Munden, R., & Arambulo Rodriguez, M., & Belfadel, D., & Zabinski, M. (2018, June), Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30241

\bibitem{asee_peer_30241}
  Munden, R., \& Arambulo Rodriguez, M., \& Belfadel, D., \& Zabinski, M. (2018, June), \emph{Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30241

Ryan Munden, Marcia Arambulo Rodriguez, Djedjiga Belfadel, and Michael Zabinski.  "Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30241 Internet.  16 Apr, 2025

\bibitem{asee_peer_30241}
  Ryan Munden, Marcia Arambulo Rodriguez, Djedjiga Belfadel, and Michael Zabinski.
  "Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30241 Internet.  16 Apr, 2025

@INPROCEEDINGS{asee_peer_30241
author = "Ryan Munden, Marcia Arambulo Rodriguez, Djedjiga Belfadel, and Michael Zabinski"
title = "Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30241}
number = {10.18260/1-2--30241}
}

TY  - CPAPER
AB  - This Complete Evidence-based Practice paper will describe a longitudinal study of 6 years of enhanced attainment of course and programmatic outcomes in a Fundamentals of Engineering course. A process of continuous improvement of active learning techniques to achieve each course goal and demonstrate each outcome has resulted in more effective development of first-year engineering students.
One of the signature assignments in the course, the short midterm research paper and presentation, demonstrates effective incorporation of elements from The Critical Thinking Initiative. It is a framework to teach a mentality of critical thinking, guide development of a researched writing piece, and as a rubric instrument to assess student critical thinking through writing.  Student oral communication is another key outcome.  A subjective rubric has been replaced with a transparent, straightforward, binary check sheet rubric.  
Another signature assignment in the course is a team-based design challenge.  Evaluation of student performance was difficult and subjective.  Through continuous improvement built on student feedback we developed a transparent method of evaluating the design challenge.  We demonstrate the effectiveness of a simple check-sheet style rubric for evaluation of demonstrated design thinking and project management skills in the team-based design challenge.
Results of this 6-year study show steady achievement of the course outcomes, with progress toward achieving all course goals.    
AU  - Ryan Munden
AU  - Marcia Arambulo Rodriguez
AU  - Djedjiga Belfadel
AU  - Michael Zabinski
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Critical Thinking, Design Practices, and Assessment in a Fundamentals of Engineering Course
UR  - https://peer.asee.org/30241
DO  - 10.18260/1-2--30241
ER  -