Conference Session

Student Engagement and Motivation

Collection

2008 Annual Conference & Exposition

Authors

Jonathan Stolk, Franklin W. Olin College of Engineering; John Geddes, Franklin W. Olin College of Engineering; Mark Somerville, Franklin W. Olin College of Engineering; Robert Martello, Franklin W. Olin College of Engineering

Tagged Divisions

Educational Research and Methods

AC 2008-1596: ENGINEERING STUDENTS’ CONCEPTIONS OFSELF-DIRECTED LEARNINGJonathan Stolk, Franklin W. Olin College of EngineeringJohn Geddes, Franklin W. Olin College of EngineeringMark Somerville, Franklin W. Olin College of EngineeringRobert Martello, Franklin W. Olin College of Engineering Page 13.527.1© American Society for Engineering Education, 2008 Engineering Students’ Conceptions of Self-Directed LearningAbstractResearchers have developed numerous theories and developmental models to describe self-directed learning, lifelong learning, and self-regulated learning. The literature includes a largebody of research that illustrates the cognitive, metacognitive

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

David Goldberg, University of Illinois at Urbana-Champaign; Andreas Cangellaris, University of Illinois at Urbana-Champaign; Michael Loui, University of Illinois at Urbana-Champaign; Raymond Price, University of Illinois at Urbana-Champaign; Bruce Litchfield, Univ Of Illinois-Urbana Champaign

Tagged Divisions

Educational Research and Methods

curriculum was formed in the crucible of the cold war.8 Since that time, Page 13.684.2radical changes in transportation, communication, and computer technology9 leave us in a verydifferent world. Popular books such as The World is Flat,10 A Whole New Mind,11 and The Riseof the Creative Class12 suggest that returns to innovation and creativity are especially importantin a world where routine analysis and engineering tasks can be outsourced globally for dimes onthe dollar. Scientific discovery and the integration of technology in everyday life are occurringat an increasing rate. These trends demand a more direct involvement of engineers in

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Susan Walden, University of Oklahoma; Cindy Foor, University of Oklahoma; Deborah Trytten, University of Oklahoma

Tagged Divisions

Educational Research and Methods

the challenges and lessons we, theSTEM professionals on the team, learned in our struggle to build a mutually respectful, trust-based, and symbiotic relationship with our social science partners. In the spirit of an authenticpartnership, our anthropology colleague also faced challenges and grew intellectually through theexperiences of this collaboration, but that story is for a different audience. Hopefully our storywill inspire other engineering education researchers to not just use social science techniques andtheories when expedient to do so, but to open their minds to new ways of thinking, investigating,and reporting.The Research Institute for STEM Education (RISE) [22] grew from conversations in fall 2001around ideas for a proposal to

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Patrick Terenzini, The Pennsylvania State University; Lisa Lattuca, Pennsylvania State University; Matthew Ohland, Purdue Engineering Education; Russell Long, Purdue University

Tagged Divisions

Educational Research and Methods

Development (MIDFIELD), compiles institutional data,including demographic and academic transcript records and Fundamentals of Engineering (FE)scores, from nine universities from 1987-2005. In this paper, we propose a design to combinedata from the two databases to assess the correspondence between the self-reported studentlearning outcome measures in the Engineering Change study and the MIDFIELD dataset'sinformation on program-level performance on the FE examination, the only objective test ofstudents’ engineering knowledge.IntroductionThroughout its history, U.S. higher education has been mindful of questions about educationalquality and institutional accountability. Formal accreditation mechanisms emerged in the early20th century. Although the

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Sanjay Rebello, Kansas State University; Lili Cui, University of Maryland Baltimore County

Tagged Divisions

Educational Research and Methods

should spend more time discussing the applicationsas well as the conceptual underpinnings rather than focus solely on strategies and techniques tosolve problems. They should also introduce more ‘word’ problems as these problems arecommonly encountered in physics and engineering courses. Learning the strategies of solvingword problems in mathematics would better prepare students to solve these problems in latercourses. Faculty in physics courses should focus on helping students learn how to interpretinformation in a word problem and to set up the solution. They should also be more mindful ofnotational and representational differences between physics and engineering courses. Faculty inboth physics and mathematics courses should provide more

