Conference Session

Preparing Engineering Students for Their Professional Practice

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Russell Korte, George Washington University; Saniya Leblanc, George Washington University

Tagged Divisions

Educational Research and Methods

focused on developing students’ competence forteamwork and communication, along with other social competencies needed in the workplace.Faculty described their efforts to design courses affording students a variety of experiences andthe opportunities to reflect on these experiences. Students reported that guest speakers andcompany-based projects afforded them opportunities to develop their professional networks. Animportant resource for experiential learning comes from others via development networks, whichexplain the learning and development acquired from ‘constellations’ of developmentally orientedrelationships experienced in various social contexts [27]. Rich developmental networks inlearning ecologies enrich students’ experiences and

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Taylor Tucker, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

-solve space (P3) and the other three spaces. Where P3 can be thoughtof as the applied, actionable problem-solving space in which students perform computations andcarry out plans, the other three spaces encompass more complex processes like planning,reflection, and conceptual problem solving. Thus, it is within these three spaces that the majorityof metacognitive processes take place. We know from previous work that without scaffolds,collaborative problem-solving interactions are dominated by attempting to solve the problem(P3) [8], meaning that most of the problem solving during the task is computational. However,when provided with explicit scaffolds that supported the implementation of other problem-solving spaces, groups tended to score

Conference Session

Collaboration and Communication in Problem-based Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saadeddine Shehab, University of Illinois at Urbana-Champaign; LuEttaMae Lawrence, University of Illinois at Urbana-Champaign; Emma Mercier, University of Illinois at Urbana-Champaign; Anthony Salvatore Margotta, University of Illinois at Urbana-Champaign; Elizabeth Renee Livingston; Mariana Silva, University of Illinois at Urbana-Champaign; Taylor Tucker, University of Illinois at Urbana-Champaign

Tagged Divisions

Educational Research and Methods

the semester when there is more time and TAs are still stressing theimportance of collaboration. However, there were discussions that this is a more expert skill,because TAs who are new may not have the time or capacity to keep track of who is doing welland also reflect on it at the end of class.Figure 4: Guidelines of what to say and how to interact during whole class interventions.Figure 5: Guidelines of how to structure the end of class wrap up to emphasize collaboration. During both workshops there were many discussions about how these guidelines shouldbe shared with other TAs. Both TAs are graduating and will no longer be teaching these courses.A final decision was made to provide new TAs with a cheat sheet of guidelines for

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, can reflect their self-efficacy and may correlate to performance/competence with respect to their engineering identity.Attribution theory describes student perception of the cause of an outcome [4]. Attributions inacademia may include effort, knowledge, or ability and are strongly connected to emotions [4].Emotions generally influence daily choices. The way an individual reacts to the outcome of thesechoices may influence future behaviors. However, it is the student’s perception of attributionswhich emotionally influence motivation. Two students may attribute an outcome to the samecause, but view the characteristics of the cause very differently. We are particularly interested inhow these attributions may vary with strength of engineering

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Benjamin Emery Mertz, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology; Patrick Cunningham, Rose-Hulman Institute of Technology; Shraddha Sangelkar, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

, formal instruction on teamwork may be limited.As part of a curriculum improvement process within the Mechanical Engineering department atRose-Hulman Institute of Technology, we are working to coordinate “threads” that cut acrosscourses in the curriculum, e.g., student teaming, technical communication, business acumen,ethics, and ill-structured problems. Each active thread is championed by a small facultycommittee, charged with prompting and analyzing department reflections, moderating anddocumenting departmental discussions of results, and collecting and sharing evidence-basedpractices relevant to the thread. Each thread is following coordinated change processes acrossdimensions presented by Borrego and Henderson [2] in order to have a greater

Conference Session

Care and Inclusive Teaching

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Memoria Matters, Purdue University at West Lafayette; Carla B. Zoltowski, Purdue University at West Lafayette; Patrice Marie Buzzanell, Purdue University at West Lafayette; Andrew O. Brightman, Purdue University at West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Then for each factor participants will be asked how theyhave been influenced by their experiences in the ECE department. At this point, participants mayspeak on recent diversity and inclusion initiatives in the department, including the tip sheet anddiversity and inclusion design sessions put on by our larger NSF-funded study. Finally,participants will be asked how each factor could be improved for themselves or other ECEfaculty.It is possible that reflection during the interview itself will have some effect on participants’intention toward inclusive teaching. To observe this effect, participants will be asked to completean open-ended electronic survey question once before and once after the interview. Before theinterview, we will ask directly

