2026 ASEE Annual Conference & Exposition

Work in Progress: Preliminary Assessment of a Problem-Solving Think-Aloud Project using the PROCESS Framework

Presented at Educational Research and Methods Division (ERM) Poster Session

In this Work In Progress (WIP) Empirical Research Paper (ERP), we present initial findings from qualitative coding of a think-aloud problem solving peer review project. This project, introduced in a prior 2025 ASEE article, involves students recording themselves solving an introductory engineering problem using the think-aloud method, followed by peer reviews of those recordings for a self-directed learning course. The goal is to introduce students to metacognitive problem-solving strategies and the think-aloud technique- both widely recognized in the literature as beneficial to learning.

Participants are non-traditional students enrolled in a co-op based engineering program that emphasizes technical skills, design, and professionalism. We describe our qualitative methods, inter-rater reliability process, and the evolution of our a priori codebook. This initial coding phase helped refine the codebook for future analysis.

To address our primary research question – What metacognitive problem solving skills do engineering students learn through a think-aloud and peer review project in an introductory engineering course?” – we applied an a priori qualitative coding scheme while allowing for emergent themes. We used the PROCESS framework (Problem definition, Representing the problem, Organizing information, Calculations, Evaluating the solution, Solution communication, and Self-assessment), developed in prior work analyzing undergraduate engineering think-alouds. This framework includes problem solving codes involving tasks, errors, strategy, and answer states.

We analyzed six think-aloud recordings of a “gauges" problem from an introductory Fluids course. More recordings may be added to support emergent coding and assess the adequacy of the PROCESS framework. All data were anonymized, and participants were assigned pseudonyms. Two researchers independently coded each recording to assess inter-rater reliability. We will present thick descriptions and representative quotes to illustrate findings.

This paper extends our prior work by offering empirical insights into how students engage with metacognitive strategies during think-alouds. Initial results will highlight frequently and infrequently used codes, as well as emergent themes. We will evaluate the PROCESS framework’s fit for this context and refine the assignment to better support learning outcomes. Additionally, we plan to develop a survey to triangulate findings and assess student learning more comprehensively.

Future work may include analysis of think-alouds from other engineering domains to explore the transferability of this approach across disciplines.

Authors

Dr. Justine Chasmar Minnesota State University, Mankato [biography]

Dr. Chasmar is an adjunct professor for Iron Range Engineering through Minnesota State University, Mankato. She teaches self-directed learning classes, supporting student engineers as they transition to full time co-op. Dr. Chasmar earned a Ph.D. in Engineering and Science Education and M.S. and B.S. in Mathematical Sciences from Clemson University. She is a STEM educator, practitioner, and scholar.

Before IRE, Dr. Chasmar spent over a decade serving in and directing learning centers. Most recently, Dr. Chasmar served as an Assistant Professor of mathematics and the founding Director of the Quantitative Reasoning Center at Goucher College, supporting student numeracy and STEM programs across campus. Prior to that, she coordinated large student support programs in learning centers at Clemson University and the Georgia Institute of Technology.

Dr. Chasmar’s research focuses on student motivation, self-directed learning, numeracy education, and professional identity development. Through her background in learning centers, she has applied this research to undergraduate students and peer learning programs.
Dr. Sarah Jane Grigg Embry–Riddle Aeronautical University, Daytona Beach [biography]

Dr. Sarah Grigg joined Embry-Riddle in 2019 as an Assistant Professor in the Engineering Fundamentals Department where she teaches EGR 120 Engineering Graphics with CATIA.

She earned her bachelor’s, master’s, and doctoral degrees in Industrial Engineering, a master’s degree in Business Administration, and a graduate certificate in Engineering and Science Education from Clemson University. She joined the Clemson faculty in 2012 and was a senior lecturer in the General Engineering Program teaching engineering courses in problem solving, programming, computer aided-design, and innovation and entrepreneurship before joining ERAU.

As a human factors design engineer, she specializes in process improvement, error mitigation, and sustainable and accessible design. Current research interests in engineering education includes the development of PROCESS framework and assessment for problem solving, iLEARNED modular scaffolding approach to organizing course content in a flipped classroom, and the incorporation of entrepreneurial minded learning into engineering courses.
Dr. Darcie Christensen http://orcid.org/0000-0002-5061-4663 Minnesota State University, Mankato [biography]

Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Bell Engineering, which is a subset of Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is “A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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