Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Matthew W. Liberatore, Colorado School of Mines

Tagged Divisions

Chemical Engineering, Educational Research and Methods

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

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

Open-Ended Problems and Student Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

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

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Chemical Engineering, Educational Research and Methods

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

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Cheryl Allendoerfer, University of Washington; Jessica M. Yellin, University of Washington

Tagged Divisions

Educational Research and Methods

InteractionsAbstractThis exploratory study addresses the need to increase the numbers of traditionallyunderrepresented minority (URM) students in engineering careers through an investigation of therole of research mentoring in recruiting and retaining URM students in engineering. Mentoringstudents in engineering and science research has long been acknowledged as an effective way toengage undergraduates in engineering majors, and is also an essential component of the doctoraldegrees that represent the gateway to careers in engineering research. This study was guided bythe following questions: 1) What can we identify as best practices in mentoring and supervisingURM students as they conduct engineering research? 2) How is the effectiveness of thesepractices

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonte Bernhard, Linköping University, Sweden

Tagged Divisions

Educational Research and Methods

primarily responsible for the reported learning achievements:“1. Students focus on the physical world. 2. Immediate feedback is available. 3. Collaboration isencouraged. 4. Powerful tools reduce unnecessary drudgery. 5. Students understand the specificand familiar before moving to the more general and abstract. 6. Students are actively engaged inexploring and constructing their own understanding.” However in an earlier paper8 I havedemonstrated that not all labs in which probe-ware is used lead to high post-course achievementsin mechanics conceptual tests. Page 22.973.3Prior research has suggested that a common attribute of successful physics

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

Bart M. Johnson, Itasca Community College; Ronald R. Ulseth, Itasca Community College; Glen D. Hodgson, Itasca Community College; Ed Damiani, Itasca Community College; Glen Duane Hodgson, Itasca Community College

Tagged Divisions

Educational Research and Methods

their STEM classes taught in a four-week block format • 8-Week Block Group – Students who started in the Fall of 2004 and Fall of 2005 and had a majority of their STEM classes taught in an eight-week block formatThe most striking result of the Itasca model is that students who start their engineering educationat Itasca in the block scheduling format average 8.7 semesters to completion of a bachelor’sdegree in engineering. In addition, there appears to be no significant statistical difference in theirsemesters to graduation between students whether they start their math sequence in calculus 1 orpre-calculus. Student graduation rates are also comparable to or higher than the institutionsItasca students transfer to and for institutions

Conference Session

Persistence and Retention II: Curricular Issues

Collection

2011 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Educational Research and Methods

processes will be influenced by participant‟s prior knowledge andbeliefs (assumptions, values, etc.) about curriculum inquiry and the context in which thecurriculum will be designed and implemented. As such, the workshop evaluation plan focusedon the impact of the workshop on (1) participants, in particular their professional development asit relates to curriculum inquiry in an institutional context, and (2) institutions through theimplementation of participants‟ curriculum projects.The evaluation plan includes formative and summative elements, and seeks to provide answers tothe following questions: 1. What are the outcomes from the workshop in terms of curriculum development and institutional development? 2. How did participants

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine M. Morley; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

c American Society for Engineering Education, 2011 Gender and Engineering: Photo Elicitation as a Method of InquiryAbstractIn this paper, we explore the application of photo elicitation as a method of understanding andchanging the perceptions of engineering held by professors and undergraduate students ofvarying disciplines, including engineering and technology. Our research questions in this paperare: 1. How is engineering conceptualized by undergraduate students and professors? and 2. Using photo elicitation, how are these concepts and perceptions gendered?The data set comprises a series of interviews including two individual interviews and one groupinterview. The study includes

Conference Session

Professional Identity

Collection

2011 ASEE Annual Conference & Exposition

Authors

Holly M. Matusovich, Virginia Tech; Brock E. Barry, U.S. Military Academy; Kerry Meyers, University of Notre Dame; Rachel Louis, Virginia Tech

Tagged Divisions

Educational Research and Methods

student’s development over time.IntroductionResearch has shown that identifying with engineering contributes positively to students’persistence in earning an engineering degree.1, 2 While some students may enter engineeringprograms with the belief that he or she is “an engineering-type person,” this is not true for allstudents.3 Therefore, engineering educators and administrators need ways to encourage students’engineering identity development. However, current research lacks a clear understanding of howstudents’ develop identification with engineering and what universities can do to enhancestudents’ identification with the profession.To begin closing this gap, we designed a multi-institution study that enabled us to examine andcompare a military

