2026 ASEE Annual Conference & Exposition

Work-in-Progress: FLEX Journals as a Theory-to-Practice Framework for Formative Assessment of Student Design Processes

Presented at Design in Engineering Education Division (DEED) Postcard Technical Session

A two-year design-based research [1] study of a collegiate-level computer-aided design and manufacturing course revealed that structured reflection was a critical yet underdeveloped component for integrating students' creative and technical problem-solving competencies [2]. During an iterative curricular redesign over six offerings of the course, researchers collaborated with the instructor to address a core objective of this project-based [3] course: to train intentional engineering designers who can make informed, appropriate, timely, and well-scoped decisions when navigating open-ended and minimally constrained projects.

To help achieve this goal, the course implemented an instructional tool known as the Reflective Brief in iterations three and four. The Reflective Brief models expert-like decision-making [4] through structured prompts aligned with key phases of students' design processes and prepares them to receive meaningful formative feedback during one-on-one meetings with the instructor. An analysis of student responses showed that students who engaged in more consistent and deliberate reflection deepened their reflective practice, and this improvement positively correlated with higher final project grades [2].

Building on these findings and drawing on three foundational cognitive theories for learning—deliberate practice [5], reflective practice [6], and preparation for future learning [7]—we expanded the Reflective Brief into a more continuous, process-oriented reflection tool: the FLEX Journal. This guided and adaptable format for students to document progress, visualize their thinking, and explore design pathways invites them to engage in reflection not only at key milestones but throughout their design work. This shift makes reflection a more embedded, prioritized, and iterative part of the learning experience. Feedback from students and instructors suggests that this framework for Formative Learning, Evaluation, and eXploration enhances metacognition, helping students uncover deeper insights into their learning and design practice, while providing instructors with rich, actionable evidence of creative-technical competency.

This paper details the structure and implementation of FLEX Journals during the final two offerings of the target course. Using entries collected during each cohort's midterm and final design projects, we present a qualitative coding methodology and mixed-methods analysis addressing three research questions on the FLEX Journals': 1) validity as a formative assessment of reflection, 2) efficacy in developing reflective practice, and 3) impact on students' design decision-making. By making this framework accessible and adaptable, we aim to equip engineering educators with a practical, theory-informed tool to cultivate intentional, competent, and reflective design engineers in project-based learning contexts.

Authors

L'Nard Tufts http://orcid.org/0009-0004-8333-9778 Stanford University [biography]

L’Nard Tufts is a Ph.D. candidate in Mechanical Engineering at Stanford University and a member of the IDEAL Research Lab in the Graduate School of Education. His research focuses on advancing integrated design education in engineering and maker-centered learning environments. He holds an M.S. in Design from Stanford’s Hasso Plattner Institute of Design, where he served as a teaching assistant and instructional designer in collaboration with Stanford's Product Realization Lab. He earned a B.S. in Mechanical Engineering and a Design Minor from The Ohio State University, where he founded the university’s first student-run maker club to promote cross-disciplinary, hands-on learning. Prior to graduate study, L’Nard worked at Ford Motor Company as a Product Engineering CAD Designer for new model vehicle interiors. During this time, he was selected as a Ford Thirty Under 30 Fellow, leading community-focused design initiatives in collaboration with the Ford Fund and Detroit-based non-profits. He later joined Ford’s human-centered design division on the Teaching & Learning team, where he trained leaders and developed curriculum that facilitated the adoption of design practices in non-traditional design settings for both corporate and community teams.
Ms. Alessandra Napoli Stanford University [biography]

Alessandra Napoli is a Ph.D. candidate in Mechanical Engineering at Stanford University and a member of the Ideal Learning Lab in the Graduate School of Education. Her research focuses on supporting students through academic challenges and resilience growth, especially in project and making courses. She earned a MS in Mechanical Engineering from Stanford University and BS in Mechanical Engineering from Purdue University.
Shima Salehi Stanford University [biography]

I am an assistant faculty at Stanford Graduate School of Education, and my research focus on improving STEM education effectiveness and accessibility for all students leveraging learning and cognition theories as well as educational technologies.

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 July 31, 2026

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