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

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Educational Research and Methods

. Zastavker, Franklin W. Olin College of Engineering Yevgeniya V. Zastavker, Ph.D., is an Associate Professor of Physics at Franklin W. Olin College of En- gineering. She earned her B.S. degree in Physics from Yale University in 1995 and her Ph. D. degree in Biological Physics from MIT in 2001. Dr. Zastavker’s research interests lie in the field of STEM educa- tion with specific emphasis on innovative pedagogical and curricular practices at the intersection with the issues of gender and diversity. Dr. Zastavker is currently working with Dr. Stolk on an NSF-supported project to understand students’ motivational attitudes in a variety of educational environments with the goal of improving learning opportunities for students

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching; Jennifer A. Turns, University of Washington; Cynthia J. Atman, University of Washington

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Diversity

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Educational Research and Methods

participants quoted in this paper were given anopportunity to review a draft of this paper prior to final submission for publication.The purpose of these interviews was to elicit pioneers’ views on their career trajectories, and inpart included questions about the contributions or impacts that participants felt they had had overthe course of their careers. This paper presents findings related specifically to that subset ofinterview data.Study participantsTo recruit study participants, we sought nominations from multiple communities related toengineering education:  American Society for Engineering Education’s Educational Research and Methods Division (ASEE ERM), ASEE’s Minorities in Engineering Division (MIND), ASEE’s Women in Engineering

Conference Session

ERM Technical Session 23: Courses and Research on Communication

Collection

2019 ASEE Annual Conference & Exposition

Authors

Darren L. Linvill Ph.D., Clemson University; Meghnaa Tallapragada, Clemson University; Nigel Berkeley Kaye, Clemson University

Tagged Divisions

Educational Research and Methods

communication has beenintegrated into some of these courses, but has often played a subordinate role to writingpedagogy [18]. A truly integrated engineering and oral communication course has not previouslybeen thoroughly assessed.Complimenting previous work in CXC, identity-based motivation theory describes motivationand goal pursuit, explaining when and how individuals’ identities motivate them [19], [20]. Thetheory suggests that people prefer to make sense of situations and act in identity-congruent waysconsistent with their self-perceptions. This happens in a context specific manner, where thecontext shapes what identities come to mind. It is reasonable to suspect that offering students acontext that connects communication skills to their

Conference Session

Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jane Andrews, Aston University; Robin Clark, Aston University

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Diversity

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Educational Research and Methods

Paper ID #18272Work in Progress: Engineering Invisible Mountains! Mental Health andUndergraduate-Level Engineering Education: The Changing Futures ProjectDr. Jane Andrews, Aston University Dr Jane Andrews is currently a Senior Lecturer in Engineering Education at the School of Engineering & Applied Science, Aston University, UK. The only Sociologist in the UK to hold a lectureship in Engi- neering, Jane’s research interests include all aspects of engineering education with a particular focus on elementary level engineering education and gender issues within engineering.Prof. Robin Clark, Aston University

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Wendy Harrison, Colorado School of Mines; Ruth Streveler, Colorado School of Mines; Ronald Miller, Colorado School of Mines; Arthur Sacks, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

fundamental to the quality of any curriculum. Current empirically-based education theory is essential to effective instruction and thus to the improvement of curricular quality. 4. A rational sequence. Educational activities should be carefully ordered in a developmental sequence to form a coherent curriculum based on the stated, intended outcomes of both the curriculum and its constituent courses.With these principles in mind, we describe the process by which a curricular framework for theMcBride Public Affairs minor for engineering students has been developed. As shown in Table1, this framework is the outcome of more than a year of activities involving all relevantconstituencies within the McBride community, including current

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Matthew Ohland, Purdue University; Chris Swan, Tufts University

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Educational Research and Methods

AC 2010-91: A PILOT VALIDATION STUDY OF THE EPISTEMOLOGICALBELIEFS ASSESSMENT FOR ENGINEERING (EBAE): FIRST-YEARENGINEERING STUDENT BELIEFSAdam Carberry, Tufts University Adam R. Carberry is a Doctoral Candidate in Engineering Education in the Tufts University Math, Science, Technology, and Engineering Education program. He holds an M.S. in Chemistry from Tufts University and a B.S. in Material Science Engineering from Alfred University. He is currently working at the Tufts University Center for Engineering Education and Outreach as a research assistant and manager of the Student Teacher Outreach Mentorship Program (STOMP).Matthew Ohland, Purdue University Matthew W. Ohland is an Associate Professor in

Conference Session

Mentoring, Advising, and Facilitating Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kevin O'Connor, University of Colorado, Boulder; Frederick A. Peck, University of Montana; Julie Cafarella, University of Colorado, Boulder; Jacob (Jenna) McWilliams, University of Colorado, Boulder

