Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Lightner, Virginia Tech Department of Engineering Education; Siddhartha Roy, Virginia Polytechnic Institute and State University; Jeremi S. London, Virginia Polytechnic Institute and State University; Marc Edwards, Virginia Polytechnic Institute and State University

Tagged Divisions

Student

at-risk communities water wells. The storytellers were given three months to write their narratives with the target eventdate of March 1, 2019. They met with their story mentors (co-authors ME and SR on this paper)in November and December 2018 to discuss ideas and preliminary monologue content, followedby phone meetings with two Story Collider coaches every other week starting mid-January untilthe event to discuss experiences they thought were essential to their personal stories and craftingtheir monologues. They were asked to deeply reflect on their role as engineers and scientists insociety and contrast their ideals to real-world experiences and challenges while working withtheir

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Ebenezer Ewumi, Washington State University; Candis S. Claiborn, Washington State University; Olusola Adesope, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

cultureof STEM departments [21], makes it more difficult for students who do not reflect these imagesto enter the community of practice [2], [22, p. 1207]. Engineer, researcher, student, and educator roles are commonly enacted by engineeringdoctoral students during their graduate studies [23]. While these academic roles may align with adoctoral students’ interests, they may also be strictly defined by the institution that the doctoralstudent serves. For example, a doctoral student may or may not be interested in being in the roleof an educator but may have to be a TA as part of their graduate program. However, regardlessof how interested they are in that role, the expectations and structure of their behaviors whenenacting that role are

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madasamy Arockiasamy, Florida Atlantic University; Sudhagar Nagarajan, Florida Atlantic University; Hassan Mahfuz, Florida Atlantic University; Michael R. Maniaci, Florida Atlantic University; Ishwarya Srikanth, Florida Atlantic University; Stephen Michael Castillo; Reinaldo L. Dos Santos, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Improvements in ECE Circuit Analysis

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

TomHenry J. Reagan, Colorado School of Mines; Stephanie Claussen, Colorado School of Mines; Eric Lyne

Tagged Divisions

Electrical and Computer

tools, and the Internet. The 2005 cutoff date focuses the research on studies whichreflect the current relationship between pedagogy and technology. Furthermore, the selection of2005 as a cutoff reflects the shift that occurred in the field of engineering education research inthe early 2000s toward a more scholarly emphasis (Froyd, Lohmann, Johri, and Olds, 2014). Forexample, in 2003, the ​Journal of Engineering Education​ established new review guidelines forpapers submitted to the journal which reflected the greater expectations for rigorous inquiry inthe field (“History of JEE,” n.d.).The first selection round applied basic criteria intended to remove obviously irrelevant papers —those which do not mention engineering education or electrical

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Leo Salgado, University of California, Irvine; Sharnnia Artis, University of California, Irvine; Hye Rin Lee, University of California, Irvine; Lorenzo Valdevit, University of California, Irvine

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

and Marshall College. Hye Rin’s research interests are self-reflection, academic interventions, online learning in education, mea- surement, temporal motivation, and resilience in students with disabilities. Specifically, her research focuses on (1) creating an effective intervention that helps URMs persist and continue on in STEM ma- jors via the social media platform, YouTube; (2) examining the nuances related to various measures of academic self-related motivational beliefs; (3) resilient students who achieve high levels of academic per- formance despite their disability; and (4) combining aspects of cognitive and positive psychology to study individual differences in motivation, particularly in exploring

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Deanna Christine Easley Sinex, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Wendy Carter-Veale, University of Maryland, Baltimore County; Drew G. Yohe, University of Pittsburgh; Steven Abramowitch, University of Pittsburgh; Sylvanus N. Wosu, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

the cultural changes that manystudents, faculty, staff, and university leadership crave. He notes that the success of UMBC’sprograms are founded upon a shared vision that reflect the common values of all involved parties[26]. For any institution, including UMBC, the development of this shared vision requiredsignificant time, financial support, passion, safe space for difficult conversations, strategicplanning and detailed documentation [27]. Deeper investigation into UMBC’s academic historyrevealed that it was not always a highly regarded institution with prestigious accolades. In thebeginning, it was a school that lacked direction, with low expectations for and from its attendees.Given these humble beginnings, one could argue that the

