June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.99.1 - 26.99.9
A REU-Site Program for Engineering Education Research on Self-Regulated LearningThe vast majority of NSF-funded REU Site programs focus on disciplinary research in Science,Technology, Engineering, and Mathematics (STEM), such as research in mechanicalengineering, electrical engineering, mathematics, and physical sciences. REU Site programs thatfocus on engineering education research have not been made available until recently. In thispaper, we report the results of the 10-week summer REU Site program that focuses onengineering education research on self-regulated learning. The program, funded by the NSF-TUES Type 1 program, aims to motivate and retain talented undergraduates in STEM careers,particularly careers in teaching and STEM education research. This paper describes the overallframework and primary elements of the REU Site program, including: 1) recruitment andselection of REU participants; 2) REU research projects; and 3) workshop series and symposium.In 2014, we advertised the REU program via a variety of channels such as email distributions totargeted institutions, a variety of list serves, as well as personal contacts. We received nearly100 applications from across the country. Among the 76 complete applications, eightundergraduate students from eight institutions were selected to participate in the summer 2014program on the campus of our university. These students have diverse backgrounds in STEMfields and are from either 4-year or 2-year institutions.During the summer of 2014, REU students conducted four REU research projects. Each projectinvolved a faculty advisor, a graduate student mentor, and two REU students. These four REUresearch projects share a common intellectual focus: self-regulated learning in engineeringeducation. This paper describes the REU research projects and workshop series that was heldfor the REU students. The REU research projects included: 1) developing a self-regulationsurvey instrument for problem solving in engineering; 2) studying students’ meta-cognitivestrategies when learning engineering with computer simulation and animation; 3) studyingstudents’ self-efficacy, perception of engineering, and engineering interest in the context ofMathematics Engineering Science Achievement (MESA); and 4) developing an instrument forexploring engineering design knowing and thinking.The workshop series included: 1) self-regulation learning and its role in engineering education;2) responsible research; 3) developing an educational research question; 4) mixed methodsresearch methodologies with emphasis on qualitative method; and 5) educational data analysiswith SPSS.The results of formative and summative assessments of our REU Site Program are finallydescribed in the end of the paper.
Fang, N., & Lawanto, O., & Becker, K. H. (2015, June), A REU-Site Program for Engineering Education Research on Self-Regulated Learning Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23440
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