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

James Trevelyan, University of Western Australia; Sabbia Tilli, University of Western Australia

Tagged Divisions

Educational Research and Methods

purchase them; and what level of support isrequired and available. This does not lend itself to being easily learned. Much of thisknowledge is not written down because it is tacit knowledge and so cannot be easily taught usingconventional methods. An example is assessment of normal working standards and productionfaults or defects: is the straightness of a beam acceptable for its application? Is the painting onthe cabinets done to an acceptable standard? Such standards are difficult to document and oftenonly exists in the minds of people.There has been some research on the links between what is taught in engineering institutions,what graduates learn early in their careers and what training engineers undertake while in theworkforce. For example

Conference Session

ERM Potpourri

Collection

2008 Annual Conference & Exposition

Authors

Emily Wischow, Purdue University, West Lafayette; Lynn Bryan, Purdue University; Shanna Daly, Purdue University

Tagged Divisions

Educational Research and Methods

AC 2008-2371: QUANTUM DOTS: BRINGING NANOSCIENCE ANDENGINEERING INTO THE HIGH SCHOOL CLASSROOMEmily Wischow, Purdue University, West LafayetteLynn Bryan, Purdue UniversityShanna Daly, Purdue University Page 13.1016.1© American Society for Engineering Education, 2008 Quantum Dots: Bringing Nanoscience and Engineering into the High School ClassroomAbstractThis study traces the lesson design process for a professional development initiative on nano-education. In particular, a lesson on quantum dots is traced throughout the iterative designprocess based on a learning performances framework combined with design-based research.Teacher feedback, pre- and

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Debbie Chachra, Franklin W. Olin College of Engineering; Deborah Kilgore, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Janice McCain, Howard University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

they just had some confidence, satdown and did it, that—I mean I’m sure they could all do it, you know, just as well.”Another way that men and women may be different in how they approach engineering refersback to our findings about design activity priorities. Some women have described gendereddifferences in approaches to team projects. For instance, one woman described how [G]uys are different from girls, when we're working on projects and stuff, and sometimes there's -- they have like one track mind where it's like let's just get through this and then we can go. And then—but then I guess when I'm in a group then I sort of have to pay attention to the little details surrounding it, like, oh, what about this, what

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Arunkumar Pennathur, University of Texas-El Paso; Louis Everett, University of Texas-El Paso

Tagged Divisions

Educational Research and Methods

AC 2008-1926: ALIGNING STUDENT LEARNING, FACULTY DEVELOPMENTAND ENGINEERING CONTENT: A FRAMEWORK FOR STRATEGICPLANNING OF ENGINEERING INSTRUCTION AND ASSESSMENTArunkumar Pennathur, University of Texas-El Paso Arunkumar Pennthur is Associate Professor of Industrial Engineering at UTEP. He teaches work design, senior design and human factors engineering. His research interests are in virtual collaboration and problem representation in engineering education.Louis Everett, University of Texas-El Paso Louis Everett is Professor and Chair of Mechanical Engineering at University of Texas at El Paso. He teaches Dynamics and Controls. His research interests are in metacognition in engineering education

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

. Online at http://www.terrapinlogo.com/conference-schedule.php (Accessed 10 January 2008).6. Engineering Council of South Africa. Whole Qualification Standard for the Bachelors Degree in Engineering. Document NCRD 48694. Online at www.ecsa.co.za. (Accessed 15 February 2008).7. Graff, R.W. & Leiffer, P. Student observations over the last 25 years. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. Portland, Oregon, USA, 2005.8. Bransford, J.D., Brown, A.L. & Cocking, R. (Eds). How people learn. Brain, mind, experience and school. Washington DC: National Academic Press, 1999.9. Steyn, T.M. 2003. A learning facilitation strategy for mathematics in a support course