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Marah B. Berry, University of Florida; Elliot P. Douglas, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

Tagged Divisions

Educational Research and Methods

. call uncertainty. More generally,ambiguity by the students over the desired outcome reflects the ill-structuredness of theproblems.However, students also perceived a number of contextual factors as contributing to ambiguity. Ageneral lack of knowledge on their part was seen as creating ambiguity as to how to solve theproblem. From this perspective, ambiguity would decrease with experience, as noted by Dave. Ifgeneral knowledge is an aspect of ambiguity, then the differences between novices and expertsnoted in the literature could be taken as indications of more or less ambiguity in the problem-solving process. Another contextual factor was group problem-solving. The dynamics of groupinteractions can lead to ambiguity, when group members are

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

here and you just like push it until it forms to the shape of whatever you're molding. Um so the like thicker ones would slip out of the seal. So they weren't like sealing fully, they weren't making this like cone shape. Um and then the fitter- thinner ones were ripping before it got there. Um, so the polypropylene was actually the only one that created the shape that I was looking for.”Category 2. Practical knowledge. Below we describe three aspects of the ways students gainedpractical knowledge about equipment and experimentation.Engineering experimentation. Coming into the project, the students were unfamiliar withdesigning their own experiments. For example, in his interview Noah reflected on the challengeof

Conference Session

K-12 and Bridge Experiences in Engineering Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabina Anne Schill, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

]). TABLE I. LITERATURE DEFINITIONS OF MENTORING Definition Source “a collaborative process in which mentees and mentors take part in reciprocal and dynamic activities [7, p. 35] such as planning, acting, reflecting, questioning, and problem-solving” “a form of teaching where faculty members provide advice, guidance, and counsel in the areas of academic, career, and personal (psycho-social) development, which can occur either individually or [11, p. 48] in small groups” “a dyadic, hierarchical

Conference Session

ERM Technical Session 19: Thinking about the Engineering Curriculum

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darby Rose Riley, Rowan University; Joshua Bourne Reed, Rowan University; Richard T. Cimino, Rowan University; Stephanie Farrell, Rowan University; Cheryl A. Bodnar, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Responses that reflected the second most frequent codes, “Broader Scope,” and“Solution-Focused” focused on the diversity/inclusivity issue implied in the scenario and eitherapplied the proposed solution to other, similar issues (broader scope) or tried to find acompromise between the parties involved (solution focused). Subject 719: Broader Scope​ ​“...[H]aving our school, our university associating with that person could make other people feel, think that the school associates with those views.” Subject 539: Solution-Focused​ ​“...I would offer to talk to the professor about my feelings towards the speaker coming, and then I would also offer if the speaker's not speaking for the entire class, to excuse myself, to say

Conference Session

ERM Potpourri I

Collection

2007 Annual Conference & Exposition

Authors

Donald Visco, Tennessee Technological University; Saravanan Swaminathan, Tennessee Technological University; Lisa Zagumny, Tennessee Technological Univesity; Holly Anthony, Tennessee Technological University

Tagged Divisions

Educational Research and Methods

the exam, this may not be the case (as evidenced by their exam scores). • Several students moved from a constructivist to constructionist approach to study guide preparation after working in the focus groups. • Student strategies for completion of the study guide vary widely, but overall reflect a lack of confidence.We will touch on these points, and more, in what follows.UsageFor many of the students, learning is equated with memorizing or being able to locate necessaryinformation for the exam. They repeatedly expressed a lack of confidence in their examperformance. They guessed at how they performed on the exams and did so ratherconservatively. No one left the exam confident as further evidenced by superstitious

Conference Session

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

Collection

2008 Annual Conference & Exposition

Authors

Helen Chen, Stanford University; Krista Donaldson, Stanford University; Ozgur Eris, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Gary Lichtenstein, Stanford University; Sheri Sheppard, Stanford University; George Toye, Stanford University

Tagged Divisions

Educational Research and Methods

life How well are you meeting the workload demands of your coursework? 12. Academic Disengagement (Liberal Arts Courses) .88 .58 Skipped non-engineering related class Turned in non-engineering related assignments late Came late to non-engineering related class Turned in non-engineering related assignments that did not reflect your best work 13. Academic Disengagement (Engineering Related) .86 .70 Skipped engineering related class Turned in engineering related assignments late Turned in engineering related assignments that did not reflect your best work Came late to engineering related class 14. Frequency of

