Conference Session

Model Eliciting Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Brian P. Self, California Polytechnic State University; Larry J. Shuman, University of Pittsburgh; John Anthony Christ, U.S. Air Force Academy; Ronald L. Miller, Colorado School of Mines; Tamara J. Moore, University of Minnesota, Twin Cities

Tagged Divisions

Educational Research and Methods

,students were forced to confront and repair certain misconceptions acquired at earlier stages oftheir education, to utilize laboratory experiments to gather additional data, and to recognize andthen resolve ethical issues.Here we introduce several issues when implementing MEAs in upper division level classes byproviding two case studies. These issues are circulated around the theme of engineering learningsystems, and in particular to the professional or “soft” skills. Specifically, the following insightsare provided across two MEAs from two different disciplines and engineering schools: 1. The instructional culture challenges involving MEAs implementation in the classroom; 2. How faculty’s personal epistemology for teaching

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

at the end Based on the analysis of interviews with one student from each category, factors thataffect the change of student perceptions from the beginning until the end of the semester wereextracted and summarized in Table 4. The main factors that can sustain the positive perceptionare: a) the students felt that CPBL has improved their time management b) CPBL has exposed them to the future application of knowledge they have learnt for workplace problem solving c) the students are clear of the concept definitions Page 25.557.13 d) CPBL helps to increase students’ soft skills e) the students gained deeper

Conference Session

Thinking About the Engineering Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Geoffrey L. Herman, University of Illinois, Urbana-Champaign; Mark H. Somerville, Franklin W. Olin College of Engineering; David E. Goldberg, University of Illinois, Urbana-Champaign; Kerri Ann Green, University of Illinois, Urbana-Champaign

Tagged Divisions

Educational Research and Methods

thempursue their personal goals. Rather than learning only about how a computer works, this teamused the opportunity to develop many of the “soft skills” or nuances of engineering. Theydeveloped teamwork skills, explored the tradeoffs of different design methods, found ways touse their engineering skills to help their fellow students, and learned how to conduct backgroundresearch on a topic that they had never seen before. Learning Team 2 experienced mixed success. The team struggled to find an identity thatcaptured the imagination and motivations of the members, but many of the members discoveredthat success in education is achieved more by effort rather than by ability. The team pursuedharder challenges as the semester progressed, despite an