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Krista Donaldson, Stanford University; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

] Chen, H.L., O. Eris, K.M. Donaldson and S.D. Sheppard. "From PIE to APPLES: The Evolution of a Survey Instrument to Explore Engineering Student Pathways" ASEE, Pittsburgh, 2008.[17] Astin, A.W., "Student Involvement: A Developmental Theory for Higher Education" Journal of College Student Development, vol. 40, no. 5, pp. 518-529, 1999.[18] Light, R.J., Making the Most of College: Students Speak Their Minds. Cambridge, MA: Harvard University Press, 2001.[19] Berger, J.B., J.F. Milem and M.B. Paulsen. "The exploration of "habitus" as a multi-dimensional construct" The Association for the Study of Higher Education, Miami, 1998.[20] Chubin, D., K. Donaldson, L. Fleming and B. Olds, "Educating

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Holly Matusovich; Ruth Streveler, Purdue University; Heidi Loshbaugh, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Barbara Olds, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

AC 2008-950: WILL I SUCCEED IN ENGINEERING? USINGEXPECTANCY-VALUE THEORY IN A LONGITUDINAL INVESTIGATION OFSTUDENTS’ BELIEFSHolly Matusovich, Purdue UniversityRuth Streveler, Purdue UniversityHeidi Loshbaugh, Colorado School of MinesRonald Miller, Colorado School of MinesBarbara Olds, Colorado School of Mines Page 13.1403.1© American Society for Engineering Education, 2008 Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students’ BeliefsAbstractThis multi-case study qualitatively and inductively examines undergraduate engineeringstudents’ expectancies for success as engineers as well as how these

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Kristyn Jackson, Stanford University; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University; Helen Chen, Stanford University

Tagged Divisions

Educational Research and Methods

AC 2008-985: GRADUATE SCHOOL OR NOT: ENGINEERING STUDENTSCONSIDER CONTINUING THEIR EDUCATION IN CO-TERMINAL PROGRAMSKristyn Jackson, Stanford University Kristyn Jackson is a Ph.D. student at the Center for Design Research in the Mechanical Engineering Department at Stanford University. Her research interests include K-12 grade students engineering education, students' misconceptions of dynamics, and development of engineering students. Ms. Jackson received a Bachelor of Science Degree in Mechanical Engineering from The University of Texas at Austin. She also received a Master of Science Degree in Mechanical Engineering from Stanford UniversityTori Bailey, Stanford University Tori

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Andrew Morozov, University of Washington; Deborah Kilgore, University of Washington; Ken Yasuhara, University of Washington; Cynthia Atman, University of Washington

Tagged Divisions

Educational Research and Methods

AC 2008-768: SAME COURSES, DIFFERENT OUTCOMES? VARIATIONS INCONFIDENCE, EXPERIENCE, AND PREPARATION IN ENGINEERING DESIGNAndrew Morozov, University of Washington ANDREW MOROZOV is a graduate student in Educational Psychology, College of Education, University of Washington. Andrew is working on research projects within the Center for Engineering Learning and Teaching (CELT) and the Center for the Advancement of Engineering Education (CAEE).Deborah Kilgore, University of Washington DEBORAH KILGORE is a Research Scientist in the Center for Engineering Learning and Teaching (CELT) and the Center for the Advancement of Engineering Education (CAEE), University of Washington. Her areas of specific

Conference Session

Physics Education Research (PER) Relevant for Engineering Education

Collection

2008 Annual Conference & Exposition

Authors

Chandralekha Singh, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

may significantly reduce these difficulties. She is also researching cognitive issues in learning physics and how to make students better problem solvers and independent learners. She is the recipient of the the University of Pittsburgh Chancellor's Distinguished Teaching Award and College of Arts and Sciences Bellet Teaching Excellence Award. Page 13.718.1© American Society for Engineering Education, 2008 Improving Students’ Understanding of MagnetismAbstractFormally investigating the sources of students' difficulties around specific subjects is crucial fordeveloping appropriate strategies to