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Diversity

Tagged Divisions

Educational Research and Methods

students as they move through these institutionalized trajectories. He is co-editor of a 2010 National Society for the Study of Education Yearbook, Learning Research as a Human Science. Other work has appeared in Linguistics and Education; Mind, Culture, and Activity; Anthropology & Education Quarterly, the Encyclopedia of Cognitive Science; the Journal of Engineering Education; and the Cambridge Handbook of Engineering Education Research. His teaching interests include develop- mental psychology; sociocultural theories of communication, learning, and identity; qualitative methods; and discourse analysis.Dr. Frederick A. Peck, University of Montana Frederick Peck is Assistant Professor of Mathematics Education in

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Reed Stevens, University of Washington; Daniel Amos, University of Washington; Andrew Jocuns, University of Washington; Lari Garrison, University of Washington

Tagged Divisions

Educational Research and Methods

case of engineering students he would likely have needed to delete the “early to bed” part.Weber’s famous formulation of the Protestant work ethic10 also comes to mind. Weber arguedthat the Protestant work ethic was the motor that drove the rise of capitalism in Northern Europe.Where the Protestant work ethic differs, with its focus on hard work and earning more and moremoney, is that the paradise that hard work promises is a decidedly more earthly one forengineering students.Yet we worry about this combination of beliefs in the context of some of the goals we believe tobe widely shared within the engineering education reform community. One of those goals isclearly to promote an image of engineering as a force of good in the world—that leads

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Junaid Qadir, Information Technology University, Lahore, Pakistan; Abd-Elhamid M. Taha, Alfaisal University; Kok-Lim Alvin Yau, Sunway University; João Ponciano, University of Glasgow; Sajjad Hussain, University of Glasgow; Ala Al-Fuqaha, Hamad Bin Khalifa University; Muhammad Ali Imran P.E., University of Glasgow

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Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #28870Leveraging the Force of Formative Assessment & Feedback for EffectiveEngineering EducationProf. Junaid Qadir, Information Technology University, Lahore, Pakistan Junaid Qadir is an Associate Professor at the Information Technology University (ITU)—Punjab, Lahore since December 2015, where he directs the ICTD; Human Development; Systems; Big Data Analytics; Networks (IHSAN) Research Lab. His primary research interests are in the areas of computer systems and networking, applied machine learning, using ICT for development (ICT4D); and engineering education. He is the author of more than 100 peer-reviewed

Conference Session

Medley of Undergraduate Programming and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Calvin Sophistus King, MCET; Venugopalan Kovaichelvan, TVS Institute for Quality and Leadership

Tagged Divisions

Educational Research and Methods

systematically captured and incorporated in thecourse development.Samples of mind-map, design document, mock session effectiveness rubrics, content andworkbook review rubrics which are some of the important deliverables in the coursedevelopment of Introduction to Engineering, which reflect the course refinement, arediscussed in the following sections. The data captured and used in reporting the study aresecondary in nature and are taken from publications of the institute available with openaccess. Also, students participating in giving feedback were given clear indications ofpurpose of the feedback and were also given the option not to participate.4.1. Mind mapAs part of course development the working team consisting of faculty members and

Conference Session

Student Teams, Groups, and Collaborations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Maya Rucks, Louisiana Tech University; Marisa K. Orr, Louisiana Tech University; David E. Hall, Louisiana Tech University

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Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #16789Social Consciousness in Engineering Students: An Analysis of Freshmen De-sign Project AbstractsMaya Rucks, Louisiana Tech University Maya Rucks is an engineering education doctoral student at Louisiana Tech University. She received her bachelor’s degree in mathematics from the University of Louisiana at Monroe. Her areas of interest include, minorities in engineering, K-12 engineering, and engineering curriculum development.Dr. Marisa K. Orr, Louisiana Tech University Dr. Orr is an Assistant Professor in Mechanical Engineering and Associate Director of the Integrated STEM Education Research Center (ISERC) at

Conference Session

Undergraduate Students' Professional Skills and Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Virginia Charter, Oklahoma State University

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Diversity

Tagged Divisions

Educational Research and Methods

•Analyze and Interpret Data from Experiments •Identify and Solve Engineering Proglems Academic and Problem •Possess IT Skills Solving Skills •Apply Knowledge of Mathematics, Science, and Engineering •Use Engineering Equipment •Design a system, Component, or Process •Be Flexible •Be Open Minded •Offer Support and Ideas to Others •Negotiate to Reach a Decision Interpersonal Skills •Work Together and Listen to Others' Opinions

