hours taken).  Improvement #2 – in response to overhead fees, ProSTAR proposed a tiered structure taking into consideration credit

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Bradley Bowen, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

collectquantitative data about the teachers' classroom practices. The questions for the survey wereadapted from the Scientific Work Experience for Teachers (SWEPT) Multisite StudentOutcomes Study.[5] The SWEPT Multisite Student Outcomes Study was conducted as part of anNSF Grant to research the effects of authentic research experiences for K-12 teachers.[5] Thesurveys used in that study consisted of questions that covered a more broad range of topics aboutteacher classroom practices and student engagement, a lot of which revolved around science. Theresearcher in the current study adapted the questions to reflect a focus on the engineering designprocess, as well as reorganizing some of the questions into STEM practice and conceptcategories. The researcher

Conference Session

Curriculum Development and Assessment in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

Tagged Divisions

Chemical Engineering

 (Eisen;  Eisen;  Eisen).    Figure  1  summarizes  the  results  of  the  earlier  surveys  (note  1985  comments  on  emerging  technologies  and  does  not  provide  data  of  the  type  in  1980  and  1989).           Figure  1:  Historical  data  (%  of  responding  schools)  While  comparison  of  the  data  in  Figure  1  with  the  data  that  follow  suggests  that  electives  are  much  more  diverse  now  than  in  the  past,  but  it  may  also  reflect  the  greater  variety  of  questions  and  analysis  that  can  be  done  with  an  online  multiple  choice  survey

Conference Session

Biological & Agricultural Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ann D. Christy, Ohio State University

Tagged Divisions

Biological & Agricultural

industrial engineer in the aeronautical industry. Ann is a licensed professional engineer. Page 24.1134.1 c American Society for Engineering Education, 2014 Students' selection of topics for a professional development courseIntroductionTo be successful in their careers, engineers need to be proficient in both technical andnontechnical skills. ABET's student outcomes reflect both of these categories. Five of theeleven a-k student outcomes1 can be considered predominantly technical: (a) an ability toapply knowledge of mathematics, science, and engineering; (b

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mustafa A. Biviji, E2RG

Tagged Divisions

Educational Research and Methods

. Page 24.576.3Students are introduced to a range of concepts that have been captured in the literature,including: models of innovation processes,2 roles in innovation,3 factors that influencecreativity4, 5 and innovation skills that can be practiced.6During the opening lecture, the students are also introduced to the mental models ofinnovation experts1 and the Framework for Organizing Mental Models of Contributors toInnovation from earlier work (Figure 1.) As they will be hearing from experts throughoutthe course, this framework is offered as a tool to help focus and organize listening,questioning and their written reflections on individual seminars. From an educationalperspective, this “innovation fishbone” is a type of “advance organizer” to

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Kristen Parrish, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Arizona State University

Tagged Divisions

Construction

level with theuse of reflective post-activity questions. These questions examine the value of the active andexperiential activities employed in the undergraduate introduction to construction classroom.MethodsStudent-developed games were designed and played over three game days, referred to as GameDay 1, 2, and 3, within the Building Construction Materials Methods, and Equipment course.The assessment of the student games was conducted via three methods, a student peer-to-peerfeedback questionnaire, an instructor assessment questionnaire and a student self-reflectionjournal entry. The game days and game evaluation methods are described below.Students were divided into groups of 4-6 people to split the 56-person classroom into 10 totalgame-design

Conference Session

Architectural Design Topics in Architectural Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa A. VanZee, Purdue University, West Lafayette

Tagged Divisions

Architectural

Factor (DF) as the assessment criteria, which is the ratio of theinternal illumination to the illumination simultaneously available on a horizontal plane from thewhole of an unobstructed overcast sky, expressed as a percentage. The study additionallyidentifies the five key building parameters that affect the interior daylighting illuminance. Theseare building area and orientation, glass type, window areas, shading, and external obstruction.The study used the computer simulation tool EnergyPlus to model the daylighting performanceof a high-rise in Hong Kong. The software was chosen based on its ability to handle interiorinter-reflection calculation, reflection from neighboring buildings, and handling of complexfenestration systems. The results of

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teachers to improve their classroom practices, participate in professional activities,and increase student learning in STEM while practicing self-reflection. As educators engage inreflection about teaching and learning, they tend to improve their practice and increase studentperformance.3,4 These improvements are significant when educators pursue high qualityprofessional development such as National Board Certification, even if they do not ultimately Page 24.1180.2achieve certification.5 T2I2 capitalizes on this finding by creating a program that challengesteachers to reflect on and improve instruction without the cost or arduous journey

