Conference Session

Practice III: Multimedia Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shamima Mithun, Indiana University-Purdue University, Indianapolis; Nancy Evans, Indiana University

Tagged Divisions

Educational Research and Methods

performancerelative to the traditional instructional format [14].In STEM education, the flipped classroom model has been found to be used mostly used to teachpure science and mathematics courses. This model has rarely been used to teach subjects from theapplied science, technology, and engineering fields [5]. In a recent study of fifty-eight peer-reviewed research studies on flipped learning in the higher education STEM disciplines, resultsindicate that only about 6% of these studies were conducted in the applied science, technology,and engineering domains [5]. There are a few works where a flipped model has been usedsuccessfully in the applied science, technology, and engineering disciplines ([3]; [7]; [10]; [11];[13]; [10]; [16]). Similar to the non-STEM

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jason Feser, American Association for the Advancement of Science, Science & Technology Policy ; Maura J. Borrego, National Science Foundation; Russ Pimmel, University of Alabama; Connie Kubo DUPE Della-Piana, National Science Foundation

Tagged Divisions

Educational Research and Methods

andLaboratory Improvement (CCLI), have been an influential and substantial source of funding forU.S. undergraduate STEM education change since 1990.A framework of institutionalization and transportability is used to understand evolution of theengineering education community’s perceptions of change processes as demonstrated in NSF’sCCLI-TUES program. We present the results of a peer review panelist survey organized by priorCCLI criteria and newer institutionalization and transportability TUES criteria.In July 2011, 133 TUES engineering panelists were surveyed about characteristics of the Type 1proposals they had just evaluated. Analysis of their responses indicates greater consensusregarding the weaknesses of proposals than of the strengths. Weaknesses

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Trevor Harding, California Polytechnic State University; Lynne Slivovsky, California Polytechnic State University; Nina Truch, California Polytechnic State University

Tagged Divisions

Educational Research and Methods

local not-for-profit organization.The intent of this paper is to present an initial assessment of the effectiveness of a service-learning experience on several outcomes including retention, student satisfaction, self-efficacy,motivation, identity, and moral reasoning. We utilized a number of psychological instruments tomeasure constructs which we believe underlie the course goals described above. Initial resultsindicate that the most significant gains experienced by the students were in their moralreasoning, school and peer attachment, and design and self-directed learning self-efficacy. Wealso observed that retention of students at the end of the year was strongly predicted bysatisfaction with the experience and learning self-efficacy

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kenya Mejia, University of Washington; Jennifer A. Turns, University of Washington; Wendy Roldan, University of Washington

Tagged Divisions

Educational Research and Methods

activity, I spent time looking ahead and/or making plansPreference ● This activity required me to write ● This activity allowed me to present my thinking in more than just a written format ● This activity caused me to go out of my comfort zone ● This activity was completed in small groups ● This activity required me to work individually ● This reflection felt pretty structured ● This activity required me to use skills that I do not normally use ● This activity allowed me to express my reflection using my personal strengths in communicationPrivacy ● I had to share my experiences with educators for this reflection activity ● I had to share my experiences with peers for this reflection activity ● I had to share

Conference Session

Postgraduate Pathways and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jacqueline Rohde, Purdue University, West Lafayette; Jared France, Purdue University, West Lafayette; Brianna Benedict, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

descriptive statistics to understand patterns in graduate programs, job titles, andindustry sectors. We found that even when positions did not include “engineer” in the job title,many alumni remained in engineering-related sectors or reported that their positions were relatedto engineering. We also leveraged Sankey diagrams to represent the “flow” of individuals acrossdifferent positions. These diagrams revealed the breadth of career pathways, with alumni movinginto and out of engineering positions. Second, we performed a content analysis on write-inresponses in which alumni expanded upon their survey answers. Within the interpretive limits ofthe data, we observed two general ways in which alumni framed their careers. In “positive”presentations

Conference Session

Qualitative Methodologies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julie P Martin, Clemson University; Aubrie Lynn Pfirman, Clemson University; Rachel K. Anderson, Clemson University; Shannon K Stefl, Clemson University; Frederick Paige, Clemson University ; Lindsey Whitfield Cain, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in the pilot study, to refine potentialresearch design improve ● -We planned our word choice in the pre-interview questions for future interviewsthe fit between reality guide and interview prompts carefully so as not to -We implemented a pass system comprised of levelsand the theory generated? restrict or influence participants’ testimonies of reading transcripts, skimming transcripts, writing ● -We utilized meta-questions (asking for structured memos, listening to recorded interviews participants’ opinions and thoughts on answering and memoing, peer debriefing over memos and the questions

