Introducing Faculty Research to Undergraduate Engineering Students: Enhancing Active Cooperative Learning

Nina Robson; Joseph A. Morgan

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Graduate Education and Undergraduate Research-related Issues
Tagged Division: Engineering Technology
Page Count: 9
Page Numbers: 25.841.1 - 25.841.9
DOI: 10.18260/1-2--21598
Permanent URL: https://peer.asee.org/21598
Download Count: 361

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Paper Authors

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Nina Robson Texas A&M University

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Nina Robson is currently an Adjunct Assistant Professor in the Engineering Technology and Industrial Distribution Department at Texas A&M University and an Assistant Researcher in the Mechanical and Aerospace Engineering Department at the University of California, Irvine.

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Joseph A. Morgan Texas A&M University

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Joseph A. Morgan has more than 20 years of military and industry experience in electronics and telecommunications systems engineering. He joined the Engineering Technology and Industrial Distribution Department in 1989 and has served as the Program Director of the Electronics and Telecommunications programs and as the Associate Department Head for Operations. He received his B.S. degree in electrical engineering (1975) from California State University, Sacramento, and his M.S. (1980) and D.E. (1983) degrees in industrial engineering from Texas A&M University. His education and research interests include project management, innovation and entrepreneurship, and embedded product/system development.

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Abstract

Multidisciplinary Engineering Projects: Enhancing Active Cooperative Learning ETD IT/IET Interest Group Abstract Recently, there has been a shift from using lecture-based teaching methods in undergraduate engineering courses to using more learner-centered teaching approaches. Inductive teaching methods come in many forms, including discovery learning, inquiry-based learning, problem-based learning, project-based learning, case-based teaching and just-in-time teaching. However, research into these methods has mainly involved studies on each of these approaches separately. Few studies have examined these methods where two or more are used collectively in classes. This paper discusses the importance of multidisciplinary projects and team environments, focusing on student-centered approaches, such as active cooperative learning. In the summer of 2012, we assembled a team of students from the XXX and XXX program within XXX Department at XXX University and presented them with a challenge. The challenge was to develop a low-cost “standardized” vehicle, capable of supporting customization and adaptation to meet many divergent needs. The students were required to work as a team and develop a collective solution. The instructors from both programs provided weekly feedback in response to the students’ efforts, but offered little direction before or during those efforts. The multidisciplinary team environment naturally integrated features of project-based learning, wherein certain students applied previously acquired knowledge, with problem-based learning, wherein the students had not previously received formal instruction in the necessary background material and therefore stimulating cooperative work between the students from XX and XX programs. The influence of the guided discovery learning, characterized by minimum guidance provided by the instructors and the trial and error consequently required by students, was also used as a feature/tool in that learning process. In the end, the paper presents some of the student perceptions of this “hybrid” teaching method, discusses lessons learned during the process and plans for continuing the multidisciplinary activities in the future.

Citation
Format

Robson, N., & Morgan, J. A. (2012, June), Introducing Faculty Research to Undergraduate Engineering Students: Enhancing Active Cooperative Learning Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--21598

TY  - CPAPER
AB  - Multidisciplinary Engineering Projects: Enhancing Active Cooperative Learning                               ETD  IT/IET  Interest  Group                                         Abstract     Recently, there has been a shift from using lecture-based teaching methods     in undergraduate engineering courses to using more learner-centered     teaching approaches. Inductive teaching methods come in many forms,     including discovery learning, inquiry-based learning, problem-based     learning, project-based learning, case-based teaching and just-in-time     teaching. However, research into these methods has mainly involved     studies on each of these approaches separately. Few studies have     examined these methods where two or more are used collectively in     classes.     This paper discusses the importance of multidisciplinary projects and team     environments, focusing on student-centered approaches, such as active     cooperative learning. In the summer of 2012, we assembled a team of     students from the XXX and XXX program within XXX Department at     XXX University and presented them with a challenge. The challenge was     to develop a low-cost “standardized” vehicle, capable of supporting     customization and adaptation to meet many divergent needs. The students     were required to work as a team and develop a collective solution. The     instructors from both programs provided weekly feedback in response to     the students’ efforts, but offered little direction before or during those     efforts.     The multidisciplinary team environment naturally integrated features of     project-based learning, wherein certain students applied previously     acquired knowledge, with problem-based learning, wherein the students     had not previously received formal instruction in the necessary     background material and therefore stimulating cooperative work between     the students from XX and XX programs. The influence of the guided     discovery learning, characterized by minimum guidance provided by the     instructors and the trial and error consequently required by students, was     also used as a feature/tool in that learning process.     In the end, the paper presents some of the student perceptions of this     “hybrid” teaching method, discusses lessons learned during the process     and plans for continuing the multidisciplinary activities in the future.
AU  - Nina Robson
AU  - Joseph A. Morgan
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Introducing Faculty Research to Undergraduate Engineering Students: Enhancing Active Cooperative Learning
UR  - https://peer.asee.org/21598
DO  - 10.18260/1-2--21598
ER  -