Conference Session

Emerging Issues in Engineering Education Research and Pedagogy

Collection

2008 Annual Conference & Exposition

Authors

Ann McKenna, Northwestern University; Robert Linsenmeier, Northwestern University; Matthew Glucksberg, Northwestern University

Tagged Divisions

Educational Research and Methods

AC 2008-2738: CHARACTERIZING COMPUTATIONAL ADAPTIVE EXPERTISEAnn McKenna, Northwestern University Ann McKenna is the Director of Education Improvement in the Robert R. McCormick School of Engineering and Applied Science at Northwestern University. She holds a joint appointment as Assistant Professor in the School of Education and Social Policy and Research Assistant Professor in the Department of Mechanical Engineering. She also serves as Co-Director of the Northwestern Center for Engineering Education Research (NCEER). Dr. McKenna’s research focuses on the role of adaptive expertise in engineering education, design teaching and learning, and teaching approaches of engineering faculty. Dr. McKenna

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Sarah Zappe, Pennsylvania State University; Natalia Kapli, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

learning elements. Unfortunately, a pre-test was not administered in this study, whichwould have provided an interesting examination of change in perceptions after completion of thecourse. Additional research is necessary to discover techniques that an instructor can use whenfaced with resistance to active learning. Page 13.196.10Bibliography 1. Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education. 93(3), 223-231. 2. National Research Council (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press: Washington, D.C. 3. Gossman, P., Stewart

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Jennifer VanAntwerp, Calvin College; Rachel Reed, Calvin College; Crystal Bruxvoort, Calvin College; Neil Carlson, Calvin College

Tagged Divisions

Educational Research and Methods

encouraged me to study engineering.RECR4 While I was in high school, engineering programs .65 .10 *** contacted me with information about their college.RECR5 Before starting college, I had a job, internship, or job- .61 .14 *** shadowing experience that positively influenced my choice to study engineering. Answer "not applicable" if you did not have any such job experience, positive or negative, before college.RECR6 Before starting college, I actively participated in extra- .37 .11 *** curricular math- or science-related activities (e.g., Science Olympiad, Odyssey of the Mind, Lego Competition, FIRST).RECR7 Before starting college, I

Conference Session

Student Recruitment and Retention

Collection

2008 Annual Conference & Exposition

Authors

Elif Kongar, University of Bridgeport; Mahesh Baral, University of Bridgeport; Tarek Sobh, University of Bridgeport

Tagged Divisions

Educational Research and Methods

AC 2008-690: ARE WE ACCEPTING THE RIGHT STUDENTS TO GRADUATEENGINEERING PROGRAMS: MEASURING THE SUCCESS OF ACCEPTEDSTUDENTS VIA DATA ENVELOPMENT ANALYSISElif Kongar, University of Bridgeport Elif Kongar received her BS degree from the Industrial Engineering Department of Yildiz Technical University, Istanbul, Turkey, in June 1995. In June 1997, she received her MS degree in Industrial Engineering from the same university where, she was awarded full scholarship for graduate studies in the USA. She started the graduate program in Mechanical, Industrial and Manufacturing Engineering at Northeastern University, Boston, Massachusetts, USA in September 1998 and obtained her Ph.D. degree in June

Conference Session

SPECIAL SESSION: Describing the Engineering Student Learning Experience Based on CAEE Findings: Part 2

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Jessica Yellin, University of Washington; Yi-Min Huang, University of Washington; Brook Sattler, University of Washington

Tagged Divisions

Educational Research and Methods

research and study directly. While most engineering educatorsacknowledge that they make some explicit decisions, most of their decisions are invisible andunspoken. As researchers, we cannot “see” or “witness” a decision, and therefore must inferfrom observable behavior or participants’ self-reported comments that a decision has been made.The study of the decision-making process is also made more difficult by the ephemeral nature ofdecisions which happen quickly in people’s minds. The challenges related to conducting researchabout making decisions may have contributed to the paucity of studies that examine teacherthinking and teacher decision-making in higher education.Although little has been published regarding teaching decisions within the