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stephanie Laggini Fiore, Temple University; Shawn Patrick Fagan, Temple University; David Brookstein, Temple University

Tagged Divisions

Educational Research and Methods

advising, career guidance,and faculty support are frequently reported by students who leave an engineering program(Seymour et al., 1997, Meyer et al., 2014). Regardless of these challenges it is important forengineering programs to be aware of these realities when developing and implementing retentioninitiatives.Temple University’s Project SOARTraditionally, Temple University has responded to the issue of low rates of success and retentionin its engineering courses and programs by providing support interventions for strugglingstudents. In fact, at Temple we have robust student support services, including tutoring, examreview sessions for select courses, peer assisted study sessions, coaching on academic skillsdevelopment, a writing center, and

Conference Session

Research Methods and Studies on Engineering Education Research

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Renato Alan Bezerra Rodrigues, University of Manitoba; Jeffrey Wayne Paul, University of Manitoba; Jillian Seniuk Cicek, University of Manitoba

Tagged Divisions

Educational Research and Methods

in that they suggest that the literature review should be completed afterdefining the themes. This is in part to remain open to emerging ideas and because Braun andClarke [18] argue that the writing process is part of the analysis. Therefore, comparing ourthemes to the literature while analyzing our findings in the early drafts of this paper forced us tobe more critical and work to better understand and confirm our themes.LimitationsThough this study revealed key insights into senior scholar’s motivation to join the discipline ofEER, due to the secondary nature of the data, there some limitations to our findings. First,though the nature of Johri’s introductory question aligned with our research question, it was notnecessarily asked

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Madison E. Andrews, University of Texas at Austin; Priyadarshan N. Patil, University of Texas at Austin

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Electromagnetic Induction Problems. International Journal of Science and Mathematics Education, 13(1), 215.Borrego, M., Foster, M. J., & Froyd, J. E. (2014). Systematic Literature Reviews in Engineering Education and Other Developing Interdisciplinary Fields. Journal of Engineering Education, 103(1), 45-76. doi:10.1002/jee.20038Ferretti, R. P., MacArthur, C. A., & Dowdy, N. S. (2000). The effects of an elaborated goal on the persuasive writing of students with learning disabilities and their normally achieving peers. Journal of Educational Psychology, 92(4), 694.Gainsburg, J., Fox, J., & Solan, L. M. (2016). Argumentation and decision making in professional practice. Theory Into Practice, 55(4

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Niranjan Hemant Desai, Purdue University Northwest; George Stefanek, Purdue University Northwest

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

programs such as developing an active learning environment, increasing the use of technology in the classroom, and the use of peer mentors to better relate the challenges freshman students face in understanding classroom material.4) Strategies focused on retaining student interest in their chosen discipline. These strategies include incorporating modules into freshman courses that involve the solving of practical engineering problems, and demonstrating the application of classroom concepts to real-world problems.5) Strategies focused on incorporating more hands-on components into the classroom.Table 1 presents all the retention techniques that have been summarized in this paper. The tablecomprises the reference number corresponding to

Conference Session

ERM Potpourri

Collection

2006 Annual Conference & Exposition

Authors

Barbara Lovitts, National Academy of Engineering; Norman Fortenberry, National Academy of Engineering

Tagged Divisions

Educational Research and Methods

Underlying Educational InterventionsThe Center for the Advancement of Scholarship on Engineering Education (CASEE) at theNational Academy of Engineering has developed a web-based database that summarizes theavailable research on educational interventions designed to enhance student learning, retention,and professional success (see www.PR2OVE-IT.org -- Peer Reviewed Research OfferingValidation of Effective and Innovative Teaching). The website is similar to the U.S. Departmentof Education’s What Works Clearinghouse (http://www.whatworks.ed.gov/>), except thatPR2OVE-IT does not engage in extensive pre-screening of papers for rigor. Rather, we leavejudgments of rigor up to individual users of the system and focus instead on summarizing theresults of

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Heidi Diefes-Dux, Purdue University; Robin Adams, Purdue University; Monica Cox, Purdue University; Deborah Follman, Purdue University

