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Engineering Design Thinking Engineering design thinking is a topic of interest to STEM practitioners and researchers alike. Engineering design thinking is "a complex cognitive process" including divergence-convergence, a systems perspective, ambiguity, and collaboration (Dym, Agogino, Eris, Frey, & Leifer, 2005, p. 104). Design is often complex, involving multiple levels of interacting components within a system that may be nested within or connected to other systems. Systems thinking is an essential facet of engineering design cognition (Accreditation

Today's students are growing up in a world of constant connectivity, instant information, and ever-changing technological advancements. The increasingly ubiquitous nature of mobile devices among K-12 students has led many to argue for and against the inclusion of these devices in K-12 classrooms. Arguments in favor cite instant access to information and collaboration with others as positive affordances that enable student self-directed learning.In this study, 706 middle school students from 18 technology and engineering education classes worked in groups of 2-3 to complete an openended engineering design challenge. Students completed design portfolios and constructed prototypes in response to the design challenge. Classes were divided with some allowing access to mobile devices during the study and others not allowing access. Additionally, randomly assigned classes completed the design portfolio electronically, and others completed the portfolio on paper. Final student portfolios and products were assessed and assigned a rank order using a method of assessment called adaptive comparative judgment. Thirty student interviews were conducted as well as 6 teacher interviews. Statistical analyses between student access, portfolio type, student self-directed learning, and student achievement were conducted. Findings showed that student self-directed learning was independent of mobile device access during the study. Mobile device access was significantly correlated with higher student scores on the design portfolio, but mobile device access was independent of student scores on design products.

Effective for Reviews during the 2015-2016 Accreditation Cycle Definitions While ABET recognizes and supports the prerogative of institutions to adopt and use the terminology of their choice, it is necessary for ABET volunteers and staff to have a consistent understanding of terminology. With that purpose in mind, the Commissions will use the following basic definitions: Program Educational Objectives-Program educational objectives are broad statements that describe what graduates are expected to attain within a few years of graduation. Program educational objectives are based on the needs of the program's constituencies. Student Outcomes-Student outcomes describe what students are expected to know and be able to do by the time of graduation. These relate to the skills, knowledge, and behaviors that students acquire as they progress through the program. Assessment-Assessment is one or more processes that identify, collect, and prepare data to evaluate the attainment of student outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome being measured. Appropriate sampling methods may be used as part of an assessment process. Evaluation-Evaluation is one or more processes for interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which student outcomes are being attained. Evaluation results in decisions and actions regarding program improvement. This document contains three sections: The first section includes important definitions used by all ABET commissions. The second section contains the General Criteria for Baccalaureate Level Programs that must be satisfied by all programs accredited by the Engineering Accreditation Commission of ABET and the General Criteria for Masters Level Programs that must be satisfied by those programs seeking advanced level accreditation.

The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a selfregulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with interactive learning modules. Two research questions guided this research: (1) how is students' CSE while engaged in interactive learning modules? and (2) how do high and low CSE groups plan and monitor their cognitive action, and regulate their monitoring strategies based on their CSE level? The research used a mixedmethods approach to answer the research questions.This study utilized a SRL framework that covered self-efficacy, cognitive actions, and metacognitive components. While self-efficacy was represented by CSE, metacognitive component was represented by planning, monitoring, and regulating strategies. Cognitive actions represent contextual activities while using interactive learning modules. One hundred students from two high schools, InTech Collegiate and Logan High Schools, completed activities in this study. Each student worked on three modules, namely Boolean Logic, Minimum Spanning Tree, and Modeling Using Graphs. Three different forms of data were gathered for analysis. These data included questionnaires, screen captured videos, and audio recordings of interviews.The findings of this study revealed that the students achieved the highest average score on beginning skills compared to advanced skills and file and software skills for their CSE. Furthermore, screen-captured video analysis showed that there were different profiles of cognitive actions and metacognitive strategies between high and low CSE groups in terms of the strategy changes and duration of their strategies. Issues gathered from interview analysis between these two groups were also elaborated.

This study focused on changes in the self-efficacy of 48 men and women pre-service teachers in a Thai computer Teacher Education program. Their self-efficacy levels were measured before and after attending the Pre-service Teacher Support System (PTSS). A shorter version of the Teacher Sense of Efficacy Scale and assessment of the desire to become a teacher were used to collect self-efficacy, PTSS questionnaires, logbooks, and interviews. PTSS is a program developed to assist students with self-efficacy, motivation, and the desire to become teachers. The results show a statistical increase in self-efficacy. The PTSS program designed for pre-service teachers to exchange teaching experiences and techniques they gained during practicum training. The PTSS has resulted in an increase in self-efficacy after attending PTSS sessions with personalized implications, which indicated the support system could help student teachers.

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