Conference Session

Measurement Tools

Collection

2009 Annual Conference & Exposition

Authors

Elliot Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

assumecertain conceptualizations of critical thinking and apply those definitions to interpret studentbehavior. There are very few empirical studies that examine the practice of critical thinking inorder to understand the actual strategies used by students when they participate in what educatorswould consider to be critical thinking tasks. One exception is the Reflective Judgment Model ofKing and Kitchener.10 This model is based on qualitative studies, although it is now measuredusing a quantitative instrument, and has not been used for engineering students. Other examplesexist for specific engineering tasks that require higher order thinking, such as examining theprocesses students use when confronted with a design task.11-13 The purpose of this study

Conference Session

Innovative Classroom Techniques

Collection

2006 Annual Conference & Exposition

Authors

James Hanson, Rose-Hulman Institute of Technology; Patrick Brophy, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

-answer technique witheach interviewee. During this part of the interview the practitioner was asked “What arecommon errors you have seen?” Follow-on questions often included probing such as “How doyou check for those errors?” This technique resulted in the identification of 20 tools. Question-and-answer required less time than the critical incident technique; however, that was due to thelow number of tools identified. In general, the practitioners appeared to struggle to identify thedesired information during this part of the interview. Again, this may reflect the subconsciousnature of the thought processes involved. In order to recognize the thought process, theinterviewee might need to experience a situation where the process is used or have a

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Veronica Burrows, Arizona State University; Michael Oehrtman, Arizona State University; Anton Lawson, Arizona State University

Tagged Divisions

Educational Research and Methods

modify them, 3) affective qualities such as curiosity, intimacy, and frustration,and 4) metacognitive skills such as monitoring for quality and effectiveness of thought processes.While problem solving does not capture all forms of mathematical activity, frameworks tocharacterize other categories involve similar processes. For example, Harel’s DNR proofframework6,7 consists of three principles: Duality, Necessity, and Repeated reasoning. Theduality principle links students’ ways of understanding (involving one’s interpretations,solutions, and evidence) to their ways of thinking (beliefs, problem solving approaches, andproof schemes). The necessity principle reflects the intellectual need to engage in the process ofcreating or understanding a

Conference Session

Maker Communities and Authentic Problem Solving

Collection

2018 ASEE Annual Conference & Exposition

Authors

Michael Scott Sheppard Jr., Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

progress (WIP) paperprovides an overview of our study that explores how elements of Making have been integratedinto specific engineering courses to emphasize real-world context, and increase studentengagement.We utilized a case study approach of three engineering courses at Arizona State University.These courses were selected to reflect three distinct required subject areas that fall within themezzanine, which designates the middle sophomore and junior years. Our case study approachincludes data collection through faculty interviews, observations, and course related documents.Preliminary analysis of the interview data reveals that faculty members utilize Makingapproaches in a variety of ways. Evidence of Making in the engineering curricula

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel Hunsu, University of Georgia; Olusola Adesope, Washington State University; Bernard J. Van Wie, Washington State University; Negar Beheshti Pour, Washington State University

Tagged Divisions

Educational Research and Methods

based on DLMs in their classrooms in the same spring semester of 2016. DLMswere used to teach selected heat transfer concepts at each school. Instruction time in both classeslasted for 50 minutes per class period.MaterialsOnline Survey. Participants responded to online survey statements using a 7-point Likert scale (1= not at all true of me, 7 = very true of me) self-report of how the intervention has influencedthem. Situational interest was assessed using a situational interest survey adapted from earlierinstruments [17, 18] to reflect the learning activity. Triggered situational interests sub-scalescomprised 4 items respectively, while two forms of maintained (feeling-based and Value-based)situational interests maintained sub-scales comprised

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joshua M. Cruz, Texas Tech University; Noa Bruhis, Arizona State University; Nadia N. Kellam, Arizona State University; Suren Jayasuriya, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

engineering education. c American Society for Engineering Education, 2019 WIP: Epistemologies and Discourse Analysis for Transdisciplinary Capstone Projects in a Digital Media ProgramAbstract: This work in progress explores the epistemologies and discourse used byundergraduate students at the transdisciplinary intersection of engineering and the arts. Ourresearch questions are focused on the kinds of knowledge that students value, use, and identifywithin the context of an interdisciplinary digital media program, and exploring how theirlanguage reflects this. Our theoretical framework for analyzing epistemology draws uponqualitative work in STEM epistemology [1]–[3], domain specificity [4], [5

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Pradeep Kashinath Waychal, Guruji Education Foudation

