Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Margaret Huyck, Illinois Institute of Technology; Daniel Ferguson, Illinois Institute of Technology; Rachel Wasserman, Illinois Institute of Technology IPRO Program

Tagged Divisions

Educational Research and Methods

young adults in alearning environment (e.g. college). Educators have long seen value in presenting ambiguous,real-life challenges to students to further the development of thinking and reflection.10 Severaldecades of research on similar learning processes designed to increase students’ depth ofunderstanding has provided a base of knowledge represented by five key elements: activelearning, frequent feedback from others also involved in the problem solving effort,collaboration, cognitive apprenticeship involving mentors, and practical application in tasks thathave real consequences.11 Since the IPRO program is designed to provide an experiential

Conference Session

Cognitive and Motivational Issues in Student Performance II

Collection

2007 Annual Conference & Exposition

Authors

Jeffrey Froyd, Texas A&M University; Larissa Pchenitchnaia, Texas A&M University; Debra Fowler, Texas A&M University; Nancy Simpson, Texas A&M University

Tagged Divisions

Educational Research and Methods

literature revealed numerous and varying conceptions of what constitutedsystems thinking. However, very few instances were found in which authors depictedexpectations in terms that conformed to requirements for learning outcomes.Constructing a preliminary set of learning outcomes might advance conversations aboutexpanding the role of systems thinking in undergraduate engineering education. Aframework for learning outcomes was developed by combining the CDIO Syllabus29 withthe six levels of learning in the revised Bloom’s taxonomy40. Using this framework, theauthors developed a preliminary set of learning outcomes. It is the intent of the authors,that the set of learning outcomes will stimulate additional reflection and conversationabout how students

Conference Session

Assessment and Evaluation in Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Christa Lynch, Arizona State University; Jonathan Hilpert, Arizona State University; mary ann Duggan, Arizona State University

Tagged Divisions

Educational Research and Methods

subjective interpretation. Presumably, inthe future, this item should be rewritten or replaced so as to reflect the same six-month timeperiod as the other four items in the subscale. Item seven of the PI endogenous subscalealso decreased the internal consistency of its respective factor. This item reads, “I must passMAE 100 in order to reach my academic goals.” As this is the only item in the endogenoussubscale that does not directly address students’ grades, and it factored poorly with the otheritems in the subscale, this item also should be rewritten or replaced to more accurately reflectthe broader meaning of its respective latent factor.Internal consistency and external validity All three subscales of interest -- the FTPS, the FTPSE, and

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

David Jonassen, University of Missouri; Sanjay Rebello, Kansas State University; Carlos Wexler, University of Missouri; Zdeslav Hrepic, Fort Hays State University; Gregory Triplett, University of Missouri

Tagged Divisions

Educational Research and Methods

. Psychonomic Bulletin & Review, 6 (4), 58-597.Loewenstein, J., Thompson, L., & Gentner, D. (2003). Analogical learning in negotiation teams: Comparing cases promotes learning and transfer. Academy of Management Learning and Education, 2 (2), 119-127.Reusser, K. (1993). Tutoring systems and pedagogical theory: representational tools for understanding, planning, and reflection in problem solving. In: Lajoie, S. P., and Derry, S. J. (eds.), Computers as Cognitive Tools, Lawrence Erlbaum, Hillsdale, NJ, pp. 143–178.Schoenfeld, A.H., & Herrmann, D.J. (1982). Problem perception and knowledge structure in expert and novice mathematical problem solvers. Journal of Experimental Psychology: Learning, memory

Conference Session

New Models for Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Margherita Landucci, Liceo Artistico Statale; Fabio Garganego, Municipality of Venice

Tagged Divisions

Educational Research and Methods

tested inparallel) consisted of an additional two classes of students per school that participated in theproject.Stage 2 was introduced during the first year of chemistry studies and throughout the secondyear to the same students that participated to Stage 1. A research limitation consisted in thedifferent syllabus that different schools have about chemistry studies: in some schoolsChemistry is taught for one single year, while in other schools it is taught for two consecutiveyears.It has therefore not been possible to bring all participants of Stage 1 into Stage 2, and thenumber of participants to the two Stages does not imply that some students could not bepromoted to the second year, but simply reflects those classes that did have two years