Conference Session

Information and Network Security

Collection

2014 ASEE Annual Conference & Exposition

Authors

Usman Ghani, DeVry University; Ahmed S. Khan, DeVry University, DuPage

Tagged Divisions

Computing & Information Technology

Page 24.1203.4is guided in terms of what to consider, how to create associations between ideas, and how theseassociations form a supportive scaffolding structure. 21, 22 According to Cagiltay23 supportivescaffolding can be accomplished by several methods and mechanisms, such as coachingcomments, providing feedback, and provoking reflection. Packet-Tracer provides scaffolding inthe form of corrective feedback. According to Jaehnig and Miller the types of correctivefeedbacks commonly used are:24 1. Knowledge-of-Response (KOR), which simply indicates that the learner’s response is correct or incorrect. 2. Answer-Until-Correct (AUC), it requires learner’s to remain on the same test item until the correct answer is selected. 3

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Mechanics

greatdeal of research has been conducted to develop instructional models to guide these learningactivities. One such model to guide instructional design is the STAR.Legacy learning cycle.[9] Page 24.1273.3STAR stands for Software Technology for Action and Reflection. Central to the instructionalmethod is the focus on having students take action on what they know and reflect and refine thatunderstanding through exploration of the challenge. The learning cycle, shown in Figure 1, is aframework that guides the instructional approach. An entire course or unit within a course isstarted with the introduction of a challengeproblem. The challenge is usually

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Eric C. Pappas, James Madison University; Gretchen Anne Hazard, James Madison University; Matthew Swain, James Madison University

Tagged Divisions

Multidisciplinary Engineering

, “value change is a change in theimportance of a value, evident in a change in the rating or ranking of a value on a questionnaire.This can be a short-term (temporary) change, such as in the response to an experimentalmanipulation, or a long-term change.” 8The overarching premise for our research project is that students generally embrace admirablevalues related to sustainability, but often encounter a “cognitive dissonance” when asked toexplain whether their actions accurately reflect their values.9 In short, students often do not actaccording to their values and beliefs. In this study, we investigate the values of students withrespect toward working as a member of an engineering team. This falls under the category ofsocial

Conference Session

FPD 7: Beyond Course Content

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer Ocif Love, Northeastern University; Susan F. Freeman, Northeastern University; Daniel Allan Sullivan, Center for STEM Education, Northeastern University

Tagged Divisions

First-Year Programs

observations and from the first-year engineering students’ ownobservations and feedback about their experiences. As a result of faculty members’ experiences,observations and reflections, 15 success factors have been identified for first-year engineeringstudents and engineering faculty to consider before implementing meaningful service-learningengineering projects in an urban community. The purpose of this paper is to share these 15success factors with other engineering educators who may be considering STEM educationservice-learning projects in their curriculum, especially those who will be initially managing theprojects all by themselves. “What Sticks” refers to what has been successful and meaningful forboth the first-year engineering students and

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James A. Kaupp, Queen's University; Brian M Frank, Queen's University

Tagged Divisions

Educational Research and Methods

activities1. IntroductionHigher order skills such as problem solving or critical thinking are key attributes forgraduates of any engineering program, are amongst industries highly desired skills fornew employees and are considered a hallmark of a university education  1-5 . The application of critical thinking helps students solve ill-defined, open-ended,complex problems through the analysis and evaluation of information, evaluatingarguments, and developing conclusions resulting from sound reasoning. These complexproblems are typical of those encountered in professional engineering practice, andrequire the reflective, self-regulatory judgment exemplified by critical thinking. Whilemost programs claim to develop critical thinking in some manner

Conference Session

Discipline Specific Topics and Techniques

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tasha Zephirin, Purdue University, West Lafayette; Catherine G.P. Berdanier, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette; Suely M. Black, Norfolk State University

Tagged Divisions

Graduate Studies

addition, during intense, annual multi-day retreatsat Cornell University (winter) and Norfolk State University (summer), trainees come together forfurther technical training, professional development, program self-reflection and redesign.Most of the education and training part of the program is delivered in four courses: (1) Technicaland Professional Writing (6 weeks); (2) Training in Independent Research (12 weeks); (3) BestPractices in Teaching and Learning (8 weeks); and (4) Ethics and Intellectual Property (4weeks). The sequence of short, focused modular courses provides a framework conducive to thecycle of (re-)design, enactment, and study of the proposed graduate training activities. It allowsfor students to learn and practice in the same

