Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Daniel Wittenborn, Purdue University; Michael Richey, The Boeing Company; Craig Miller, Purdue University

Tagged Divisions

Educational Research and Methods

program. This approach isholistic, comprehensive in nature and includes developers, designers, instructors, students andevaluators with a broad focus on the effectiveness of the program and is consistence with theapplied research. Type I studies can be characterized by their reliance upon contextually specificprojects and contextually specific conclusions.3 This approach includes improvements in theinstructional program and the conditions which are conducive to efficient design, development,and/or evaluation of the instructional program.4,5,6, 7 Additionally, some Type I developmentalstudies reflect traditional evaluations in which the actual development process is not formallyaddressed; rather, only the product or program evaluation is described

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

reaffirms McKeachie's18 view that at leastfour elements of teaching seem to make a difference in student gains in thinking, namely,• student writing and discussion;• explicit emphasis on problem solving procedures and methods;• verbalization of methods and strategies to encouragement development of metacognition; and• time to think and reflect. Figure 4(a) Figure 4(b) Page 13.1084.9 Figure 4(c) Figure 4(d) Figure 4 Whole brain creative process in the Logo projectLogo project detailOur decision to choose a

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Kyu Yon Lim, Pennsylvania State University; Roxanne Toto, Pennsylvania State University, University Park; Hien Nguyen, Pennsylvania State University; Sarah Zappe, Pennsylvania State University; Thomas Litzinger, Pennsylvania State University; Mark Wharton, Pennsylvania State University; John Cimbala, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

instructor notes should be made available to students.Faculty who were proponents of posting notes stated that sharing and posting notes “was anatural consequence” of using the tablet. Benefits of posting class notes included theaccommodation of various learning styles and the ability of students to verify and self-checktheir own learning using the instructor notes. Additionally, annotated notes provide for moreauthentic learning as these collaboratively built annotations reflect meaningfully constructedrelationships among the course concepts. Faculty who were against posting notes voicedconcerns which included: decreased student attention and class attendance, the ability to takegood notes, and potentially diminished student learning.Traditionally

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 1

Collection

2008 Annual Conference & Exposition

Authors

Cynthia Atman, University of Washington; Lorraine Fleming, Howard University; Sheri Sheppard, Stanford University; Ronald Miller, Colorado School of Mines; Karl Smith, University of Minnesota; Reed Stevens, University of Washington; Ruth Streveler, Purdue University; Christine Loucks-Jaret, University of Washington; Dennis Lund, University of Washington

Tagged Divisions

Educational Research and Methods

and research or work experiences, but there are broaderchanges in what students think: about what it means to be an engineer; about their self-conceptand identity as engineers and as members of society20,21; and in their overall direction and goals.As analysis of the APS data continues, and as data from the Broader Samples is included, a morecomplete picture of engineering students is emerging, creating a picture that reflects changes Page 13.908.12over the four years of student life.Engineering programs and their current teaching methods should be re-examined. In addition toa further examination of student experiences, an important part of

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

Thomas Litzinger, Pennsylvania State University; Carla Firetto, Pennsylvania State University; Lucas Passmore, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Kelli Higley, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Francesco Costanzo, Pennsylvania State University; Gary L. Gray; Stephen Turns, Pennsylvania State University; Jonna Kulikowich

Tagged Divisions

Educational Research and Methods

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine

Tagged Divisions

Educational Research and Methods

computer science is attainable, understandable and useful. 8PCM provides a way to frame the curriculum of each course in a major or minor. Instructors usethe parallels to determine the primary and secondary priorities which are then reflected in theevaluation and instructional activity design. Identifying priorities allows the instructor to beflexible and make changes “on the fly” if students lack assumed abilities or if they learn therequired concepts quickly and can handle more challenges.2.2 Objectives: Employment, Desire, FoundationPCM language clarifies the educational value of projects in a computer science curriculum withrespect to the objectives. The ability to work on projects develops employability becausestudents use, practice