Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Mary Frances Stewart; Malgorzata Zywno

. Page 10.881.1 Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright  2005, American Society for Engineering EducationFelder Learning Style Model and Instructional TechnologyThe Felder Learning Style Model identifies characteristics of the learners according to fourcategories: Active/Reflective, Sensing/Intuitive, Visual/Verbal and Sequential/Global4. TheFelder-Soloman Index of Learning Styles (ILS), a psychometric instrument associated with themodel, is freely available online5. Literature review, most notably of the work by Felder, showsthat there is a mismatch between learning styles of engineering students, who areoverwhelmingly Active, Sensing and Visual

Conference Session

NSF Grantees Poster Session

Collection

2005 Annual Conference

Authors

Timothy Cooley; Terrence O'Connor

/airmixture. The second plate contained a series of peripheral channels, creating a venturi thatintroduced and blended propane into the incoming air stream. This design then provided ameans to accurately control fuel/air mixture for experimental purposes, as required.The spark ignition system differs from a typical small engine in that it supplies multiple sparksper stroke rather than the single spark from a magneto input. The system sparks continually at arate of approximately 1 kHz when triggered by the input sensors. The spark system is describedin more detail in the authors’ previous paper1. After initial testing, this spark system was alteredby adding a second reflective sensor on the camshaft. The original version had only a singlereflective

Conference Session

Improving Mechanics of Materials Classes

Collection

2002 Annual Conference

Authors

Kevin Sutterer

should identify knowledge associated with the subject being learned and prioritize thatknowledge in one of three types (2): (a) “enduring” understanding, (b) important to know and do,and (c) worth being familiar with. Acceptable evidence that the desired results have beenachieved requires assessment of learning. Assessment may be one of three general types:content-focused quiz and test questions, open-ended problems that require critical thinking, andauthentic performance tasks and projects. Assessment measurements may include quantitativedata, qualitative observations or comments, and reflective statements by faculty and students.This process is a good structure for curriculum revision, but meticulous completion of everyaspect of each stage of

Collection

2024 ASEE North Central Section Conference

Authors

Mary M McCall M.A., University of Detroit Mercy; Nassif E Rayess, University of Detroit Mercy

tobe robust, repeated, and experienced over the course of the student’s college career.Another approach – Embedded technical writingIn 2016, the Mechanical Engineering curriculum at University of Detroit Mercy moved from thetraditional one-semester Technical Writing class offered through the English Department to anEmbedded Technical Writing approach. Among other “soft” or “people” skills, teamwork isdiscussed and practiced from day one through graduation. Over a series of five technical writingclasses from first through third year, students grow in their understanding of the value teams canbring to problem solving, project management and relationship development. Hands-on practiceand reflections help them internalize a teamwork approach to

Collection

2023 PSW

Authors

Lessa Grunenfelder

and abilities) are treated iteratively throughout the program. Finally, theelement of reflection, outlined in black in Figure 1, is not part of Prather’s model, but is a criticalcomponent of the faculty learning program and a key tool in the development of STEMEducation expertise.As outlined by Tran and Halverson [3], the objectives of the program are to: • Deepen faculty’s understanding of how people learn • Change teaching behavior to support student learning • Engage STEM faculty in habits of reflection • Nurture a tradition of continued learning about teaching • Build a faculty learning communityThe FLP is a full year (two-semester) course completed by a faculty cohort and lead by a team offacilitators. The

Conference Session

Improving Introductory Experiences in Chemical Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kevin D. Dahm, Rowan University; Stephanie Farrell, Rowan University

Tagged Divisions

Chemical Engineering

Paper ID #9277Writing Abstracts of Homework Problem Solutions: Implementation and As-sessment in a Material Balances CourseDr. Kevin D. Dahm, Rowan University Kevin Dahm is a Professor of Chemical Engineering at Rowan University. He received his B.S. from WPI in 1992 and his Ph.D. from MIT in 1998. He co-authored the book ”Interpreting Diffuse Reflectance and Transmittance,” published in 2007, with his father Donald Dahm. His second book, ”Fundamentals of Chemical Engineering Thermodynamics,” a collaboration with Donald Visco of the University of Akron, is expected to be released by January 10, 2014. Kevin has received the

