Johnson, M., & Ozturk, E., & Johnson, J., & Yalvac, B., & Peng, X. (2012, June), Assessing an Adaptive Expertise Instrument in Computer-aided Design (CAD) Courses at Two Campuses  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20972

\bibitem{asee_peer_20972}
  Johnson, M., \& Ozturk, E., \& Johnson, J., \& Yalvac, B., \& Peng, X. (2012, June), \emph{Assessing an Adaptive Expertise Instrument in Computer-aided Design (CAD) Courses at Two Campuses}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20972

Michael Johnson, Elif Ozturk, Joshua Johnson, Bugrahan Yalvac, and Xiaobo Peng.  "Assessing an Adaptive Expertise Instrument in Computer-aided Design (CAD) Courses at Two Campuses".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://peer.asee.org/20972 Internet.  25 May, 2024

\bibitem{asee_peer_20972}
  Michael Johnson, Elif Ozturk, Joshua Johnson, Bugrahan Yalvac, and Xiaobo Peng.
  "Assessing an Adaptive Expertise Instrument in Computer-aided Design (CAD) Courses at Two Campuses".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://peer.asee.org/20972 Internet.  25 May, 2024

@INPROCEEDINGS{asee_peer_20972
author = "Michael Johnson, Elif Ozturk, Joshua Johnson, Bugrahan Yalvac, and Xiaobo Peng"
title = "Assessing an Adaptive Expertise Instrument in Computer-aided Design (CAD) Courses at Two Campuses"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20972}
number = {10.18260/1-2--20972}
}

TY  - CPAPER
AB  -     Assessing an Adaptive Expertise Instrument in Computer-aided Design                     (CAD) Courses at Two CampusesIn today’s highly competitive market, CAD tools are widely used and thought to reduce time tomarket and increase engineering productivity. However, to take advantage of these putativebenefits requires proper use of CAD tools. Merely teaching declarative knowledge (particularkeystrokes and button picks) in CAD is not sufficient; students should acquire deeper proceduralknowledge (design strategy) in CAD. This will allow them to gain a level of expertise that isadaptive in nature. Recent research in engineering education finds that experts demonstrate twodistinct characteristics: adaptive versus routine expertise. Adaptive experts possess the contentknowledge similar to routine experts in the field, but also the ability to effectively utilize andextend their content knowledge. Epistemological beliefs, metacognitive skills, multipleperspectives, and learning orientations are among the constructs that can define adaptiveexpertise.This work will describe the implementation of an instrument used to measure adaptive expertisein two courses at two universities. The instrument contains questions covering four dimensions:multiple perspectives, meta-cognitive self-assessment, goals and beliefs, and epistemology. Inone university setting, freshmen engineering students will be surveyed with the instrument; in theother junior level engineering students will be surveyed. In addition to the student participants,practicing engineers from industry will be surveyed using the instrument. Participantdemographic, education, and engineering experience data will also be collected. These data willbe used to examine the relationships among expertise related responses and demographicvariables. We anticipate finding differences between students’ and practicing engineers’responses as well as differences among each group’s demographic characteristics and theiroverall scores for each of the four dimensions cited above.
AU  - Michael Johnson
AU  - Elif Ozturk
AU  - Joshua Johnson
AU  - Bugrahan Yalvac
AU  - Xiaobo Peng
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Assessing an Adaptive Expertise Instrument in Computer-aided Design (CAD) Courses at Two Campuses
UR  - https://peer.asee.org/20972
DO  - 10.18260/1-2--20972
ER  -