Table 5 Excerpt of coding scheme

EDP process

Student describes EDP generally without referencing specific steps.

EDP teacher directed

Student discusses teacher intervention in the design process or teacher making or influencing design decisions.

EDP iterate

Student describes iteration: during iteration, the engineer/designer draws upon past designs to inform future designs. Various stages may be frequently updated and revisited when new knowledge about the problem or proposed solutions is acquired.

EDP 1—identify

Student describes or mentions “identify the problem” stage of EDP: student refers to the challenge or problem statement.

EDP 2—understand

Student describes or mentions “understand” stage of EDP: student describes design requirements and goals; background research; customer needs.

EDP 3—ideate

Student describes or mentions “ideate” stage of EDP; brainstorming design ideas, sketching to communicate.

EDP 4—evaluate

Student describes or mentions “evaluate” stage of EDP; determining whether design meets requirements, design strengths/weaknesses, using a decision tool to rate designs and selecting promising designs.

EDP 5—prototype and test

Student describes or mentions “prototype and test” stage of EDP; detailed technical drawings, building, and testing models.

EDP 6—communicate

Student describes or mentions “communicate solution” stage of EDP; Sharing solution, justifying design using collected data, providing design process documentation (usually PowerPoint/class presentations)

EDL

Student discusses whether they did or did not use the EDL, how they used the EDL, and discussion of teacher reviewing/providing feedback on EDL.

Math integration

Student affirms the integration of math in STEM-ID and/or describes the integration of math in STEM-ID course (including practice/application)

Science integration

Student affirms the integration of science in STEM-ID and/or describes the integration of science in STEM-ID course (including practice/application)

Collaboration—positive

Students describes group collaboration in STEM-ID as positive experience (any degree of positive experience including indicates preference for group/partner collaboration over working individually, describes examples of productive collaboration, group decision-making, engaging in group brainstorming, resolving disagreements).

Collaboration—negative

Student describes negative collaboration experiences in STEM-ID (e.g., students not working together well, students unable to resolve disagreements, one student doing all the work).