Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

and participant do not know each other well. They alsoencourage participants to become storytellers, since cultural norms dictate that people use photosto tell others about events that occurred in the past.Researchers have made other arguments about the value of using photo elicitation in studies,including: photos can help describe situations more easily,17 can extend “personal narratives thatilluminate viewers’ lives and experiences, especially when viewed in a group setting;”18 can helpprompt interviewers to ask specific questions they may not have otherwise considered includingasking for data that may be “invisible to the researcher but apparent to the interviewee”(Schwartz 1989); can help participants reflect on their beliefs and express

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Taylor Martin, University of Texas, Austin; Pat Ko, University of Texas, Austin; Stephanie Baker Peacock, University of Texas, Austin; Jennifer Rudolph, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

and students improveand adjust their learning.32, 33, 34In the Generate Ideas (GI) stage, students try to create solutions to a novel and challengingproblem. It provides practice with the cognitive and affective sides of creative problem solvingand is the primary step where innovation is developed.35Since students reflect on what they know and determine what they need to learn, the GI stageexercises metacognition.36 When working in teams, the students share ideas and developdifferent perspectives on the problem.37 If students attempt to understand and solve the problembefore they receive instruction, it can help their learning30 and increase the probability that theywill create guiding questions.38Frequently, college engineering students are

Conference Session

Rethinking PowerPoint and Other Acts of Communication

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elena Poltavtchenko, Northern Arizona University; John Tingerthal, Northern Arizona University

Tagged Divisions

Liberal Education/Engineering & Society

ofrevisions based on (a) conversations with the engineering faculty teaching the course, (b)analysis of several grading rubrics used for assessment of writing in the disciplines, andengineering writing in particular26, and (c) a pilot of using the designed rubric on students’writing projects. The heavy weight on formatting (25%) reflects the importance of being able tofollow instructions, an area that has been shown to be problematic for students. The final rubric(see Appendix A) included the following categories: completeness (20%), formatting (25%),data/results presentation (25%) and appropriateness of writing for intended audience (30%).Note that this rubric is only intended to measure the areas of organization, design/format andmechanics/style

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University; Rebecca K. Toghiani, Mississippi State University; Christopher Dawson, Mississippi State University

Tagged Divisions

Minorities in Engineering

paper, such as developing relationships, changing paradigms, and minority student groups,are more extensively discussed by Johnson, Fromm, and Van Aken, respectively10-12.Goals of This Survey Effort & Subsequent PaperThis effort strives to lay out a tangible guide to involve faculty / administrators from majority(and all) backgrounds to engage in diversity issues, climate assessment, and environmentimprovement in a meaningful and proactive fashion. Experiential reflections from the facultyauthors and student authors are included along with a summary of data from a survey of students.The full survey is provided in the appendix.The survey invitation was sent to 11 American Indian/Alaskan Native, 99 Asian, 714 AfricanAmerican, 82 Hispanic, and

Conference Session

Software Engineering Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

James N. Long, Oregon Institute of Technology; Linda Sue Young, Oregon Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

a student’s project. e. Productive feedback or thoughtful reflection about the course and process. f. Any other tasks that the instructor deems worthy. 5. KG may be lost by: a. Coming in late to class. b. Showing up late for or missing scheduled presentations. c. Being rude. d. Any other thing the instructor deems worthy of penalizing with a loss. 6. KG can be traded to other members of the class. All trade must be accompanied by a formal contract, signed by both parties, and then a copy given to the instructor. Examples exchanges include: a. Tasks such as programming or other project based help. b. Use of tools not possessed by the individual or group

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees

materials in the data set are: steels (8), cast irons (2), stainless steels (6), aluminums (5),coppers (3), titanium (1), nickels (4), magnesiums (2), special/precious alloys (5), thermoplasticsand thermosets (15), ceramics/glasses (6), and composites (6), for a current total of 63 with moreadded as properties are documented. Currently, 110 conceptually grouped materials to choosefrom are planned. The visual students should display the information graphically while activelearners will want to “try it out” by choosing different materials to compare or to see howplotting one material property versus another will change the way they examine the data. Verballearners will be able to describe the results of their explorations. Reflective learners will

Conference Session

Robot Mania!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Richard H. Crawford P.E., University of Texas, Austin; Christina Kay White, Columbia University; Kristin L. Wood, University of Texas, Austin

