Collection

2017 Gulf Southwest Section Conference

Authors

Pranav Bhounsule; Deborah Chaney; Lorena Claeys; Randall D. Manteufel

reflection to enrich the learning experience, teach civicresponsibility, and strengthen communities. Students in a technical elective robotics class in theMechanical Engineering Department at the University of Texas at San Antonio (UTSA) optedfor either a final project or service learning for 25% of their grade. For SL, the students had towork with elementary and middle-school children in San Antonio over a period of 10 weeks tomentor them on building and programming robots with LEGO® Mindstorms® for the FIRST®LEGO® League tournament. In parallel, the undergraduates also learnt LEGO® Mindstorms inthe class by creating robots for assigned labs. This way they were able to apply concepts taughtin the class towards community service. As part of the

Conference Session

Engineering Across the K-12 Curriculum: Integration with the Arts, Social Studies, Sciences, and the Common Core

Collection

2014 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Lesley Eva Bristol, Maui Economic Development Board; Graham R. DeVey, Maui Economic Development Board

Tagged Divisions

K-12 & Pre-College Engineering

retirement age within the U.S. government.2 In addition, students who do pursueengineering degrees do not reflect the diversity of students in the United States, a pattern ofenrollment that is likely to have a number of negative consequences, both for the successfulpractice of engineering and for the resolution of broader societal issues. Concerns about the lackof engineering exposure for all children and ensuring a larger, more reliable supply of futureengineers have been accompanied by the realization that we have not yet determined the bestway to inform children of engineering skills and concepts.3 There is also continued debate on whether national standards should be developed andimplemented for K-12 engineering education. A 2010 report

Conference Session

Ethics in different disciplines

Collection

2011 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette

Tagged Divisions

Engineering Ethics

differing levels of experience with critical andanalytical thinking.BottlenecksIn the course of teaching engineering ethics a few possible bottlenecks exist. First, it could bedifficult to motivate students to take the course seriously as it is not one of the primaries in theengineering curriculum. Students will need to be convinced that the course is intended toencourage genuine moral reflection rather than mere recitation. This bottleneck could beovercome by creating an opportunity to exercise and refine students’ critical, moral abilities. Ifthey are invited to reflect on realistic, engaging case studies in ways that respect their moralcapabilities, they will sense that they are being respected as moral agents and thinkers in theirown right. As

Conference Session

Track 3 - Session I - Faculty Development

Collection

2013 ASEE International Forum

Authors

Dirk Schaefer P.E., Georgia Institute of Technology

Tagged Topics

Invited - Faculty Development

students, industry, and society as a whole? How Page 21.42.4can resources be synergistically integrated to support such an effort? What are the majorchallenges or barriers present that must be overcome in order to create such a system?In response to these questions, they present a concept map to explore how faculty educationaldevelopment could support and greatly enhance an entire system revolving around facultydevelopment in teaching and learning. Utilizing and reflecting upon the literature, major issuesconsidered that relate to the questions above include various roles in the higher educationengineering community; relationships between

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

James L. Huff, Purdue University; Dulcy M. Abraham, Purdue University, West Lafayette; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

cognitive, behavioral,and attitudinal domains of global competency.10Overview of Service-LearningService-learning is the intentional integration of service experiences into academic courses toenhance the learning of the core content and to give students broader learning opportunitiesabout themselves and society at large. Service-learning has been defined “a credit-bearingeducational experience in which students participate in an organized service activity that meetsidentified community needs and reflect on the service activity in such a way as to gain furtherunderstanding of the course content, a broader appreciation of the discipline, and an enhanced

Conference Session

Supporting Underrepresented and LGBTQ Students

Collection

2023 ASEE Annual Conference & Exposition

Authors

Scott A. Pattison, TERC, Inc.; Smirla Ramos-Montañez; Viviana López Burgos; Gina Navoa Svarovsky, University of Notre Dame; Catherine Wagner, University of Notre Dame; Annie Douglass; Julie Allen

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

diversity of the MHCC Head Start community, andensuring that the research was feasible for families. Data collection spanned approximately 1year and included in-depth qualitative interviews via phone or video before, in the middle, and atthe end of the program and during the fall of the child’s kindergarten year. Data collection alsoincluded observations of all program events, tracking of program participation, anddocumentation of other program artifacts, such as pictures, reflections, family communication,and meeting notes. Each case study family was assigned a research liaison that maintainedongoing contact with the family and spoke either Spanish or English, based on the family’spreference. All data were collected and analyzed in the preferred