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tuncay Aktosun, University of Texas at Arlington; Yolanda Parker, Tarrant County College; Jianzhong Su, University of Texas at Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

our third funding cycle. The crucial information for our SURGE program is providedin Table 1 below, where the figures reflect the status quo [2] as of February 2020. We supported123 students; 2 of whom quit without getting a bachelor’s degree, 101 have obtained theirbachelor’s degrees, and 20 making timely progress toward their bachelor’s degrees. About 32%of the supported students have been URMs. 123 scholars supported 101 degree recipients 20 continuing 45% women 43% women 55% women 55% men 57% men 45% men 32% URMs 30% URMs 45% URMs Table 1. The supported student

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Norb Delatte P.E., Oklahoma State University; Stephen J. Ressler P.E., United States Military Academy; Audra N. Morse P.E., Michigan Technological University; Camilla M. Saviz P.E., University of the Pacific; Brock E. Barry P.E., U.S. Military Academy

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

fields that ABET accredits [26].Within this federated organization, updates to the EAC General Criteria require a consensus ofthe engineering member societies for any changes to the non-harmonized criteria (Criteria 3, 5,and 6) and a consensus of all member societies for any changes to the harmonized criteria(Criteria 1, 2, 4, and 8). The non-harmonized criteria are likely to require more frequent updates,because they more closely reflect changing industry needs. Yet any such changes require theengineering member societies to achieve a consensus on a single set of student outcomes(Criterion 3), a single set of curriculum requirements (Criterion 5), and a single set of facultyqualifications (Criterion 6) that meet the needs of all programs and

Conference Session

Mathematics Division Technical Session 5: From Functions to Big Data–A Hands-on Challenge

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Paran Rebekah Norton, Clemson University; Karen A. High, Clemson University; William Bridges, Clemson University

Tagged Divisions

Mathematics

instructor. Creating a relaxed classroom atmosphereWhen conducting the observations of the traditional lecture and large active learning classes, oneaspect that was noticed each time was the positive, relaxed atmosphere that the instructorscreated. There were instances during each of the observations where students were laughing atthe instructors’ jokes related to mathematics in both classes. Mickey talked specifically about theclassroom atmosphere when reflecting on the most positive aspect of the large active learningcourse: “[The instructor] makes it a fun learning environment like on Halloween she dressed up and did a fun thing so that was cool… She's just funny and she'll make jokes, and one time she sang to

Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Brooke Charae Coley, Arizona State University; Nadia N. Kellam, Arizona State University

Tagged Divisions

Educational Research and Methods

were written for the four interview transcripts using the codes generatedfrom first cycle coding to document and reflect on the code choices, and to know more about theemergent categories and subcategories in the data. In transition from the first cycle coding to thesecond cycle, only in vivo coding was used to recode and reanalyze the data as this coding processrelies heavily on the participants own language for codes [13]. The emergent categories andsubcategories from the analytic memos were used in the after-cycle coding method to categorizethe data.In after first cycle coding, the code mapping technique was used and the details of the same areshown in Table 4. Code mapping is a technique that helps in assembling and organizing the

Conference Session

Exploration of Broad Issues and Promotion of Engineering and Technological Literacy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

John Heywood, Trinity College Dublin

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

idea of reflective practice was not then part of the dialogue.Of equal interest is the fact that by and large the students preferred Social Studies as theirfirst choice. It was followed closely by Management Studies with special reference to humanrelations in industry. Whether or not these studies belong to what traditionalists call liberalknowledge is a moot point. But they certainly broadened their studies. Moreover,industrialists tended to support this approach to liberal studies and in both the US and UKhave continually complained to this day that graduates are inadequately prepared for industry.Korte has shown that graduates themselves wish they had been better prepared for their initialexperience of industry [26].Back in 1963 Andrews and

Conference Session

Minorities in Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mais Kayyali, Florida International University; Mohamed ElZomor, Florida International University; Piyush Pradhananga, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

method approach to understand and assess student’s knowledge, level ofunderstanding, and perception of the 4+1 programs through the administration of a survey to 486undergraduate students at the College of Engineering and Computing in a minority-servinginstitution, Florida International University. A binary logistic regression model was thendeveloped to determine the variables influencing the expected student enrollment in thecombined programs. From the obtained results of the undergraduate graduating student survey,25% of the students indicated their intention to apply for graduate studies post theirundergraduate and 58% maintained a GPA above 3.0, which reflects their readiness and possibleeligibility to apply for a 4+1 program prior to their

Collection

2020 ASEE North Central Section conference

Authors

Bhuvana Ramachandran, University of West Florida; Chathapuram Ramanathan, University of West Florida,; Mohamed Khabou, University of West Florida