Tagged Divisions

K-12 & Pre-College Engineering

indicate Page 22.1024.6that “design- and project-based learning” and the “Grand Challenges” contextualizationwill be included in their future teaching experiences. They share that starting with“hands-on exploration”, for example “starting with the flashlight activity,” will be pointof access to STEM that they can implement with their students. In teaching strategies,they specified “KWL charts, mindmaps, and Think & Tag” as forms of effectivebrainstorming, reporting, and reflection. Creating an educational environment thatincludes “centers, collaborative learning, laboratories, and modeling” is indicated in thedata to be a key strategy that enhances

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Valana L. Wells, Arizona State University; Jenefer Husman, Arizona State University; Praveen Shankar, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

(Homework Assignment #3).Students complete six assignments throughout the semester: 1. Integrating pressure and stress to get forces on an airfoil. 2. Forces on a NACA 0012 and a NACA 2412 airfoil. 3. Lift and drag as a function of angle of attack for cambered and uncambered airfoils. 4. The effect of airfoil thickness. Comparison with thin-airfoil theory. 5. The Oswald efficiency factor and three-dimensional lift curve. 6. Skin friction and pressure drag as a function of angle of attack.The assignments require considerable effort in computing, reporting and reflecting on results.Several also require problem solving using thin-airfoil theory, lifting-line theory or boundary-layer results. It is expected that students produce

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College

Tagged Divisions

Chemical Engineering, Educational Research and Methods

ProblemsChallenge-Based (CBI) is (or, at least, can be framed as) a variant of PBL: rather thanapproaching course material as a sequence of topics, CBI presents material through aseries of specific challenges or modules. The development of CBI was inspired byadvances in learning science brought forward in the 2000 book “How People Learn”12,and is centered around a learning cycle (typically the STAR.Legacy learning cycledeveloped at Vanderbilt University). After presenting the challenge, students reflect oninitial thoughts, then receive information in the form of perspectives and resources; theythen apply what they have learned and are assessed in some form, and finally, thechallenge is solved either by the student or an expert or some collaboration between

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Ronald L. Miller, Colorado School of Mines; John L. Falconer P.E., University of Colorado, Boulder; Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Stephen J. Krause, Arizona State University; David L. Silverstein, University of Kentucky

Tagged Divisions

Chemical Engineering

?AcknowledgementsSeveral of the panelists gratefully acknowledge support from the National Science Foundation’sCourse, Curriculum and Laboratory Improvement Program, under the grant NSF 1023099,“Collaborative Research: Integration of Conceptual Learning throughout the Core ChemicalEngineering Curriculum.” Any opinions, findings, and conclusions or recommendationsexpressed in this material are those of the authors and do not necessarily reflect the views of theNational Science Foundation. Page 22.1317.9References1. Elby, A. (1999). Another reason that physics students learn by rote. American Journal of Physics 67, S52.2. Bransford, J., Brown, A., and Cocking, R

Conference Session

Poster Sessions for Unit Operations Lab Bazaar and Tenure-Track Faculty

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael Jefferson Baird, University of Pittsburgh; Schohn L. Shannon, University of Pittsburgh

Tagged Divisions

Chemical Engineering

students to comment onhow the repetitive structure of the ChE lab course has impacted their education and academicdevelopment.Results of the SurveyOf 90 students in ChE 101, 76 responded and 67 of the 78 students in ChE 301 responded. Thepercent of students’ responses from both courses are compared in Table 3. The number ofrespondents per question for ChE 101 and ChE 301 are tabulated in Tables 4 and 5, respectivelyand are presented at the end of the paper.Discussion of ResultsIt is important to note that this survey reflects the student attitudes towards the lab courses and Page 22.1579.5does not provide a direct measurement of the actual

Conference Session

Project-Based, Inquiry Guided, and High Performance Learning Environments: Effective Approaches

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adrienne R. Minerick, Michigan Technological University

Tagged Divisions

Chemical Engineering

students halfway to being able to do it as well as their professors, justtaking longer (3.5). Lastly, the students were asked to reflect back on their skills at thebeginning of the course and compare them to the end of the course when they completed thesurvey (Q28), the average felt they were somewhat better now (4.2) with graduate studentslanding halfway between ‘no change’ and ‘somewhat better now’ at 3.5 and undergraduatesbeing between ‘much better now’ and ‘somewhat better now’ at 4.5. This ties back into the firstquestion which asked if the students thought the class was a good use of their time, which amajority did. Page

Conference Session

Simulation

Collection

2011 ASEE Annual Conference & Exposition

Authors

Seung Youn Chyung, Boise State University; Joe Guarino, Boise State University; Marion Scheepers, Boise State University, Department of Mathematics; Rey DeLeon, Boise State University, Mechanical & Biomedical Engineering Department; Charles Adams, Boise State University; Paul Williams, Boise State University