Tagged Divisions

Educational Research and Methods

Figure 1: Study ProcessLearning StyleWe relied on the Index of Learning Style (ILS) that assesses preferences on four learningstyle dimensions using a model developed by Felder and Silverman12. The model defineslearning style as ‘the characteristic strengths and preferences in the ways individuals take inand process information’ and asserts that individuals have preferences along four bipolardimensions: Active-Reflective, Sensing-Intuitive, Visual-Verbal, and Sequential-Global.Hawk and Shah have described the styles as follow 8. Active learners prefer doing things,particularly in groups. Reflective learners work better alone with time to think about the taskbefore doing it. Sensing learners like facts, data, and experimentation and work well

Conference Session

Works in Progress: Facilitating Student Success and Inclusion

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie P. Martin, Clemson University; Samuel S. Newton, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

currently included in the CCW framework, such as spiritual capital. Thus,we believe that our work has the potential to extend these frameworks.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF), undergrant number 1463808. Any opinions, findings, and conclusions or recommendations expressedin these findings are those of the authors and do not necessarily reflect the views of the NSF.References1. Frehill LM. The Gendered Construction of the Engineering Profession in the United States, 1893-1920. Men Masc. 2004;6(4):383-403. doi:10.1177/1097184X03260963.2. Pawley AL. What counts as “engineering”: Towards a redefinition. In: Pawley AL, Riley DM, eds. Engineering and Social Justice: In

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cole H. Joslyn, Purdue University, West Lafayette; Morgan M. Hynes, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, promotingracial understanding, and helping others in need) are more associated with personality traits. A T-test did not confirm that any of the changes were statistically significant. Possiblereasons may be attributed to: we were unable to match the results of individual participants fromtime 1 to time 2—all responses were anonymous and we did not include a way to match time 1and time 2 responses for each participant; the sample size at time 1 (n = 84) was noticeablysmaller than the sample size at time 2 (n = 115); the time between surveys was only 3 weeks;apart from requiring field observations and testing prototypes with actual children, no otherinterventions were made to promote self-awareness or social-awareness (e.g. critical reflection

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Collection

2016 ASEE Annual Conference & Exposition

Authors

Reed Stevens, Northwestern University; Alexandra Vinson, Northwestern University

Tagged Divisions

Educational Research and Methods

that were (at the time of this paper) informally committed. These experienceshave led us to carefully document and reflect on our recruitment experiences and in what followswe present data and analysis of these experiences. In turn, we speculate about the broadercontext that may be generating the unusual difficulties we have faced in securing fieldworkparticipation.Encountering difficulties in mediated recruitmentIn the first phase of research, we employed a direct recruitment strategy, which involved aresearcher directly contacting potential study participants (i.e. new engineers) and asking them tobe involved. While this process yielded eight engineers who consented to be part of the study,none ultimately were enrolled in the study because

Conference Session

Assessment of Student Work

Collection

2017 ASEE Annual Conference & Exposition

Authors

Leanne Petry, Central State University; Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

court provided evidence based data tosupport their conclusions and a means to assess conceptual understanding in this PBL scenario.Student reflection and instructor feedback in addition to the three tiered framework rubricfacilitated assessment of the student cognitive learning process. Additionally, it was observedfor a seven contact hour a week course that students were engaged in the project between 10-12hours/week gaining more practical, hands-on experience in engineering materials and theirmethods of deterioration. As a result of this experiential learning, the students involved in PBLprojects (as compared to semesters in which students did not use PBL) produced better qualitywork as demonstrated through increased time on task, improved

Conference Session

Institutional Change

Collection

2018 ASEE Annual Conference & Exposition

Authors

Medha Dalal, Arizona State University; Adam R. Carberry, Arizona State University

Tagged Divisions

Educational Research and Methods

journal article and five conference publications connected to this project.Data CollectionThe primary source of data were interviews conducted in dyads with collaborating engineeringand education faculty members. Semi-structured interviews lasting approximately 60 to 90minutes were designed and implemented to elicit understandings about futures, values, systems,and strategic thinking and how these ways of thinking were used by the engineer-educator teams.Dyads were first asked to describe their collaborative projects followed by a moment to reflectindividually. The individual reflection involved writing about their thinking related to theirengineering-education collaboration. This activity was used to prepare participants forverbalization of

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. c American Society for Engineering Education, 2020 Work in Progress: Impacting Students from Economically Disadvantaged Groups in an Engineering Career PathwayAbstractThis work in progress describes the overall initiative in the program for engineering access,retention, and low-income-student success. It discusses the program structure, implementationof activities, outcomes for the first of five years of project, and reflections on our initial findings.IntroductionThe Program for Engineering Access, Retention, and LIATS Success (PEARLS) was establishedwith the objective of increasing success statistics of low-income, academically talented students(LIATS) in the College of Engineering (CoE) of the University of Puerto