Conference Session

K-12 Teacher Pre-Service and Undergraduate Instructor Training

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Crehan, University of Limerick; Niall Seery, University of Limerick; Donal Canty, University of Limerick; Diarmaid Lane, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

their beliefs pre and post their engagement in a semi-open design basedtask. The results presented highlight a shift in the value placed on the process of learningthrough design from students’ initial understanding and their experience of designingfollowing their engagement in the design task.IntroductionDesign based technology education as a catalyst for 21st century skills is seen in itseducational goals, through promoting the development of students as autonomous, creative,reflective and innovative learners3. The development of these characteristics through designbased technology education, it is envisaged, will equip students with a set of transferableskills which can be adopted to address specific problems in real-life contexts outside

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Daniel Michael Dulaski P.E., Northeastern University

Tagged Divisions

Civil Engineering

than the others,to make sure that the final product is of the quality that is expected. As a result, thosestudents should be getting higher grades than the others, if they are doing more work, andthat work is of a higher quality.In order to ensure that the students receive a grade that reflects their level of effort overthe entire semester, and not just the final product, the instructor in the transportationcapstone has turned the grading over to the students for the last three years.Instructors in the US have used peer grading and self-evaluation with varied success. Ageneral concern of this system is that grade boosting and reduction will take place,interfering with the objectivity of the evaluations. A study done by Kaufman, Fleder

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Apurva Anil Kambale, Michigan Technological University; Megan Farrish, Michigan Technological University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

first hand experience of theinfluence of learning style or motivation, then questions of understanding, then a tutorial aboutlearning style or motivation strategies, and finishing with reflection questions and an evaluationof the module. The learning style module creates the “first hand experience” by asking studentsto learn material that is presented in different learning styles. The motivation modulemanipulates task value and control beliefs in its presentation of new material to learn.The modules have been implemented in two mechanical engineering classes: a sophomore levelmanufacturing class and a junior level design processes class. To test the effectiveness of themodules, we compare results from a lifelong learning readiness

Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Leslie Crowley, University of Illinois, Urbana-Champaign

Tagged Divisions

Continuing Professional Development

their course content, they are less aware of effectiveteaching practices. This weakness was particularly detrimental to our large enrollment gatewaycourses, undermining student persistence and subsequent academic success. Consequently, inaddition to providing funding, the SIIP initiative attempted to provide on the fly faculty andcommunity development. In this paper, we will discuss our observations and reflections onsuccessful and halted reforms and will describe modifications to our approach to administratingand leading this pedagogical change effort.IntroductionIn February 2012, the College of Engineering (COE) allocated an unprecedented level of fundingto solicit proposals for the Strategic Instructional Initiatives Program (SIIP) – a new

Collection

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

Authors

Caitrin Lynch, Franklin W. Olin College of Engineering; Joanne C. Pratt, Franklin W. Olin College of Engineering

/library), then share it with a larger group.In the second part (45 minutes), we put participants through a full test/learn cycle in order toexplore the assumptions embedded in their value proposition. Participants write Test Cards thatoutline an experiment that they will run to test a hypothesis about their customers or aboutproduct/market fit. They create a low-fidelity representation of their product and engage with“customers” to conduct their test. After engaging potential customers, participants fill out aLearning Card that indicates whether the evidence they collected supports their hypothesis.Finally, they update their value proposition to reflect their learning.In the third part (15 minutes), we focus on how the course tools can be applied

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alanis Chew, Youngstown State University; Cory Brozina, Youngstown State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

considered at the institutional level. On top of pursuing a collegeeducation, these students have to balance work and family. The main goal of this research is tounderstand how institutions can meet nontraditional students where they are and be supportive oftheir collegiate endeavors. The study is guided by the following research question: what are theexperiences of nontraditional students in engineering with university support systems?We utilized various data sources such as journal reflections, interviews, and participatory designto triangulate our research. Most recently, we conducted a participatory design session to createpersonas of nontraditional students in engineering with actual students who are living these lives.These personas can then

Conference Session

Engineering Management Division (EMD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Saeed D. Foroudastan, Middle Tennessee State University; Suzanne S. Hicks, Middle Tennessee State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Management Division (EMD)

, decision-making organization Professionalism, written and oral Offers immersiveBCED 6910 communication, critical opportunities to developInternship thinking, reflection, and apply soft skills inProgram networking, time

Conference Session

First-Year Programs Division (FYP) - Best Of FPD

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

learning,perseverance, reflection, commitment [5] [25]. Despite the challenges, it is important forengineering programs (and faculty) to commit to doing this work as it is an essential componentof educating future engineers.Internal Motivation & Course Development ProcessWestern Washington University (WWU) is a public institution with approximately 15,000 full-time undergraduate students. The Engineering and Design Department (ENGD) at WWU hasfour undergraduate-only programs: Electrical & Computer Engineering (EECE), IndustrialDesign (ID), Manufacturing Engineering (MFGE), and Polymer Materials Engineering (PME).Students interested in majoring in engineering at WWU must formally apply to a program aftercompleting a series of prerequisite