Tagged Divisions

Computers in Education

” grant and the “CloudComputing Services in Education” grant from Hewlett Packard. Any opinions, findings, andconclusions expressed in this material are those of the authors and do not necessarily reflect theviews of Hewlett Packard.Bibliography1 MathWorks, Inc. (1994-2010). MATLAB. http://www.mathworks.com/products/matlab/2 Prabhu, G. S., & Shankar, P. M. (2002). Simulation of flat fading using MATLAB for classroom instruction. IEEE Transactions on Education, Vol. 45, No. 1, 19-25.3 Shiakolas, P. S., Chandra, V., Kebrle, J. , & Wilhite, D. (2002). Engineering design, analysis, and simulation for education using MATLAB via the World Wide Web. II. Representative examples - System simulation and planar mechanism

Conference Session

Computers in Education Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Colin Coghill, University of Auckland

Tagged Divisions

Computers in Education

teachers: students of senior physics are by no means guaranteed a teacher whomajored in physics. Such students are most likely disadvantaged in terms of both subjectskills and inclination to further study. The American Society for Engineering Education,reflecting the nation‟s anxiety over the situation in the U.S., in 2003 established a K-12 &Pre-College Engineering Division (website available at http://k12division.asee.org/).Many universities are now funding outreach programs to increase the number of engineeringundergraduates 4-15. Ideally, such outreach programs should have two positive outcomes:participating students should be both better prepared for and better informed aboutengineering careers. The University of Auckland‟s (UoA‟s

Conference Session

Hardware Applications

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gary Spivey, George Fox University

Tagged Divisions

Computers in Education

http://engr.georgefox.edu/Chirps.Acknowledgements This material is based upon work supported by the National Science Foundation under GrantNo. 0720526. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation. Page 22.1432.12References1 G. Spivey, B. Harder, , “Starting a Multidisciplinary Senior Capstone Design Course”, 2007 Capstone Design Conference, June 2007, Boulder, CO.2 D. Heer , R. Traylor, T. Thompson., and T. Fiez,, “Enhancing the Freshman and Sophomore ECE Student Experience using a

Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Cook, Northern Arizona University; Perry G. Wood, Northern Arizona University; Theodore A. Uyeno, Northern Arizona University

Tagged Divisions

Design in Engineering Education

based on medical imaging (CT) scans. 2. Replace natural soft tissue joints with mechanical joints in order to articulate the bones of the model. 3. Design the joints to reflect actual joint motion seen in bullfrog feeding behavior. List of Specifications. After our student translated the needs described by our Page 22.1536.3biologist into problem definition objectives, the next step was to prepare a list ofspecifications. The specifications included both required and desired designcharacteristics and were categorized as follows: 1. Performance (definition of the eleven major flexible joints in the skeleton and

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Michael J. Prince, Bucknell University; Margot A. Vigeant, Bucknell University; Katharyn E. K. Nottis, Bucknell University

Tagged Divisions

Educational Research and Methods

Page 22.1510.7effectiveness of such activities with undergraduate engineering students. While these results are very encouraging, there is a need for significant future analysis. We are inthe process of examining two additional features of student learning gains, long-term retention andtransfer. In future work, we will examine how effectively the activities promote conceptual learninggains immediately after their completion compared to student performance on the concept questionsseveral weeks after the activity. In addition, 25% of the concept inventory questions reflect the situationsfound directly in the inquiry-based activities. Because of that parallel construction, it would be importantto examine and contrast student performance

Conference Session

Recruitment, Retention, and First-Year Programs in ECE

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hector A. Ochoa, University of Texas, Tyler; Mukul Shirvaikar, University of Texas, Tyler

Tagged Divisions

Electrical and Computer

students were given a survey composed of sixteen questions to evaluate the success of thecourse. The survey is given to the students the last week of the semester during class. Theprofessor is required to leave the classroom while the students fill out the survey. Since some ofthe questions are reflective in nature, in the following years the authors will seriously considermodifying the survey methodology to include two surveys: one at the beginning of the class andone later. One of the major difficulties with this approach is to quantify and measure items like“knowledge of the area of electrical engineering” at the beginning of the course. The first sixquestions of the survey are committed to obtaining information about the amount of knowledge

Conference Session

New Developments in Teaching Electromagnetics and Related Topics

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yong Xu, Virginia Tech; Kathleen Meehan, Virginia Tech; Cortney V. Martin, Virginia Tech; Alan B Overby; Xiangyu Wei, Virginia Tech

