Conference Session

First-Year Programs Division Technical Session 3: Online Learning and the Impact of COVID-19

Collection

2022 ASEE Annual Conference & Exposition

Authors

Anna Holcomb, Georgia Institute of Technology; Joy Harris

fivepedagogical principles that were so deeply entrenched in the course design and learningobjectives: Highly Interactive: graded asynchronous discussions online (both in small groups and whole class), required student reflections after synchronous virtual sessions, formal question-and-answer sessions for all panels and guest speakers. Active Learning: incorporation of reflective practices in assignment sequencing, multimodal (written and video) assignment submissions, complete freedom for hands-on project selection. Collaborative Learning: peer feedback utilized on several assignments, manual team assignments by instructor with time zone considerations. Peer Instruction: planned small group breakout

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

year introduction to materials design courses. In total,fifty-two students consented to participate in the study (n=19 in the Winter 2021 term and n=33in the Fall 2021 term). Participants are first time freshman. Demographic information such asgender, race, and socioeconomic status were not collected. We also did not collect informationon whether they had any exposure to or training in the design process before enrolling in thecourse.We measured how students engaged with the design process through self-reported reflections. Inthese reflections, students identified which of the nine steps in the design process that they did,what order they did them in, and how much time they spent on each step. The activities werepresented to students out of

Conference Session

ERM: Teamwork makes the dream work!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan; Rebecca Matz, University of Michigan; Mark Mills, University of Michigan; Andrew Moffat, University of Michigan; Madison Jeffrey, University of Michigan; Trevion Henderson, University of Michigan; Caitlin Hayward; Stephanie Sheffield, University of Michigan

ideasharing are actually lower after the intervention than before; we hypothesize that the decreasedrating might reflect increased student awareness of inequities rather than a true decrease inequitable idea sharing. This pattern held for most gender and racial groups, with the notableexception of non-binary students, who instead reported greater idea equity post-intervention,though we note the small sample size for this group. Finally, we find that decreases in reportedidea sharing were largest when students reported the intervention was “highly relevant” to theirteam yet “not very helpful”.Keywords: teamwork, team communication, equity, voice safety, voice enactment Introduction and Conceptual FrameworkBeginning in

Conference Session

ERM: Student Professional Development: Professional Skills and Moving Beyond the Classroom

Collection

2022 ASEE Annual Conference & Exposition

Authors

Laura Rios, California Polytechnic State University, San Luis Obispo; Benjamin Lutz, California Polytechnic State University, San Luis Obispo

paper we provide an analytical lens through which to assess epistemological developmentof LAs. This is critical to understanding and promoting LA development, but has been relativelyoverlooked to date. We define epistemology as the beliefs, ideas, and conceptions one has aboutthe justification, nature, and source of knowledge. Within the Learning Assistant program, thereare many avenues for participating LAs to reflect on and potentially rearrange their epistemology.To analyze LA epistemological development, we turn to Baxter Magolda’s EpistemologicalReflection Model, which describes student epistemological stances for the role of learners, peers,and instructors. In this paper, we adapt the model to account for the unique role of LAs

Conference Session

DEI and Other

Collection

ASEE Southeast Section Conference

Authors

Bryn Elizabeth Seabrook, University of Virginia

Tagged Topics

Diversity, Professional Engineering Education Papers

about the integration of these themes within the curriculum.57 Many papers emphasize the terminology, but do not discuss the practice of navigating these58 ideas with students. The next section contextualizes one approach to implementing DEI in59 practice at the graduate level.60 Understanding Graduate Engineering Education at the University of Virginia61 After the deaths of George Floyd, Breonna Taylor, and others, many universities created62 class offerings and other initiatives that reflected the need for deeper conversations about race.63 The University of Virginia Department of Mechanical and Aerospace Engineering (MAE)64 created a Graduate Student Board as part of their DEI-DRIVE (diversity, equity, and inclusion

Conference Session

PCEE Session 13: Equity in P-12 Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mariam Manuel, University of Houston

]. Humans’ beliefs are at the core oftheir agency which includes self-regulated behaviors that allow an individual to take thenecessary actions to yield desired outcomes [14]. These agentic behaviors include intentionalityand forethought which help guide the plans for action, as well as self-reactiveness and self-reflection which allows for one to persevere through challenges and self-examine their progress[13]. Acknowledging that an individual’s sense of agency leads them to actively regulate theirown experiences emphasizes the significance of exploring teacher agency and pedagogicalbeliefs.Below is the overarching research question that informed the methodology, and is situated in thetheoretical underpinnings of social cognitive theory [12], [13

