2025 ASEE Annual Conference & Exposition

In this work-in-progress (WIP) paper, we present a student engineering project utilizing the PROCESS problem-solving assessment framework. The primary objective of this project is to enhance students' problem-solving skills and metacognitive awareness, which are consistently highlighted by industry hiring personnel as top priorities in engineering education, indicating their crucial nature for graduating engineers. Despite this emphasis, there is a notable lack of standardized assessment for problem-solving in first-year and introductory courses: this is particularly true for those focused on scaffolding metacognitive processes. This project aims to address this gap by implementing the PROCESS framework in a multi-week problem-solving initiative, demonstrating the effectiveness of the PROCESS framework in facilitating peer feedback and improving problem-solving abilities.

To facilitate student learning, we designed a series of workshops paired with a scaffolded project as part of a self-directed learning course within the professionalism curriculum. In this WIP, we outline the project structure and the materials utilized, including the PROCESS framework, associated rubric, think-aloud protocol, and peer review process. Participants included full-time students in their first semester in a non-traditional, co-op-based engineering program who were either on-campus or remote, and typically consisted of transfer or second-degree students. Before the project, students attended a workshop introducing metacognition and completed background readings on problem-solving. They then engaged in a pre-assignment to assess their comprehension, setting the stage for a comprehensive problem-solving workshop.

During the workshop, students reviewed their pre-assignment, were introduced to the PROCESS framework, and practiced with the PROCESS project worksheets. Following this, they recorded a "think-aloud" video on a current problem from their coursework and posted it for peer review. Each student was tasked with reviewing a peer's video, drafting their problem on the PROCESS assignment, and providing documented feedback using the PROCESS rubric. Finally, we collected student feedback on their learning experience through a survey.

This WIP highlights the innovative application of the PROCESS framework for peer reviews within a non-traditional engineering program. Preliminary findings suggest that the PROCESS rubric is an effective tool for fostering problem-solving and metacognitive skills in engineering education. Qualitative analysis will be conducted on the think-aloud recordings, peer review rubrics, and survey responses, using an a priori framework and allowing any additional themes to emerge. The significance of this work lies in its potential to inform engineering curricula by providing a structured approach to problem-solving assessment, particularly in non-traditional settings. Future work will focus on expanding the use of the PROCESS framework across various disciplines and institutional contexts, with an emphasis on adapting it for diverse project types.