headshot of Renee Clark

Renee Clark

Associate Professor
RMCLARK@pitt.edu
(412) 648-5359
Industrial Engineering

overview

Dr. Renee Clark is Associate Professor of Industrial Engineering at the University of Pittsburgh. She also serves as a Data Engineer and Director of Assessment for the Engineering Education Research Center (EERC) within the Swanson School of Engineering at Pitt. She uses data analytics to study techniques and approaches in engineering education, with a focus on active learning techniques and the professional formation of engineers. Dr. Clark is currently funded as Principal Investigator by the National Science Foundation for her research, which includes defining and assessing engineering judgment as well as the use of adaptive online learning in the engineering classroom, for which she is developing the BeSharpStats Youtube channel. Dr. Clark teaches Statistics for IE undergraduates and also serves as a study abroad instructor. She is an Associate Editor for Advances in Engineering Education. She has over 30 years of experience as an engineer and IT analyst in industry and academia. She completed her post-doctoral studies in engineering education at the University of Pittsburgh.

about

Bachelor of Science, Applied Math, University of Pittsburgh

Master of Science, Mechanical Engineering, Case Western Reserve University

Ph.D, Industrial Engineering, University of Pittsburgh

Post Doctorate, Industrial Engineering & Engineering Education, University of Pittsburgh

Kaw, A., Yalcin, A., & Clark, R. (2025). Using Adaptive Learning Platform Data in a Flipped Classroom for Early Detection and Tutoring of Low-Performing Students. COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, 33(2).Wiley. doi: 10.1002/cae.70007.

Clark, R.M., Guldiken, R., Kaw, A., & Uyanik, O. (2024). The case for metacognition support in a flipped STEM course. International Journal of Mechanical Engineering Education.SAGE Publications. doi: 10.1177/03064190241255113.

Kaw, A., & Clark, R. (2024). Effects of Standards-Based Testing on Cognitive and Affective Outcomes in a STEM Course. International Journal of Engineering Education, 40(2), 303-321.

Clark, R.M., Besterfield-Sacre, M., Dickerson, S., & Gau, D. (2023). Impact of COVID-19 on Engineering Students in the Middle Phases of the Pandemic: Academic Motivation, Valued College Experiences, and Stress. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 39(1), 30-47.

Clark, R.M., Dickerson, S.J., & Christian, M. (2023). Making the Case for Applying Athletic Coaching to Support and Propagate Instructional Practices in Engineering Education. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 39(1), 119-128.

Clark, R.M., Kaw, A., & Guldiken, R. (2023). Metacognition instruction and repeated reflection in a fluid mechanics course: Reflective themes and student outcomes. International Journal of Mechanical Engineering Education, 51(4), 030641902311647.SAGE Publications. doi: 10.1177/03064190231164719.

Yalcin, A., Kaw, A., & Clark, R. (2023). On learning platform metrics as markers for student success in a course. Computer Applications in Engineering Education, 31(5), 1412-1432.Wiley. doi: 10.1002/cae.22653.

Clark, R.M., Kaw, A.K., & Braga Gomes, R. (2022). Adaptive learning: Helpful to the flipped classroom in the online environment of COVID?. Comput Appl Eng Educ, 30(2), 517-531.Wiley. doi: 10.1002/cae.22470.

Clark, R.M., Kaw, A.K., Lou, Y., & Scott, A.R. (2022). The flipped classroom during the remote period of COVID: student perceptions compared to pre-COVID times. International Journal of Mathematical Education in Science and Technology, 55(5), 1-22.Informa UK Limited. doi: 10.1080/0020739x.2022.2052198.

Dickerson, S.J., & Clark, R.M. (2022). Use of SPICE Circuit Simulation to Guide Written Reflections and Metacognition. IEEE TRANSACTIONS ON EDUCATION, 65(3), 471-480.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/TE.2021.3130033.

Stabryla, L., Clark, R., & Gilbertson, L. (2022). Assessment of Using Design Thinking to Foster Creativity in an Undergraduate Sustainable Engineering Course. Advances in Engineering Education, 10(4).American Society for Engineering Education. doi: 10.18260/3-1-1153-36036.

