Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Ozgur Eris, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Helen Chen, Stanford University; Camelia Rosca, Boston College; Larry Ludlow, Boston College; Sheri Sheppard, Stanford University; Krista Donaldson, Stanford University

Tagged Divisions

Educational Research and Methods

) .58 Skipped non-engineering related class[5] .41 Turned in non-engineering related assignments late[5] .41 Came late to non-engineering related class[5] .38 Turned in non-engineering related assignments that did not reflect .29 your best work[5]11b. Academic Disengagement (Engineering Related) .70 Skipped engineering related class[5] .54 Turned in engineering related assignments late[5] .51 Turned in engineering related assignments that did not reflect your .48 best work[5] Came late to engineering related class[5

Conference Session

Diversity and Inclusion

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Renata A. Revelo, University of Illinois, Chicago; Idalis Villanueva, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, and advocate for a holistic consciousnessof the factors that many underrepresented students face in engineering.Critical TheoriesAccording to Horkheimer21, there is a distinction between traditional and critical theory.Traditional theory seeks to only understand or describe society, while critical theory seeks tocritique and change society as a whole. Critical theory recognizes the complexity of socialprocesses and its main task is “to reflect upon the structures from which social realities and thetheories that seek to explain it are constructed” (p. 139).22 Although critical theory originated inthe Frankfurt School with a focus on a criticism of modern social structures,22 critical theoryprevails in other fields such as sociology and

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Arizona State University, Polytechnic campus; Joi-lynn Mondisa, University of Michigan; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. 6) The Scholarship of Teaching and Learning is an area of scholarly work that is receivingincreased attention in higher education and many engineering education faculty are embracingmore scholarly approaches to teaching and learning. Streveler, et al.2 outlined a wide range ofinquiry in engineering education, and was informed by scholars in and outside the field ofengineering education (e.g., Hutchings and Sulman, 1999; Lohmann, (n.d.); and Streveler,Borrego, Smith, 2007 as cited by Streveler, et al.2). Table 1 summarizes the variety of ways inwhich engineering faculty can engage in engineering education research and practice in fourlevels of inquiry. Level 0 Teach: Teach as taught and without reflection Level 1 Effective

Conference Session

ERM Technical Session 13: Student Learning and Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eleanor Leung, York College of Pennsylvania

Tagged Divisions

Educational Research and Methods

activity has been conducted once a semester in the Iron Range Engineeringprogram since the Fall 2017 academic year and twice a semester in the York College ofPennsylvania program since the Fall 2018 academic year.Feedback was collected via student surveys, student and faculty reflections. Preliminary analysisof student feedback and faculty reflections indicates increased learner engagement, enhancedreview of technical content and a different type of learning experience. Faculty reflections alsonoted that the activity helps students to self-identify those concepts they had successfullymastered and those needing more review. This activity has brought value to the overall learningprocess and will continue to be used to improve teaching and student

Conference Session

Contextual Competencies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Christel Heylen, Katholieke Universiteit, Leuven; Jos Vander Sloten, Katholieke Universiteit, Leuven

Tagged Divisions

Educational Research and Methods

christel.heylen@mirw.kuleuven.be 2 Jos Vander Sloten, Faculty of Engineering, Division of Biomechanics and Engineering Design, K.U.Leuven, Belgium Technical communication and technical writing are important skills for the daily work- life of every engineer. In the first year engineering program at KU Leuven, a technical writing program is implemented within the project based course ‘Problem Solving and Engineering Design’. The program consists of subsequent cycles of instructions, learning by doing and reflection on received feedback. In addition a peer review assignment, together with an interactive lecture using clicking devices, are incorporated within the assignments of the

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Jennifer Atchison, Drexel University; Dorothea Holmes-Stanley, St. Cyprian's School; Adam Fontecchio, Drexel University; Eli Fromm, Drexel University

Tagged Divisions

Educational Research and Methods

made sketches. Each set of blocks on the graphic organizer represented onecomplete panel for the novel. Most students ended up with between 20-30 panels in theirfinal novel. A post activity writing reflection was used to assess the student’s opinion of thegraphic novel activity, attitudes towards science/engineering and what they thought theylearned from the activity. The rubric used to analyze the writing reflection (Appendix 4)and the students’ self-assessment is compared to the assessment of the final product.Results: Initially all four grades were assigned the project but the 5th grade class was notable to complete the assignment in time for inclusion in the results. However compliancewas 83% for the rest of the population. Table 1

