Conference Session

Pedagogy and Assessment in ECE

Collection

2010 Annual Conference & Exposition

Authors

Gordon Skelton, Jackson State University; Wei Zheng, Jackson State University; HuiRu Shih, Jackson State University; Evelyn Leggette, Jackson State University; Tzusheng Pei, Jackson State University

Tagged Divisions

Electrical and Computer

ENGINEERINGIntroductionThe research reported in this paper reflects an effort to enhance student self-awareness and toself-regulate their learning in a Special Topics Course taught during the fall semester at JacksonState University. The students were introduced to the concepts of software engineering,systems engineering and problem solving in support of a semester level project based upon smallteam dynamics. Emphasis was placed on monitoring the students’ feedback on a number ofissues related to self-regulated learning concepts of motivation, study techniques, self awarenessand metacognition. The primary purpose of the research was to attempt to understand andmentor junior and senior level students in computer engineering in regard to their learning andstudy

Conference Session

Emerging Trends in Engineering Education

Collection

2004 Annual Conference

Authors

S. Natasha Beretvas; John Pearce, University of Texas at Austin; Kathy Schmidt, The University of Texas at Austin

Creating an environment for learning Helping students become autonomous, self-regulated learners Reflecting on and evaluating their teaching5.With these strategies in mind, ELVIS was employed during lectures for real-time demonstrationsof circuit performance in a second electronics class, EE 338K (a junior/senior level elective with20 students) in the College of Engineering at the University of Texas at Austin in the summer2003 term. The experienced faculty member (JP) was aware of the perplexing nature of thetopics for many students and he wanted to integrate ELVIS into his lectures in order to helpstudents visualize concepts that are more traditionally taught using only mathematical formulasand to give them a context for theoretical

Conference Session

Experiences in Engineering Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marybeth Lima, Louisiana State University

Tagged Divisions

Community Engagement Division

engagement indicators, student retention, and percentage of alumni who are active incommunity engagement, and (3) discuss major lessons learned during the course of 15 years as acommunity engaged faculty member.IntroductionService-learning is defined as “a credit-bearing, educational experience in which studentsparticipate in an organized service activity that meets identified community needs and reflect onthe service activity in such a way as to gain further understanding of course content, a broaderappreciation of the discipline, and an enhanced sense of civic responsibility.” (Bringle andHatcher, 1995). Service-learning in higher education was pioneered by Ernest Boyer (1990,1996) and by a number of others (Harkavay, 2004; Eyler and Giles, 1999

Collection

1998 Annual Conference

Authors

Alice Agogino; Ann McKenna

the other teams and the class discussed the merits and drawbacks of each. The majority of theresponsibility for analyzing the designs rested with the students in an effort to develop autonomy.As described in the SKI framework, autonomous learning was facilitated by having the studentsserve as social supports for each other through sharing design ideas, providing feedback, andcritiquing each other’s designs2.Self-reflection was also achieved through the sharing of designs and ideas. Since the activity wasstructured in a collaborative learning environment, individual student self-reflection becamevoiced through the group discourse. Therefore, the students’ thinking became ‘visible’throughout the class demonstrations and discussions. As

Conference Session

Biomedical Engineering Division (BED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Adel Alhalawani, Rose-Hulman Institute of Technology; Sophia Koop; Thomas Omwando, Simpson University; Lisa Bosman, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering Division (BED)

experience. To assess student perceptions of thenew curriculum intervention, reflections were collected and qualitatively analyzed resulting in 3overarching themes, including creativity in user-centered design, time management, andcommunication/collaboration. These themes demonstrate that students felt they acquired orexpanded skills that are considered vital in a work environment. Therefore, applying this projectexperience on a larger scale can alleviate some of the unpreparedness that engineering studentsfeel as they leave school and enter the workforce. The intervention details will be provided toencourage other engineering instructors to implement similar real-world learning strategies in thehigher education classroom.IntroductionMany

Conference Session

Faculty Development Division (FDD) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Minju Kim, University of California, San Diego; Carolyn L Sandoval, University of California, San Diego; Josephine Relaford-Doyle, University of California, San Diego; Torus Washington II, University of California, San Diego; Saharnaz Baghdadchi, University of California, San Diego; Nathan Delson, University of California, San Diego; Marko Lubarda, University of California, San Diego; Alex M. Phan, University of California, San Diego; Curt Schurgers, University of California, San Diego; Huihui Qi, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

activity–has been identified as an essential component forinstructional effectiveness [5]-[7] with highlights to the experience of mastery and socialpersuasion [7],[8]. This suggests that effective support for faculty should consist of learningcommunities that build supportive relationships between members, encourage critical reflection,and include opportunities for research partnerships [9].Faculty Communities of PracticesIn work focusing on educational and leadership development, Drago-Steverson [10] shares thateffective faculty development experiences allow faculty to experience conditions that supportadult learners through meaningful shared activities. Such activities enable faculty to experiencetransformational learning–learning that grows

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2 - Engineering for One Planet (EOP)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cherish C. Vance, The Ohio State University; Patrick J. Sours, The Ohio State University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

receivedendorsements through OSU’s Drake Institute for Teaching and Learning to create and sustaineducational environments that intentionally value inclusive excellence and advance equity.A key goal is to improve the negative climate culture that is often linked to the STEM fields andthe lack of representation. Through instruction design and culturally responsive pedagogy, ourteam creates learning environments that value diverse viewpoints and representation to teachingstudents to approach problem solving in a collaborative and culturally relevant way.At the Institutional level, OSU’s Shared Values speak to our mission as a community-engagedland grant university. Many initiatives reflect the commitment to justice, equity, diversity, andinclusion. Notable and

Conference Session

Nanotechnology/RFID

Collection

2011 ASEE Annual Conference & Exposition

Authors

Patrick Anderson, CET; Ghassan T. Ibrahim, Bloomsburg University

Tagged Divisions

Engineering Technology

information. Page 22.1021.5 Figure 5, Tags sensitivity testTag Performance Analysis The performance of the ALN-9640 was analyzed to determine its sensitivity under twooperating conditions. The sensitivity test was repeated with the ALN-9640 located at differentdistances from the reader antenna. Figure 6 shows the degradation of the sensitivity when the tagwas placed further away from the reader antenna, which is a typical propagation characteristic ofRF signal. Figure 7 shows the degradation of the tag sensitivity when it was placed in anenvironment cluttered with RF signal reflecting metal cabinets and equipment (RF

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Jonathan Hilpert, Indiana University-Purdue University, Fort Wayne; Katrien Kraft, Arizona State University; Laura Baughman, Indiana University Purdue University Fort Wayne

paths.2 Ourresults provide an initial qualitative description of how teachers promote constructivist, inclusivepractices such as knowledge building and collaboration during instruction and how the use ofthese teaching techniques – such as activating student prior knowledge, engaging students inlearning activities, and promoting reflection – might relate to students use of learning strategiesand perceptions of a future career path.Theoretical FrameworkIn the fall of 2009 we began an evaluation of a professional development program at a largesouthwestern university in the United States designed to promote constructivist teachingpractices in freshman engineering classrooms. This program had the expressed purpose ofimproving engineering education

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

vocabulary and reflective framework consistent with Maslow.Through reflection, students will anticipate and recognize how the achievement of specific goalssatisfies deeper objectives in their overall intellectual growth and self-actualization. Byparticipating in self-reflection, students will be able to carry associated self-regulated learninghabits into later courses and achieve a more active role in their learning experiences. While atfirst being an expected behavior that is prompted by the educational setting, motivated learningshould ultimately become an internalized life-habit. This approach prepares students to embarkon careers that require the practice of lifelong learning. This effort to address the motivationfactor should not disturb but

Collection

2024 South East Section Meeting

Authors

Amy Borello Gruss, Kennesaw State University ; Nicholas Anthony Clegorne

Tagged Topics

Diversity

decades, research is still in its infancy within the discipline of engineering educationwith only one research team studying VTS on engineering students. In 2017, Campbell and hiscollaborators introduced VTS to upper-level engineering students in hopes of creating morereflective engineers [14]. A comparison of essay responses before and after the VTS experienceshowed that students were indeed more reflective afterward, though the essay prompt was relatedto the art they previously viewed rather than engineering concepts [14]. They expanded upontheir work with graduate engineering students using instrumentations for insight, contextualcompetence, reflective skepticism, and interdisciplinary skills [15] and using reflective prompts[16] [17] [18

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexa Rihana Abdallah, University of Detroit, Mercy; Katherine C. Lanigan, University of Detroit, Mercy

Tagged Divisions

Environmental Engineering Division (ENVIRON)

and environmental justice issues, in general. Q5. It is important to learn about social and environmental justice in this class, to better recognize the connection between societal issues and STEM (science, technology, engineering, math) course content. Q6. I feel I have a responsibility to help find solutions to social and environmental injustice.The Reading, Writing, and Reflection AssignmentThe general topic for the activity was the government response to natural or anthropogenicdisasters in the U.S., taking into consideration the location of the event and the socioeconomicstatus of the affected community. The response was defined as the time it took the government torespond to the catastrophe and the resources that were deployed to help

Collection

2023 CIEC

Authors

Sarah (Yin Yin) Tan; John Irwin

ETD 345 Examining the Impact of COVID-19 Pandemic on S-STEM Financially Supported Students’ Change-Readiness and Self-Efficacy Sarah (Yin Yin) Tan and John L. Irwin Michigan Technological University1. IntroductionS-STEM financially supported students: ETS-IMPRESS (The Engineering Technology Scholars –IMProving REtention and Student Success) participate in the Honors College Pathway Program(HCPP), where they write reflections frequently. All reflections are written and follow a “What/SoWhat/Now What” format that instructors also describe as “Present, Analyze

Conference Session

Engineering Leadership Development Division Technical Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brett Tallman, University of Texas at El Paso; Bryce E. Hughes, Montana State University - Bozeman; William J. Schell

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

maintain that the ways engineers navigate thisexperience are unique, even compared to other autonomous professions [e.g. 31, 32-34]. Whileseveral scholars have explored how leadership is practiced in the engineering profession, one hasemerged as particularly useful; [12] proposed a model of three leadership orientations in theprofession: 1. Technical Mastery –leadership practiced by teaching others; 2. Collaborative Optimization – leadership practiced by gathering and influencing teams; 3. Organizational Innovation— leadership practiced by creating market solutions.These three orientations reflect the skills, behaviors, and values commonly exhibited by leadersin the engineering profession; they also provide a coherent and

Conference Session

Software Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Hoffman, Quinnipiac University; Stefan C. Christov, Quinnipiac University

Tagged Divisions

Software Engineering Division

motivating objective was togive students on-the-job experience with SE principles where teams of 5 to 6 students developeda simulated project. Reichlmayr briefly describes the postmortem process where teams useprocess metrics to reflect on and improve process management.Two recent papers further report the use of Agile software development methodology for courseprojects [8,14]. In one paper, the authors describe an upper-level course where students use theiterative features of Agile that allow them to repeat cycles where they “see and use tools thatthey can explain and check. [8]”. The second paper describes a capstone course motivated by thedesire for students to learn transferable skills [14]. In both cases, projects last an entire semesterwhere

Conference Session

Computing and Information Technology Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mia Minnes, University of California, San Diego; Sheena Ghanbari Serslev, University of California, San Diego ; Madison Edwards

Tagged Divisions

Computing and Information Technology

University of California, San Diego sserslev@ucsd.edu Madison Edwards Chemistry and Biochemistry University of California, San Diego m4edward@ucsd.edu Abstract This study explores how industry internships, paired with scaffolded reflection, shape student attitudes and learning behaviors. Building upon the literature on student motivation, we seek to answer the following question: how do internships influence student attitudes towards their studies and their future approaches towards learning? Data at three critical points in a student

Conference Session

Mathematics Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Ted Campbell, Utah State University; Jim Dorward, Utah State University; Sherry Marx, Utah State University

Tagged Divisions

Mathematics

engineering calculus course taught via synchronous broadcast at a mid-size,Western, public university. The instructional innovation required first year calculus students toparticipate in an asynchronous, online discussion forum for graded credit. Data, consisting ofwritten reflections and transcribed interviews, were gathered from three STEM faculty memberswho each played a different role in the change process: a mathematics instructor implementingthe online forum within his course; an engineering faculty peer-mentor assisting with theimplementation of the online forum; and a STEM education faculty member evaluating theimplementation and observing the process of change. Situated within the interpretive researchparadigm, this study uses exploratory

Conference Session

Analysis of Effectiveness and Impacts of Graduate Programs: Graduate Studies Division Technical Session 8

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Wayne Coots, Purdue University; Sarah Knapp, Purdue University; Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University; Dawn Laux, Purdue University

Tagged Divisions

Graduate Studies

makes up the great bulk of what we know how to do in everyday and inprofessional life. It is what gets us through the day” (Schön, 1995). In his paper describing thisknowing-in-action, Schön suggests a concept like Dreyfus and Dreyfus, an expert who tries toteach their craft or practice must reflect on specific situations and contexts to describe how theywould approach them. It is in this manner that design knowledge is created, reflecting on thepractice and process to develop a knowledge base unique to each designer. Schön describes thisevent as either reflection-in-action or reflection-on-action.This reflection practice is crucial to design, for building knowledge and for developing a bestpractice. Reflection is also common in the

Conference Session

Continuous Improvement in Engineering Leadership Development Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marnie V. Jamieson, University of Alberta; John M. Shaw

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

design courses and are evaluated as graduate attributeoutcomes integral to the Canadian Engineering Accreditation Board (CEAB) evaluationprocesses. Continual course improvement processes require reflection on the success oflearning activities, the tools used for teaching, and alignment of learning outcomes,activities, and assessment. Peer evaluation and feedback tools can encourage studentlearning and leadership development. The method of data collection, the type of feedbackand the contextual validity of the feedback may impact students’ development of useful teambehaviours and personal strategies for working in team environments. Mixed methodsuccessive case study analysis provides insights enabling targeted improvements to learningactivities

Conference Session

Focus on Entry Experiences in Chemical Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Lori Smolleck, Bucknell University

Tagged Divisions

Chemical Engineering

. The course is designed to provide students with instructional methods andcurricular materials appropriate for teaching science concepts, processes and skills in theelementary grades. The course reflects best practices for the teaching of science asoutlined in the National Science Education Standards and the Pennsylvania StateStandards. Each of these reform documents emphasizes an approach to the teaching andlearning of science, which highlights scientific inquiry as a prominent feature. As such,teaching science as inquiry serves as the foundation of the course.The major goals for the course include assisting students in developing positivedispositions toward science teaching and learning, becoming familiar with the goals ofcontemporary

Conference Session

Special Session: Engineering Leadership—The Courage to Change

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emily Moore, University of Toronto; Lisa Romkey, University of Toronto; Amin Azad, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division (LEAD)

disciplines, but rather require aninterdisciplinary approach. Originally conceptualized by Rittel & Webber [2], wicked problemsare problems with multiple stakeholders and competing demands, which often contain ethical,social, political, or environmental dimensions. They are challenging to frame and scope, giventhe lack of an obvious “stopping point” when the problem to solution process is complete.Wicked problems reflect pressing societal issues like climate change, transportation and urbandevelopment, healthcare and technological unemployment – problems that frequently engage thetechnical expertise of engineers but require a breadth of disciplinary knowledge outside ofengineering as well, requiring strong collaborative skills and an intellectual

Conference Session

Cooperative and Experiential Education Division (CEED) Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cynthia Kay Pickering, Arizona State University; Erik Fisher, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education Division (CEED)

by Dewey (1937) asa cyclical learning model in the education process with four components: concrete experience,reflection, abstraction, and application [5].Experiential learning refers to the transformation of experiences into applied knowledge [6] witha deliberate importance placed on the reflexive nature of learning [7]. Kolb’s experientiallearning theory is a noted example of a commonly cited learning theory presented in theliterature that maintains humanistic roots [8]. Experiential learning theory not only includes thecognitive aspects of learning, but also addresses one’s subjective experiences [9], defininglearning as “the process whereby knowledge is created through the transformation of experience”(Kolb, 1984, p. 41). This theory

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic Campus; Nadia Kellam, Arizona State University

participant decided on specific empatheticactions to implement in their course. We collected after-class audio reflective journaling andthree 1-hour interviews (spread evenly across the semester) as the data. We used a qualitativedata analysis approach, primarily utilizing inductive coding and thematic coding to arrive at ourfindings. Over the course of the semester, the faculty’s use of empathy in the classroomincreased. Positive feedback from the students during class and in regular student evaluations ofthe class encouraged the faculty to continue to explicitly adopt empathetic actions in this class.Our findings indicate that there are benefits of teacher empathy within engineering education.The immediate positive benefit for the faculty is an

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Colleen Seifert, University of Michigan; Elizabeth Pollack

potential pitfalls, or things that might go wrong while addressing this problem?  How would you know if a solution to this problem was effective?Next, we present an example solution (presented in the form of a student project poster) for thesame problem and ask participants to reflect on the solution and offer critiques. Examplequestions in this portion of the interview include:  What are your first impressions about how the team addressed this problem?  What is something you think team did well with this solution?  What could the team have done differently?  Hypothetically, if the solution presented was ultimately unsuccessful, what might you assume were the key issues?After completing discussion of the first

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 6: Engineering in the Home

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jubie Tan, State University of New York at Binghamton; Amber Simpson, State University of New York at Binghamton; Peter N. Knox, University of Vermont; Sawsan Werfelli, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

forexpanding students’ higher order thinking, potential for lifelong learning, and sense of agency intheir learning experiences. HoM is defined as a set of learned or internalized dispositions thatinform an individual's behaviors when confronted with challenges. This study addressed tworesearch questions: (1) Which HoM were articulated by children as they reflected upon theirparticipation in a home-based engineering program? (2) What patterns of the children’svocabulary align with the HoM framework? Observational methods were used to examine youngchildren’s reflections upon the process of completing low-stakes engineering projects in theirhome. The participants were 23 children ranging from kindergarten to eighth grade. After theyengaged in the ill

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Jennifer A Turns, University of Washington; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University

Tagged Topics

Diversity, NSF Grantees Poster Session

department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A Turns, University of Washington Dr. Jennifer Turns is a full professor in the Human Centered Design & Engineering Department in the College of Engineering at the University of Washington. Engineering education is her primary area of scholarship, and has been throughout her career. In her work, she currently focuses on the role of reflection in engineering student learning and the relationship of research and practice in engineering education. In recent years, she has been the co

Conference Session

Pre-College Engineering Education Division (PCEE) Technical Session 1: Partnerships Making It Real!

Collection

2023 ASEE Annual Conference & Exposition

Authors

Kathryn Schulte Grahame, Northeastern University; Anne E. Shea, Northeastern University; Christiane Amstutz

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

thecommunity, especially the needs of those who are under-served. It is reciprocal, valuespartnership, and recognizes the expertise brought by the community partner. It also includesreflection, which has been shown to enhance learning across academic subjects [14]. S-L isintegrated by educators in a way designed to meet needs and goals identified by the communitywhile being intricately linked with learning objectives and outcomes. Before, during, and aftertheir service, students also engage in structured reflection to help them gain further insight intocourse or program content, a broader appreciation of their academic disciplines, and a greatersense of civic responsibility.S-L relationships are mutually beneficialWhen properly implemented, service

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 10

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lauren Singelmann, Minnesota State University, Mankato; Yuezhou Wang, Minnesota State University, Mankato; Darcie Christensen, Minnesota State University, Mankato

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

approach that removessome of these structures to allow for a more nuanced approach to evaluation. In an un-gradingstructure, both instructors and students participate in holistic reflection and assessmentthroughout the course. Proponents of un-grading often note that success outside of the classroomdepends not only on development of knowledge and skills, but also behaviors and practices.Therefore, an un-grading approach often does include assessment of things like participation inclass or timeliness. This holistic approach recognizes that different students have different goalsand interests and makes pathways to success that support the intrinsic motivation of students.A challenge of alternative grading is balancing both structure and nuance

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kathryn Elizabeth Shroyer, University of Washington; Jennifer A. Turns, University of Washington

Tagged Divisions

Educational Research and Methods

Paper ID #34289Research Through Design: A Promising Methodology for Engineering Edu-cationKathryn Elizabeth Shroyer, University of WashingtonDr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of engineering education

Conference Session

Working Together: Approaches to Inclusivity and Interdisciplinarity

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kenya Z Mejia, University of Washington; Yen-Lin Han, Seattle University; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

Departments grant awarded to the Mechanical Engineering department at Seattle University to study how the department culture changes can foster students’ engineering identity with the long-term goal of increasing the representation of women and minority in the field of engineering.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make effective teach- ing decisions, and the application of ideas from complexity science to the challenges of