Conference Session

Industrial Engineering Division (IND) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Arif Sirinterlikci, Robert Morris University; Khalid H. Tantawi, University of Tennessee at Chattanooga

Tagged Divisions

Industrial Engineering Division (IND)

design as one of his project assignments over the years, including industrial designaspects. However, through a collaborative effort, the project had to be modified to reflect the newaim. Thus, student groups were asked to design a product (possibly a fastener, a light fixture, or aconstruction toy) with 4-6 components based on the idea of biomimicking climbing plants. Thedesign was expected to have an obvious art component via use of industrial design, also includingaesthetics, colors, or movements. Students followed the steps of the product development processwith additional assignments being interjected into the regular project workflow. These assignmentsincluded a “Business Thesis Template” a document that defines the business idea or the

Conference Session

Project-Based and Experiential Learning in Manufacturing

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yalcin Ertekin, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing Division (MFG)

Photovoice reflections as well as written and oral presentations during andat the end of the term and are based on evaluating the level of practical knowledge gained by the studentsduring the development of such projects. As a general outcome, students became more involved duringclass time, and also they have shown interest in other research areas, being involved in extra courseresearch activities. Details related to the intervention and lessons learned will be provided so otherengineering instructors can easily re-create in the classroom. Overall, many different fields ofengineering instructors can benefit from this project-based approach to combine theory and practice toprepare the students to become better problem solvers and obtain practical

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sawsan Werfelli, State University of New York, Binghamton; Amber Simpson, State University of New York, Binghamton; Peter N. Knox, University of Vermont; Kelli Paul, Indiana University, Bloomington; Adam Maltese, Indiana University, Bloomington

Tagged Topics

NSF Grantees Poster Session

engineerThese questions revolved around the idea of reflecting on what it is like to be an engineer, aswell as reflecting on what they personally did that resembled an engineer. Embodying these traitsand reflecting on them has the function of shaping both, their subjective and objective identities,as perceived by others [6]. The first question was asking about what these children thought thetraits of an engineer to be, and the second part of the question was about which of these traits didthe children display while engaging with the kits. A discussion follows below of the moreprominent responses. Realistic Thinking. Realistic thinking was one of the traits that was recognized asimportant for engineers. Engineers do need to be realistic when

Conference Session

COED: Spotlight on Diverse Learners

Collection

2023 ASEE Annual Conference & Exposition

Authors

Edward Dillon, Morgan State University; Theodore Wimberly Jr.; Mariah McMichael; Lauren Brown, Morgan State University; Abigail Dina; Krystal L. Williams, University of Georgia

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

Computer Science (A Case Study)Abstract:As technology continues to evolve and spaces in the field of Computer Science (CS) areexpanding, the promotion of equity, inclusion, and representation for all need to reflect thisevolution and expansion. Even though efforts have been made to address such challenges forwomen and minorities in CS, more work needs to be done. This is especially the case for blackwomen, who account for less than 3% of the tech workforce. As Computer Scientists, blackwomen face regular affronts to their character and capabilities because of their race and gender.While the combination of racial and gender discrimination have spanned over decades for blackwomen in CS, the tech industry, and related spaces, efforts regarding their

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2023 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Mark Berczynski, University of Maryland, Baltimore County

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

assistants. Any studentinterested in applying as an undergraduate teaching assistant (UTA) was required to complete aone-credit course titled “Psychology applied to teaching” before they can begin their duties as ateaching assistant. In this program, faculty are instructed to “integrate the student into thedevelopment of the course” and provide mentorship to the students. At the end of the semester,each UTA is given a questionnaire to reflect on their experience as a teaching assistant [5].The psychology department at the University of Scranton [2] used a similar approach in theirtraining of UTAs in their undergraduate coursework. The students must first complete aone-credit seminar to prepare for their teaching assistantship. The training seminar

Conference Session

First-Year Programs Division (FYP) - Technical Session 6: Mentors & Teams

Collection

2023 ASEE Annual Conference & Exposition

Authors

Ingrid Paredes, New York University Tandon School of Engineering; Kaz Burns; Jack Bringardner, New York University Tandon School of Engineering; Rui Li, New York University Tandon School of Engineering; Ameya Palav; Elena Rose Hume; Victoria Bill, New York University Tandon School of Engineering; Chris Woods, NYU