Tagged Divisions

Educational Research and Methods

. Then new teams, inwhich each team member had expertise regarding a different learning activity, were formed andcharged to rank the five activities from least- to best-aligned with formal cooperative learningprinciples. In a separate learning activity, student teams postulated the values and philosophy ofan engineering instructor who incorporates cooperative learning in his/her classes.Student teaching and research philosophies and their elevator speeches went through at least oneiteration cycle, with students receiving feedback from classmates, the course instructors, and, inthe case of the teaching philosophies, peers from the Laboratory for User-Centered EngineeringEducation (LUCEE8) at the University of Washington (LUCEE is devoted to

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

contribute to students’ stress andanxiety, and have been shown to impact achievement and retention. This study uses ethnographicmethods to investigate how expectations are socially constructed in engineering programs andhow students’ come to internalize these expectations. Data was collected in ten focus groupswith a total of 38 participants at two universities with different institutional characteristics. Thequalitative analysis drew on constant comparative methods and proceeded from topic coding ofsources of expectations to interpretive coding of mechanisms in which students internalizedexperiences. More specifically, sources of expectations were identified as academics, superiors,peers, extra-curricular, and from outside the major. The rich

Conference Session

Examining Social Ties and Networks

Collection

2015 ASEE Annual Conference & Exposition

Authors

Patricia Kristine Sheridan, University of Toronto; Penny Kinnear, University of Toronto; Greg Evans, University of Toronto; Doug Reeve, University of Toronto

Tagged Divisions

Educational Research and Methods

. Her research focuses on methods to improve the teaching and learning of team effectiveness in engineering design courses.Dr. Penny Kinnear, University of Toronto Penny Kinnear currently works with the Engineering Communication Program at the University of Toronto where she focuses on the development and delivery of Professional Language support for a highly student body. She has a background in applied linguistics, second language and bilingual education and writing education. She is co-author of the book, ”Sociocultural Theory in Second Language Education: An in- troduction through narratives.” Her current research projects include a longitudinal study on professional identity development of Chemical Engineering

Conference Session

Assessment of Student Learning 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nidal Al-Masoud, Central Connecticut State University; Viatcheslav Naoumov, Cental Connecticut State University; Steven Joseph Kirstukas, Central Connecticut State University

Tagged Divisions

Educational Research and Methods

a wide range of engineering and real-world applications thatstudents might encounter as practicing engineers or as graduate students. Information sourceswere restricted to peer-reviewed published work such as journal articles, conference proceedings,and books. Students were directed to use the main engineering digital databases EngineeringVillage or Compendex, which provide comprehensive coverage of literature in all engineeringfields. Unsupported assertions or claims were a basis of rejection or grade reduction of theproject grade. The attainment level of the lifelong learning competency was assessed using twoperformance indicators. The first performance indicator comprised of measures of students’ability to recognize the attributes of a

Conference Session

Problem-based and Challenge-based Learning

Collection

2012 ASEE Annual Conference & Exposition

Authors

Fatin Aliah Phang, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Mimi H. Hassim, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

of the semester, due tomade them felt anxious misunderstanding about CPBL, the division of tasks among theand near to giving up group members was ineffective. This caused them to feel that the learning cycle was too fast and difficult to follow. There was a sense of the shortage of time to submit reports and write peer- teaching notes.CPBL requires more on The responsibility of learning in CPBL lies with the students. Inself-efforts and fewer on CPBL, students were not given conventional lectures but werelectures as conventional required to spend some time for group and class discussions inclasses correcting concepts and

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Matthew Frenkel, New York University; Jack Bringardner, New York University; Sheila Borges Rajguru, New York University

Tagged Divisions

Educational Research and Methods

 engage  with them in professional skill workshops.    The S2S program aims to prepare both graduate and undergraduate students with the  professional skills they will need after graduation regardless of if they are going into industry or  academia.  A multitude of skills are covered in the program that address the knowledge, skills,  and abilities necessary for the T­shaped engineer, including but not limited to:  information  literacy,  leadership, teamwork, diversity, time and project management, reflection  scientific/written/oral communication, writing, career services, entrepreneurial mindset, and  public speaking.  To

Conference Session

ERM Technical Session 4: Professional Development in Undergraduate Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Alejandro Gutierrez, University of California, Merced; Christopher A. Butler, University of California, Merced; Abbas Ghassemi, University of California, Merced