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Maura Borrego, Virginia Polytechnic Institute and State University; Jenny Lo, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

AC 2008-1091: ASSESSING STUDENTS’ LEARNING OUTCOMES DURINGSUMMER UNDERGRADUATE RESEARCH EXPERIENCESOlga Pierrakos, James Madison University OLGA PIERRAKOS is an Assistant Professor in the School of Engineering at James Madison University. Dr. Pierrakos holds a B.S. in Engineering Science and Mechanics, an M.S. in Engineering Mechanics, and a Ph.D. in Biomedical Engineering from Virginia Tech. Her research interests are cardiovascular fluid mechanics and engineering education research, which includes engineering assessment, undergraduate research, design education methodologies, epistemologies of interdisciplinary education, and K-12 engineering education.Maura Borrego, Virginia Polytechnic

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Samuel T Hunter, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

: Implications for Engineering Education,” Journal of Engineering Education, Vol 86, No. 2, 1997, pp. 133-138.10. American Society of Mechanical Engineers. Mechanical Engineering Curriculum Development Initiative: Integrating the Product Realization Process (PRP) into the Undergraduate Curriculum, New York: ASME, pp. C2-C5, December 1995.11. McGraw, D. “Expanding the Mind,” ASEE Prism, Summer 2004, pp. 30-36.12. Lumsdaine, M. and Lumsdaine, E., “Thinking Preferences of Engineering Students: Implications for Curriculum Restructuring.” Journal of Engineering Education, Vol. 84, No. 2, 1995, pp. 194-204. Page 13.195.1313. Moore

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Christine B. Masters, Pennsylvania State University; Peggy Van Meter, Pennsylvania State University; Gül Okudan, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2008-397: ENHANCING DESIGN LEARNING BY IMPLEMENTINGELECTRONIC PORTFOLIOSMieke Schuurman, Pennsylvania State University Mieke Schuurman is an engineering education research associate with the Leonhard Center for the Enhancement of Engineering Education in the College of Engineering at The Pennsylvania State University. She received her Masters and PhD in Social & Organizational Psychology from the University of Groningen (The Netherlands). Her work focuses on the enhancement of engineering education. She is a member of ASEE and WEPAN, and actively involved in ASEE's Cooperative Education Division as their Research Chair. She has presented her work at annual conferences of ASEE, WEPAN

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

S. Scott Moor, Indiana University-Purdue University-Fort Wayne

Tagged Divisions

Educational Research and Methods

testing educational materials and learning spaces that stimulate serious play. Page 13.280.1© American Society for Engineering Education, 2008 Case Study: A Space Designed for Cooperative Learning with Multiple ProcessesAbstractThe importance of cooperative and active approaches to classroom learning has long beenrecognized. However most of our resources, textbooks, curriculum structures and learningspaces are not designed with these pedagogies in mind. Many instructors have developed theirown materials and figured out how to conduct an engaged, active and cooperative class in

Conference Session

STEM Pipeline: Pre-College to Post-Baccalaureate

Collection

2008 Annual Conference & Exposition

Authors

Julie Trenor, University of Houston; Olga Pierrakos, James Madison University

Tagged Divisions

Educational Research and Methods

me want to do grad school. I’ve always wanted to probably be an engineering professor. I thought that’d be cool because I like teaching. I was a tutor in high school and stuff like that. But I knew I would have to get a Ph.D., and that was kind of the ‘I don’t know if I want to do this’ part of it. And now that I’ve done this, the Ph.D. work doesn’t seem so bad.” “[the program] Opened my mind to different possibilities, and confirmed my interest in research. ”One student talked about her change in goals before and after the program by saying, “it [thesurvey] asked me if I was going to go to graduate school and I said ‘no,’ now I’ve changed mymind.”Specifically, students repeatedly talked about the panel