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Junaid A. Siddiqui, Purdue University, West Lafayette; Robin S. Adams, Purdue University, West Lafayette; Lorraine N. Fleming, Howard University; Alison A. Dingwall, Howard University

Tagged Divisions

Educational Research and Methods

explicitly considered and mentioned. As such, it is likelythat engineering faculty are not used to formulating theoretical frameworks, which maycontribute to a lack of familiarity with understanding the role of these frameworks in educationresearch. 4 3 Mean Rating 2 1 Q1.1* Q1.2* Q1.3* Q1.4* Q1.5* Q1.6* 4 Extremely familiar Q1.1 How engineering research and educational research are different 3 Very familiar Q1.2 How engineering research and educational research are similar 2 Somewhat familiar Q1.3 Designing research questions with educational issues in mind 1

Conference Session

Works in Progress: Innovation Through Propagation

Collection

2016 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Denise Rutledge Simmons P.E., Virginia Tech; Larry J. Shuman, University of Pittsburgh

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Diversity

Tagged Divisions

Educational Research and Methods

people's experiences and identities. Forinstance, we need to mindful of modern definitions of gender including gender fluidity andtransgender. With detailed, modern categories, we would have the data to analyze through thelens of intersectionality, which emphasizes intersections between forms or systems ofoppression. Intersectionality studies disaggregate categories such as "underrepresented minority"and "women," which hide the experiences and stories of distinct groups such as Latino males andAfrican American females. We realize gathering this data is difficult in engineering given thesmall populations of some groups, but this is not an excuse and underscores the need for multi-institutional data sets4,5 and qualitative research focused on small

Conference Session

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Princeton University; Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University

Tagged Divisions

Educational Research and Methods

their STEM abilities (understanding of STEMsection that invite an answer in your own words. Please comment candidly, bearing in mind that future students will benefit fromyour thoughtfulness. Remember that this is an anonymous survey: your teacher will never know what any individual student hascontent and increase in STEM-related skills).written.Your understanding of class content 1. As a result of your work in this class, what GAINS DID no gains a little gain moderate gain good gain great gain not applicable YOU MAKE in your UNDERSTANDING of each of the following? 1.1 Evaluate and contextualize significant works of civil engineering based on their social, scientific and symbolic importance 1.2 Trace the development and innovation of new

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kristine R. Csavina, Colorado School of Mines; Adam R. Carberry, Arizona State University; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo; Patrick Cunningham, Rose-Hulman Institute of Technology

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Educational Research and Methods

Paper ID #18338Work in Progress: Examining the Value of Reflection in Engineering Practiceand EducationDr. Kristine R. Csavina, Colorado School of Mines Dr. Kristy Csavina is a Teaching Professor in the Department of Mechanical Engineering at the Colorado School of Mines. She has her bachelors degree in Mechanical Engineering from the University of Dayton and her doctorate in Bioengineering from Arizona State University.Dr. Adam R. Carberry, Arizona State University Dr. Adam Carberry is an assistant professor at Arizona State University in the Fulton Schools of Engineer- ing, The Polytechnic School. He earned a B.S. in

Conference Session

Classroom Engagement

Collection

2010 Annual Conference & Exposition

Authors

Brianno Coller, Northern Illinois University; David Shernoff, Northern Illinois University

Tagged Divisions

Educational Research and Methods

controllers inside their minds which permitsthem to damp out the oscillations. Their personal internal controllers advance the phase of thejoystick input, compared to the controller of Figure 2. What does this mean? The phase advanceis the result of our minds anticipating. We begin executing the turn before the car crosses thecenter line. To make the software-based controller work, students must incorporate that sametype of anticipation. All of them figure it out, some with a little help.It has been our experience that engineering students like to build things. They like to tinker. Theylike to figure out how to make things work. With the video game, all the tinkering takes place inthe virtual world. Nonetheless, we suspect that tinkering virtual

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Boshra Karimi, Northern Kentucky University; Mahdi Yazdanpour, Northern Kentucky University; Phil Lewis, Texas A&M University

Tagged Divisions

Educational Research and Methods

University of Technology (Tehran Polytechnic), and the BSc degree in Computer Engineering from Qazvin Azad University. He has over 11 years of experience in manufacturing industry. He has worked as a Process Quality Manager, Planning & Quality Systems Manager, Production Planning & Control Manager, and Material Control Supervisor at MAPNA and NeyrePerse industrial groups. His research interests include Intelligent Mechatronic Sys- tems, Medical Robotics, Companion Robots, Brain-Controlled Robots, Computer Vision, 3D Scene Re- construction, and Machine Vision. His current research is focused on designing and implementation of the gesture and mind-controlled robotic systems. His research has been published in peer

