Enhancing effectiveness and inclusivity of introductory ME courses: A cognitive psychology approach

Frederic-charles Krynen; Carl Wieman; Shima Salehi

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Mechanical Engineering: DEI, Flipped Classrooms
Page Count: 17
DOI: 10.18260/1-2--41481
Permanent URL: https://peer.asee.org/41481
Download Count: 355

Paper Authors

biography

Frederic-charles Krynen Stanford University

visit author page

Fred Krynen is a Ph.D. candidate in Mechanical Engineering at Stanford University. Under the guidance of Professor Carl Wieman and Professor Shima Salehi, his research focuses on teaching methods as they apply to introductory university-level mechanical design courses. He is focused on measuring these methods’ impact on performance, retention and on the students’ sense of belonging in the physical space they occupy while learning, and in the field of engineering. Previously, he worked as a Chef for eleven years in fine dining restaurants in five countries. In 2014, he returned to school to earn his GED, attended Mt Hood Community College in Gresham, Oregon and transferred to Stanford University in 2016. He holds a BS and a MS, both in Mechanical Engineering from Stanford University.

visit author page

author page

Shima Salehi Stanford University

author page

Carl Wieman

Download Paper | Permalink

Abstract

Introductory mechanical design courses can either be invigorating and inspiring experiences, or alienating and intimidating depending on students’ prior experience with design, as well as their socio-economic, and demographic backgrounds. This work-in-progress study explores cognitive psychology-based methods to teach mechanical engineering design courses effectively and inclusively for a diverse body of students regardless of their backgrounds. The theoretical foundation for this course design are two seminal theories of cognitive psychology: deliberate practice (DP) [1], and preparation for future learning (PFL) [2]. Deliberate practice theory, as described by Ericsson is used for development of competency in many different fields (e.g. sport, musics, physics, etc.). PFL has shown how a prior learning activity that prepares the learner can enhance learning from future instructor-led sessions. Based on deliberate practice theory: 1) we designed targeted learning activities for each of the weekly course learning goals, 2) students would receive timely, and specific feedback on their performance in these activities, and 3) they would be given opportunities to incorporate the feedback for improving their performance. PFL learning activities are given to students as small group activities in the coaching sessions led by course assistants (CA) in advance of corresponding instructor-led sessions on the topic. The PFL learning activities are designed to engage the students in trying to solve an interesting problem that will be unlike what they may have seen in previous courses or projects. This helps put all students on equal footing. During these activities, the CA engages students to share ideas, reflect on progress, and explore the problem and solution space further, by providing timely feedback. By the end of the small group activity students are asked to summarize their learning from the activity. The instructor-led sessions are then split into three parts, the first two are didactic lectures, and the third is an active learning activity which takes place in small groups. The impact of this course design will be studied with pre-, post-surveys, interviews, and students’ performance in the course to evaluate their sense of belonging in the field of engineering [3] and their development of mechanical design competency.

Citation
Format

Krynen, F., & Salehi, S., & Wieman, C. (2022, August), Enhancing effectiveness and inclusivity of introductory ME courses: A cognitive psychology approach Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41481

TY - CPAPER
AB - Introductory mechanical design courses can either be invigorating and inspiring experiences, or
alienating and intimidating depending on students’ prior experience with design, as well as their
socio-economic, and demographic backgrounds. This work-in-progress study explores cognitive
psychology-based methods to teach mechanical engineering design courses effectively and
inclusively for a diverse body of students regardless of their backgrounds. The theoretical
foundation for this course design are two seminal theories of cognitive psychology: deliberate
practice (DP) [1], and preparation for future learning (PFL) [2]. Deliberate practice theory, as
described by Ericsson is used for development of competency in many different fields (e.g. sport,
musics, physics, etc.). PFL has shown how a prior learning activity that prepares the learner can
enhance learning from future instructor-led sessions. Based on deliberate practice theory: 1) we
designed targeted learning activities for each of the weekly course learning goals, 2) students
would receive timely, and specific feedback on their performance in these activities, and 3) they
would be given opportunities to incorporate the feedback for improving their performance.
PFL learning activities are given to students as small group activities in the coaching sessions led
by course assistants (CA) in advance of corresponding instructor-led sessions on the topic. The
PFL learning activities are designed to engage the students in trying to solve an interesting
problem that will be unlike what they may have seen in previous courses or projects. This helps
put all students on equal footing. During these activities, the CA engages students to share ideas,
reflect on progress, and explore the problem and solution space further, by providing timely
feedback. By the end of the small group activity students are asked to summarize their learning
from the activity. The instructor-led sessions are then split into three parts, the first two are
didactic lectures, and the third is an active learning activity which takes place in small
groups.
The impact of this course design will be studied with pre-, post-surveys, interviews, and students’
performance in the course to evaluate their sense of belonging in the field of engineering [3] and
their development of mechanical design competency.
AU - Frederic-charles Krynen
AU - Shima Salehi
AU - Carl Wieman
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Enhancing effectiveness and inclusivity of introductory ME courses: A cognitive psychology approach
UR - https://peer.asee.org/41481
DO - 10.18260/1-2--41481
ER -