Conference Session

Student Attitudes and Perceptions

Collection

2010 Annual Conference & Exposition

Authors

Dazhi Yang, Purdue University; Aidsa Santiago Roman, University of Puerto Rico, Mayagüez; Ruth Streveler, Purdue Universtiy; Ronald Miller, Colorado School of Mines; James Slotta, University of Toronto; Michelene Chi

Tagged Divisions

Educational Research and Methods

Procedure Experimental Group Control Group Pre-Test Heat transfer concept questions Sequential and Emergent The Nature of Science (with Processes (with reflection reflection prompts); prompts); Diffusion example with no Training Module Diffusion as an example of mention of emergent processes an emergent process (with (with reflection prompts) reflection prompts) Diffusion concept questionsTest for

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and equipping faculty with the knowledge and skills necessary to create such opportunities. One of the founding faculty at Olin College, Dr. Zastavker has been engaged in development and implementation of project-based experiences in fields ranging from sci- ence to engineering and design to social sciences (e.g., Critical Reflective Writing; Teaching and Learning in Undergraduate Science and Engineering, etc.) All of these activities share a common goal of creating curricular and pedagogical structures as well as academic cultures that facilitate students’ interests, moti- vation, and desire to persist in engineering. Through this work, outreach, and involvement in the commu- nity, Dr. Zastavker continues to focus

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa M. Abrams, Ohio State University; Robert J. Gustafson, Ohio State University; Sharnnia Artis, Ohio State University

Tagged Divisions

Educational Research and Methods

/she indicated his/her “teaching methods, which do receive very goodratings by the students, were being challenged for no apparent reason”. This response provides Page 22.693.9good information on areas of improvement for future studies.What Students Learned from Doing the Faculty InterviewsAs part of their reporting, students were asked to reflect on what they learned from the interviewexercise. They uniformly reported they enjoyed the exercise and had a good discussion with thefaculty member. In many cases the discussion went well beyond the particular focus of thepublication and, per the classroom discussion, the original time requested

Conference Session

ERM Potpourri

Collection

2009 Annual Conference & Exposition

Authors

Olga Pierrakos, James Madison University; Julie Trenor, Clemson University

Tagged Divisions

Educational Research and Methods

Learning and Challenges Faced during a Summer Undergraduate Research ExperienceAbstractUndergraduate research experiences offer many benefits to our students and serve as a primarymechanism to recruit students to graduate school and expose them to the practice of research,which also enables students to learn problem solving in the context of discovery and innovation.This paper employs a mixed-methods approach and a Community of Practice (CoP) theoreticalframework to investigate how participation in summer undergraduate research promotes situatedlearning. The mixed-methods approach, incorporating pre- and post- survey instruments as wellas weekly self-reflective journal entries were utilized to study undergraduate researchers

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile; Maria Elena Truyol, Universidad Andrés Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Educational Research and Methods

paradigm is not easy (Finelli, Daly, &Richardson, 2014). In order to train teachers for this new scenario, many institutions offeropportunities for teacher development through specialized courses. However, there is verylittle evidence of the effectiveness of these courses.In this scenario, active learning methodologies appear as a way to improve conceptualunderstanding and thinking skills of science and technology students for flexible use in thecurrent context. Although there is a clear evidence of the benefits of active learning,professors still use traditional teaching methods.Helping teachers moving towards a new conception of teaching and learning needs a way ofprofessional development that creates opportunities to reflect and rethink

Conference Session

ERM Technical Session 5: Assessment

Collection

2019 ASEE Annual Conference & Exposition

Authors

Aaron W. Johnson, University of Michigan; Jessica E. S. Swenson, University of Michigan; Max William Blackburn, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Educational Research and Methods

explanations [9]. However, thefield of engineering has not yet established a clear idea of what “disciplinary engagement”means.Engineering at its core is about creating solutions to problems using mathematics, science, andcreativity through a design process. The engineering curriculum reflects this by containingdifferent types of courses that teach the mathematical models of natural phenomena (i.e.engineering science courses, or technical core courses), laboratory and experimental techniquesand processes (i.e. lab courses), and fundamentals of engineering design (i.e. design courses).These courses all ask students to engage disciplinarily in different ways, all in support of theoverall practice of engineering to create new solutions. Prior research