Tagged Topics

Diversity

women and theywere warmly encouraged to pursue education. Several researchers encouraged female students bymotivating them. They believed that women who wish to take up engineering work must not getdiscouraged by the initial difficulties and the absence of well-defined openings and thatopportunities will emerge in time [31]. Starting in 1979, more women have been enrolled in highereducation than men in the United States. However, this proportion is not reflected in the field ofengineering. On June 19, 1964, the United States passed Title VII of the Civil Rights Act of 1964prohibiting employment discrimination based on sex, race, color, religion, and national origin.This act made it possible for an increase in the number of women in the

Collection

AEE Journal

Authors

Jenna L. Mueller; Mary Elizabeth Dotson; Jennifer Dietzel; Jenna Peters; Gabriela Asturias; Amelia Cheatham; Marlee Krieger; Baishakhi Taylor; Sherryl Broverman; Nirmala Ramanujam

substantive analyses of big questions in theglobal health space. During the first half of the semester, labs focused on teaching students theengineering skills needed to build a renewable energy-based flashlight as well as measurement andtesting techniques. During the second half of the semester, labs were dedicated to prototyping andtesting solutions designed to address a specific community need that is reflected in the SDGs. Theyidentified this need by engaging with key community stakeholders.Deliver Phase - Implementation of a Curriculum that Integrates Design Thinking, Engineering­Concepts, and a Community Relevant SDG at a Partner Site Undergraduate students in BME 290 designed light-based solutions that fulfilled specific ­communityneeds. A

Collection

AEE Journal

Authors

Katie Schneider; Amy Martin; Terri S. Hogue

schools that serve high percentages of low-income students”; 4.the most effective professional development programs include a content focus and have “­sufficient duration to allow repeated practice and/or reflection on classroom experiences”. The recommendations that follow call for district support of teachers’ science content learn-ing opportunities, learning opportunities that include specialized programs outside of school andongoing learning opportunities built into the work day, development of partnerships with industryand institutions of higher-education, and introduction of science specialists at the elementary levelthrough outside sources or internal vertical collaboration (Wilson, et al). Professional development designed to

Conference Session

CoNECD Session : Day 2 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Tanya D. Ennis, University of Colorado Boulder

Tagged Topics

CoNECD Paper Submissions, Diversity

and always thought back to (1.4)…25 just how much I had already accomplished and how all the people that were there …(1.9)26 just all the resources↑ that I was given. Um there was a lot of people to support me.27 They were definitely:: (2.8)28 a key aspect of it all. Um ((Cough))29 I think one thing is that that what definitely kept me going was that I actually liked↑30 what I was doing. I knew a lot of my friends um who were like “I don’t like learning↑31 this learning this stuff” but I really just:: once I got an answer it was just…so32 rewarding↑. I actually liked↑ it.. I think it was definitely very important.To counter the doubt of her peers, Iliana speaks to her reflection on what she had alreadyaccomplished and that a key

Conference Session

CoNECD Session : Day 1 Slot 4 Technical Session 4

Collection

2021 CoNECD

Authors

Memoria Elizabeth Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette (COE); Andrew O. Brightman, Purdue University at West Lafayette (COE); Patrice Marie Buzzanell, University of South Florida

Tagged Topics

CoNECD Paper Submissions, Diversity

acknowledging the unequaldemographics of the ECE department. As of the time of the interviews, participation of womenwas only 15%, while underrepresented minorities were even fewer at 5% [16]. Meanwhile, ahigh international student population (38%) [16] posed unique cultural challenges. Thesestatistics appeared to be common talking points at faculty meetings, especially when it came toadmissions and hiring decisions, and faculty generally expressed a desire to see thedemographics of the department more closely reflect that of the population at large. Amongsome faculty, there was also an understanding of deeper concepts related to diversity andequality. For example, some acknowledged factors other than race, nationality, and gender thatcontribute to

Conference Session

CoNECD Session : Day 3 Slot 7 Technical Session 2

Collection

2021 CoNECD

Authors

Maimuna Begum Kali, Florida International University; Stephen Secules, Florida International University; Cassandra J. McCall, Virginia Polytechnic Institute and State University

Tagged Topics

CoNECD Paper Submissions, Diversity

never associated with inclusion or with bringing and being her entire self.She reflected on why professors interact with students the way they do: I really think it’s just, they get caught up on themselves and their research. They, in a sense, they’re very workaholic. And it’s easy to forget that you’re not just regurgitating information to these kids. You are impacting them. You are affecting them and they may be going through issues. Some people enter college so young that they still don’t know who they are. Like they’re still maturing, they’re still growing […] Not everyone’s gonna be mature and have their stuff together. If you’re not understanding everyone has their own pace, everyone has their own

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 2

Collection

2021 CoNECD

Authors

Sophia Lauren Plata, University of Southern California; Indhira María Hasbún, Florida International University ; Mauro Rodriguez Jr., California Institute of Technology; Dora Louise Renaud, Society of Hispanic Professional Engineers

Tagged Topics

CoNECD Paper Submissions, Diversity

NILAcurriculum was developed to have comprehensive learning objectives and desired attendeeoutcomes, supplementary pre- and post-NILA curriculum, and evaluation strategy of attendees’gained knowledge and socio-emotional development. After three years of refinement, thecurriculum’s implementation had improved the attendees’ experience and preparation to lead theirchapters which was reflected across inter-organization metrics (e.g., membership, national eventattendance, survey data). However, NILA remained limited in its ability to achieve one of itsintended aims: to align its SHPE’s strategic, tactical, and operational infrastructure to the overallSHPE mission longitudinally, particularly in terms of local, long-term chapter programming. For the

Conference Session

CoNECD Session : Day 3 Slot 3 Technical Session 1

Collection

2021 CoNECD

Authors

Justin Charles Major, Purdue University at West Lafayette (COE); Allison Godwin, Purdue University at West Lafayette (COE); Adam Kirn, University of Nevada, Reno

Tagged Topics

CoNECD Paper Submissions, Diversity

author(s) and do not necessarily reflect the views of NSF. The ideas we present here are part of a much larger thought process (Authors, 2021, in progress) in which we are thinking about the ways in which we use quantitative methods in engineering education, and how they might be better realigned or reformed to achieve the same diversity and equity outcomes we feel are more readily achieved by qualitative methods at the time. Our treatment and presentation of demographic data variables here represent a starting point. 1 The “doing” of engineering education is full of many delicate power

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Jelena Trajkovic, CSU Long Beach

Tagged Topics

Diversity

similar to the one in our paper: for twoinstances of a class (on face-to-face and another flipped) they observed students’ grades,students’ reflections using surveys, and instructor, and peer observations. Similar to ourconclusion, they observed better students’ performance: all students passed and obtained bettergrades compared to face-to-face instructions. Additionally, Hussain et al. reported that “a flippedclassroom model helped high performing students more than lower-performing students.”Several prior studies also reported that the flipped approach is beneficial by reflecting on thestudent engagement[11], motivation, and acceptance by the students[12], but unlike our work, theydo not compare flipped approach to face-to-face instructions

Collection

CoED

Authors

Bryan A Jones; J W Bruce; Mahnas Jean Mohammadi-Aragh

. While we wait for LP toolsto be refined, instructors could consider implementing journaling or reflection prompts into theirhardware design assignments.The efforts reported herein represent only the beginning of the pedagogical possibility for LP inhardware courses. As we continue our parallel work that is exploring how LP and writing-to-learnstrategies support students who are at the early stages of learning to program, we will consider howthose findings can inform learning gains in upper level hardware courses. Additionally, the resultsherein support additional research into the effectiveness of instructor use of LP when presentingin-class examples. The results herein also provide evidence to support future investigations intothe differences

Collection

Middle Atlantic ASEE Section Spring 2021 Conference

Authors

Rajarajan Subramanian, Pennsylvania State University, Harrisburg, The Capital College

educator, one has free access to the app and you can create different grids classrooms andtopics of discussion. Each grid has a unique code that you can share with your students so theycan access the topics and the videos being posted by the professors and classmates. It is amagnificent tool for reflective learning and for building solid learning communities within yourclasses. As an educator one can post discussion prompts and students may respond with shortvideos, whether they are learning in class or at home. Flipgrid is completely free. Teachers cangrade using embedded rubrics, but they are very basic. Teachers must upgrade if they wantdetailed rubrics.SlackInitially conceived for business team communication and project management, slack can

Collection

ASEE 2021 Gulf-Southwest Annual Conference

Authors

Joseph Anthony Donndelinger, Baylor University; Adam Weaver, Baylor University; James Carlton Bates, Baylor University; Timothy Russell, Baylor University