Conference Session

Writing and Portfolios

Collection

2008 Annual Conference & Exposition

Authors

Warren Hull, Louisiana State University; Warren Waggenspack, Louisiana State University; Lillian B Bowles, Louisiana State University; Jennifer Farrell, Louisiana State University; David Bowles, Louisiana State University

Tagged Divisions

Educational Research and Methods

, students arerequired to keep an informal design notebook. Students are encouraged to use the notebooks as ameans of documenting their progress through the design process. This notebook is collected, anda portion of the notebook is graded. The professor reads 35 entries marked by the student as“quality entries.” These entries are graded on the perceived usefulness to the individual studentand the design group rather than a strict set of formal requirements. The graded portion of thesenotebooks is a relatively minor part of the notebook as a whole. Non-graded entries are risk-freeinformal writing in which the student reflects on aspects of the design process as well as thecomposition of oral presentations and bi-weekly reports. The notebook’s value

Conference Session

Institutional and Curricular Reform

Collection

2008 Annual Conference & Exposition

Authors

Pierre Lafleur, Ecole Polytechnique de Montreal; Yves Boudreault, Ecole Polytechnique de Montreal; Richard Prégent, École Polytechnique de Montréal

Tagged Divisions

Educational Research and Methods

eleven engineering programs Pierre G. Lafleur, Yves Boudreault and Richard Prégent École Polytechnique de Montréal, Québec, CANADAContextFor 135 years, École Polytechnique de Montréal has provided an engineering program in theprovince of Québec, Canada. During its long history it has, successfully, faced and overcamemany challenges in several areas such as teaching, research, funding, and internationalcollaborations. The recent process through which it has, thoroughly, remodeled its elevenengineering undergraduate programs is, however, quite unique. This remodeling, in part,reflected on the basic mathematics courses and the complementary courses (social andeconomical aspects of engineering, ethics, etc.). It

Conference Session

Assessment

Collection

2006 Annual Conference & Exposition

Authors

Faouzi Bouslama, Zayed University; Azzedine Lansari, Zayed University; Akram Al-Rawi, Zayed University

Tagged Divisions

Educational Research and Methods

laterassessed by faculty members. The LOs are observable demonstrations of student learning thatoccur after a significant set of learning experiences. Typically, these demonstrations orperformances reflect what students know, what they can actually do with what they know, andtheir confidence and motivation in demonstrating what they know.Although the OBE2,3 is a very promising approach which answers the needs for students to haveskills that can make them competitive once they join the workforce, there are a number of issuesthat need to be carefully addressed for the OBE to be successful and to have efficientimplementation. Issues such as the evaluation and the assessment of the student’s work, the

Conference Session

Innovations in Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Benson Tongue, University of California-Berkeley

Tagged Divisions

Educational Research and Methods

intrigued them.As is by now well understood, however, the modern situation is different. All a student needsto do is demonstrate skills in math and physics in high school and they will immediatelybe told by their counsellors that engineering is a good fit. And the students, by and large,accept this and apply to college as prospective engineering majors. It is only after arrivingat college that they begin to wonder exactly why they said they wished to be engineers -whether it really is the right avenue for them.The intent of our work is to support the education of mechanical engineers in a way thatcomplements traditional engineering education, as reflected in courses such as dynamics,vibrations, and so on. In such courses, the aim is to transmit a

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Paul Steif, Carnegie Mellon University; Jamie LoBue, Carnegie Mellon University; Anne Fay, Carnegie Mellon University; Burak Kara, Carnegie Mellon University; Steve Spencer, Carnegie Mellon University

Tagged Divisions

Educational Research and Methods

Ecological Perspectives, (Hoffman, R. and Palermo, D. eds.) Hillsdale, NJ: Erlbaum.5. Palinscar, A. S., & Brown, A. L. (1986). Interactive teaching to promote independent learning from text. Reading Teacher, 39, 771-777.6. Scardemalia, M., Bereiter, C. & Steinbach, R. (1984). Teachability of reflective processes in written composition. Cognitive Science, 8, 173-190.7. Campione, J.C., Brown, A.L. and McConnell, M.L. (1988). Metacognition: On the importance of understanding what you are doing. In Research agenda for mathematics education: The teaching and assessing of mathematics problem solving (R.I. Chales and E.A. Silver, eds.) (pp.93-114). Hillsdale, NJ: Lawrence Erlbaum.8. Schoenfeld, A.H. (1991). On