Conference Session

Methodological & Theoretical Contributions to Engineering Education 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kenneth Stafford Sands II, Virginia Tech; Denise Rutledge Simmons, Virginia Tech

Tagged Divisions

Educational Research and Methods

Paper ID #9827Utilizing Think-Aloud Protocols to Assess the Usability of a Test for EthicalSensitivity in ConstructionMr. Kenneth Stafford Sands II, Virginia Tech Kenneth S. Sands II is a doctoral candidate and graduate assistant in Environmental Design and Planning at Virginia Tech. His research focus is on professional ethics and its pedagogy.Dr. Denise Rutledge Simmons, Virginia Tech Denise R. Simmons, Ph.D., is an assistant professor in the Myers-Lawson School of Construction & Civil and Environmental Engineering at Virginia Polytechnic Institute and State University. She holds a B.S., M.S., and Ph.D. in civil

Conference Session

Building Communities for Engineering Education Research

Collection

2006 Annual Conference & Exposition

Authors

Robin Adams, Purdue University; Philip Bell, University of Washington; Cheryl Allendoerfer, University of Washington; Helen Chen, Stanford University; Larry Leifer, Stanford University; Lorraine Fleming, Howard University; Bayta Maring, University of Washington; Dawn Williams, Howard University

Tagged Divisions

Educational Research and Methods

education research by examining the ISEE model. We also describe the successesand challenges experienced as we near completion of the second of three cycles, andimplications for future community building efforts. One finding is that community at the locallevel is crucial. While expanding the national community of engineering education researchersis important, scholars who are new to the field need a community of like-minded colleagues withwhom they can give and receive feedback on works-in-progress. We also found that engineeringfaculty tend to have difficulty with particular aspects of educational research, such as navigatinga new disciplinary language, utilizing qualitative research methodologies, and analyzingqualitative data. We found that

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Mysore Narayanan, Miami University

Tagged Divisions

Educational Research and Methods

AC 2007-18: ASSESSMENT OF PERCEPTUAL MODALITY STYLESMysore Narayanan, Miami University DR. MYSORE NARAYANAN obtained his Ph.D. from the University of Liverpool, England in the area of Electrical and Electronic Engineering. He joined Miami University in 1980 and teaches a wide variety of electrical, electronic and mechanical engineering courses. He has been invited to contribute articles to several encyclopedias and has published and presented dozens of papers at local, regional , national and international conferences. He has also designed, developed, organized and chaired several conferences for Miami University and conference sessions for a variety of organizations. He is a senior member

Conference Session

Methodological & Theoretical Contributions to Engineering Education 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

phenomenon to describe the tinkering, hacking, re-making, andcreating of technical artifacts, often done without prior expertise. Making comes from animaginative, creative mind-space, done outside the confines of established engineering educationcurricular activities. Making has a do-it-yourself ethos and is historically rooted in efforts likePopular Mechanics magazine who demystified everyday stuff for hobbyists and the Whole Earth Page 24.903.2Catalog: Access to Tools1 who surveyed everyday tools for the counterculture movement of the1960s. Additional real-world touchstones are the growth of Radio Shack stores and the 1980stelevision program

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

allowed forclear product performance goals and a focus on technical problem solving. As Summer noted: I mean in order to innovate something new I feel like you have to have some type of goal in mind, I mean there has to be a purpose to everything to meet at least. Otherwise it’s not like a solution to anything, and I think that engineers try to solve problems usually. And if you don’t have a goal in mind why are you doing the project, you know?... And then also to see if it’s an actual possible thing we can do. I mean I think goals pretty much go hand in hand with innovation.While these students more thoroughly experienced the process of innovation, and to a lesserextent other-oriented elements of innovation

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gemma Henderson, University of Miami; Meagan R. Kendall, University of Texas, El Paso; Ines Basalo, University of Miami; Alexandra Coso Strong, Florida International University

Tagged Topics

Diversity

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Educational Research and Methods

studying the formation of engineers at HSIs. This lack ofunderstanding of what is needed to amplify the efforts of HSIs to appropriately educate Latinxundergraduate engineering is, therefore, the focus of the research project.Research on engineering education reform highlights the importance of understanding barriers tochange and the impacts of the environmental, historical, and systemic constraints on reformefforts [7]. In addition, research on educational change emphasizes that effective strategies forreform require alignment with the beliefs of the individuals involved or must seek to changethose beliefs [8]. With that in mind, there exists a need to learn from individuals who wouldbenefit from and/or engage with future research at HSIs, the

