In this exploratory study we characterize the work of coaching' using a pedagogical content knowledge (PCK) framework to make visible coaches' integrated knowledge of the how, what, and why of coaching during design reviews. We observed four patterns of coaching across three design review contexts: choreography, undergraduate industrial design, and mechanical engineering. These include scaffolding articulation, driving for meaning and guidance, breaking the 4 th wall to create a teaching moment, and ‗suggest don't tell' to let the student figure it out. We conclude with identifying new ways to conceptualize the work of coaching in design reviews as integrated knowing, situated practice, and shared repertoires.

Photo elicitation is a qualitative research method that has been broadly used in the social and health sciences, particularly in the areas of education, anthropology, sociology, and psychology. Although it is a method well-suited to engineering education research questions, there are few examples of why and how to use it in the engineering education literature. This paper aims to demonstrate the unique benefits of photo elicitation as a research method for engineering education researchers, particularly those interested in identity development and in the process of becoming an engineer. We present a review of the utility of the method based in the existing literature, and illustrate its use while verifying arguments for its usefulness through examples drawn from a longitudinal study of cross-disciplinary learning and identity development. We conclude the paper with a summary of the strengths of photo elicitation as a method, lessons learned, and recommendations for using this method more broadly in engineering education research such as studies of conceptual understanding of STEM concepts, teaching and learning, learning systems, and the nature of effective engineering learning environments.

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is Professor and Founding Chair of Experiential Engineering Education at Rowan University (USA) and was 2014-15 Fulbright Scholar in Engineering Education at Dublin Institute of Technology (Ireland). From 1998-2016, Stephanie was a faculty member in Chemical Engineering at Rowan. Dr. Farrell has contributed to engineering education through her work in experiential learning, focusing on areas of pharmaceutical, biomedical and food engineering. She has been honored by the American Society of Engineering Education with several teaching awards such as the 2004 National Outstanding Teaching Medal and the 2005 Quinn Award for experiential learning.

focused on development of an evaluation framework for connected vehicle technology supported alternative fuel vehicles. Dr. Bhavsar also has three years of experience in the private sector in developing transportation engineering and planning solutions, specifically traffic micro-simulation projects.