Conference Session

Minorities in Engineering Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jule Schatz, University of Michigan; Zahra Makki, University of Michigan; John Kloosterman, University of Michigan; Elizabeth Levesque, University of Michigan; Heather Rypkema, University of Michigan

course.In partnership with the ASP program, we developed a new lab section reserved for ASP studentswhich focused on creating a supportive learning community. Our pilot started with two sectionsenrolling 20 students each. A first emphasis was building community between students. To fostercommunity, instructors provided students with multiple, structured opportunities to engage withone another during lab, including working together in lab teams and reflecting on and sharingtheir values and interests. We also built connections between students and instructors by creatingdedicated office hours that were staffed by the ASP lab instructors (non-ASP students use asystem where the instructor assisting may not be known by the student), requiring office

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Rebecca Atadero, Colorado State University; Jody Paul, Metropolitan State University of Denver; Karen Rambo-Hernandez, Texas A&M University; Melissa Morris, University of Nevada - Las Vegas; Christopher Griffin, West Virginia University; Christina Paguyo, University of Denver; Scott Leutenegger; Ronald Delyser; Robin Hensel, West Virginia University; Anne Marie Casper

Surprises along the Path toward Equity in Engineering and Computer Science EducationAbstractThe Partnership for Equity: STEM (P4E) is a collaborative project funded by the NSF IUSEprogram. Four partner institutions have been working together for the past five years to develop,implement, and assess curriculum activities to enlighten students attending requiredundergraduate engineering and computer science courses about the relevance and importance ofdiversity, equity, and inclusion to the fields of engineering and computer science. As the P4Eproject nears completion, we use this poster session and accompanying paper to reflect on whatwe have learned during the past five years. We focus on the surprises we encountered during

Conference Session

PCEE Session 2: Teacher Learning Experiences

Collection

2022 ASEE Annual Conference & Exposition

Authors

Abeera Rehmat, University of Nebraska - Lincoln; Alexandra Towner, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Roxanne Moore, Georgia Institute of Technology; Michael Helms; Jeffrey Rosen, Georgia Institute of Technology; Julia Varnedoe; Marc Weissburg

. Participants included engineering teachers fromlocal school districts, who participated in professional learning (PL) in the summer of 2020 andsummer of 2021. Design-based research (DBR) methodology guided the development andrefinement of the PL experiences across the two summers, and conjecture maps were developedto reflect our high-level conjectures (overall goals of the PL), the embodiment of the learningdesign (the PL experience), the mediating processes, and the outcomes associated with the PL.The findings illustrate that during the 2020 PL, teachers' overall experiential learning promotedexploration fostering conceptual understanding of BID integration into engineering. However,the specifics of drawing inspiration from nature, such as

Conference Session

Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Selen Güler, University of Washington; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology; Eva Andrijcic, Rose-Hulman Institute of Technology; Sriram Mohan, Rose-Hulman Institute of Technology

Tagged Divisions

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

learner-centered pedagogies [4]. Through interactions, self-reflection, andcritical introspection, the participants contribute to the collective creation of knowledge [4].Research suggests that the resources movement actors gain access to might be closely related tothe structure of learning itself. For example, Cornfield and colleagues [5] find that activists of theNashville nonviolent civil rights movement relied on nonlinear and iterative processes ofcollective learning to design and implement action. Leaders of the Highlander Folk School, acritical center that trained and empowered many activists during the Civil Rights movement [11],relied on experts and guest speakers to deliver content to the participants, but they also usedtechniques such

Conference Session

Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 2: Assessing the Entrepreneurial Mindset, Curiosity, and Workplace Preparedness

Collection

2023 ASEE Annual Conference & Exposition

Authors

Fatemeh Mozaffar; Cheng Chen, University of Georgia; Beshoy Morkos, University of Georgia; Jianfeng Ma

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

, students completed a photovoice reflection for one of the assignments(manufacturing lesson on corrosion and erosion) to reflect on the manufacturing survey. In thispaper, we present the survey assignment and photovoice reflection on corrosion and erosion,specifically, as it is traditionally considered a negative surface phenomenon. Thematic analysisof the photovoice reflections show that students are motivated to explore mechanisms forincreasing system value and identifying opportunities. Ultimately, findings suggest that the useof hands-on surveying assignments to compliment the traditional teaching methods used inmanufacturing classrooms can promote an entrepreneurial mindset when studying manufacturingcontent.1. Introduction Industry 4.0