Clark, R., Spisso, A., Ketchman, K.J., Landis, A.E., Parrish, K., Mohammadiziazi, R., & Bilec, M.M. (2021). Gamifying Sustainable Engineering Courses: Student and Instructor Perspectives of Community, Engagement, Learning, and Retention. JOURNAL OF CIVIL ENGINEERING EDUCATION, 147(4), 04021009.American Society of Civil Engineers (ASCE). doi: 10.1061/(ASCE)EI.2643-9115.0000047.

Clark, R.M., & Kaw, A. (2021). Enhancing Student Outcomes in a Blended Numerical Methods Course for Engineers: The Case for Practice and Cumulative Tests. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 37(3), 585-593.

Dickerson, S.J., & Clark, R.M. (2021). Simulation-Based Reflection in a Digital Circuits Course. CoED, 12(3), 1-15.American Society for Engineering Education. doi: 10.18260/ade8-83-16351.

Chen, J., Clark, R., & Lichtenstein, G. (2020). Overview – Special Issue on COVID-19. Advances in Engineering Education, 8(4), 1-7.

Clark, R. (2020). From the looking ahead editor. Advances in Engineering Education, 8(2), 1-2.

Clark, R.M., & Kaw, A. (2020). Adaptive learning in a numerical methods course for engineers: Evaluation in blended and flipped classrooms. COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, 28(1), 62-79.Wiley. doi: 10.1002/cae.22175.

Clark, R.M., & Kaw, A.K. (2020). Benefits of adaptive lessons for pre-class preparation in a flipped numerical methods course. INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY, 51(5), 713-729.Taylor & Francis. doi: 10.1080/0020739X.2019.1617439.

Clark, R.M., Besterfield-Sacre, M., & Dukes, A. (2020). Supportive Classroom Assessment for Remote Instruction. Advances in Engineering Education, 8(4), 1-6.

Clark, R.M., Dickerson, S., Bedewy, M., Chen, K.P., Dallal, A., Gomez, A., Hu, J., Kerestes, R., & Luangkesorn, L. (2020). Social-Driven Propagation of Active Learning and Associated Scholarship Activity in Engineering: A Case Study. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 36(5), 1667-1680.

Clark, R.M., Stabryla, L.M., & Gilbertson, L.M. (2020). Sustainability coursework: student perspectives and reflections on design thinking. INTERNATIONAL JOURNAL OF SUSTAINABILITY IN HIGHER EDUCATION, 21(3), 593-611.Emerald. doi: 10.1108/IJSHE-09-2019-0275.

Clark, R.M., Wang, M., Splain, Z.A., & Chen, K.P. (2020). Teaching a Standalone Optics and Lasers Course Using Project-Based Learning. IEEE TRANSACTIONS ON EDUCATION, 63(4), 255-262.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/TE.2020.2976645.

Mahboobin, A., & Clark, R.M. (2020). How to Architecture Open-ended Problem-solvers? Student Reflections on Scaffolding Experiences in an Open-ended Problem-solving Bioengineering Course Sequence. Journal of Curriculum and Teaching, 9(1), 30.Sciedu Press. doi: 10.5430/jct.v9n1p30.

Mahboobin, A., & Clark, R.M. (2020). How to Architecture Open-ended Problem-solvers? Student Reflections on Scaffolding Experiences in an Open-ended Problem-solving Bioengineering Course Sequence. Journal of Curriculum and Teaching, 9(1), 30.Sciedu Press. doi: 10.5430/jct.v9n1p30.

Clark, R. (2019). From the looking ahead editor. Advances in Engineering Education, 7(3).

Clark, R.M., & Dickerson, S.J. (2019). Assessing the Impact of Reflective Activities in Digital and Analog Electronics Courses. IEEE TRANSACTIONS ON EDUCATION, 62(2), 141-148.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/TE.2018.2885720.

Dosse, L.A., Barry, M.M., Ramanathan, K., & Clark, R.M. (2019). A New Approach to Teaching Statics Using a Makerspace. 2019 IEEE Frontiers in Education Conference (FIE), 00, 1-4.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/fie43999.2019.9028389.