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ying Cao, Oregon State University; Christina Smith, Brown University; Benjamin David Lutz, Oregon State University; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

. Second, they work regularly with the course instructor as a member ofthe instructional team to better understand the content that they will deliver in class. Third, theyfacilitate active learning in classes of near peers, and reflect on their learning and practice inwriting. LAs have become widely used in science courses at many universities and there isresearch evidence that the programs effectively enhance the success of the students in LA-facilitated courses and of the LAs themselves [6], [7]. To date, the implementation and researchabout engineering LA programs is sparse.At a large public university, we identified specific logistical barriers and educational goals in theCollege of Engineering and adapted the LA Program developed in the

Conference Session

Faculty Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

educational design study results in journals or presented ateducational conferences. The essence of the transformation faculty went through was the“reflection” they did [10], as they interacted with their colleagues at the conferences or duringthe peer-review phases of their manuscripts. The authors noted that the participating faculty’s iterative design efforts were the mostcritical [11]. In the second round implementing their instructional designs, the faculty were morelikely to fully engage in metacognitive and self-reflective thinking regarding their approaches toteaching and understanding of student learning. When university faculty actively engaged ineducational research and became the agents of transforming the culture of STEM

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bryce E. Hughes, Montana State University; William J. Schell IV P.E., Montana State University; Brett Tallman P.E., Montana State University; Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University

Tagged Divisions

Educational Research and Methods

identity is more thanlearning the technical skills and knowledge required to perform engineering work, it alsoincludes aligning one’s sense of self with the field of engineering. In addition, engineeringidentity has shown to be an important factor for broadening participation in engineering, as theidentity development experience also reflects one’s perceived similarity with others in the field,providing a sense of belonging or “fit” [8]. Previous research has demonstrated engineeringidentity also precedes persistence in engineering degree programs through degree completion [4,6, 9], though these studies were somewhat limited in terms of their generalizability due toreliance on small, localized samples.The purpose of this study then is to test the

Conference Session

Cognitive Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University

Tagged Divisions

Educational Research and Methods

proposed tobe widely adopted in engineering education because prior research have suggested its effectivenessin improving students’ problem-solving skills, collaboration skills, and academic achievement [1].By converting lecture-based courses into a project-based learning environment, students learn tocollaboratively solve multidisciplinary, complex problems.Moreover, it has been reported that students’ participation in PBL activities could be beneficial fortheir epistemological development [2]. Personal epistemology refers to students’ reflections on “thelimits of knowledge”, “the certainty of knowledge”, and the “criteria for knowing” [3]. Expertengineers demonstrated higher level of epistemological development than novices [4]. Priorresearch

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Cristina Pomales-Garcia, University of Michigan; Yili Liu, University of Michigan; Virginia Soto, University of Michigan

Tagged Divisions

Educational Research and Methods

alsomentioned that it is much better when the presentations are made available on-line; the studentsbelieved that this option saved time. It is not clear from the answers whether the time savingsare reflected in the classroom, whether it contributes by increasing the total amount of materialscovered or by saving student time spent writing.(2) What are the goals of teaching engineering and the types of skills and attitudes that need to be learned?The participants reported that one of the main goals of teaching engineering was to develop abasic knowledge (n=4) and that there was a conflict between knowledge and grades (n=2). Onestudent compared the goal of engineering to the process of checking boxes; being prepared forgraduate school and the real

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

phenomenological study was conducted on the categories of variations in students’ perceptions towards learning as they go through a course that fully utilized CPBL in a whole semester. The main purpose is to identify students’ perception towards CPBL in two aspects: the student perceptions and acceptance/rejection, and the benefits and improvements that students gained along the learning process. The paper illustrates the extent of acceptance and effectiveness of CPBL method for an engineering class taught by a lecturer who had undergone a series of training on cooperative learning and problem based learning, but is new to implementing CPBL. Through classroom observations, students’ self-reflection notes and interviews with

Conference Session

Engineering Faculty: Interactions, Influences and Issues

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lisa Massi, University of Central Florida; Caitlyn R. McKinzie, University of Central Florida; Andre J Gesquiere, University of Central Florida; Sudipta Seal, University of Central Florida

Tagged Divisions

Educational Research and Methods

specific setting.19 Observation of the expert helps the novice to develop aconceptual model of the task which provides a useful framework within which the novice canorganize, interpret, and reflect on feedback from the expert.19 The apprenticeship model is thecore of the undergraduate research experience, whereby a faculty researcher mentors anundergraduate student through hands-on, authentic, self-directed scientific investigation thatmakes an original contribution to the field.Out-of-class experiences are as equally effective as class-related experiences on improvededucational outcomes, suggesting that a holistic approach fosters students’ college success.20Extra-curricular opportunities for undergraduate students to be involved in faculty

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

multimodal approach. Each student first answeredthe questionnaire questions. These questions were targeted to get students' individual opinionsabout challenges they experience in their STEM courses, strategies to stay focused in theircourses, and steps students take to mitigate these challenges. Later, we divided these studentsinto seven focus groups comprising five groups of four students and two groups of five students.In the focus groups, students collectively reflected on their learning challenges and strategies thatworked for them. Also, students suggested the factors that influenced their decision on theirfuture in a STEM career. The students' focus group discussion were video recorded. Further, theresearchers wrote the reflection memos to

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mycala Read, South Dakota School of Mines and Technology; Micah Lande, South Dakota School of Mines and Technology

Tagged Divisions

Educational Research and Methods

rankhigher on the spectrum then they did originally. By the end of the semester both the first-yearME 110 and senior ME 465 students also increased the number of steps they had in their processand the maps went into more detail of steps using that common language previously mentioned.ConclusionsFrom the research and the data collected during that time a few conclusions can be drawn. Thefirst is that students entering the mechanical engineering department as a freshman compared towhen they prepare to leave the school after graduation their knowledge of the design process hasgrown to reflect what they have learned over their education. Another conclusion is that it isimportant to teach the steps to the design process to the students as first year

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Aliye Karabulut-Ilgu, Iowa State University; Dana AlZoubi, Iowa State University; Evrim Baran, Iowa State University

Tagged Divisions

Educational Research and Methods

Iowa State University. Her research interests include learning and teaching an- alytics, dashboards, online learning, self-regulation, student engagement, and reflective practices. Her current work aims to examine how instructors’ teaching strategies and methodologies may be informed and improved by interpreting data visualizations (i.e., dashboards) in both in-class and online environ- ments.Dr. Evrim Baran, Iowa State University Evrim Baran is an associate professor of educational technology in the School of Education and Human Computer Interaction at Iowa State University. She conducts research at the intersection of technology in teacher education, human-computer interaction, and learning sciences. Her research

Conference Session

Educational Research

Collection

2009 Annual Conference & Exposition

Authors

Adam Czekanski, United States Military Academy; David Roux, United States Military Academy

Tagged Divisions

Educational Research and Methods

ConclusionsThe results from both semesters of data collection clearly illustrate a correlation betweenpercentage of correct answers on lesson review questions and anonymity provided to the student.The provision of anonymity enabled the student to place self-doubt and fear of embarrassmentaside in order to answer according to his/her own understanding6, 7. The results from thepopulations using clickers as their response method were reflective of what one would expectfrom a class containing students of varying capabilities and levels of comprehension.Conversely, the results of the populations using hand-raising as their response method wereexcessively inflated. The lack of anonymity amongst these populations inaccurately skewed thedata dramatically in

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

Rebecca Damron, Oklahoma State University; Karen High, Oklahoma State University

Tagged Divisions

Educational Research and Methods

included both the theoretical andpractical aspects of the peer tutoring process, was used as part the training process.Topics included everything from the writing process, to working with grammar andmechanics, as well as how to conduct face to face tutorials. The Fellows continued tomeet weekly with their supervisor throughout the semester. The Writing Fellows wereasked to write two reflection papers, one during the training week about their writingbackground and one at the end of the semester about various aspects of the program todetermine the effects of the program.ResultsResults show that WF experience has an effect on student performance. On the firstreport of the semester, 69 students (out of 71) turned in the design project report

Conference Session

Using Classroom Technologies

Collection

2009 Annual Conference & Exposition

Authors

Christine B. Masters, Pennsylvania State University; Alexander Yin, Pennsylvania State University; Gül Okudan, Pennsylvania State University; Mieke Schuurman, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

AC 2009-1276: ASSESSING GROWTH OF ENGINEERING STUDENTS USINGE-PORTFOLIOS: A MDL-BASED APPROACHChristine B. Masters, Pennsylvania State UniversityAlexander Yin, Pennsylvania State UniversityGül Okudan, Pennsylvania State UniversityMieke Schuurman, Pennsylvania State University Page 14.239.1© American Society for Engineering Education, 2009 Assessing Growth of Engineering Students Using E-Portfolios: A MDL-Based ApproachAbstractOverall premise of the work presented is to study the potential of e-portfolios as a viablemechanism for student reflection and assessment of growth on attributes that are part ofbecoming a World Class Engineer. These

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Michael N. Littrell, Tennessee Technological University; George Chitiyo, Tennessee Technological University; Lauren A. Michel, Tennessee Technological University ; Steven R. Anton, Tennessee Technological University

Tagged Divisions

Educational Research and Methods

game design mechanicswere also taught via weekly board game sessions conducted inside and outside of class wherestudents both played and deconstructed the mechanics of the games experienced. In the latterpart of the course, a major course project was assigned in which four teams of students inconjunction with graphic design students developed unique games meant to teach others aboutclimate change and civilization collapse. Specific game mechanics were not prescribed; instead,student teams were encouraged to explore a variety of mechanics and design elements that bestsuited their chosen audience and game theme. In addition to this final board game product,students wrote a reflective paper to (a) explain how the board game accomplished the goal

Conference Session

System 1 in Engineering Education and Research

Collection

2018 ASEE Annual Conference & Exposition

Authors

Marisa K. Orr, Clemson University; Katherine M. Ehlert, Clemson University; Maya Rucks, Clemson University; Mitzi Desselles, Louisiana Tech University

Tagged Divisions

Educational Research and Methods

E X Q28 to focus on.] (-) When I have a big decision to make... [I try to think of all the possible G 1 Q82 options.] When I have a big decision to make... [I consider the pros and cons of each E 1 Q83 option.] Q93 [I often reflect on my decision after implementing it and seeing the outcome.] L 3 [I often reflect on my decision PROCESS after implementing it and seeing

Conference Session

Changing the Engineering Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Dong San Choi, University of Illinois, Urbana-Champaign; Michael C. Loui, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

are learning about how the brain works, we will assign weeklyreflection papers so that students express how the lecture, the classic experiment, and the smallgroup discussion have influenced the way they view learning through provided prompts. Theprompts will probe students on the following experiential processes: self-reevaluation, socialliberation, dramatic relief, and environmental reevaluations.In addition to weekly reflection papers, we will assign reading and watching assignments forhomework. For example, students will read book excerpts and watch videos of TED Talksrelated to how the brain works. These readings and videos will be accompanied by short writtenassignments called reaction papers. These reaction papers will have prompts

Conference Session

Works in Progress: Classroom Practice

Collection

2016 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Kansas State University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

Educational Research and Methods

reliableinstrument.Internal reliability of each was measured by Cronbach’s alpha for each of the four factorsand for the instrument overall. The reliability ranged from 0. 614 to 0.672 for the fourfactors and was 0.602 for the instrument overall. In general, this shows a marginal levelof internal reliability, which is something that will need to be addressed in furtheriterations of the instrument.DiscussionIn general, our analysis did result in four discrete factors that reflect the acceptance orresistance to two distinctive aspects of ill-structured problem solving: ambiguity andmultiple perspectives. With further development, an instrument of this nature could beused by classroom instructors to gauge where students are with respect to majorthresholds in how they

Conference Session

ERM Technical Session 17: Student Cognitive Development

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joseph A. Lyon, Purdue University, West Lafayette; Alejandra J. Magana, Purdue University, West Lafayette; Martin R. Okos, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

their model using different mathematical andcomputational pathways. The Planning the Model step occurs largely prior to instruction in thecourse, giving the students full opportunity to explore different ways to solve the problem.Second is Building the Model, where students actually create one of their modeling solutionpathways individually. During the Building the Model step, students program the model anddocument their thinking process through a final report and in-code comments. In the third step,Evaluating the Model, students meet with their team and other teams to compare solutions inorder to identify key differences in how the problem could be solved, documenting theevaluation process. Finally in the Reflecting on the Model phase students