-Authentic, real-world problem solving is an integral part of the engineering profession. Yet, research suggests that engineering education is primarily focused on welldefined and well-structured problems, which do not provide students the real-world relevance, context, or experience in solving the types of problems required as a professional engineer. The addition of problem-based service learning (PBSL) to engineering curricula provides an opportunity to introduce students to a variety of real-world projects in a community-based context. Numerous studies have shown the importance and impacts of integrating service learning and problem-based learning into engineering education. Herein, the results of a mixed-methods, longitudinal study on cognitive and affective learning during a PBSL sophomore design experience are presented and discussed. The goals are to demonstrate how both qualitative and quantitative data can be used to measure student learning during a PBSL experience and to provide a framework for assessment of such experiences.

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Feature heterogeneity and diagnostic overlap occur regularly among patients in clinical settings. In interpersonal reconstructive therapy (IRT), a case formulation focused on patterns learned in close attachment relationships guides intervention choices. This study illustrates how IRT formulation and treatment proceed, and how it may also fail when there is not close adherence to underlying principles. Don is a music professor in his 40's with a significant trauma history and complex diagnostic profile that includes many hospitalizations and suicide attempts. He qualified for several diagnostic and statistical manual of mental disorders personality disorders via formal diagnostic interviews (obsessive-compulsive, avoidant, passive-aggressive, narcissistic), as well as major depression, generalized anxiety, and substance abuse. Don's formulation demonstrates how self-destruction can function as a "gift of love" to internalized representations of important caregivers. Data from work with patients like Don confirm the usefulness of Benjamin's IRT lens for navigating comorbidity, as well as the importance of underlying principles of change.

Previous research has shown that engagement in a task is directly linked to a person's motivational beliefs [1] . Motivational theories have been incorporated into domains like psychology and education for decades in order to help explain student performance in many different areas [1][2] [3] . Recently, researchers in engineering education have used the Expectancy-Value Theory of motivation to assess academic and achievement behaviors in students [4][5][6] [7] . Specifically, motivation theories have been used to assess the probability of a student's intention to leave a given field or major [4][6] . Due to the attrition problem that affects about 50% of engineering students in universities across the country [8][9] , the use of motivational theories could prove to be a useful tool in further exploring the attrition issue and finding answers. As part of a larger research program, the current study attempts to validate an instrument, the Engineering Students' Motivational Beliefs Scale (ESMBS), through the use of the Benson's Model of Construct Validation [10] . The development of the ESMBS is based on an Expectancy, Value, and Cost framework of motivation and assesses students' motivational beliefs in the context of engineering education [11] . Because preliminary data yielded mixed findings regarding the internal consistency of some of the subscales [11] , the paper herein serves to show findings from a second administration of the instrument, along with inter-correlations between items and future directions for the development of the ESMBS, in attempts to further examine these psychometric issues. The researchers believe that a bigger sample size was needed in order to make any claims about the functioning of the ESMBS items, thus the need for a new larger study.The Expectancy-Value Cost (EVC) model was created under the umbrella of the Expectancy Value Theory (EVT) of motivation, which has been a major theory for researching achievement related behaviors in many different educational domains [2][3] . EVT posits that motivation towards a specific activity or domain is driven by a person's expectations of obtaining a specific goal and the value that one ascribes to said goal [12] . The main components of EVT, expectancy and value, are believed to impact motivation and have shown to be very useful in research on academic behavior [13] . The first component, expectancy, refers to the expectancy that a person has for being successful at a given task. The second component deals with the value ascribed to the specific task, and can be broken down into four subcomponents; interest, attainment, utility, and its moderator, cost [14] .