Jeffrey, D., & Clark, R.M. (2019). Supplementing Western Perspectives of Learner-Centered Instruction with a Daoist Approach Towards Authentic Power Sharing in the Classroom. International Journal of Contemporary Education, 2(1), 9-16.

Kaw, A., Clark, R., Delgado, E., & Abate, N. (2019). Analyzing the use of adaptive learning in a flipped classroom for preclass learning. COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, 27(3), 663-678.Wiley. doi: 10.1002/cae.22106.

Clark, R.M., & Dickerson, S.J. (2018). A Case Study of Post-Workshop Use of Simple Active Learning in an Introductory Computing Sequence. IEEE TRANSACTIONS ON EDUCATION, 61(3), 167-176.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/TE.2018.2808274.

Clark, R.M., & Mahboobin, A. (2018). Scaffolding to Support Problem-Solving Performance in a Bioengineering Lab-A Case Study. IEEE TRANSACTIONS ON EDUCATION, 61(2), 109-118.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/TE.2017.2755601.

Clark, R.M., Kaw, A., Lou, Y., Scott, A., & Besterfield-Sacre, M.E. (2018). Evaluating Blended and Flipped Instruction in Numerical Methods at Multiple Engineering Schools. International Journal for the Scholarship of Teaching and Learning, 12(1).Georgia Southern University.

Dickerson, S.J., & Clark, R.M. (2018). A classroom-based simulation-centric approach to microelectronics education. COMPUTER APPLICATIONS IN ENGINEERING EDUCATION, 26(4), 768-781.Wiley. doi: 10.1002/cae.21918.

Bodnar, C.A., & Clark, R.M. (2017). Can Game-Based Learning Enhance Engineering Communication Skills?. IEEE TRANSACTIONS ON PROFESSIONAL COMMUNICATION, 60(1), 24-41.Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/TPC.2016.2632838.

Clark, R., & Besterfield-Sacre, M. (2017). Experiences with “Flipping” an Introductory Mechanical Design Course. In The Flipped Classroom: Practice and Practices in Higher Education. Sydney: Springer.

Clark, R.M., & Besterfield-Sacre, M. (2017). Assessing Flipped Classrooms. In The Flipped Classroom: Practice and Practices in Higher Education. Sydney: Springer.. Sydney: Springer.

Markovetz, M.R., Clark, R.M., Swiecki, Z., Irgens, G.A., Chesler, N.C., Shaffer, D.W., & Bodnar, C.A. (2017). Influence of end customer exposure on product design within an epistemic game environment. Advances in Engineering Education, 6(2).

Markovetz, M.R., Sullivan, S., Clark, R.M., Swiecki, Z., Irgens, G.A., Shaffer, D.W., Chesler, N.C., & Bodnar, C.A. (2017). A Grounded Qualitative Analysis of the Effect of a Focus Group on Design Process in a Virtual Internship. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 33(6), 1834-1841.

Clark, R.M., Besterfield-Sacre, M., Budny, D., Bursic, K.M., Clark, W.W., Norman, B.A., Parker, R.S., Patzer, J.F., & Slaughter, W.S. (2016). Flipping engineering courses: A school wide initiative. Advances in Engineering Education, 5(3).

Clark, R.M., Bodnar, C., & Bongiorni, W. (2016). Evaluating the Effectiveness of Game-Based Learning on Improvement of Student Learning Outcomes within a Sophomore Level Chemical Product Design Class. International Journal of Engineering Education, 32(1B), 448.Tempus Publications.

Clark, R.M., Kaw, A., & Besterfield-Sacre, M. (2016). Comparing the effectiveness of blended, semi-flipped, and flipped formats in an engineering numerical methods course. Advances in Engineering Education, 5(3).

Bodnar, C.A., Clark, R.M., & Besterfield-sacre, M.E. (2015). Lessons Learned through Sequential Offerings of an Innovation and Entrepreneurship Boot Camp for Sophomore Engineering Students. Journal of Entrepreneurship in Engineering, 6(1), 52-67.

Ozaltin, N.O., Besterfield-Sacre, M., & Clark, R.M. (2015). Design Team Processes that Contribute to Innovative Outcomes: A Mixed Methods Approach. INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 31(6), 1537-1553.