Tagged Divisions

Electrical and Computer

compare the results from themeasurements with those obtained from the steps performed in the Analysis and Modeling.The students are required to submit a lab report, which is graded and returned to providefeedback to the students.Concepts to Experiments Page 22.1669.5The concepts integrated into the first four experiments are: far-field angle, numerical aperture,collection efficiency, Malus’ Law, Beer-Lambert Law, and total internal reflection. Theexperiments that cover these concepts are: Propagation in Free Space and DetectorResponsivity; Coupling Efficiency; Polarization and Vector Dot Product; and Total InternalReflection and Absorption

Conference Session

Innovative Instructional Strategies and Curricula in ECE I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chen Jia, Kansas State University; Andrew G. Bennett, Kansas State University; Dong-Hai Nguyen, Kansas State University; N. Sanjay Rebello, Kansas State University; Steve Warren, Kansas State University

Tagged Divisions

Electrical and Computer

. Follow-on exams andinterviews will determine whether these updates were successful.AcknowledgementsThis material is based upon work supported by the National Science FoundationResearch and Evaluation on Education in Science and Engineering (REESE)Program under grant DRL–0816207. Opinions, findings, conclusions, orrecommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the NSF. Studies involving human subjects wereconducted with KSU Human Studies Board oversight under protocol #4691.References[1] Warren, Steve, "Optimizing Student Learning and Retention of Time- and Frequency-Domain Concepts Through Numerical Computation Projects," 2005 Annual Conference and Exposition

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University

Tagged Divisions

Engineering Design Graphics

lowest scores with highest variability. This is typical of team-based projects where some teams when members are chosen by association tend to be dysfunctional. This leads to a bad project experience that is reflected in their responses to these questions. Mean Standard Deviation 2010 2008 Both 2010 2008 Both 1 Become more skilled at using a 3D parametric CAD system. 4.526 4.529 4.528 0.612 0.514 0.560 2 Use techniques for 3D parametric CAD

Conference Session

Teaching Strategies for Solid Modeling

Collection

2011 ASEE Annual Conference & Exposition

Authors

Derek M. Yip-Hoi, Western Washington University; Jeffrey L. Newcomer, Western Washington University

Tagged Divisions

Engineering Design Graphics

consistency and the level of detail in custom blocks and the overall final assembly. Include Independently Graded Individual Activities in the Project: Team projects are often carried by one or two individuals who do the majority of the work. While this may be a true reflection of what happens in the real world, it is important that students are taught the importance of full participation and contribution to a project’s success. To achieve this goal several deliverables of the team project will require individual effort that will be graded for each student. These are: o Concept Generation and Sketching: Each student will be required to generate three concepts of his or her own based on the theme agreed upon by the group

Conference Session

Tools of the Trade

Collection

2011 ASEE Annual Conference & Exposition

Authors

Douglas H. Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American; Connie M. Borror, Arizona State University, West

Tagged Divisions

Engineering Management

reflective of the UTPA student demographics. Thirteen of the 15 studentsidentified themselves as Hispanic and two students identified themselves in the Other category.One of the students who selected the other category specified Latino. Thus 14 out of 15 or 93%of the students were Hispanic. Male students comprised 60% of the course. Two-thirds of thestudents reported a family income of $60,000 or less. An interesting statistic is that only 6.7% ofthe students responding had English as a first language.Table 2 contains the evaluation of student performance for the first DOE laboratory. Studentperformance was classified as either exceptional, effective, acceptable or unsatisfactory. Theselevels of performance correspond to approximately A-level, B

Conference Session

Embedded System Design

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jim Fischer, Oregon Institute of Technology; Claude Kansaku, Oregon Institute of Technology

Tagged Divisions

Engineering Technology

are inherited from Computer Engineering Technologyrather than Computer Science. However, it is interesting and necessary to reflect upon theSoftware Engineering 2004 Curriculum Guidelines6 put forth by the Joint Task Force onComputing Curricula of the IEEE Computer Society and the ACM (Association for ComputingMachinery) simply because “software engineering” is the focus of the curriculum. It isinteresting to note that the IEEE/ACM Software Engineering Curriculum Guidelines do notconsider calculus as “core” as it does discrete mathematics and statistics. The guidelines statethat calculus is “not essential for a software engineering program.” The implication is thatgraduates in software engineering will work with domain experts in the