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Jennifer Turns, University of Washington; Kejun Xu, University of Washington; Matt Eliot, University of Washington

Tagged Divisions

Educational Research and Methods

certain to keep the emphasis on you. 1.6 Include claims about what you know, not just claims about what is important.2. Make choices with the audience in mind 2.1 Fit in yet stand out 2.2 Remember that your audience wasn’t there 2.3 Anticipate your audience’s concerns3. Link specific phenomena to general engineering principles 3.1 Explicitly state both the general claim about engineering practice and the key engineering concept 3.2 Contextualize the key engineering concept through explanatory text. 3.3 Use the key engineering concept to make a more nuanced understanding of the general claim.4. Connect to the future5. Provide details to add credibility, while acknowledging space limits.6. Work

Conference Session

Design: Content and Context

Collection

2008 Annual Conference & Exposition

Authors

Shanna Daly, Purdue University; Robin Adams, Purdue University

Tagged Divisions

Educational Research and Methods

have blinds so they can close this room and how did they fix these blinds to the wall. And is that the most elegant way of fixing these blinds into the wall. The could have fixed these blinds in the gap between the ceiling and the glass wall so that I will not see them...So maybe did they want me to see them or did they not want me to see them and think about it. So you see it’s a sickness.DiscussionThis investigation began with two questions in mind:• How do designers within and outside of engineering experience design similarly?• What themes emerge from these experiences that could facilitate common ground?What emerged is that the designers interviewed, while the content and contexts of their

Conference Session

Faculty Attitudes and Perceptions

Collection

2008 Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Lisa Brooks, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

democratic society all citizens should be informed and responsible for makingdecisions that may directly influence their daily lives. Energy is one of the mostpredominant elements of modern human societies and their survival in a healthy political,economic, and social environment. Hence, the main teaching goal of ENGR 101 is topromote student participation in every aspect of the course activities, ranging from the in-class discussions to the design of the course projects. With this goal in mind, peerteachers, graduate students, engineering faculty, and learning scientists systematicallyworked together over the academic semester which was the focus of this research toemphasize a learner-centered instructional design in teaching the ENGR 101 course

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Michael Collura, University of New Haven; Samuel Daniels, University of New Haven

Tagged Divisions

Educational Research and Methods

AC 2008-2439: HOW ACCURATE IS STUDENTS’ SELF-ASSESSMENT OFCOMPUTER SKILLS?Michael Collura, University of New HavenSamuel Daniels, University of New Haven Page 13.671.1© American Society for Engineering Education, 2008 How Accurate is Students’ Self-Assessment of Computer Skills? AbstractSelf-evaluation by students is commonly used as a key element in program and courseassessment plans. Such instruments are intended to provide crucial feedback for programimprovement and thus play a significant role in closing our assessment loop. For many of theprogram outcomes, self-assessment by current students and graduates augments other

Conference Session

Problem Solving and Misconceptions

Collection

2008 Annual Conference & Exposition

Authors

John Jackman, Iowa State University; Sarah Ryan, Iowa State University; Craig Ogilvie, Iowa State University; Dale Niederhauser, Iowa State University

Tagged Divisions

Educational Research and Methods

College Press. 8. Volkema, R. J. (1983) Problem Formulation in Planning and Design, Management Science, Vol. 29, No. 6, pp. 639-652. 9. Clement, J., Lochhead, J., Monk, G. S. (1981). Translation Difficulties in Learning Mathematics. The American Mathematical Monthly, Vol. 88, No. 4., pp. 286-290. 10. Ryan, S. M., J. K. Jackman, R. R. Marathe, P. Antonenko, P. Kumsaikaew, D. S. Niederhauser and C. A. Ogilvie (2007). Student selection of information relevant to solving ill-structured engineering economic decision problems. Proceedings of 2007 Conference of the American Society for Engineering Education, Honolulu, Hawaii. 11. Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes