Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Blum, University of Colorado, Colorado Springs

Tagged Divisions

Educational Research and Methods

mission of delivering the Bachelor of Science degree mandated by Congress, and areoutlined in its mission statement to “educate, train, and inspire men and women to becomeofficers of character motivated to lead the United States Air Force in service to our nation”. 36 Current literature has established a strong linkage between the level of engagement andeducational outcomes relative to traditional measures such as GPA, social leadership, andpersistence.1, 16, 17 However, the military academies of the United States have established desiredoutcomes that have a notably different focus than those of a traditional civilian institution ofhigher education. The military academies, and the Air Force Academy specifically, haveformulated an overall

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, University of Michigan; David B Knight, Virginia Tech Department of Engineering Education

Tagged Divisions

Educational Research and Methods

distinct studies of engineering education: 1) aNational Science Foundation (NSF) funded study in the United States (U.S.), and 2) anAustralian Learning and Teaching Council (ALTC) funded study in Australia. Byexamining and comparing these two similar (albeit distinct) contexts, we hope to identifymechanisms that are associated with similar teaching practices in the classroom. Inparticular, we seek to address the following research question: • To what extent are external influences associated with a faculty member’s teaching and learning decisions?Academic Planning in Sociocultural ContextTo frame our analyses and discussion, we use the Academic Plan model described inLattuca and Stark6, which posits that internal influences (on

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, Clemson University; Sarah Jane Grigg, Clemson University; Adam Kirn, Clemson University; Justine M. Chasmar; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

. Page 24.504.2IntroductionA living-learning community (LC) is defined as a group of students that, “1) live together oncampus, 2) take part in a shared academic endeavor, 3) use resources in their residenceenvironment designed specifically for them, and 4) have structured social activities in theirresidential environment that stress academics”. 1(p10) The first intentional LC, known as theexperimental college, was created by Alexander Meiklejohn at the University of Wisconsin from1927 to 1932. These communities became more common during the expansion of highereducation in the 1950s and 1960s.2 Over the years, several variations of LCs have beenimplemented in universities throughout the United States to improve undergraduate

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Adam Kirn, Clemson University; Courtney June Faber, Clemson University; Lisa Benson, Clemson University

Tagged Divisions

Educational Research and Methods

positive view of time.Others who possess a negative view of time do not see the future as a place where things will getbetter. For students with a positive view of time, helping them make connections to the future willassist in their ability to see the value in present tasks. When possessing a negative view of time,students will not connect items to the future, and will often fail to see the value or have decreasedmotivation in the tasks they are currently performing11,17 . When combined, these three dimensions of a student’s future time perspective can be concep-tualized as forming three axes. Referring to Figure 1, a student’s perspective of time rests on thex-axis, and this perspective can range from focused on the past to focused on the

Conference Session

Innovative Use of Technology and the Internet in Engineering Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chirag Variawa, University of Toronto; Susan McCahan, University of Toronto

Tagged Divisions

Educational Research and Methods

“maximizeaccessibility to the greatest degree possible for the greatest number of users possible”. Here, theresearch study attempts to maximize accessibility to language used in engineering education forstudents. As such, the principles of universal design should help guide research toward moreaccessible learning environment design for diverse student populations. There have been a Page 24.513.3number of authors who have interpreted the principles of universal instructional design.1-3 Theuniversal design framework applies the principle of “learner centered” not just to one teachinginstance, but to the design of the whole learning environment at every level

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Eden Fisher, Carnegie Mellon University; Indira Nair, Carnegie Mellon University; Mustafa A. Biviji, E2RG

Tagged Divisions

Educational Research and Methods

innovator skills and attributes, and processes and Page 24.576.2environments for innovation (Figure 1). Under each of these headings, each expert in theoriginal study identified both promoters and inhibitors of innovation.Figure 1: Framework for Organizing Mental Models of Contributors to Innovation1We integrated this framework for innovation into the curriculum of our Engineering &Technology Innovation Management masters program, specifically during a year-longseminar that includes expert innovators and innovation managers as guest lecturers.Students learn the framework as part of their introduction to their study of innovation,and refer to it as a

Conference Session

Student Beliefs, Motivation and Self Efficacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nora B. Honken, University of Louisville; Patricia A Ralston, University of Louisville; Kate E. Snyder, University of Louisville

Tagged Divisions

Educational Research and Methods

to help improve studentsuccess.Related Literature Research on individuals’ implicit beliefs about intelligence describes variation in howdifferent people conceptualize the nature of intelligence as either changeable or unchangeable.Broadly, individuals can be classified into two types. Incremental theorists believe thatintelligence is malleable and may be improved with effort. Entity theorists believe thatintelligence is fixed and cannot be improved with effort. Students with an entity belief ofintelligence are more likely to believe that poor performance is a result of low intelligence/abilityand that only those students with low intelligence/ability need to exert effort to perform well.1, 2 Across a range of ages

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gillian M. Nicholls, University of Alabama, Huntsville; Rhonda Kay Gaede, University of Alabama, Huntsville

Tagged Divisions

Educational Research and Methods

. in Industrial Engineering (University of Pittsburgh.), and Ph.D. in Industrial Engineering (University of Pittsburgh). Address: N149 Technology Hall, The University of Alabama in Huntsville, Huntsville, AL 35899; telephone (+1) 256.824.6637; fax: (+1) 256.824.6733; e-mail: gillian.nicholls@uah.edu.Dr. Rhonda Kay Gaede, University of Alabama, Huntsville Rhonda Gaede received a BS in Electrical Engineering from Southern Methodist University and an MS and PhD in Electrical Engineering from The University of Texas at Austin. She worked as a product engineer for Motorola and as a staff engineer for IBM. She is currently an Associate Professor at The University of Alabama in Huntsville where she teaches computer

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marie H. Magnell, KTH Royal Institute of Technology; Lars Allan Geschwind, KTH Royal Institute of Technology; Lena B. Gumaelius, KTH, Department of Learning; Anette Jepsen Kolmos, Aalborg University

Tagged Divisions

Educational Research and Methods

education. On the other side,academia moves more in a direction of research and has a career path based on primarilyresearch criteria and with less recognition of experience from working life 1, 2.The purpose of this paper is to identify faculty approaches to industry connections andworking life issues in engineering education. The research questions are: a) What are facultyattitudes towards working life issues and their integration into the curriculum? and b) Whatactivities related to working life do faculty members introduce to the curriculum?These research questions are based on the assumption that faculty attitudes and curricularactivities related to working life are important factors in engineering education if we want toensure that students

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mariafé Taeví Panizo, James Madison University; John Hollander, James Madison University; Jesse Pappas, James Madison University; Olga Pierrakos, James Madison University; Robin D. Anderson, James Madison University

Tagged Divisions

Educational Research and Methods

successsimilarly or are there differences? (Q3), and iv) To what extent do you agree or disagree that asuccessful engineering student is also an engaged student? In other words, are success andengagement related?(Q4). Table 1 presents ten themes that emerged and that were utilized tocode the responses to these four questions. The coders‘ averages of the frequency of themes andthe number of participants who mentioned each one are also presented. Responses coded asImportance of GPA were further analyzed as low (L), medium (M) or high (H), in order tocapture the degree to which participants considered GPA as important, in defining studentsuccess. More specifically, a low (L) rating represents GPA not being important to studentsuccess, a medium (M) rating

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Alice L Pawley, Purdue University, West Lafayette; Canek Moises Luna Phillips, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

women constituted 16.2% of all white engineeringstudents, while African American women are 25% of all African American engineeringstudents.1 In fact, of all the races considered underrepresented in engineering education, whitewomen constitute the smallest fraction of their racial group. The theoretical perspective thatprompts researchers to methodologically consider race and gender together is called“intersectionality,” and has its roots in law, sociology and women’s studies.2 In addition, muchengineering education research on gender and race has tended to take a dated perspective ongender and race: briefly, that gender and race are enduring, unquestionable demographiccharacteristics of individuals. In contrast, much valuable work elsewhere in

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University

Tagged Divisions

Educational Research and Methods

and communication- in order to navigate the rapidly changing world, and these skills should promote “deeperlearning” [1]. Deeper learning helps the students to better master the subject matter by goingbeyond the routine learning and thus helps them to develop knowledge and skills to solveproblems in today’s workplace. Students who are armed with these tools would have a competitiveedge.Student-Centric Learning (SCL) practices are tools that promote students’ deeper learning,empowering and engaging students (cf. T4SCL Report by European Student’s Union andEducational International, 2010 [12]). Universities have a unique responsibility to teach twenty firstcentury skills which are immediately applicable in work places. Bloomberg [13] in her

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Beth A. Myers, University of Colorado Boulder; Jacquelyn F. Sullivan, University of Colorado Boulder

Tagged Divisions

Educational Research and Methods

: Beginning to Quantify the Pool of Engineering-Eligible Prospective Students through a Survey of Access PracticesMotivationTo educate the number of engineers necessary to meet demand and propel our nation’scompetitiveness, as well as to continuously populate an engineering workforce reflective of therich diversity of our nation, we must engage people from backgrounds historicallyunderrepresented in engineering—especially women and minorities. Compelling drivers forincreasing the number and diversity of engineers have been promoted by the National Academyof Engineering (NAE)1, the National Science Foundation (NSF) and the current U.S. president 2-3 ; however, the representation of women and people from racial minorities

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Flora P. McMartin, Broad-based Knowledge, LLC; Sarah Holsted, Broad-based Knowledge; Joshua Morrill, Morrill Solutions Research (MSR); Joseph G. Tront, Virginia Tech

Tagged Divisions

Educational Research and Methods

engineering education. The study is situated within the context of the Premier Award forExcellence in Engineering EducationCourseware, which from 1997-2012 Figure 1: What is Courseware?highlighted and rewarded teaching “Engineering courseware is computer-basedinnovations associated with technology at educational material that can be used to assista national level. The National engineering students in their learning process….Engineering Education Delivery System Courseware can be used in lectures, during(NEEDS digital library), the precursor to recitation sections, as self-paced study, asthe Engineering Pathway reference material for the student, or as(http

Conference Session

Engineering Student Experiences

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janet Callahan Ph.D., Boise State University; Patricia Pyke, Boise State University; Susan Shadle Ph.D., Boise State University; R. Eric Landrum, Boise State University

Tagged Divisions

Educational Research and Methods

deliberate efforts of faculty involved in externally fundedundergraduate education and retention-focused grants to establish a cohesive organization-levelSTEM identity at this university. The general notion of an organizational identity –characterized in our present work as a STEM identity – is not new (for the seminal work onorganizational identity, see Albert & Whetten, 1985)1. There are a variety of different theoriesthat are utilized within the organizational identity literature (Ravasi & van Rekom, 2003)2 thatcan help researchers categorize an organization’s identity, ranging from social identity theory tonarrative analysis to communication theory. He and Brown (2013)3 summarized four majorapproaches to organizational identity as

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

connections by exploring relationships among the three topics, considers issuesrelated to the topics within engineering, and offers possible areas of future exploration.IntroductionMission and vision statements for universities and colleges across the country underline theimportance of critical thinking and related skills in higher education today.1-8 Without explicitlyusing the phrase, sources such as ABET EAC and the National Academy of Engineering assertthe need for engineers to be well trained in critical thinking skills.9,10 However, a number ofresearchers11-14 argue that many students show little to no gain in “critical thinking, complexreasoning, and writing skills”11 over the course of their undergraduate educations. Despiteconsensus that one

Conference Session

Trends in Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Ibrahim Mohedas, University of Michigan; Shanna R. Daly, University of Michigan; Kathleen H. Sienko, University of Michigan

Tagged Divisions

Educational Research and Methods

were identified. These were grouped into elevengeneral and exhaustive categories (as seen in Figure 2). Second, information sources were talliedfor each user requirement in order to determine: 1) the total number of distinct informationsources teams planned to use versus the number they actually used to develop user requirementsand engineering specifications, and 2) the types of information sources that contributed to eachuser requirement/engineering specification pair. The interview transcripts were qualitativelyanalyzed using an iterative inductive coding strategy to identify the prominent themes thatemerged during the interviews13. Established guidelines for theme identification were used toanalyze the data14. Coding was iterated until

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christina Smith, Oregon State University; Alec Bowen, Oregon State University; Devlin Montfort, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

, especially forunderstanding variability in a student’s behavior”1(p409) because it leads to more “nuancedjudgments about the epistemological productivity of that behavior.” 1(p422) In a learningenvironment, a student’s epistemological frame influences how she/he interprets and approacheslearning activities and it plays a critical role in how the student experiences that context. Byidentifying frames and subsequently resources, educators can identify strategies to help studentsbuild more productive approaches to learning.1(p416)There have been several studies on student personal epistemologies conducted within theScience, Technology, Engineering and Mathematics (STEM) fields, with the bulk of the workdone in physics and mathematics.2–4 Although there

Conference Session

Teaching with Technology

Collection

2013 ASEE Annual Conference & Exposition

Authors

Luanna B Prevost, Michigan State University; Kevin C Haudek, Michigan State University; Emily Norton Henry, Michigan State University; Matthew C Berry, Michigan State University; Mark Urban-Lurain, Michigan State University

Tagged Divisions

Educational Research and Methods

day), so that instructors could use this feedback toinform their instruction. We present the results of this pilot study, including a description of thefeedback reports and faculty instruction in response to feedback on student writing. We alsodescribe lessons learned to improve the use of written assessments, automated analysis, rapidfeedback reports and instruction in large enrollment courses. Finally, we suggest some futuredirections for research based on our analysis of student writing.IntroductionEffective assessments allow instructors to observe how learners represents their knowledge in asubject domain 1 . Formative assessment, in particular, is important for modifying instruction toimprove student learning 2. Constructed response

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech

Tagged Divisions

Educational Research and Methods

to the media is almost a certainty. Television,newspapers, magazines and the internet infiltrate American society every day. Professions suchas law, medicine and public service have been represented in popular television shows such asAlly McBeal, Law and Order, ER and NYPD Blue, just to name a few. Researchers havedocumented the impact that these popular shows have on professional identity. For example,studies have been conducted to look at the impact of media representations on professionalidentity in the areas of law, medicine and public service 1-3. Although television shows and othermedia outlets (such as comic strips) display representations of scientists and engineers in plotlines, little research has been done with regard to impact

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alice L. Pawley, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

interventionprogramming has gone into understanding this underrepresentation, and why it persists despitenational and institutional focus and funding. However, this paper argue that most previousstudies and interventions have been hampered by three challenges: 1) they tend to depend onstatistical methods of generalization to understand the experiences of underrepresented people,despite the fact that the number of such people are usually too low to make analysis of themstatistically significant; 2) they often result in interventions not in the structure of institutions butin the behavior of students themselves, and in their adaptation to their institutions; and 3) theyusually examine women and people of color at predominantly white educational institutions

Conference Session

Novel Pedagogies 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Megan F. Campanile, Illinois Institute of Technology; Frederick Doe, Illinois Institute of Technology; Elana Rose Jacobs, Illinois Institute of Technology; Norman G Lederman, Illinois Institute of Technology; Eric M Brey, Illinois Institute of Technology

Tagged Divisions

Educational Research and Methods

-survey and an exit semi-structured interview gathered data to examinethe research question, “What do community college students’ gain from an undergraduateresearch experience?”. Items in the surveys asked the students for demographic information (i.e.race/ethnicity, family income status), educational background and plans, and career plans. Thesemi-structured interview items were: 1) Describe your overall experience with your graduatestudent; 2) Describe the learning experiences you had with your graduate student; 3) Describerelationship-building experiences you had with your graduate student; and 4) Describe personaldevelopment experiences you had with your graduate student. In order to maintain consistencyacross the interviews, the first author

Conference Session

ERM Potpourri

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Mehmet Ayar, TUBITAK; Dennie L. Smith, Texas A&M University; Christine Ehlig-Economides, Texas A&M University

Tagged Divisions

Educational Research and Methods

historically represents a minority serving institution. The two othercampuses host well-respected programs in petroleum engineering and in earth and mineralsciences. In the fourth campus location, the professor has considerable experience in authoringtextbooks in energy sustainability and he is the author of the mostly used textbook in the field.The leading professors invited the other four professors to work together for the present projectand they launched the project activities in 2010. The learning scientists in the leading campushave met with the other engineering professors online and face-to-face only a few times duringthe conference attendances. Table 1 summarizes the characteristics of the five engineeringprofessors.Table 1. The five

Conference Session

Culture, Race, and Gender Issues

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cindy E Foor, University of Oklahoma; Susan E. Walden, University of Oklahoma; Deborah A. Trytten, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

Educational Research and Methods

construction of women’s identities and roles in past and present societies, and most recently, equity issues surrounding gender and underrepresented populations in engineering education. She can be contacted at cynthia.e.foor-1@ou.edu.Dr. Susan E. Walden, University of Oklahoma Research Institute for STEM Education, Director Sooner Engineering Education Center, Associate Direc- tor for Education and Outreach University of OklahomaDr. Deborah A. Trytten, University of Oklahoma Dr. Deborah A. Trytten is an Associate Professor of Computer Science at the University of Oklahoma. She holds a doctorate and master’s in computer science, and a master’s in applied mathematics from Michigan State University. She also holds a B.A

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robert M. Bielby, University of Michigan; Trevor Scott Harding, California Polytechnic State University; Donald D. Carpenter, Lawrence Technological University; Cynthia J. Finelli, University of Michigan; Janel A. Sutkus, Carnegie Mellon University; Brian A. Burt, University of Michigan; Eunjong Ra, University of Michigan ; Matthew Holsapple, University of Michigan

Tagged Divisions

Educational Research and Methods

workplace, they must not only be aware of the existing ethicalstandards required to become a professional engineer, but they must also be prepared to reasonthrough ethical problems and act appropriately in their everyday work. However, recent researchhas shown that the traditional curricular approaches used to develop these skills in engineeringundergraduates – notably case studies and emphasis on ethical codes - do not have as great animpact on students’ ability to address ethical issues as expected.1 It is therefore the intention ofthis study to evaluate a number of different curricular approaches to ethics education (e.g.roleplaying activities, games, or films) that could be used to prepare students for ethical issuesand to assess their impacts

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Muhsin Menekse, Arizona State University; Glenda Stump, Arizona State University; Stephen J. Krause, Arizona State University; Michelene T.H. Chi, Arizona State University

Tagged Divisions

Educational Research and Methods

  involve different cognitive processes (see Table 1). The claim here is that the activities designedas active are expected to engage learners more than passive instruction can do; the activitiesdesigned as constructive are expected to facilitate the generation of better and/or more new ideasand knowledge than the active activities can facilitate; and the activities designed as interactiveare often expected to generate superior ideas and knowledge than constructive activities, but onlywhen both students are contributing substantial joint intellectual effort.Chi 24 discusses three main advantages of this framework as: 1) the classification of overtactivities helps researchers and instructional designers decide what type of activity orintervention

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, Colorado School of Mines

Tagged Divisions

Chemical Engineering, Educational Research and Methods

. Page 22.828.1 c American Society for Engineering Education, 2011 Improved student achievement in Material and Energy Balances using personalized online homeworkAbstractPersonalized, online homework was used to supplement textbook homework, quizzes, and examsfor one section of a course in material and energy balances. The use of online homework duringthe Spring 2010 semester is summarized here and detailed by Liberatore in 1, and additionalresults from Spring 2011 will be included in the presentation. The objective of this study was totest the hypothesis that students using personalized, online homework earned better grades in thecourse. The online homework system asks the same questions of

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Eckehard Doerry, Northern Arizona University; James Dean Palmer, Northern Arizona University

Tagged Divisions

Educational Research and Methods

teams, including the critical issue of evaluating team deliverables andperformance [1-3]. Of the variety of evaluative mechanisms and schemas that have beendeveloped, peer evaluations have been found to provide excellent insight into individualcontributions and behavior in a team [4], [5]. A variety of peer evaluation schemas, in whichteam members evaluate each other's contribution to team outcomes using some scale or metrichave been developed, but metrics can generally be divided into two groups: • Qualitative approaches that emphasize "team citizenship", using qualitative ratings of professionalism, seriousness of effort, listening ability, and other collaborative or social skills [3], [6], [4], [1], [2]. • Quantitative

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Karen M. Bursic, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

semester. These exercises were a required part of the course. Gradingrubrics were developed for each MEA to ensure consistency. The E-MEAs were either gradedby the instructor or by the same graduate student (who had been “calibrated” by the instructor)throughout the semester. The E-MEAs are described in Table 1. Students in the comparisoncourses were only given the traditional assignments and not the E-MEAs. Table 1: E-MEAs used in the Industrial Engineering Curriculum Originally Title Developed Decision Situation Ethical Dilemma Relevant Concepts by Which lighting proposal

Conference Session

SPECIAL SESSION: Educational Methods and Tools to Encourage Conceptual Learning I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Dan Cernusca, Missouri University of Science & Technology; Daniel Forciniti, Missouri University of Science & Technology

Tagged Divisions

Chemical Engineering, Educational Research and Methods

towardHQKDQFHVWXGHQWV¶OHDUQLQJH[SHULHQFHs more effective. The high complexity of the topiccombined with the ZLGHUDQJHRILVVXHVUHODWHGWRVWXGHQWV¶UHDGLQHVVWRWDFNOHWKHFRXUVHchallenges pointed toward the Cognitive Apprenticeship3,6 as grounding model. Research showsthat instructional strategies grounded in the cognitive apprenticeship model can be effectivelearning tools in various domains such as performance system analysis5, clinical training16 orleadership development1.The redesign of learning materials and strategies was informed by the four stages of thecognitive apprenticeship: 1) modeling that enable students to emulate expert in action; 2) scaffolding (task complexity reduction) as cognitive support for students in emulating expert performance