Conference Session

Persistence and Retention I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; P.K. Imbrie, Texas A&M University; Joe J.J. Lin, Purdue University, West Lafayette; Xingyu Chen, Purdue University

Tagged Divisions

Educational Research and Methods

. Page 22.70.2Research QuestionsThe research questions in this study are: 1) How do prediction performances of multi-outcome model compare with those of individual single-outcome models? 2) Do the important predictors identified by the multi-outcome models align with those identified by single-outcome models? 3) Are the important predictors of first-year retention the same as those of first-year GPA?Modeling Student Success in EngineeringFigure 1 shows the framework of our model of student success. The predictors, listed at the leftin the figure, can be grouped into two categories: the affective measures and the high schoolhistory matrix. Affective measures include nine factors: expectancy, leadership, meta-cognition,major

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Chen, California Polytechnic State University; Christine A. Victorino, California Polytechnic State University, San Luis Obispo; Charles Birdsong, California Polytechnic State University, San Luis Obispo; Unny Menon, California Polytechnic State University, San Luis Obispo; Marilyn Tseng, California Polytechnic State University, San Luis Obispo; Tyler Scott Smith

Tagged Divisions

Educational Research and Methods

reduced cost, portability, and smaller environmental footprint. Despite therelative benefits of online textbooks, however, concerns about them include poor user interfaces,inconsistent or nonexistent standards among textbook publishers, restrictive licensing, limitedrange of available textbooks, and growing pains associated with learning new technologies.In order to provide insight into students’ attitudes and usage regarding online textbooks, weexamined the following questions: 1. What is the extent to which students use online textbooks when assigned? Page 22.109.2 2. What are student attitudes regarding online textbooks? 3. How does the use

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morris M. Girgis, Central State University

Tagged Divisions

Educational Research and Methods

solve problem scenarios. Specifically, our research attempted toanswer two questions. The first question asked how effective the scaffolding approach is forteaching problem-solving while simultaneously addressing academic diversity. The secondquestion focused on how this approach could best be implemented in project-based instruction.B. Project TasksTable 1 explains the problem-solving related tasks, gained knowledge or skill, and theappropriate engineering taxonomic units or taxa. These taxa6 are identified as follows: I. Pre-knowledge Conceptual Experiences Page 22.159.4 II. Basic Conceptual Knowledge III. Applied Conceptual knowledge IV

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Reed, Purdue University; Michael J. Dyrenfurth, Purdue University, College of Technology, West Lafayette

Tagged Divisions

Educational Research and Methods

projects, with an emphasis on planning and design alternatives to meet cost,performance, and user-interface goals. One of the course requirements is the completion of theconceptualization and initial development phases of an electronic device that accomplishes astudent-defined task or solves a student-defined problem. Student projects are taken tocompletion in two subsequent self-directed laboratory courses, Project Design and Development,Phase I and II. The students who volunteered to participate in the study (n=40) ranged in agefrom 21 to 35, and most were white, non-Hispanic males from within the state, with nearly halfof them starting as freshman in the ECET program. The cohort included 1 female, 3 African-Americans, 3 Hispanics and 1

Conference Session

Assessment Instruments

Collection

2011 ASEE Annual Conference & Exposition

Authors

Syed Helmi Syed Hassan, Universiti Teknologi Malaysia; Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Mohd Salleh Abu, Universiti Teknologi Malaysia; Shahrin Mohammad, Universiti Teknologi Malaysia

Tagged Divisions

Educational Research and Methods

. Thus, there is an urgent need toprepare future engineers for solving unknown problems. The emphasis should be on teaching tolearn rather than providing more knowledge. Teaching engineers to think analytically will bemore important than helping them memorize theorems. Teaching them to cope with rapidprogress will be more critical than teaching them all of the technology breakthroughs.1 In theopinions of engineering managers, thinking and problem solving skills are evaluated as the mostimportant skills of an engineering professional, and are becoming even more vital in theextremely challenging world of today.2Currently, most of our engineering schools have developed curricula by creating scenarios orpredicting the expected problems. In doing so

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

after-school program. Image-elicitation interviews along withanalysis of written responses that accompanied the draw-an-engineer assessment were usedto confirm our interpretations of students’ representations.Table 1. Percent Project Participants by Gender and Year Number of Students 2007-08 2008-09 Combined Sample Percent by Gender Female 32 35 67 58% Male 16 33 49 42% Total 48 68 116 Page 22.208.6Table 2. Percent Project Participants by Race/Ethnicity and Year Number of Students 2007-08

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gillespie, University of Miami; Ann F. McKenna, Arizona State University, Polytechnic campus; Russell Pimmel, National Science Foundation