Conference Session

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

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristen B. Wendell, University of Massachusetts Boston; Brian Patrick O'Connell, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

recognize a need to plan before begin building, others may create and reviseplans as they begin working with building materials. Throughout this process, students mayrealize and test their design ideas, identifying and applying evaluation criteria, often implicitly,to determine the effectiveness, functionality, or viability of their solution. Students’ evaluationsmay include conducting physical tests, collecting and analyzing information from tests or otherforms of feedback (e.g., peer review, class discussions), and using results and feedback to refinetheir designs. In these ways, students’ engineering design decisions are not based on anyprescribed way of engineering, but instead reflect their reasoning, evaluations, and logic inachieving design

Conference Session

Materials Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Timothy M Raymond, Bucknell University; Cindy Waters, North Carolina A&T State University; William L. Hughes, Boise State University; Mirka Koro-Ljungberg, University of Florida; M David Miller, University of Florida

Tagged Divisions

Materials

opportunity tounderstand how POGIL can be implemented in engineering. In this paper we address thefollowing research questions: 1. Does POGIL lead to increased understanding of materials engineering concepts compared to a lecture class 2. How is POGIL implemented across diverse types of universities?Question 1 is examined through a quantitative component in which POGIL was implementedat four different institutions in the US and gains on the Materials Concept Inventory werecompared to lecture classes. For question 2 a content analysis was conducted on coursematerials used by the instructors and student reflections from the end of the semester.MethodologyPOGIL was used in the undergraduate Introduction to Materials Engineering classes at

Conference Session

Design in the Curriculum

Collection

2014 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Florida Gulf Coast University; Kristine R. Csavina, Arizona State University, Polytechnic campus; Lisa Zidek, Florida Gulf Coast University

Tagged Divisions

Biomedical

-loaded designs (including a mousetrap!) and one veryinnovative design incorporating a photo-flash and photo-diode. For this latter design, the studentteam appropriately documented invention and patenting of various photodiode designs at andprior to around 1893. Special recognitions were made by the instructor to teams with anespecially impressive calibration curve for pulse duration control, a team with the most rigoroustest data set on reliability meeting the main test specification (1 mA through 1 kOhm for 1mSec), and a special ‘innovation’ award for the team with the photodiode approach.Seventeen of the nineteen students submitted the requested personal reflections essays, listing upto five ‘lessons learned’ each from the RDC experience. For

Conference Session

Engineering as a Professional Calling

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph M LeDoux, Georgia Institute of Technology; Jacquelyn E. Borinski, Georgia Institute of Technology; Kimberly Danielle Haight, Georgia Institute of Technology ; Elaine Catherine McCormick, Georgia Institute of Technology; Alisha A.W. Waller, Georgia Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

decide on a set of learning objectives. Thisrequired balancing the different purposes of the course. What should the relative emphasis be ofchallenging the students to learn and practice one or more specific engineering ways of thinking,versus encouraging the students to grapple with, and reflect on, the central philosophicalquestion of whether there are, in fact, engineering ways of thinking, and if so, what are thoseways of thinking? Ultimately, the course was designed to pursue both these threads ofexploration, separately at first, but later entwined within the students’ final term projects.The following set of learning objectives were developed to balance the two threads of the course:A year or more after having taken this course, students

Conference Session

New Trends in Computing and Information Technology Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tanya Stanko P.E., Innopolis University; Oksana Zhirosh, Unium

Tagged Divisions

Computing & Information Technology

inmultiple languages and codes that information employs (textual, iconic, hypertextual,audiovisual, multimedia, etc.), should be a recurring, continuing goal throughout theeducation system as a whole, from primary education to higher education2.In addition, international organizations have focused their attention both on thedevelopment of advanced curricula and instruction in general. This has been reflected inseveral projects supported by UNESCO and OECD. One such project, called “DeSeCo”(Determination and Selection of Competencies), had published a number of researchpapers in the 2000s which lay a theoretical foundation for the new understanding of theconcept of competencies in education and in the IT industry5,12,13.In the 1960s, when modern

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Brianna L. Dorie, Purdue University, West Lafayette; Monica E Cardella, Purdue University, West Lafayette; Gina Navoa Svarovsky, Science Museum of Minnesota

Tagged Divisions

K-12 & Pre-College Engineering

threemain reasons: (1) the sheer prevalence of that code due to the nature of the tasks, (2) the“modeling” activity we observed very closely resembled typical children’s play (thus it is harder toargue that children were engaging in engineering during those times), and (3) previous researchsuggests that there are no significant differences between novices, post-novices, and experts inhow they engage in modeling.5 Beyond the four main behaviors that we focus our discussion on,we also looked at testing, reflection, prediction, and material property codes. Page 24.256.4Table 1. Main codes for Playdates and Engineering Studio engineering behaviors