Pitterson, N. P., & Perova-Mello, N., & Streveler, R. A. (2018, June), Engineering Habits of Mind: How EE Majors Talk About Their Knowledge of Circuits  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30410

\bibitem{asee_peer_30410}
  Pitterson, N. P., \& Perova-Mello, N., \& Streveler, R. A. (2018, June), \emph{Engineering Habits of Mind: How EE Majors Talk About Their Knowledge of Circuits}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--30410

Nicole P. Pitterson, Natasha Perova-Mello, and Ruth A. Streveler.  "Engineering Habits of Mind: How EE Majors Talk About Their Knowledge of Circuits".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/30410 Internet.  19 Apr, 2024

\bibitem{asee_peer_30410}
  Nicole P. Pitterson, Natasha Perova-Mello, and Ruth A. Streveler.
  "Engineering Habits of Mind: How EE Majors Talk About Their Knowledge of Circuits".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/30410 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_30410
author = "Nicole P. Pitterson, Natasha Perova-Mello, and Ruth A. Streveler"
title = "Engineering Habits of Mind: How EE Majors Talk About Their Knowledge of Circuits"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/30410}
number = {10.18260/1-2--30410}
}

TY  - CPAPER
AB  - The preparation of future engineers is often characterized as ensuring students possess technical knowledge and the ability to apply that knowledge to solve problems. Researchers often advocate that emphasis is placed on using instructional strategies aimed at improving the way students develop this technical knowledge, and that they are provided opportunities to use it. Also, the goal of engineering and science education is to encourage students to employ various modes of thinking about concepts rather than passively duplicate what they have been exposed to. The purpose of this paper is to highlight the spontaneous habits of mind demonstrated by undergraduate electrical engineering students when asked to explain the phenomena of electric current in basic circuits. Engineering habits of mind are defined as a unique set of values, skills and attitudes associated with engineering depicted by one’s ability to make informed choices when faced with uncertainty in problem solving. The habits of mind framework used to guide this study was first published in the Project 2061 initiative led by the American Association for the Advancement of Science (AAAS) and further developed by the National Academy of Engineering (NAE). This exploratory work was guided by the following question: What habits of mind do undergraduate electrical engineering students use when answering conceptual questions about electric current? The data for this study were student interviews conducted using a think aloud protocol. The questions on the protocol were aimed at uncovering students’ conceptual knowledge and possible misconceptions about basic circuit concepts. The findings from this work can potentially address key questions relating to curriculum design in engineering as well as to suggest ways in which teaching in engineering classrooms can be improved for maximum benefit to both instructors and students. 
AU  - Nicole P. Pitterson
AU  - Natasha Perova-Mello
AU  - Ruth A. Streveler
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - Engineering Habits of Mind: How EE Majors Talk About Their Knowledge of Circuits
UR  - https://peer.asee.org/30410
DO  - 10.18260/1-2--30410
ER  -