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Regis University

Tagged Divisions

Educational Research and Methods

general). ID.professional Any instance when the informant If engineering specific, identifies specific characteristics of a also double-code as profession or of a person practicing a engineering definition Page 12.775.3 particular profession. [ED] (general or practice) ID.self Any instance when the informant reflects upon his or her intellectual dispositions, personality, habits of

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Mieke Schuurman, Pennsylvania State University; Dennis Gouran, Pennsylvania State University; Laura L. Pauley, Pennsylvania State University

Tagged Divisions

Educational Research and Methods

thefinal evaluations that co-op and internship students and their employers are required to completeat the end of the work term. In total, 451 students completed the instrument, and 373employers—response rates of 92% and 76% respectively. Note that sample numbers reportedbelow may be lower given the students and employers who responded to particular items as “NotApplicable.”ResultsPrior to conducting the statistical analyses reported below, we reverse coded the negativelyphrased items so that higher scores reflected better communication skills for all items. Theseitems are noted with ** in Table 1 and Table 2 below.To answer Research Question 1, whether the instrument measured students' oral communicationskills reliably for both students and

Conference Session

Student Teams and Project-Based Learning

Collection

2007 Annual Conference & Exposition

Authors

Adam Carberry, Tufts University; Merredith Portsmore, Tufts University; Chris Rogers, Tufts University

Tagged Divisions

Educational Research and Methods

approach of this research is to employ an outreach program as a non-classroom basedpedagogy of engagement. A number of non-outreach opportunities outside the classroom forengineering students have been studied to determine if they do indeed encourage intentionallearning goals and active reflection by the student on what he or she learns throughout theexperience.[22-25] These opportunities range from volunteer community service to field education,such as internships and co-ops.[26] Research has shown that these experiences not only allowstudents to gain a sense of civic responsibility, but that they also help students to developprofessional teamwork and communication skills, assist in identifying career paths, preparestudents for the demands of

Conference Session

Cognitive and Motivational Issues in Student Performance I

Collection

2007 Annual Conference & Exposition

Authors

Dawn Williams, Howard University; Lorraine Fleming, Howard University; Marcus Jones, Howard University; Ashley Griffin, Howard University

Tagged Divisions

Educational Research and Methods

Higher Education. Washington, DC: US Government Printing Office.4. Tinto, V. (1988) Stages of Student Departure: Reflections on the Longitudinal Character of Student Leaving The Journal of Higher Education: Ohio State University Press. Page 12.387.105. Rendon, L. I., Jalomo, R.E., and Nora, A. (2000). Theoretical considerations in the study of minority student retention in higher education: In Rethinking the Departure Puzzle: New Theory and Research on College Student Retention, edited by J. Braxton, 127-156. Nashville: Vanderbilt University Press.6. Kuh, G.D. (2001). Assessing what really matters to student learning

Conference Session

Curricular Innovations

Collection

2007 Annual Conference & Exposition

Authors

Maura Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

more informed crystallizes over time consciousness Constructivism Realities are local and Findings are created Findings are elicited and specific, constructed by through transactions refined through further individuals and cultures between investigator interaction and respondentsThe authors believe that paradigms reflect such fundamental beliefs that it is often difficult for aperson to evaluate research from another paradigm18. As Elizabeth St. Pierre states the issue,“Unfortunately, it is often the case that those who work within one theoretical framework findothers

Conference Session

Assessment and Evaluation in Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

rebecca devasher, Rose-Hulman Institute of Technology; Patrick Ferro, Rose-Hulman Institute of Technology; Sudipa Mitra-Kirtley; David Mutchler, Rose-Hulman Institute of Technology; shannon sexton, Rose-Hulman Institute of Technology; Anneliese Watt, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