Tagged Divisions

Educational Research and Methods

– all degrees are in electrical engineering. Page 22.209.1 c American Society for Engineering Education, 2011 Analyzing the Transformative Nature of Engineering Education ProposalsAbstractThis study analyzed proposals submitted to the National Science Foundation’s CourseCurriculum and Laboratory Improvement (CCLI) program for the Phase/Type 1 deadlines of2005 and 2009. The goal of this study was to characterize the nature of CCLI proposals in orderto determine a baseline for examining the potential effect of the recent name change in thesolicitation to

Conference Session

Digital Technologies and Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Catherine T. Amelink, Virginia Tech; Shreya Kothaneth, Virginia Tech; Glenda R. Scales, Virginia Tech

Tagged Divisions

Educational Research and Methods

. Page 22.220.1 c American Society for Engineering Education, 2011 Applying the Innovation in Engineering Education Framework: Assessing the Impact of Instructional TechnologyAbstractOne component in systematic educational innovation is examining the use and impact ofinstructional technology within the engineering undergraduate curriculum 1. Instructionaltechnology such as laptops, used in conjunction with software such as OneNote andDyknow, course management systems, and social networking platforms can providestudents and faculty access to shared learning spaces and allow for mobile learning.Regular use of these tools within the engineering curriculum by a cadre of faculty trainedto use them

Conference Session

Research on Engineering Design Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic campus; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Carolyn Plumb, Montana State University; Hyun Kyoung Ro, Penn State University; Alexander Yin, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

students. The full study concentrates on threeattributes of the engineer of 20201: design and problem-solving skills, interdisciplinarycompetence, and contextual competence; this paper focuses specifically on effective strategiesfor teaching design and problem solving. The paper reports findings from the P2P quantitativestudy as well as the P360 six case study institutions of Arizona State University (Tempe &Polytechnic Campuses), Harvey Mudd College, Howard University, Massachusetts Institute ofTechnology, University of Michigan, and the Virginia Polytechnic Institute and State University.Using the framework shown in Figure 1, we assume that learning is situated in social, cultural,and institutional contexts that strongly influence what is

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Robin Guill Liles, North Carolina Agricultural and Technical State University; Courtney Lambeth, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University (Eng); Devdas M. Pai, North Carolina A&T State University (Eng)

Tagged Divisions

Educational Research and Methods

for comparison. IRB approval, including camper and parentalinformed consent, were obtained prior to data collection.ResultsBioengineering summer camp participants ranged from 14-17 years old (M Age=15.5), and mostparticipants reported having just completed the 9th grade (n=7). Participants were predominantlymale (n=11) and African American (n=14). See Figure 1. All participants indicated that they (a)held US citizenship and (b) planned to attend a 4-year college. Further, most participants (n=11) Page 22.225.5stated they intended to pursue degrees in either bioengineering or STEM-related disciplines. SeeFigure 2. The majority of participants (n

Conference Session

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Justin P. Micomonaco, Michigan State University

Tagged Divisions

Educational Research and Methods

AC 2011-1645: LIVING-LEARNING COMMUNITIES AS A POTENTIALINTERVENTION TO INCREASE THE RETENTION OF FIRST-YEAR EN-GINEERSJustin P. Micomonaco, Michigan State University Page 22.1020.1 c American Society for Engineering Education, 2011 Living-Learning Communities as an Intervention to Increase the Retention of First-Year EngineersBackground The challenge to produce both a greater quantity and higher quality of engineers in theUnited States is well-documented.1, 2 There have been considerable efforts to recruit additionalstudents to engineering, yielding modest results; however, the increase in enrollment has

Conference Session

Knowing Ourselves: Research on Engineering Education Researchers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Johannes Strobel, Purdue University, West Lafayette; David F. Radcliffe, Purdue University, West Lafayette; Prashant Rajan, Purdue University, West Lafayette; Sadia Nawaz, Purdue University, West Lafayette; Yi Luo, Purdue University; Jea H. Choi, Purdue University; Ji Hyun Yu, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

many others (Scott, 1991). Human beings are fundamentally networked organisms. From the networks of interactionbetween subcellular components and genes which determine susceptibility of an individual (oreven a population) to disease to the social networks that influence the spread of diseases such asobesity and influenza through human society, networks determine our health and provide us witha way of understanding human health at multiple levels (Barabási, 2007). The interconnected                                                                                                                          1 An entity may refer to social entities such as individuals, groups or, organizations