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

workshop series provides teaching assistants with the ability to recognize andconfront bias among individuals and within teams, helps them develop an understanding ofpower, privilege, and oppression, and equips them with the tools to employ their knowledgeprofessionally. The workshops feature individual reflection activities and small groupdiscussions, culminating in a community-wide discussion on lessons learned and actionableitems to build an inclusive community within our first-year program.To understand the value of this training for the undergraduate teaching assistants, a survey wasconducted of participants before and after participation in the workshops. The survey aims tocapture the practicality of the training and the teaching assistants

Conference Session

Working Against Unjust Social Forces

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo ; Jennifer Mott, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

global, cultural, social, environmental, and economic factors. 5) an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts. 8) an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.Riley’s text uses a modular format that engages students in a four-step process (Engage, Analyze,Reflect, and Change). Figure 1: Learning Process for ModulesThe modules presented in Riley’s text can be integrated “as-is” into typical thermodynamicscourses. However, as the modules are not

Conference Session

Improving the BME Classroom on the Ground and Virtually

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeffery Ethan Joll II, Vanderbilt University; W. David Merryman, Vanderbilt University

Tagged Divisions

Biomedical Engineering

inrelated fields indicates students in blended engineering courses have improved attendance,motivation, and collaboration. We hypothesized that restructuring to a blended course wouldimprove coding confidence and competence over the traditional course. Two courses werecompared: one traditional course and another with programming content moved to weekly onlinemodules. A programming project was assigned after completion of the coding material in eachclass. Modules were created using a backwards design approach. The desired codingcompetencies were identified as: pseudocode, loops, matrix operations, and data visualization.Modules for each of these subjects contained review, practice, and reflection components.Review and practice materials were

Conference Session

Hybrid and Online Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan P. Gentry, University of California, Davis; Gianmarco Sahragard-Monfared, University of California, Davis; Edward Thomas Conley, University of California, Davis

Tagged Divisions

Materials

content and reflections from the instructor, TAs, and students.1. IntroductionThe COVID-19 pandemic disrupted higher education worldwide in March 2020. Colleges anduniversities abruptly stopped in-person instruction and instead required remote teaching.Instructors’ challenges included preparing virtual lessons, learning videoconferencing software,and selecting appropriate graded assessments. At the same time, students’ learning routines weredisrupted as many returned home and were away from their peers; some students also lost thesafety net that the university provided, such as reliable food and shelter [1]. Furthermore, bothstudents and faculty were affected by limited internet connectivity and additional familyresponsibilities due to the

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Didiano, University of Toronto; Annie Elisabeth Simpson, Troost Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve P.Eng., University of Toronto

Tagged Divisions

Engineering Leadership Development

, and a practical leadershipexperience. We discuss the pedagogical approaches that: 1) foster reflective self-leadership; 2)support the emergence of personal vision; and 3) create learning communities. We conclude bysharing recommendations for engineering educators to implement engineering-graduate-student-specific, leadership development initiatives at their institutions.ContextThe Faculty of Applied Science and Engineering at U of T is home to approximately 3000graduate students and postdoctoral fellows and 5000 undergraduate students. The graduatestudent population is divided equally into three degree-programs, PhD, research-based Masters,and course-based, professional Masters. Of all graduate students, 29% identify as women and42% are

Conference Session

Ethical Reasoning and Decision Making

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Natalie C.T. Van Tyne P.E., Virginia Tech

Tagged Divisions

Engineering Ethics

Paper ID #29206WIP: How Should We Decide? The Application of Ethical Reasoning toDecision Making in Difficult CasesMrs. Natalie C.T. Van Tyne P.E., Virginia Tech Natalie Van Tyne is an Associate Professor of Practice at Virginia Polytechnic Institute and State Univer- sity, where she teaches first year engineering design as a foundation courses for Virginia Tech’s under- graduate engineering degree programs. She holds bachelors and masters degrees from Rutgers University, Lehigh University and Colorado School of Mines, and studies best practices in pedagogy, reflective learn- ing and critical thinking as aids to enhanced

Conference Session

New Trends in CHE Education II

Collection

2009 Annual Conference & Exposition

Authors

Paul Golter, Washington State University; Bernard Van Wie, Washington State University; Gary Brown, Washington State University; David Thiessen; Nurdan Yurt; Baba Abdul, Washington State University