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

responsibility and, for some students, elevated the importance ofcompany loyalty. Thus, we see the potential negative impact of engineering internships without anopportunity to reflect on engineering ethics as a component of those engineering practiceexperiences. We further see the positive potential of such reflection during internship experiencesif it occurs in a nurturing environment that supports ethical development.The potential of a pedagogical approach that includes reflection coupled with an internshipexperience is supported by the literature that indicates that case study analysis, reflectivejournaling, and subsequent reflective discourse can indeed impact beliefs and identity development[10-11]. Parsons et al. show that experiences like

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Katherine Goodman, University of Colorado, Denver; Heather Lynn Johnson; Maryam Darbeheshti, University of Colorado, Denver; David C. Mays; Tom Altman

Tagged Topics

Diversity, NSF Grantees Poster Session

Engineering, Design and Computing at the University of Colorado Denver, afaculty learning community (FLC) is exploring how to apply known pedagogical practicesintended to foster equity and inclusion. Faculty come from all five departments of the college.For this three-year NSF-funded project, Year 1 was dedicated to deepening reflection asindividuals and building trust as a cohort. Now, in Year 2, the FLC is focused on translatingpedagogical practices from literature and other resources into particular courses. This cohort hasexperienced some adjustments as some faculty leave the FLC and new faculty choose to join theFLC. Since this cohort continues to grow, this paper presents key features that have supportedthe FLC’s formation and then transition

Conference Session

Faculty Development Division (FDD) Technical Session 8

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sarah Marie Coppola, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

inclusive pedagogy.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-director of the Consortium to Promote Reflection in Engineering Education (CPREE, funded by the Helmsley Charitable Trust), a member of the governing board for the International Research in Engineering

Conference Session

Engineering Technology Division (ETD) Technical Session 6

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mahesh Kumar Pallikonda, Austin Peay State University; Ravi C. Manimaran, Department Chair, Engineering Technology, Austin Peay State University

Tagged Divisions

Engineering Technology Division (ETD)

and deliverables of the project are clearlystated in advance to keep students informed. The objective of this project is to incorporateIndustry 4.0 skills and knowledge to the students in addition to learn the methods to stay currentin industry. The project deliverables are (1) students will present their work to the rest of theclass, and (2) submit a reflective paper on their experience. This paper will discuss the setup ofresearch problems, survey results of the student experience before and after working on theproject, and summary of findings on the student experience from the reflective papers. Reflectivepapers serve as a tool both to summarize the student experience and for continuous improvementin the context of this project and future

Conference Session

Committee on Effective Teaching Presents: Evaluation, Assessment, & Performance

Collection

2023 ASEE Annual Conference & Exposition

Authors

Timothy Aaron Wood, P.E., The Citadel; Stephanie Laughton, The Citadel

Tagged Divisions

Civil Engineering Division (CIVIL)

reflection implementation asks students to submit initialattempts at the homework problems to earn credit for completion. Then the students use aninstructor-provided solution to check and correct their work, also for completion-based credit.Alongside the dual submission homework problems, students may develop their metacognitiveskills by completing short reflections on their learning. To increase student responsibility forcontent mastery in a junior-level course, initial submission with immediate assessmentimplementation asks students to check their own work without granting credit for corrections. Ina senior-level course, an auto-graded with rework submission implementation gives students anopportunity to earn 100% credit regardless of initial

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin; Madison Andrews, University of Texas at Austin

stay for longer than 10 minutes and engagein at least one activity or conversation. Students who entered the makerspace and left are notcounted as participants. At the conclusion of each engagement activity, the SELs were asked tocomplete a post-event evaluation form where they reflected on the successes and challenges ofthe events. The contents of the post-event reflection are detailed below in Table 1.Table 1: Post-Event Reflection Instrument Number Question Response Type 1 What was your impression of the level of Likert Scale, 1 (Terrible) to 5 engagement of the student participants? (Excellent) 2 From your perspective, was the activity

Collection

ASEE-NE 2022

Authors

Rafe Steinhauer, Dartmouth College; Solomon G. Diamond, Dartmouth College

a workshopon equity and inclusion in teams with a focus on common manifestations of gender exclusion onteams. New teamwork assignments included: the early development of an articulation of teamvalues and management strategies; and a reflection and revision of that articulation one monthlater. The individual pulse-checks asked students: to rate their team on a 1-10 scale foreffectiveness, enjoyment, and equity; to comment on these ratings; and an option to raise a “redflag,” which would prompt an instructor to reach out to that student for a confidential check-in.In the new TA program, three students—who had taken the course the prior year—were eachassigned a set of teams with which to hold regular check-ins. Methods for evaluating

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shraddha Joshi, James Madison University

Tagged Divisions

Design in Engineering Education

, and gears, which generate and convey mechanical motion. Inaddition to studying these physical elements, the students investigated the mechanics ofstorytelling, and they explored the historical and creative relationship between automation andnarrative. Through hands-on projects, students designed and fabricated basic automata that givelife to stories of their own design. From the project deliverables and student reflections, theauthor finds that incorporating storytelling and automaton creation had three major impacts onstudent learning. First, it allowed students to create connections between elements of storytellingand engineering and provided a new perspective to approach engineering problems. Second, itallowed students to think out-of-the

Conference Session

Pre-College Engineering Education Division Technical Session 8

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emily Anna Dare, Florida International University; Benny Mart Reblando Hiwatig, University of Minnesota - Twin Cities; Khomson Keratithamkul, University of Minnesota; Joshua Alexander Ellis, Florida International University; Gillian Roehrig, University of Minnesota - Twin Cities; Elizabeth A. Ring-Whalen, St. Catherine University; Mark Rouleau, Michigan Technological University ; Farah Faruqi, University of Minnesota Twin cities; Corbin Rice; Preethi Titu, Kennesaw State University; Feng Li, Florida International University; Jeanna R. Wieselmann, Southern Methodist University; Elizabeth A Crotty, University of Wisconsin - Eau Claire

Tagged Divisions

Pre-College Engineering Education

Professional Identity Development”, where she explored Secondary Science Teacher beliefs and practices through reflective practice. Her research interests have focused broadly on issues of understanding (i) how teachers’ beliefs impact their classroom practice, (ii) teachers’ conception of STEM and (iii) teachers’ attitudes toward culturally diverse students. Additionally, she is passionate about working to help prepare culturally responsive science and math educators.Dr. Feng Li, Florida International University Feng Li has a Ph.D. in Curriculum and Instruction with a specialization in STEM Education. His research interests include integrated STEM education in K-12 settings.Dr. Jeanna R. Wieselmann, Southern Methodist

Conference Session

First-Year Programs: Virtual Instruction in the First Year II

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Randy Hugh Brooks, Texas A&M University

Tagged Divisions

First-Year Programs

, guiding feedback is key in constructivist design operation. “Gagne and Driscoll consideredthe provision of informative feedback to be as important as setting of problem situations” [1].Any student work must have a mechanism in place to provide timely, constructive feedbackwhether that feedback is through reflection, instructor grading, or as part of an IntelligentTutoring System (ITS). Multimedia offerings must be followed by a relevant discussion orreflection regarding the content, and assessments must be followed by timely feedback.The nine events of instruction provided by Gagne create a somewhat strict template in thelecture-based lesson environment while providing a skeletal framework for guiding studentsthrough problems worth solving in the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Steven Hoffenson, Stevens Institute of Technology (School of Systems & Enterprises); Nicole P. Pitterson, Virginia Polytechnic Institute & State University

Tagged Topics

NSF Grantees Poster Session

to market-driven design approaches and tools in an engineering design course. Thefollowing research questions (RQs) are explored:RQ1: To what extent do undergraduate engineering students’ initial conceptions of design account for the market context, such as competition and consumer considerations?RQ2: In what ways do these design conceptions change after introducing market-driven design techniques and tools in a design course?RQ3: What types of student assessment (e.g., surveys, written reflections, project reports) are significant predictors of evolving design conceptions at a topic level? andRQ4: Does the introduction and use of a market simulator tool correspond with a change in design conceptions?By exploring how current

Conference Session

Engineering Communication II: Curricular Practices, Integrations, and Collaborations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Liberal Education/Engineering & Society

ability to identify and use appropriate technical literature” [4].Program GoalsWhatever form it took, an enhanced technical writing program would have to meet these goals: • Support ABET’s instruction to produce students proficient in technical communication skills • Respond to employer requests for freshman co-op students more versed in business and technical writing tasks • Teach students a portable set of writing and presentation skills • Help students develop a process approach to writing that includes audience, purpose, context, research, and format considerations • Encourage students to develop a self-reflective approach to writing projects with the goal of becoming more proficient writersEmbedded Technical

Conference Session

NSF Grantees: RED 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

NSF Grantees Poster Session

or presentations. At Rose-Hulman, Sriram has focused on incorporating reflection, and problem based learning activities in the Software Engineer- ing curriculum. Sriram has been fundamental to the revamp of the entire software engineering program at Rose-Hulman. Sriram is a founding member of the Engineering Design program and continues to serve on the leadership team that has developed innovative ways to integrate Humanities, Science, Math, and Engi- neering curriculum into a studio based education model. In 2015, Sriram was selected as the Outstanding Young Alumni of the year by the School of Informatics and Computing at Indiana University. Sriram serves as a facilitator for MACH, a unique faculty development

Conference Session

Teaching Interventions in Biomedical Engineering (Works in Progress) - June 22nd

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mark A. Chapman, University of San Diego; G. Bryan Cornwall, University of San Diego

Tagged Divisions

Biomedical Engineering

[23] and fracture fixation devices [24].Written assignment. Students are given a week to read the article and turn in a 1-2 page writtenassignment detailing a summary of the article, an evaluation of the article, and a list of definedterms. In the summary section, students summarize the introduction, materials/methods, resultsand discussion sections of the paper. In the evaluation section, students are asked to reflect onhow the authors have interpreted the data, how the data are presented and the appropriateness ofthe experimental design chosen by the researchers. Furthermore, the students are asked toevaluate whether the authors’ claims are supported by the data as well as if there are any missingexperiments that they would recommend to

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

forinstructional practices commonly associated with local campus centers of faculty development.Building on prior work regarding the types of comments made by faculty in VAPR (Pembridge,Allam, & Davids, 2015), this paper examines the role of the TLE as an instructional coach withinVAPR and how their participation influences the feedback provided by fellow faculty peersinvolved in the process.Video-Annotated Peer ReviewThe VAPR process is an approach developed to engage faculty in change strategies, described byBorrego and Henderson (2014) that align practices across Henderson, Beach, and Finkelstein(2011) quadrants of change (i.e., curriculum and dissemination (I), reflective faculty (II), andshared vision (IV)) to support institutional change

Conference Session

Work-in-Progress Oral Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

John Eric Wagner, Trine University; Amanda Portis Malefyt, Trine University; Jon D Koch, Trine University

Tagged Divisions

Chemical Engineering

immediate feedback on their numerical work,and encourage them to think about what they are learning through instructor graded metacognitive andreflection questions. These metacognitive questions are normally absent in other systems.The time investment to use the problems from the repository is minimal, and these problems can be usedin any desired quantity to supplement or replace the instructor’s current homework problems. For theinstructors using the computer-based option, the numerical parts of the problems are “machine graded”thus saving the grader time and allowing the grader to spend a larger percentage of their time assessingthe students’ higher level thinking skills demonstrated in the reflection questions. In addition, studentrating of the

Collection

2012 EDI

Authors

Satish Udpa

Career and Leadership Development for Mid-Career Faculty Satish Udpa College of Engineering Michigan State University East Lansing, MI 48824-1226 Mid-Career Faculty • Definition* – Period starting from the end of probationary period until preparation for retirement • Coincides with their most productive and influential years of their life • Pass through significant life transitions • Coincides with the period when people rethink their commitment and paths through life • Time of reflection and reassessment*Baldwin, et al., 2008, Faculty & Organizational Development

Conference Session

ERM Technical Session 1: Methods Refresh: Approaches to Data Analysis in Engineering Education Research

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Carla B. Zoltowski, Purdue University, West Lafayette ; Justin L. Hess, Indiana University Purdue University, Indianapolis; Dayoung Kim, Purdue University, West Lafayette; Alison J. Kerr, University of Tulsa; Andrew O. Brightman, Purdue University, West Lafayette; Michael C. Loui, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

quality. Although qualitativeresearchers often conduct phenomenography collaboratively, most often a single individual leadsthe data collection and analysis; others primarily serve as critical reviewers. However, qualitymay be enhanced by involving collaborators as data analysts in “sustained cycles of scrutiny, de-bate and testing against the data” [1, p. 88], thus interweaving unique perspectives and insightsthroughout the analysis process. Nonetheless, collaborating in this intensive data analysis processalso presents unique challenges. In this paper, we (1) describe the processes we are applying inan integrated team-based phenomenographic study, (2) identify how the team approach affectsresearch quality, and (3) reflect on the challenges