Tagged Divisions

Educational Research and Methods

differently from students in RH 330and PH 113. Therefore, post-course comparisons were run after computing difference scores foreach course. This was done by subtracting students’ post-course ratings from their pre-courseratings. An ANOVA to compare courses was then run on the difference scores. This is done sothat any differences found better reflect actual differences between courses rather than inflateddifferences due to the unequal starting point. Page 12.514.6When comparing student survey responses across courses, 1 statistically significant differenceappeared. Students in CSSE 371 reported a significantly lower increase in tablet PC usage frompre

Conference Session

Using Technology to Enhance Teaching and Learning

Collection

2007 Annual Conference & Exposition

Authors

Chris Smaill, University of Auckland

Tagged Divisions

Educational Research and Methods

treated as participants and benefactors ratherthan objects.In general, each semester corresponded to one cycle of action research. Each cycle involvedplanning changes, implementing the changes, collecting data on the results, and reflecting onthe data 27, 28. The notion that research must be based entirely on quantitative data lostcredibility some time ago23, 29-31, and to maximize triangulation a wealth of both qualitativeand quantitative data was gathered from a variety of sources over a four-year period. Only afraction of the data is presented here. This fraction should be viewed not as anecdotal but asrepresentative of a much larger body of data. Data were collected directly by OASIS, as wellas by course surveys, interviews with instructors

Conference Session

ERM Potpourri II

Collection

2007 Annual Conference & Exposition

Authors

Kevin O'Connor, University of Rochester; Daniel Amos, University of Washington; Tori Bailey, Stanford University; Gary Lichtenstein, Stanford University; Lari Garrison, University of Washington; Heidi Loshbaugh, Colorado School of Mines; Marcus Jones, Howard University; Derek Seward, University of Rochester; Lisa Perhamus, University of Rochester; Reed Stevens, University of Washington

Tagged Divisions

Educational Research and Methods

),during the first two years of the APS. Our person-centered framework led us to designethnographic interviews that “encourage respondents actively to reflect on and evaluate their lifeexperiences” with the aim of exploring “the most significant and meaningful aspects of the worldof the individual as experienced by him and in terms which he thinks, is motivated to act, andsatisfies his need.” 17 This approach leads us to construct detailed case studies of individuals, Page 12.1295.6especially with an eye to how similarities and differences in cases can inform our understandingof the broader culture. In this paper, we explore how two students at

Conference Session

Knowing Our Students, Part 2

Collection

2007 Annual Conference & Exposition

Authors

Mica Hutchison, Purdue University; Deborah Follman, Purdue University; George Bodner, Purdue University

Tagged Divisions

Educational Research and Methods

comparisons known asvicarious experiences when asked about the experiences that influenced their confidence insuccess in an engineering course. By comparison, second-year chemical engineering studentsretained this tendency to reflect on vicarious experiences; however, their perception of theexperiences illustrated a gradual shift from seemingly competitive comparisons to comparisonsthat led to feelings of camaraderie and the formation of peer support networks. Moreover, CHE205 students were also influenced by an experience described much less frequently by first-yearstudents: personal mastery of material.One of the first longitudinal, qualitative investigations of engineering students’ efficacy beliefs,this study supports the tenants of self-efficacy

Conference Session

Knowing our Students, Part 1

Collection

2007 Annual Conference & Exposition

Authors

Gary Lichtenstein, Stanford University; Heidi Loshbaugh, Colorado School of Mines; Brittany Claar, Colorado School of Mines; Tori Bailey, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

major in Chemical Engineering. Many of the seventeen students weinterviewed expressed a definite disinterest in pursuing Chemical Engineering, based on theirexperiences in college chemistry. Interestingly, this choice is not reflective of the quality ofteaching; a number of students who made this assertion praised their chemistry professor andclaimed that it was their own inability to visualize the material that made it an unattractive coursefor them.MT has recently introduced a biological engineering minor and a humanitarian engineeringminor. A third, long-standing minor option is in public policy, although students must apply tothe program in the fall semester of their first year to be accepted; many students who mightgravitate toward the