Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

Solving (Research Agenda for Mathematics Education), vol. 3, R. I. Charles and E. A. Silver, Eds. Reston, VA: National Council of Teachers of Mathematics, 1988, pp. 82-92.[19] Newell, J., Dahm, K., Harvey, R., and Newell, H., “Developing metacognitive engineering teams,” Chemical Engineering Education, vol. 38, no. 4, pp. 316-320, 2004.[20] Bong, M., “Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs,” The Journal of Educational Research, vol. 97, no. 6, pp. 287-297, 2004.[21] Multon, K. D., Brown, S. D., & Lent, R. W., “Relation of selfefficacy beliefs to academic outcomes: A meta- analytic investigation,” Journal of Counseling Psychology, vol. 38, pp. 30-38, 1991.[22

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

]Coutinho, S. (2008). Self-Efficacy, metacognition, and performance. North American Journal ofPsychology, 10(1), 165-172. [11] Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), CognitiveScience and Mathematics Education (pp. 189-215). Hillsdale, NJ: Erlbaum. [12] Selden, A., Selden, J., Hauk, S., & Mason, A. (2000). ‘Why can’t calculus students access their knowledgeto solve nonroutine problems? In E. Dubinsky, A. H. Schoenfeld & J. J. Kaput (Eds.), CBMS Issues in MathematicsEducation: Research in Collegiate Mathematics Education IV. Providence, RI: American Mathematical Society. [13] Weber, K. (2001). Student difficulty in constructing proofs: The need for strategic knowledge

Conference Session

Design Tools & Methodology I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Michael S. Trevisan, Washington State University; Howard P. Davis, Washington State University; Steven W. Beyerlein, University of Idaho, Moscow; Susannah Howe, Smith College; Phillip L. Thompson, Seattle University; Jay McCormack, University of Idaho; Patricia Brackin, Rose-Hulman Institute of Technology; Javed Khan, Tuskegee University

Tagged Divisions

Design in Engineering Education

. Motivation for learning will depend upon alignment of individual goals with team,course, and stakeholder goals, and this motivation will affect the durability of learning 20, 25, 26.Students’ self-efficacies also influence their motivation, so feedback from peers and instructors Page 22.791.5will affect student confidence and motivation to learn 27. Table 2 summarizes conditions inwhich the team-based design experience occurs.Table 2. Summary of Team-Based Project Learning ContextLearning Environment Team Cultureo Each student is a member of a team developing o Each student brings unique experiences, a design

Conference Session

The Best of Design in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Betsy Palmer, Montana State University; Patrick T. Terenzini, Pennsylvania State University, University Park; Ann F. McKenna, Arizona State University, Polytechnic campus; Betty J. Harper, Pennsylvania State University, University Park; Dan Merson, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

of the Statistical Package for theSocial Sciences (SPSS) software (v.18). Twenty-nine associate deans for undergraduateeducation (or the equivalent) from the 31 participating institutions returned surveys.Using the data collected from each group, the research team constructed scales that measurevarious curricular emphases, classroom and program experiences, and attitudes about education.Factor analytic techniques identified the number of latent constructs underlying sets of items inorder to reduce the number of items necessary to adequately measure those constructs and toassess each factor‟s meaning. [18, 19] Principal axis factoring and direct oblimin oblique rotationwith Kaiser normalization were used to identify factors. Principle axis