Conference Session

Supporting Biomedical Engineering Students in Holistic Development

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Dianne Grayce Hendricks, University of Washington; Yuliana Flores, Human Centered Design & Engineering, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

twoundergraduate student developers of this curriculum participated in the honors program,so they were familiar with the rigors and expectations of honors coursework. Finally, thehonors program awards funding for a student teaching assistant for each course selectedthrough the competitive process.Course Topics and ThemesThroughout the course, students are asked to reflect on who gets to be a scientist orengineer, who defines which questions researchers ask and which problems engineerssolve, who benefits from these solutions, and what role social justice plays in science andengineering practice.Through a social justice lens, we explore the ethical implications involved in howtechnologies impact underrepresented people with specific focus on race, gender

Conference Session

Design Across the Curriculum 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katelyn Stenger, University of Virginia; Jennifer L. Chiu, University of Virginia; Sarah Jennings Fick, Washington State University

Tagged Divisions

Design in Engineering Education

feedback can be more constructive for students in adesign curriculum [36]. As such, verbal feedback plays a significant role in success and teamperformance for students in engineering design curriculums [37]. Prior research shows evidencethat elementary students have navigated the demands of giving engineering design peer feedback[38]. Even more, student discourse helps students to understand how their drawn designs (e.g.conceptual models) can be used during an engineering design challenge in an elementary scienceclassroom [39].Peer comparison can also facilitate student reflection. Through reflection, students can evaluatethe pros and cons of student models, intentionally select solutions, and purposefully chooseimprovements. Prior studies

Conference Session

Faculty Track - Technical Session III

Collection

2018 CoNECD - The Collaborative Network for Engineering and Computing Diversity Conference

Authors

Michelle Kay Bothwell, Oregon State University; Kali Furman, Oregon State University; Qwo-Li Driskill, Oregon State University; Rebecca L. Warner, Oregon State University; Susan M. Shaw, Oregon State University; H. Tuba Ozkan-Haller, Oregon State University

Tagged Topics

Faculty

oppression and encouraged to reflect on their own location withinstructures of power and privilege. Critical pedagogies are particularly useful in challengingparticipants to explore structural inequities within the university, to examine how policies,procedures, and practices have been constructed in ways that reproduce hierarchy anddominance, and to imagine a transformed future in which institutional structures and individualbehaviors are socially just. This paper describes two types of transformative learning practicesthat have been found particularly effective in helping ADVANCE seminar participants meetlearning outcomes: critical imagery and messaging analysis, and the theatre of the oppressed.Specific examples of each type of transformative

Conference Session

Engineering Design Graphics Division Technical Session 2: Instructional

Collection

2017 ASEE Annual Conference & Exposition

Authors

Raghu Pucha, Georgia Institute of Technology; Bryan Levy, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology; Sunni Haag Newton, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Tris Utschig, Kennesaw State University

Tagged Divisions

Engineering Design Graphics

planning, monitoring, and evaluation of thinking Formative assessment for  Promote both knowledge more learning opportunities and regulation of cognition.  Post-activity reflection  Students perception on Collect diagnostic clues to intervention meet Individual needs A B Figure 1: (A) Process-oriented activities for improved student engagement and performance and (B) Process-oriented intervention for creative and critical thinkingThere is a lack of knowledge of

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2007 Annual Conference & Exposition

Authors

Mary Frances Stewart; Malgorzata Zywno, Ryerson University

investigate, theauthors decided to adopt the model developed in 1988 by Richard Felder, an engineeringprofessor at North Carolina State University, with help of psychologist Linda Silverman thatfocuses on aspects of learning styles particularly significant in engineering education3, 8. Themodel currently has four bipolar dimensions describing Perception (Sensing-Intuitive), Input(Visual-Verbal), Processing (Active-Reflective) and Understanding (Sequential-Global) ofinformation, with scores in the range of 6-7 indicating a balanced learning style with mildpreference either way, scores in the range of 8-9, indicating a moderate preference, and scores inthe range of 10-11 indicating strong preference for a particular mode of learning. In 1991

