Olewnik, A., & Yerrick, R. K., & Madabhushi, M., & Ramaswamy, R. R., & Lee, Y., & Alfadhli, H., & Simmons, A. A. (2020, June), Engineering Undergrads Effectively Communicate Their Experience  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34565

\bibitem{asee_peer_34565}
  Olewnik, A., \& Yerrick, R. K., \& Madabhushi, M., \& Ramaswamy, R. R., \& Lee, Y., \& Alfadhli, H., \& Simmons, A. A. (2020, June), \emph{Engineering Undergrads Effectively Communicate Their Experience}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34565

Andrew Olewnik, Randy K. Yerrick, Manoj Madabhushi, Rachith R. Ramaswamy, Yonghee Lee, Hala Alfadhli, and Amanda A. Simmons.  "Engineering Undergrads Effectively Communicate Their Experience".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34565 Internet.  15 Jan, 2025

\bibitem{asee_peer_34565}
  Andrew Olewnik, Randy K. Yerrick, Manoj Madabhushi, Rachith R. Ramaswamy, Yonghee Lee, Hala Alfadhli, and Amanda A. Simmons.
  "Engineering Undergrads Effectively Communicate Their Experience".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34565 Internet.  15 Jan, 2025

@INPROCEEDINGS{asee_peer_34565
author = "Andrew Olewnik, Randy K. Yerrick, Manoj Madabhushi, Rachith R. Ramaswamy, Yonghee Lee, Hala Alfadhli, and Amanda A. Simmons"
title = "Engineering Undergrads Effectively Communicate Their Experience"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34565}
number = {10.18260/1-2--34565}
}

TY  - CPAPER
AB  - Programs across the country encourage and facilitate experiential learning through a variety of mechanisms that help students transition from theory to practice. For such experiences to be truly meaningful to professional formation, students must also be capable of internalizing and effectively communicating insights from these experiences later. We conjecture that providing an engineering problem typology and reflection framework as context for student experiences will improve students’ ability to internalize and communicate the professional relevance of those experiences. 

In this NSF PFE:RIEF sponsored research project we are using mixed-methods to collect pre / post data on students’ engineering epistemological beliefs, written reflections that consider the professional aspects of engineering projects, mock interviews, and group problem-solving discussions. Between the pre / post data collection, an intervention that takes form in a professionally relevant project experience (engineering intramural) with accompanying intermediate reflection sessions wherein students are introduced to engineering problem typology and specific professional competencies.

In this work-in-progress research poster, we present findings from analysis of the pre / post problem-solving discussions. This analysis is toward answering one of the motivating research questions: To what degree does the introduction of a problem typology impact students’ ability to meaningfully reflect on their experiences? Of particular interest is to analyze for changes across pre / post problem solving discussions and possible correlated changes in other pre / post data.

AU  - Andrew Olewnik
AU  - Randy K. Yerrick
AU  - Manoj Madabhushi
AU  - Rachith R. Ramaswamy
AU  - Yonghee Lee
AU  - Hala Alfadhli
AU  - Amanda A. Simmons
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Engineering Undergrads Effectively Communicate Their Experience
UR  - https://peer.asee.org/34565
DO  - 10.18260/1-2--34565
ER  -