Conference Session

Recruiting, Retention, and Diversity in Engineering Technology

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald C. Richter, Eastern Washington University; William R. Loendorf, Eastern Washington University; Romel W. Mackelprang, Eastern Washington University

Tagged Divisions

Engineering Technology

methods of instruction used. The pre and post training data collected will be reviewed by theproject staff to determine the extent that the faculty member has changed what they are doing inthe classroom as a result of the Access For All training received. Page 22.1657.10Conclusions, Reflection, and the FutureThis enrichment project will increase participation and success of students with disabilities atEastern Washington University (EWU) in the fields of Science, Technology, Engineering andMathematics (STEM) by focusing on recruiting high school and community college studentswith disabilities to enroll in STEM at EWU and at other institutions of

Conference Session

Assessment Methods and Learning Pedagogy II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jyhwen Wang, Texas A&M University; Alex Fang, Texas A&M University; Michael Ryan Golla, Texas A&M University

Tagged Divisions

Engineering Technology

majority of thestudents (97%) identify themselves as a hands-on learner, which is typical forengineering technology students. This is also reflected in the response to Q6. The dataindicate that students are interested in having concepts reinforced by experimentation.Majority of the students in Non-metallic Materials course believe that lab exercise cancontribute to their learning of the class material, while many students in the Strength of Page 22.1686.10Materials course did not feel their learning experience is enhanced by lab activities (Q7)As the two courses surveyed are different in nature (knowledge vs skill), the studentresponse can be used to

Conference Session

ELOS Best Paper Nominations

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Ridgely, California Polytechnic State University; Brian P. Self, California Polytechnic State University

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

. Page 22.1072.9The first statement was intended to test whether the students felt that the MEA was a less valu-able assignment than a more traditional assignment without the simulated client. 52% of therespondents disagreed or strongly disagreed with the first statement and 20% agreed; because thestatement is written so as to reflect negatively on the MEA, this response suggests a preferenceby the students for the MEA rather than a more traditional cookbook approach. 65% of therespondents agreed or strongly agreed with the second statement, while 23% disagreed, nonestrongly. Taken together, the results of the two survey questions indicate that most studentsrecognized the need for the use of good communication skills in the MEA assignment

Conference Session

FPD VIII: Crossing Bridges and Easing Transitions into the First Year

Collection

2011 ASEE Annual Conference & Exposition

Authors

Danny King, Indiana University Purdue University, Indianapolis; Laura Masterson, Indiana University Purdue University, Indianapolis

Tagged Divisions

First-Year Programs

development of each cohort and a chance for students to reflect on their collegeexperience with each other.The Engineering Bridge Survey To gauge the importance of the different activities during the Engineering section of theSB program, students that attended this section in 2008, 2009, and 2010 were given a survey toshow which activities during the Bridge program were the most important to them. The fullsurvey is included in Appendix B. Students were asked to rate the importance of 22 differentactivities. In each case the students were asked these questions at least several months after theprogram itself, once they had some distance and perspective. The 2008 students were asked tocomplete the survey during the fall semester of 2009. The 2009

Conference Session

FPD VI: Presenting "All the Best" of the First-Year Programs Division

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland; Gerard Rowe, University of Auckland; Lawrence J. Carter, University of Auckland

Tagged Divisions

First-Year Programs

-used:“I wouldn't do peer marking any more often, as you'd start to affect attendance as peoplebecome complacent with peer marking. There also has to be time for the students to getfeedback and help with their other work.”Lecturer feedbackIn their Course Audit (a compulsory post-course teaching-team reflection document) thecourse lecturers observed that tutorial attendance in 2009 and 2010 hit an all-time high, upfrom the all-time low experienced in 2008. They speculated that this was most likely a directresult of the peer-marking exercises, or at least the associated 1% course credit! The lecturers Page 22.1146.9(both of whom consider tutorial

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lora Oehlberg, University of California, Berkeley; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Educational Research and Methods

students= 2%; p = 0.00006), “Identifying Constraints” (practicing engineers = 68%; engineeringstudents = 20%; p = 0.00017), and “Goal Setting” (practicing engineers = 11%; engineeringstudents = 43%; p=0.0017) were statistically significant.It could be that the nature of the students’ work is still different from practicing engineers’experiences in industry. Practicing engineers may use sketching as an everyday communicationtool more than the students do. This could also be a reflection of age differences as well, withpracticing engineers more likely to have had more emphasis in hand sketching in theirundergraduate curricula in contrast to curricula today. Also, the engineering students in the classwere challenged to find their problems in addition