Tagged Divisions

Educational Research and Methods

effectively developed throughcontinuous, experiential, and collaborative learning experiences [12, 13]. One particular exampleof this is the Affinity Research Group model [14], which sees engineering learning as an iterativeand social process in which students achieve learning outcomes through their own experiences asmembers of a community brought together by a shared goal. In an Affinity Research Group,students continuously engage in experiential learning groups as they move forward in their careerpathways. This allows them to not only learn from their peers, faculty, and mentors, but also helpand mentor others in turn. This model of learning is particularly relevant in the case of Hispanicand first-generation students, who posses cultural work

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alyssa Bellingham, Drexel University; John Kamal, Science Leadership Academy; Jessica S. Ward, Drexel University ; Adam K. Fontecchio, Drexel University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

worked in the College of Engineering at Drexel University for more than 9 years with a focus on recruitment, grant facilitation and STEM program management. During her tenure in the College of Engineering, Jessica successfully coordinated with multiple faculty members in the submission of approximately 600 grant proposals, including co-writing, editing and serving as the Program Manager for 5 awarded STEM edu- cation grants totaling more than $12M. She has collaborated with University offices and College faculty and professional staff in the facilitation of recruitment strategies to increase the quality and quantity of undergraduate and graduate enrollment, including supervising the planning and implementation of Open

Conference Session

Communication and Literacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Chad M Gotch, Washington State University; Quinn Langfitt, Washington State University; Brian F French, Washington State University; Liv Haselbach, Washington State University

Tagged Divisions

Educational Research and Methods

Northwest of the United States were used as the artifacts forscoring. Projects were completed in teams of 3-5 students with a mentor, typically a teacher atthe students’ school, guiding the project. Students worked in teams over the course of the schoolyear leading up to the event. These projects were entered into one of four challenges—Behavior,Biofuels, Design, and Technology. Each participating team was required to write and submit anabstract of 50-200 words one month prior to the competition and present a poster at the Page 26.482.3competition. Abstracts were submitted electronically, while poster content was captured viaphotographs taken during

Conference Session

ERM Technical Session 21: Student Grades and Feedback

Collection

2019 ASEE Annual Conference & Exposition

Authors

Wan Kyn Chan, Purdue University-Main Campus, West Lafayette (College of Engineering); Edward J. Berger, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

), a weighted system familiar to many in higher education. The two primaryvariants are the `straight’ scale (i.e. A, B, C, D, F) and the somewhat more granular `plus/minus’scale (i.e. A+, A, A-, B+, etc.), both used widely. Despite research on cumulative GPAs, gradeinflation, and academic performance, there is a dearth of research correlating grading systemsdirectly to students’ passion, interest, or motivation toward their coursework.In this work, we consider another GPA system using a continuous scale in which students’numerical course grade (0-100%) would map directly to their course GPA (0-4). The approachallows the GPA to provide infinite grade differentiation among peers. No prior literature hasconsidered student attitudes about such a

Conference Session

Assessment

Collection

2008 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Laura L. Pauley, Pennsylvania State University; Dennis Gouran, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

instrument was part of the online final evaluationform that co-op students and their employers are required to complete at the end of the workterm. See Table 1 below for the individual items of the oral communication skills instrument. Asindicated in the introduction, all items were formulated positively in this version of the Page 13.238.3instrument.For the fourth research question, we used another question from the final evaluation form.Students and supervisors were to indicate how well the student demonstrated the ability tocommunicate effectively through interpersonal skills, formal presentations, and technical writing(ABET criterion 3g). The

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Tuba Yildirim, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Educational Research and Methods

that better meets the client’s needs.Model Documentation: The model must be documented; typically students write a memo tothe client describing their model. The MEA is not only model-eliciting, but thought-revealing;i.e., the team’s mathematical approach to the problem is revealed in the client deliverable. Thisprocess enables students to examine their progress, assess the evolution of the mathematicalmodel, and reflect about the model. It provides a window into students’ thinking, which caninform instruction.Generalizability: The created model must be sharable, transferable, easily modifiable, and/orreusable in similar situations. It must be generally useful to the client and not just apply to the

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kelly J. Cross, University of Illinois, Urbana-Champaign; Natasha Aniceto Mamaril, University of Illinois, Urbana-Champaign; Nicole Johnson-Glauch, University of Illinois, Urbana-Champaign; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

analysis suggest three emergent themes. First, theparticipants specified the entry point for implementing instructional innovation. That is to say,the departmental culture was emphasized as a key structural support to ensure the sustainabilityof the implemented innovation. The second emergent theme articulated by the participants, wasthe recognition of individual skills and abilities within the SIIP community. Specifically, theexpanded peer interaction fostered an environment for complimentary skills to thrive. Forexample, some of the STEM faculty were more comfortable than others with flipping theirclassroom, particularly with large service courses with over 100 students, and were able to sharebest practices or personal success stories. Finally