Conference Session

Learning From Experts

Collection

2011 ASEE Annual Conference & Exposition

Authors

Alejandra J. Magana, Purdue University, West Lafayette; Ruth A. Streveler, Purdue University, West Lafayette; Natalie Barrett, Purdue University

Tagged Divisions

Educational Research and Methods

challenge of producing the trained scientists,engineers and technicians that will be needed to fuel the nanoscience revolution.Instructors of nanoscience and engineering will need to combine both content knowledgeand effective pedagogical methods to create effective curricula. The objectives of thisstudy are to begin to identify the (1) content knowledge and (2) pedagogical contentknowledge (PCK) of experienced researchers and instructors in nanoscale science andengineering. It is hoped that these results can be used to inform curriculum design innanoscience and technology. Our participants were seven senior researchers at a largeMidwestern university. We employed qualitative research methods to identify theconcepts, ideas, and ways of thinking for

Conference Session

Engineering Education Research in K-12

Collection

2011 ASEE Annual Conference & Exposition

Authors

Melissa Dyehouse, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette; Brenda Capobianco, Purdue University

Tagged Divisions

Educational Research and Methods, K-12 & Pre-College Engineering

incorporateengineering into the elementary classroom. Engineering curricula and engineering teacherprofessional development at the elementary level remains a developing area1. It follows thatassessments measuring the impact of such teacher professional development programs, orengineering interventions on students’ engineering design, science, and technology knowledge,have not been widely developed or utilized. For example, the National Academy Engineering(NAE)1 reports that there is a “paucity of data” available to assess the impacts of K-12engineering education on many student outcomes, which “reflects a modest, unsystematic effortto measure, or even define, learning and other outcomes” (p. 154).There is a need for assessments that are developmentally

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nancy K. Lape, Harvey Mudd College

Tagged Divisions

Chemical Engineering, Educational Research and Methods

du Genie Chimique (CNRS), ENSIC-INPL in Nancy, France. Page 22.1525.1 c American Society for Engineering Education, 2011 Tiered Scaffolding of Problem-Based Learning Techniques in a Thermodynamics CourseAbstract:Problem-Based Learning (PBL) holds the promise of training students to tackle ill-defined, ill-structured problems and enhance transference of student knowledge fromtypical classroom activities to real-world design and analysis. However, some educationalresearchers (e.g. Kirschner, Sweller et. al.1, 2) contend that minimal guidance techniquessuch as PBL fail to

Conference Session

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

Collection

2011 ASEE Annual Conference & Exposition

Authors

Donald P. Visco Jr., University of Akron

Tagged Divisions

Chemical Engineering, Educational Research and Methods

course for efficacy at concept demonstration. In a follow-on year, the nextgroups of students were assigned the task to modify the existing desktop modules in order to betterexpose the most salient thermodynamic concepts of the particular desktop module. This paperprovides an update on the approach to this point.IntroductionHands-on learning is an engagement strategy that purports many educational benefits, most notablyan improved concept learning.1 This experiential learning approach is increasingly popular inengineering disciplines across the United States. In fact, a simple search of the term “hands-on” ofthe ASEE Conference Proceedings archive from 1996 – 2010 identified 213 papers with that searchterm in the title alone. These papers are

Conference Session

Modeling and Problem-Solving

Collection

2011 ASEE Annual Conference & Exposition

Authors

Keith B. Fisher, Montana State University; Kevin R. Cook, Montana State University

Tagged Divisions

Educational Research and Methods

Teaching Problem Solving in Engineering using Analysis and SimulationIntroductionAt its core, engineering is essentially a problem solving discipline, and yet many studentsgraduating from engineering and engineering technology programs have poor problemsolving skills. Problem solving proficiency was one of the deficiencies identified in theMechanical Engineering Technology program at Montana State University during acomprehensive curriculum review and revision undertaken beginning in 2005-2006 [1].As part of the curriculum revision, several new courses were developed including acourse using computer aided engineering analysis and simulation tools in design. Whiledeveloping and delivering this course, a conscious effort

Conference Session

Active and Inquiry-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

arts college in the Rocky Mountain region of the US.In this class, Process-Oriented Guided Inquiry Learning (POGIL) was used. In a POGIL class,the instructor does not lecture. Rather students work in teams, typically of four students, tocomplete worksheets. The worksheets contain three components: 1) Data or information asbackground material; 2) Critical thinking questions, which are designed to lead the students tounderstanding the fundamental concepts represented by the data, and 3) Application exercises,which provide the students with practice in solving problems using the concepts they havederived. The instructor’s role is to guide the students, walking around the room and probing themwith questions to check their understanding. The