Baylor University, Waco, TX Copyright  2021, American Society for Engineering Education 2 IntroductionDeveloping teamwork skills has been established as an essential educational outcome for preparinggraduates to enter the professional practice of engineering. For accreditation periods prior to 2019-2020, this was reflected in the Student Outcomes of the ABET Criteria for Accrediting EngineeringPrograms as “an ability to function on multidisciplinary teams.”1 Beginning with the 2019-2020accreditation period, the definition of teamwork in ABET Student Outcomes has been extended asfollows2: “an ability to function effectively on a

Conference Session

Undergraduate Track - Technical Session VI

Collection

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

Authors

Bruk T. Berhane, University of Maryland, College Park

Tagged Topics

Undergraduate Education

of a non-URM group. It would seem then that there are three possiblerecommendations from the literature regarding supportive faculty and staff: 1) Anyadministrator, regardless of race or ethnicity, can provide support to URM STEM students; 2)The involvement of URM faculty and staff leads to higher success rates for students in thesefields; and 3) Campus administrators should not only be URMs, but actually of the same race orethnicity as the students of color with whom they interact in order to make the most significantimpact (i.e., Black faculty and staff are best suited to support Black students; Hispanic facultyand staff are best suited to support Hispanic students, etc.). This poses a quandary in thescholarship that reflects similar

Conference Session

Assessing Literacies in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan McGrade, Indiana Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society

: majority and minority power. Because the characters that show compassion do not have happy endings in the novel, are readers led to believe that power is only given to those who display more animalistic behavior? In any case, it is important to keep in mind that a power figure in the novel ended up dead: Joe Dale. Therefore it is certainly plausible to say that if given enough time, minority figures can eventually overthrow the majority. Readers must reflect on both issues carefully before coming to concrete conclusions. Does this novel foreshadow a possible future? Where will modern society end up in the future? These are questions that will remain unanswered until humans truly understand the power

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico P.E., Virginia Tech; Angela Harris, Stanford University; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University, Polytechnic campus; Ruth A. Streveler, Purdue University, West Lafayette; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

, thestakeholders did not add information to fill any gaps in the information they provided during theinterviews.LimitationsOur primary limitation was the small number of people interviewed at each site and, therefore,we may not have saturated the data set. However, our participants did include the key personnel,by title, at each location (e.g., director of career services and engineering liaison). In addition, areview of our findings with stakeholders at each site demonstrated that the themes developedaccurately reflect our two case sites. Finally, our participants were subject matter expertsregarding student career services for their respective universities.ResultsWe organized our results by case site and then compared the sites. The results for each

Conference Session

Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, The Citadel; Timothy W Mays P.E., The Citadel; Monika Bubacz, The Citadel; Kevin Skenes, The Citadel; Kaitlin Marley, University of California - San Diego; James Michael Grayson, The Citadel

Tagged Divisions

Civil Engineering

(depending on site and weather) with competitive team activities. The mentorsalso use meals and morning / afternoon snack breaks for team building, reflection time, anddiscussion. A closing dinner provides participants with an opportunity to interact with othersoutside of their own teams and to celebrate their achievements after four days of hard work.Mini-ExCEEd Teaching Workshops: A Mini-ExCEEd Teaching workshop is a two-dayworkshop that focuses on presenting two demonstration classes by master teachers and 9-10seminars (normally Seminars 1-9, 11, Table 1, occasionally Seminar VII is minimized to onlythe assessment form presented before demonstration class 2). As can be seen in the typicalExCEEd Teaching Workshop schedule (Figure 3), the

Conference Session

Virtual Instruction and Collaboration

Collection

2015 ASEE Annual Conference & Exposition

Authors

Thalia Anagnos, San Jose State University; Alicia L. Lyman-Holt, Oregon State University; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Computers in Education

comparison across the two years.The cohorts for 2013 and 2014 comprised different groups of students and a different set ofresearch sites, with only two students participating in both the 2013 and 2014 REU programs.Results2013 Results – Development and First Use of VPTsThe 2013 data reflect the development of VPTs from a nascent idea to a functional programelement. Thirty of the 36 REU participants completed the online formative assessment survey.The first Likert scale question asked students to identify how effective the VPT activities were inhelping them complete their REU products (Figure 2). The data show the peer reviewinteractions of the VPT were the most effective activity of the VPT teams while regularlyscheduled meetings were somewhat