Tagged Divisions

Chemical Engineering

the solution themselves. Other times we will direct Concrete the students to a particular section, Experience paragraph, figure, equation, etc. in a text Reflective book that succinctly deals with the issue Active Observation at hand – we’ll say, “Someone read this,Experimentation and then see how that impacts your Abstract discussion.” Conceptualization Our goal in this is

Conference Session

Emerging Trends in Engineering Education Poster Session

Collection

2006 Annual Conference & Exposition

Authors

Denny Davis, Washington State University; Steven Beyerlein, University of Idaho; Olakunle Harrison, Tuskegee University; Phillip Thompson, Seattle University; Michael Trevisan, Washington State University; Benjamin Mount, Washington State University

differences are measurable. According to the National Research Council,assessments are most effective when they are based on explicit, clearly conceptualized cognitivemodels of learning that reflect the most scientifically credible understanding of ways learnersrepresent knowledge and develop expertise in the domain1. Learning targets may take the formof knowledge mastery, reasoning proficiency, skills, ability to create products, and dispositions13.Learning outcomes identified for engineering design courses vary greatly: in some courses thefocus is on design products, in others on student design methodologies. For capstone designcourses, learning outcomes commonly identified include: the engineering design process,integrating design process with

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Aisosa Ayela-Uwangue, Arizona State University; Micah Lande, Arizona State University

Tagged Divisions

Educational Research and Methods

pursue upongraduation. For this study, odyssey project assignments were given to two classes during twodifferent academic years at Arizona State University. The first odyssey project assignment wasgiven to a graduating senior class in the fall semester of the 2014-2015 academic year. The sameassignment was given to a freshman class in the fall semester of the 2016-2017 academic year.As part of the assignment, students were expected to reflect on their time at Arizona StateUniversity, and also map out their plans for the first few years following graduation. They wereexpected to illustrate this as seasons within an “Odyssey Years Timeframe” template. Figure 1shows an example of the odyssey years timeframe template students were expected to

Conference Session

Creating Impactful Learning Experiences for Engineering Leaders

Collection

2019 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, Pennsylvania State University, University Park; John Jongho Park, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development

ClassroomLiterature reporting the implementation of coaching in engineering classrooms demonstratescurricular designs and learning outcomes with positive student outcomes. Stettina, Zhao, Back,and Katzy [26] implemented coaching practices in short stand-up meetings that focused onasking powerful questions to reflect and assess progress on project deliverables. Using a quasi-experimental approach, the researchers found that adding coaching into small stand-up meetingsprovided for successful information exchange and increased student satisfaction in courselearning. Knight, Poppin, Seat, Parsons, and Klukken [29] looked at the impact on teamorientation and team task performance of senior design course teams with graduate levelcoaches. The teams with graduate

Conference Session

Innovations in Curriculum, Projects, and Pedagogy in Aerospace Engineering Education

Collection

2019 ASEE Annual Conference & Exposition

Authors

Srikanth Gururajan, Saint Louis University, Parks College of Eng.; Claire L. A. Dancz, Clemson University

Tagged Divisions

Aerospace

”, through student produced reflections captured inpre-and post-surveys. We hypothesize that this redesign will result not only in increased studentlearning, engagement and long-term retention of flight dynamics concepts, but also introduce thestudents to a “systems type” thinking, as applied to UAS.Introduction Over the last decade there has been a significant shift from the use of fixed wing remotecontrolled aircraft to multirotor platforms, thanks primarily to a coolness factor, relativelyinexpensive imports as well as their flexibility in terms of flying, hover and carrying variousimaging payloads. But, with user sentiment shifting from “Can you build a Quad, Hex or Octo –copter, it is cool”, to “What tasks can your Unmanned Aerial System

Conference Session

Engineering Ethics Division Technical Session - Ethics in the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Yousef Jalali, Virginia Tech; Christian Matheis, Guilford College; Vinod K. Lohani, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics

first elaborate on the major elements of the liberatory struggle, relationships,understanding, transformation, and solidarity [22]. The first element, relationships, highlightsthe status of the oppressed and oppressor in oppression, “institutionalized dominance of one partof humanity by another” [23, p. 41]. There are oppressors who tend to reproduce the status quo,and there are the oppressed, who are target group in institutionalization of discrimination anddominance. Understanding, is the stage in which the oppressed acknowledge the fact that theyare oppressed and critically seek for the causes. As a result of such critical reflection on the stateof oppression, the oppressed may discover who they really are. However, the oppressed need