Conference Session

Tools for Teaching

Collection

2008 Annual Conference & Exposition

Authors

Tobia Steyn, University of Pretoria; Alan Carr, University of Pretoria

Tagged Divisions

Educational Research and Methods

. Online at http://www.terrapinlogo.com/conference-schedule.php (Accessed 10 January 2008).6. Engineering Council of South Africa. Whole Qualification Standard for the Bachelors Degree in Engineering. Document NCRD 48694. Online at www.ecsa.co.za. (Accessed 15 February 2008).7. Graff, R.W. & Leiffer, P. Student observations over the last 25 years. Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition. Portland, Oregon, USA, 2005.8. Bransford, J.D., Brown, A.L. & Cocking, R. (Eds). How people learn. Brain, mind, experience and school. Washington DC: National Academic Press, 1999.9. Steyn, T.M. 2003. A learning facilitation strategy for mathematics in a support course

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Kelley Racicot, Washington State University; Charles Pezeshki, Washington State University

Tagged Divisions

Educational Research and Methods

AC 2007-464: ACTIVE ASSESSMENT IN CAPSTONE DESIGN USING A SYSTEMAPPROACHKelley Racicot, Washington State University Kelley Racicot is a graduate student in Teaching and Learning at Washington State University. She is employed at the Center for Teaching, Learning and Technology at WSU.Charles Pezeshki, Washington State University Chuck Pezeshki is a professor in the School of Mechanical and Materials Engineering, and Director of the Industrial Design Clinic. Page 12.168.1© American Society for Engineering Education, 2007 Active Assessment in Engineering Design Using a Systems ApproachAbstractA

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mark T. Carnes, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

on the mentalrepresentation of the desired structure. “Human thought has a definite function; it provides aconvenient small-scale model of a process so that we can, for instance, design a bridge in ourminds and know that it will bear a train passing over it” 6. Just as engineers may build a scalemodel of a bridge to be able to test its properties more easily and then make predictionsconcerning the necessary properties of the full-size bridge, so the mind performs a similarfunction by constructing a mental model that is used to process information and makepredictions. From this foundation, Johnson-Laird went on to construct his theory of cognition.He states: “The theory of mental models is intended to explain the higher processes of

Conference Session

Curricula of the Past, Present, and Future

Collection

2006 Annual Conference & Exposition

Authors

Yvonne Ng, College of St. Catherine; Lori Maxfield, College of St. Catherine

Tagged Divisions

Educational Research and Methods

2006-142: THE PARALLEL CURRICULUM MODEL: UNDERSTANDINGENGINEERING EDUCATIONAL INNOVATIONS TO OPTIMIZE STUDENTLEARNINGYvonne Ng, College of St. Catherine Yvonne Ng, M.S.M.E., teaches computer science and engineering for non-majors at the College of St. Catherine. Educated as a mechanical and aerospace engineer, she worked in industry as an automation design engineer and contract programmer. She made computer science a more appealing topic for her all-women undergraduate student body by presenting this technically valuable course in a more comprehensive manner. She is currently working with the college’s AS and AAS program to create pathways for students to enter technical colleges and engineering

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Arizona State University; Micah Lande, Arizona State University, Polytechnic campus; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Divisions

Educational Research and Methods

, and creating of technical artifacts. Makers are rich in creative confidence,with expertise in the ability to learn new skills as needed rather than already possessingimmediate solutions to the problems that they encounter.2 Creative confidence, in terms ofDesign Thinking, can be summed up as a failure positive mode of learning where the creatortrusts in their own ability to solve problems.3 This confidence comes from an understanding thatproblems have many solutions, and through practical experience, one can learn those solutions.Making comes from an imaginative, creative mind-space, and is often done outside the confinesof established engineering education curricular activities.4 Making has a do-it-yourself ethos andis historically rooted in

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida; Mirka Koro-Ljungberg, University of Florida ; Zaria T. Malcolm, University of Florida; Nathan McNeill, University of Florida, Gainesville; David J. Therriault, University of Florida; Christine S. Lee, University of Florida

Tagged Divisions

Educational Research and Methods

of problem- solving skills they will need later in their program or in practice. They do not lead to the habits of mind that, whether the students become engineers or not, are such valuable contributors to work and citizenship. (p. 48) Engineering educators have recognized the importance of developing open-endedproblem solving skills and efforts to integrate open-ended problem solving experiences acrossthe engineering curriculum are not new (Incropera & Fox, 1996; Mourtos, Okamoto, & Rhee,2004; Woods et al., 1997). Woods (2000) notes that the literature is full of problem solvingstrategies, but that few have been supported by research evidence. Several studies of engineeringdesign have found that experienced