Conference Session

Assessing Hard-to-Measure Constructs in Engineering Education: Assessment Design and Validation Studies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daiki Hiramori, University of Washington; Emily Knaphus-Soran, University of Washington; Elizabeth Litzler, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

common language.Quantification of CCWIn addition to qualitative studies of CCW, there is also a small number of previous studies thataim to develop quantitative scales of CCW. For example, Dika et al. [12] developed a nine-itemscale to quantitatively measure CCW among underrepresented minority engineering juniors andseniors. Their instrument included one question per type of capital, except for social capital,which has four items (peer network, faculty/staff, on-campus, off-campus). Table 1 shows thecultural wealth instrument developed by Dika et al. [12, p. 4].Table 1. Cultural wealth instrument used in Dika et al. [12, p. 4] Form of capital Wording of the survey item Aspirational I can maintain my hopes and dreams for the

Conference Session

Knowing our Students, Faculty, and Profession

Collection

2010 Annual Conference & Exposition

Authors

Tershia Pinder-Grover, University of Michigan; Chris Groscurth, University of Michigan

Tagged Divisions

Educational Research and Methods

. First, we conducted anexhaustive review of the literature on Millennial students, and identified three strikingcharacteristics of Millennial students (i.e., their preferences for collaborating with peers,connecting with one another, and creating for social change). Second, we followed up thisliterature review by reporting survey and focus group data collected from the select sample ofengineering graduate students. Specifically, the survey includes demographic information aboutthe cohort including birth year, gender, race/ethnicity, and semesters of teaching experience. In Page 15.948.2addition, we asked participants in the study to reflect on

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

nowavailable throughout senior design for students to hone their oral communication skills. Studentspresent their projects to a broad range of audiences, including high school students, peers,alumni, and industry. At the end of the semester, all students deliver a final oral presentationjudged by a diverse panel of evaluators.B.2.b. Industry support for other professional topicsWhile the IAB strongly believes in the importance of effective communication skills, industryvolunteers have stepped forward to share with students their personal passions and expertise inother areas of professionalism.Implementing a test plan – A representative from a prominent local company helps students bycoaching and evaluating them on how to write an effective test plan

Conference Session

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, University of Florida; Ahmed Ashraf Butt, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

reported, "I procrastinate. My challenge is overcommitting myself and not finding sufficient time to dedicate to study for a particular exam. More of an issue for midterms than final exams. Course material can be hard to learn in cram sessions and may need discussion with peers for me to fully grasp an idea, and this can be hard to do at the last minute."4) Courses out of major (~6.67% students). Students attributed irrelevancy of out-of-major classes to keep them engaged, possible challenge. For example, a student said, "I find it challenging if courses are not from my field. It is difficult for me to keep up with the necessary background, like mathematics background in my statistics or programming classes."5) Language barrier

Conference Session

Educational Research and Methods Division Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

for improving its design.Jonassen [7], building on work by Schön [8], notes that well-structured tasks require a search fora pre-determined solution, whereas ill-structured tasks can be thought of as a design process.Thus, solving an ill-structured task requires more than simply attempting to solve for a singlecorrect answer. Ge’s research [9] has shown that when working with peers, students mustimplement four interaction processes to effectively solve an ill-structured task: representing theproblem (through exploration), planning and proposing solutions, attempting to solve (iteratingplans and making justifications), and monitoring and evaluation (evaluating the solution andconsidering alternatives). To assess the design of ill-structured

Conference Session

Classroom Engagement

Collection

2009 Annual Conference & Exposition

Authors

Monica Cardella, Purdue University; Heidi Diefes-Dux, Purdue University; Amber Oliver, Purdue University; Matthew Verleger, Purdue University

Tagged Divisions

Educational Research and Methods

pursuing her Masters of Science in Human Resource Management in the Krannert School of Management at Purdue University. She received her B.S. in Organizational Communication with a concentration in Human Factors Engineering from Purdue University.Matthew Verleger, Purdue University Matthew Verleger is a doctoral candidate in the School of Engineering Education at Purdue University. He received his B.S. in Computer Engineering and his M.S. in Agricultural and Biological Engineering, both from Purdue University. His research interests are on how students develop mathematical modeling skills through the use of model-eliciting activities and in peer review as a pedagogical tool