Conference Session

Trends in Accreditation and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca A. Bates, Minnesota State University, Mankato; Cheryl Allendoerfer, University of Washington; Ronald R. Ulseth, Itasca Community College; Bart M. Johnson, Itasca Community College

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

andthe process of students growing and developing into members of the community, whether definedas the academic or professional community.The context of this paper and its reflection on the use of outcomes to design and operate anengineering program is the proposal for significant changes in the ABET criteria. Discussionsamongst the ASEE community have included webinars, a virtual conference, and a town hallmeeting at the 2016 ASEE conference.4 The goal of this paper is to provide an example of howoutcomes have been used as a driver and motivator for innovative change in engineeringeducation.ValuesThe outcomes currently defined in Criterion 3 are a clear statement of the values the broadengineering community holds, such as use of foundational

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jim L Borgford-Parnell, University of Washington

Tagged Divisions

Educational Research and Methods

taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive awareness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics. Page 26.80.1 c American Society for Engineering Education, 2015 Pedagogy of Larger Concerns: Grounding Engineering Faculty Development in Research on Teaching ConceptionsAbstract:This paper presents how the results of a study on teaching conceptions have come to exert both aphilosophical and

Conference Session

Faculty Development I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Margret Hjalmarson, George Mason University; Jill K Nelson, George Mason University; Craig Lorie, George Mason University

Tagged Divisions

Educational Research and Methods

were interested ininteractive teaching strategies and were interested in continuous improvement of their teaching.In the second phase, the group leaders formed a teaching development group of their own for ayear before facilitating groups at their own institutions. Four teaching design groups, eachcomposed of 4-7 instructors, met regularly over the course of an academic year. The instructorswere primarily from engineering but some groups included other STEM instructors (includinggraduate students).Throughout the project, we collected meeting notes for each phone conference with the groupleaders. Later in the project, we collected group leader reflections and participant surveys inorder to document the design and implementation of the faculty

Conference Session

Statics and Finite Element Analysis

Collection

2015 ASEE Annual Conference & Exposition

Authors

Francesca G. Polo, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Mechanical Engineering

, coaching, scaffolding, articulation, reflection,and exploration. Because the learning environment is context specific, its design may use onlysome of these teaching methods, or some more than others. Page 26.1687.4                         Content Types of knowledge required for expertise • Domain knowledge: subject matter specific concepts, facts

Conference Session

Connecting Theory and Practice in a Change Project - And What I Wish I Knew Before I Started

Collection

2019 ASEE Annual Conference & Exposition

Authors

John Ray Morelock, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia

Tagged Divisions

Faculty Development Constituent Committee

engineering. Dr. Walther’s research group, the Collab- orative Lounge for Understanding Society and Technology through Educational Research (CLUSTER), is a dynamic interdisciplinary team that brings together professors, graduate, and undergraduate students from engineering, art, educational psychology, and social work in the context of fundamental educational research. Dr. Walther’s research program spans interpretive research methodologies in engineering edu- cation, the professional formation of engineers, the role of empathy and reflection in engineering learning, and student development in interdisciplinary and interprofessional spaces.Dr. Nicola W. Sochacka, University of Georgia Dr. Nicola Sochacka is the Associate

Conference Session

Faculty Development Work-in-Progress Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jim L. Borgford-Parnell, University of Washington; Ken Yasuhara, University of Washington; Kamal Abdulla Ahmed, University of Washington; David Schipf, University of Washington

Tagged Topics

Faculty Development Constituency Committee

. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive aware- ness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics.Dr. Ken Yasuhara, University of Washington Ken Yasuhara is an instructional consultant and assistant director at the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the University of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer science and engineering at the University of Washington. When he finds the time, he plays with bicycle tools and knitting

Conference Session

FPD2 -- Highlighting First-Year Programs

Collection

2007 Annual Conference & Exposition

Authors

Joseph Schimmels, Marquette University

Tagged Divisions

First-Year Programs

of eachcourse is reflected in their respective titles. The first course in the sequence is titled,“Engineering: The Art of Creating Change”. The title of the second is: “Engineering Projects:The Practice of the Art”.Both courses use assigned reading followed by reflection, writing, and discussion related to adebatable question (or questions) posed by the instructor. Section size is limited to 25 students.A relatively senior member of the regular faculty and one teaching assistant facilitate classdiscussion using Socratic questioning.Both courses also use design projects as vehicles in developing student understanding of keyconcepts. In the first, the course requirements manage student-team project activities; in thesecond, the student-teams