2026 ASEE Annual Conference & Exposition

The engineering design process (EDP) is central to high-quality K-12 engineering instruction, yet research has shown that students often struggle to systematically document and reflect on their design work in ways that capture iteration, decision-making, and integration of science and mathematics concepts. This Work-in-Progress paper presents preliminary research on the implementation of an online Engineering Design Process Log (EDPL) in the context of middle school engineering classrooms.

The EDPL, which was iteratively designed and refined as part of a broader engineering curriculum development effort, provides an online platform where students record and reflect on their progress through the stages of the engineering design process. The EDPL prompts students to articulate problem statements and design requirements, brainstorm and evaluate potential solutions, document prototype testing, and reflect on final designs and the design process.

This paper summarizes research conducted in one 8th-grade engineering class at a large suburban middle school during a semester-long project in which student teams participated in a real-world design challenge: create a 3D printed product or prototype to improve the day-to-day life of the elderly or someone with a disability. The study is guided by the research question: To what extent and in what ways can an online engineering design process log support student engagement in the engineering design process and project-based learning? Data sources include teacher interviews, classroom observations and analysis of student EDPL entries of three focal project groups gathered over the course of one semester. Preliminary analysis indicates high levels of sustained engagement with the EDPL across the duration of the project. Although use of the EDPL during class sessions was somewhat inconsistent, review of EDPLs confirms that students used the log on a consistent basis, with groups continuing to utilize the EDPL outside of class time as they engaged in project work. The platform’s structured prompts appeared to help students revisit earlier design stages—particularly problem framing and evaluation—areas that are often overlooked or underemphasized as students engage in the engineering design process. Observation field notes and teacher interview data further suggest that the EDPL supported both individual accountability and collaborative sense-making, helping students connect their hands-on building activities to broader engineering design concepts and principles.

As a Work-in-Progress, the study is currently analyzing observation data and patterns in EDPL engagement to identify potential variations in how student groups utilized the EDPL as well as exploring how the EDPL may support iterative reasoning, systems thinking, and the integration of science and mathematics concepts. Findings from this research will inform both ongoing refinement of the EDPL and teacher professional learning supports for integrating reflective tools into middle-school engineering classrooms. Ultimately, the study seeks to contribute to a growing body of research on digital innovations for student engagement and learning within project-based engineering education.