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

LeAnn E. Faidley, Wartburg College; Christine A. DeVries, Wartburg College; Mariah Birgen, Wartburg College

Tagged Topics

Diversity, NSF Grantees Poster Session

structure is enhanced through mentoring relationships withpeers, faculty, and alumni who can share experiences and direct students to resources. Finally,students work in teams to complete impactful projects that show them the relevance of theSTEM disciplines to the important problems of the world. Throughout all of these activities,students are given ownership of their experiences through choices in the classes, projects, andactivities that lead to the learning objectives of the program. Additionally, the students areencouraged to reflect regularly on their experiences, becoming more self-aware and better able tocontribute to their society. The ACES program has benefited from partnerships across thecampus of Wartburg College, liberal-arts private 4

Conference Session

Issues in Engineering Technolgy Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anne M Lucietto, Purdue University; Nichole Ramirez, Purdue University

Tagged Divisions

Engineering Technology

something could be done to engage the students in a subject inwhich they have little or no familiarity that students would be more likely to learn more than thematerial presented in class.Assignment Options and DevelopmentConsidering assignments used previously and information provided by John Bean 21 in his text“Engaging Ideas,” the instructor modified a reflection assignment used in prior courses andcreated “The Big Question Reflection.” This assignment was intended to be open ended,accommodating student interest and development, using concepts derived from previous courses,and other research. 15,17,21,22 It was also designed with a reporting structure to assure progress

Collection

2013 EDI

Authors

Josh Thomases, NYC Department of Education

% 37.4 +57.8% +50.6% 05 06 07 08 09 10 11 05 06 07 08 09 10 11 05 06 07 08 09 10 11 05 06 07 08 09 10 11 Regents and Advanced Regents Local Diploma Note: Totals reflect data available at the time of reporting provided by NYS; August graduate data is only available for years 2008-2011 The overall rate may not equal the sum of each diploma type due to rounding

Collection

2014 EDI

Authors

Kevin L Moore

constructive critical reflection on “what is engineering for?”• Vehicle for praxis, where students can see the relevance of engineering to social problems Humanitarian Engineering is…Complicated! COLORADO SCHOOL OF MINES Engineers and scientists Families AcademiaHistory, culture CorporationsCommunity Labor unions Governments groups Humanitarian Engineering is … COLORADO SCHOOL OF MINES

Conference Session

Technical Session VI

Collection

2018 FYEE Conference

Authors

Rebecca R Essig, Purdue University Fort Wayne; Kimberly Warren O'Connor, Indiana University - Purdue University Fort Wayne; S. Scott Moor P.E., Indiana University Purdue University, Fort Wayne; Sara Marie Thomas

Tagged Topics

Diversity, FYEE Conference Sessions

. The presentation highlighted two free campus tutoring centers, described professor office hours, and gave the students an opporunity to meet the Student Success Center advisors. The students were assigned to go to any office hours or tutoring before the first midterm. They were required to get the instructor’s or tutor’s signature as well as answer four short reflection questions.2. Time Management: The College of Engineering Dean gave a presentation to the students about the importance of time management. The follow-up assignment had students complete a time budget of their weekly schedule and write a short reflection about the results.3. Participation in Campus Activities: Involvement in campus activities are beneficial to

Conference Session

Student Teams And Project Based Learning / The Critical First Year in Engineering Education / Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Tamara Moore, University Of Minnesota; Heidi Diefes-Dux, Purdue University; P.K. Imbrie, Purdue University

Tagged Divisions

Educational Research and Methods

were collected electronically. The solutions were then graded by theresearcher using a scoring rubric called the Quality Assurance Guide (Table 2). Second, for theteams analyzed in this study, the researcher and the TA rated the team functioning using the TAObservation Tool (Table 3). Immediately following the conclusion of the MEA, the studentsindividually completed an online survey called the Team Effectiveness Tool (Table 4), and latercompleted the MEA Reflection Tool (Table 5).The quality of the student team solution is rated using a rubric called the Quality AssuranceGuide (Table 2) which assesses whether teams fully met the client’s needs. It is based on a fivepoint scale where five corresponds to “Shareable and Reusable: The solution