Conference Session

FPD9 - First Year Learning & Assessment

Collection

2008 Annual Conference & Exposition

Authors

Gary Halada, State University of New York at Stony Brook

Tagged Divisions

First-Year Programs

instructors and students,must include specific examples related to the skill set the course is intended to provide. Ibelieve that student responses to these skill set-specific examples also reflect students’ beliefin their abilities to learn and solve problems in areas beyond traditional engineeringapplications. 2. Course Design to enhance student self-belief in learning ability:There are many references regarding the value of problem-based, active learning environmentsfor improvement of student comprehension and engagement.9,10,11 The results of a recent studyby Braxton, et al., suggest that development of an active learning approach in courses directlyenhances student perception of learning gains, which in turn helps students to view

Conference Session

Project-Based Student Learning: Part I

Collection

2009 Annual Conference & Exposition

Authors

James Everly, University of Cincinnati

Tagged Divisions

Engineering Technology

reverse connections to Ports 1 and 2 to determine S21 and S12.Each S-parameter is a complex number and is expressed in both rectangular and polar formsdepending on the use. Unless the device under test is perfectly matched at a given frequency,there will be a reflected voltage that is not in phase with the incident or applied voltage.Similarly, the voltage b2 has been altered either because of gain/loss and group delay through thenetwork such that it is also out of phase with voltage a1. The difference between a vector networkanalyzer and a scalar network analyzer is that the VNA can measure both the magnitude andphase components and displays the S12 (input reflection loss) and S21 (forward transmissiongain/loss) in those terms. As a matter of

Conference Session

Global Engineering Education: Intercultural Awareness and International Experience

Collection

2009 Annual Conference & Exposition

Authors

Dietmar Tatzl, FH JOANNEUM, University of Applied Sciences

Tagged Divisions

International

questioning learner’s own cross-cultural attitudes anddeepening their understanding of foreign cultures. Some of the topics introduced may causeheated debates among learners, which is why they need to be carefully moderated by anexperienced instructor. In any case, thought-provoking subjects and tasks facilitate eagerparticipation by learners and provide for a fruitful debriefing and reflection phase with theteacher, which follows on each of the four activities. The tasks presented may serve as Page 14.1003.2contributions to a cross-cultural training course to be designed by instructors who teachengineering and business students or practising

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Ann Moison, Tufts University; Karen Miel, Tufts University; Merredith D. Portsmore, Tufts University; Kelli Paul, Indiana University-Bloomington; Adam Maltese, Indiana University-Bloomington; Jungsun Kim

Tagged Divisions

Pre-College Engineering Education

outreach ambassador orientations toward teachinginfluence this variation.  Particularly promising for engineering teaching and learning, we observed ambassadors makingbids to elicit student ideas, pressing for evidence-based explanations, and revoicing students’design ideas. These moves are characteristic of ambitious instruction and have the potential tosupport students to engage in reflective decision-making and to guide students towardproductive, more expert engineering design practices. Our analysis suggests that engineeringoutreach ambassadors notice and respond to students’ ideas, thereby engaging in ambitiousteaching practices which can be expected to support elementary students in making progress inengineering design. This analysis of

Conference Session

Entrepreneurship & Engineering Innovation Division – Entrepreneurship Education in New Contexts

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ronald S Harichandran P.E., University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Nadiye O. Erdil, University of New Haven; Cheryl Q Li, University of New Haven; Jean Nocito-Gobel, University of New Haven; Samuel D. Daniels, University of New Haven

Tagged Divisions

Entrepreneurship & Engineering Innovation

can be conducted in class, online or a combination of both. Inthe discussion question shown in Appendix A for the Cost of Production module, the instructorposes an open-ended problem with a clearly stated learning objective. Students are required torespond with an initial post that outlines their planning solution in response to the problemposted. Each student will review the initial responses from peers and reflect on their solution tothe problem. Finally, everyone must respond to the posts and comment on at least two otherposts in the follow-up discussion. Students are requested to follow netiquette protocol and extendan observation or comment on an insight they did not consider.Description of Select Modules The online modules target

Conference Session

Capstone Design

Collection

2015 ASEE Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

designed with the help of contemporaryunderstandings of effective instruction methods (e.g. table 1 below), also relying extensivelyon available mechanical design texts such as Dieter & Schmidt.7Table 1: Instructional practices that create effective learning experiences8Affective • Arouse interest to students of contrasting abilities and goals • Provide stimulating, interesting, and varied assignments that are within the range of students abilities but challenge them to reach for the top of that range • Make connections to students interests and intended careersMeta-cognitive • Build self-regulative abilities by explicitly teaching students about them • Promote reflection to enhance attention to meta-cognitive