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Peer review and the evaluation of samples are common tools used in education and our research has shown positive impacts on student learning through the intentional evaluation of samples as a priming exercise—an experience we have termed “Learning by Evaluating (LbE).” While previous work in design and technology (D&T) classrooms with LbE has demonstrated positive student learning gains, we have not yet investigated the impact of the classroom teacher on the LbE experience for students. Therefore, our research sought to analyze the impact of a classroom teacher on student experience within a LbE experience situated in a D&T classroom. To better understand the impact the teacher has during LbE, multiple D&T classrooms engaged in LbE sessions were enrolled in this study. Each D&T classroom followed a similar protocol which had students engaged in an open-ended design problem who used LbE to evaluate samples of related work as part of their designing process. Specifically, we collected data from student LbE decisions to explore if students in different D&T classes valued different elements of the samples (e.g., did students in one class focus on aesthetics while students in another emphasized brevity in explanations). An online software platform (RMCompare) was used to engage students in LbE and collect both the quantitative data associated with the ranked preferences of the students and the qualitative data from their justifications for their selections. All students were enrolled in the same district-level course and presented with the same samples. Key findings—both similarities and differences—between classes will 

This article presents tactile drafting techniques developed in collaboration with blind educators and students that have the potential to increase BLV students’ access to drafting and engineering graphic curriculum in K-12 and higher education. This work builds on previous work funded by the National Science Foundation (Goodridge et al., 2019; Ashby et al., 2018; Lopez et al., 2020; Goodridge et al., 2021a; Goodridge et al., 2021b) and it is the authors’ hope that some of the practices included herein will allow BLV youth to further develop technological and engineering literacy in related technology and engineering graphics courses.