Ozaltin, N.O., Besterfield-Sacre, M., & Clark, R.M. (2015). An engineering educator's decision support tool for improving innovation in student design projects. Advances in Engineering Education, 4(4).

Clark, R.M., Shuman, L.J., & Besterfield-Sacre, M. (2013). In-Depth Use of Modeling in Engineering Coursework to Enhance Problem Solving. In Modeling Students' Mathematical Modeling Competencies. (pp. 173-188).Springer Nature. doi: 10.1007/978-94-007-6271-8_15.

Clark, R.M., Shuman, L.J., & Besterfield-Sacre, M. (2010). In-Depth Use of Modeling in Engineering Coursework to Enhance Problem Solving. In Modeling Students' Mathematical Modeling Competencies. (pp. 173-188).Springer Nature. doi: 10.1007/978-1-4419-0561-1_15.

Clark, R.M., & Besterfield-Sacre, M.E. (2009). A new approach to hazardous materials transportation risk analysis: decision modeling to identify critical variables. Risk Anal, 29(3), 344-354.Wiley. doi: 10.1111/j.1539-6924.2008.01163.x.

Besterfield-Sacre, M., Shuman, L.J., Wolfe, H., Clark, R.A., & Yildirim, P. (2007). Development of a work sampling methodology for behavioral observations: Application to teamwork. JOURNAL OF ENGINEERING EDUCATION, 96(4), 347-357.Wiley. doi: 10.1002/j.2168-9830.2007.tb00944.x.

Clark, R.M., Dukes, A.A., Sowko, L., & Gartner, M. Assessment of a Bioengineering and Nursing Student Partnership for Medical Product Design. Biomedical Engineering Education, 1-14.Springer Nature. doi: 10.1007/s43683-025-00180-y.

Dickerson, S.J., & Clark, R.M. Implementation of Lessons Learned to Simulation-Based Reflection in a Digital Circuits Course. CoED, 13(1).American Society for Engineering Education. doi: 10.18260/af7d-83-11827.

Dosse, L., Barry, M., Ramanathan, K., & Clark, R. A New Approach to Teaching Statics Using a Makerspace. 2019 IEEE Frontiers in Education Conference (FIE).IEEE. doi: 10.1109/FIE43999.2019.9028389.

Kaw, A., Lim, G.T., & Clark, R.M. Reflective Questions: Promoting Metacognition Through Discussion Board Prompts. Journal of Higher Education Theory and Practice, 24(8).North American Business Press. doi: 10.33423/jhetp.v24i8.7238.

Kaw, A., Yalcin, A., Clark, R.M., Gomes, R.B., Serrano, L., Scott, A., & Lou, Y. On Building and Implementing Adaptive Learning Platform Lessons for Pre-Class Learning in a Flipped Course. CoED, 14(2).American Society for Engineering Education. doi: 10.18260/b259-8f-13373.

Dallal, A., Dukes, A., & Clark, R. (2020). Student Performance in Partially Flipped ECE Laboratory Classes. In 2020 ASEE Virtual Annual Conference Content Access Proceedings, 2020-June.American Society for Engineering Education. doi: 10.18260/1-2--35233.

Dickerson, S.J., Clark, R.M., & Jiang, N. (2020). Assessment of reflective and metacognitive practices for electrical and computer engineering undergraduates. In ASEE Annual Conference and Exposition, Conference Proceedings, 2020-June.

Kaw, A., & Clark, R.M. (2020). Does the use of cumulative and practice tests further improve a blended STEM classroom?. In ASEE Annual Conference and Exposition, Conference Proceedings, 2020-June.

Clark, R.M., Wang, M., Zaghloul, M.A.S., Sullivan, S.M., & Chen, K. (2019). Project-based learning of optics and photonics: How to teach a standalone technical elective “niche” course?. In ASEE Annual Conference and Exposition, Conference Proceedings.

Dallal, A., & Clark, R. (2019). Progressive Use of Active Learning in Electrical Engineering Courses. In 2019 ASEE Annual Conference & Exposition Proceedings.American Society for Engineering Education. doi: 10.18260/1-2--33201.

Dukes, A.A., Sowko, L.A., Gartner, M., Barber, B.J., & Clark, R.M. (2019). Assessing the impact of embedding nursing students in bioengineering senior design projects: Student perceptions of interprofessional team benefits and challenges. In ASEE Annual Conference and Exposition, Conference Proceedings.

Kaw, A., Clark, R.M., Delgado, E.E., & Abate, N. (2019). Integrating adaptive learning lessons in a flipped STEM course: Development, outcomes, and data analytics. In ASEE Annual Conference and Exposition, Conference Proceedings.

Kerestes, R.J., Dolloff, P.A., & Clark, R.M. (2019). Delivery of a revamped course on electric power distribution engineering and smart grids. In ASEE Annual Conference and Exposition, Conference Proceedings.

Clark, R.M., & Dickerson, S.J. (2018). The use of SPICE simulation to promote reflection and metacognition in a microelectronics course. In ASEE Annual Conference and Exposition, Conference Proceedings, 2018-June.

Clark, R.M., & Mahboobin, A. (2018). Student reflections on experiences gained from an open-ended problem-solving bio-signals laboratory. In ASEE Annual Conference and Exposition, Conference Proceedings, 2018-June.

Clark, R.M., Kaw, A., & Delgado, E. (2018). Do adaptive lessons for pre-class experience improve flipped learning?. In ASEE Annual Conference and Exposition, Conference Proceedings, 2018-June.

Clark, R.M., Stabryla, L.M., & Gilbertson, L.M. (2018). Use of active learning and the design thinking process to drive creative sustainable engineering design solutions. In ASEE Annual Conference and Exposition, Conference Proceedings, 2018-June.

Clark, R.M., Kaw, A., Lou, Y., Scott, A., & Besterfield-Sacre, M.E. (2017). Blended vs. flipped teaching: One course - Three engineering schools. In ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June.

Cole, D.G., Butler, B., Bodnar, C.A., Clark, R.M., Davis, J., & Congedo, T. (2017). Reinforcing the fundamentals of graduate nuclear engineering through game-based learning. In ANS CONTE 2017 - Conference on Nuclear Training and Education, (pp. 18-19).

Dickerson, S.J., Clark, R.M., & Jain, A. (2017). No excuses: Use of simple active learning in electrical and computer engineering. In ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June.

Mahboobin, A., & Clark, R.M. (2017). Build as you go: An approach to completing laboratory reports. In ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June.

Schmidt, D.E., & Clark, R.M. (2017). Improving student capstone experience by early exposure and engagement. In ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June.

Shemran, R.P., Clark, R.M., Bilec, M.M., Landis, A.E., & Parrish, K. (2017). Developing a framework to better engage students in STEM via game design: Findings from year 1. In ASEE Annual Conference and Exposition, Conference Proceedings, 2017-June.

Bodnar, C., Clark, R., Davis, J., Congedo, T., & Cole, D. (2016). Student perspectives on application of game-based learning within a graduate-level engineering course. In 2016 IEEE Frontiers in Education Conference (FIE), 2016-November, (pp. 1-5).Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/fie.2016.7757440.

Bodnar, C.A., Bongiorni, W.M., & Clark, R. (2016). Evaluating the Effectiveness of Game-Based Learning on Improvement of Student Learning Outcomes within a Sophomore Level Chemical Product Design Class. In INTERNATIONAL JOURNAL OF ENGINEERING EDUCATION, 32(1), (pp. 448-456).

Clark, R.M., & Mahboobin, A. (2016). Scaffolding engineering students to be the problem solvers we want them to be. In ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June.

Markovetz, M.R., Clark, R.M., Arastoopour, G., Swiecki, Z.L., Shaffer, D.W., Chesler, N.C., & Bodnar, C.A. (2016). Innovative design within the context of virtual internships: How can it be defined and how is it related to the student design process?. In ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June.

McDermott, T.E., & Clark, R.M. (2016). Improving a flipped electromechanical energy conversion course. In ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June.

Shuman, L.J., Clark, R.M., Streiner, S., & Besterfield-Sacre, M.E. (2016). Achieving global competence: Are our freshmen already there?. In ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June.

Vidic, N.S., & Clark, R.M. (2016). Comparison of a partially Flipped vs. Fully-flipped introductory probability and statistics course for engineers: Lessons learned. In ASEE Annual Conference and Exposition, Conference Proceedings, 2016-June.

Eichelman, K.M., Clark, R.M., & Bodnar, C.A. (2015). Assessing the impact of game based pedagogy on the development of communication skills for engineers. In ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for Society).

McDermott, T.E., & Clark, R.M. (2015). Revitalizing an electromechanical energy conversion course. In ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for Society).

Vidic, N.S., Clark, R.M., & Claypool, E.G. (2015). Flipped classroom approach: Probability and statistics course for engineers. In ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for Society).

Bodnar, C.A., & Clark, R.M. (2014). Exploring the impact game-based learning has on classroom environment and student engagement within an engineering product design class. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, (pp. 191-196).Association for Computing Machinery (ACM). doi: 10.1145/2669711.2669899.

Clark, R.M., Norman, B.A., & Besterfield-Sacre, M. (2014). Preliminary experiences with "Flipping" a facility layout/material handling course. In IIE Annual Conference and Expo 2014, (pp. 1194-1202).

Markovetz, M.R., Clark, R.M., & Bodnar, C.A. (2014). Assessment of the impact of customer focused activities within a virtual internship environment on students' product design process. In Education Division 2014 - Core Programming Area at the 2014 AIChE Annual Meeting, (pp. 522-523).

Rogy, K.M., Bodnar, C.A., & Clark, R.M. (2014). Examining the entrepreneurial mindset of senior chemical engineering students as a result of exposure to the epistemic game nephrotex. In ASEE Annual Conference and Exposition, Conference Proceedings.

Shuman, L., Besterfield-Sacre, M., Clark, R., Yildirim, T.P., & Bursic, K. (2009). E-MEAs: Introducing an ethical component to model eliciting activities. In ASEE Annual Conference and Exposition, Conference Proceedings.

Shuman, L., Besterfield-Sacre, M., Clark, R., Yildirim, T.P., & Bursic, K. (2009). E-MEAs: Introducing an ethical component to model eliciting activities. In ASEE Annual Conference and Exposition, Conference Proceedings.

Shuman, L.J., Clark, R., Besterfield-Sacre, M., & Yildirim, T.P. (2009). The model eliciting activity (MEA) construct: Moving engineering education research into the classroom. In 2008 Proceedings of the 9th Biennial Conference on Engineering Systems Design and Analysis, 3, (pp. 627-635).

Besterfield-Sacre, M., Clark, R.M., & Shuman, L.J. (2008). Work in Progress - Activities that Capstone Teams use to Create Innovative Design in BioEngineering. In 2008 38th Annual Frontiers in Education Conference, (pp. 47-62).Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/fie.2008.4720520.

Clark, R.M., Besterfield-Sacre, M., Shuman, L.J., & Yildirim, T.P. (2008). Work in Progress - Assessment of MEA Problem Solving Processes Used by Engineering Students. In 2008 38th Annual Frontiers in Education Conference, (p. s2b-13-s2b-14).Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/fie.2008.4720497.

Clark, R.M., Shuman, L.J., Besterfield-Sacre, M., & Yildirim, T.P. (2008). Use of model eliciting activities to improve problem solving by industrial engineering students. In IIE Annual Conference and Expo 2008, (pp. 110-115).

Shuman, L.J., Clark, R.M., Besterfield-Sacre, M., & Yildirim, T.P. (2008). Work in Progress - Ethical Model Eliciting Activities (E-MEA) - Extending the Construct. In 2008 38th Annual Frontiers in Education Conference, (p. s4c-16-s4c-17).Institute of Electrical and Electronics Engineers (IEEE). doi: 10.1109/fie.2008.4720535.

Pinaryildirim, T., Besterfield-Sacre, M., Shuman, L.J., Wolfe, H., & Clark, R.M. (2007). An analysis of engineering design using Markov Chains. In IIE Annual Conference and Expo 2007 - Industrial Engineering's Critical Role in a Flat World - Conference Proceedings, (pp. 392-398).