Conference Session

New Trends in ECE Education II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Askia Hill, Purdue University; Cordelia M Brown, Purdue University, West Lafayette

Tagged Divisions

Electrical and Computer

domain-general intellectual development models. Descriptions of each model are givenbelow.A. Reflective Judgment Model For almost 30 years, Dr. Karen Kitchener and Dr. Patricia King have been researchingthe development of epistemic cognition and its relationship to the ability for students to solveopen-ended problems[22]. Their research produced seven sets of assumptions on knowledge andhow to obtain it. These sets became the stages in their Reflective Judgment (RJ) model[23]. Theseven stages are divided into three group described below. • Pre-reflective (Stages 1-3) – In these stages, knowledge is obtained only from authorities or firsthand experience and that knowledge is “known” to be correct. • Quasi-reflective (Stages 4

Conference Session

Measurement Tools

Collection

2010 Annual Conference & Exposition

Authors

Patricia Ralston, University of Louisville; Cathy Bays, University of Louisville

Tagged Divisions

Educational Research and Methods

, observation, experience, reflection, reasoning, orcommunication, as a guide to belief or action.” The three key elements of critical thinking thusare reason, reflection, and judgment. Fundamentally, critical thinking is thinking about thinking,a meta-cognitive process. The combination of reflection and reason leads to the final element,belief in the validity of a premise, process or solution to a problem, which also can lead to action.Critical thinking develops conclusions by deducing or inferring answers to questions and thenreflecting on the quality of the reasoning; the end result is conviction, and in many cases action,based on those conclusions.Bailin et al.4 point out that much literature to that point characterized critical thinking simply

Conference Session

ASEE Multimedia Session

Collection

2003 Annual Conference

Authors

Mary Huba; Frank Peters; Sarah Ryan; John Jackman; Sigurdur Olafsson

students perform a self-evaluationthat encourages them to reflect on their work.In formulating a problem-solving action plan (window shown in Figure 1), students select frompossible student and system actions listed in Tables 1 and 2, respectively, and shown to the leftof the main window in Figure 1 (some possible actions are intentionally spurious). Choosing themarket research option in the first year precluded any expansion alternative during the first year.However, the problem description suggested that hiring the marketing firm would both tightenthe demand forecast and increase demand somewhat. Page 8.703.3 Proceedings of the 2003 American

Collection

2000 Annual Conference

Authors

John K. Estell

examine how on-line assessment can beimplemented.1. The PortfolioA portfolio consists of a collection of materials assembled over a period of time that is used toboth demonstrate and document one’s ability in a particular subject. Portfolios are commonlyused in the artistic professions. For example, photographers who specialize in weddings willpresent to the inquiring engaged couple an assembled collection of their work. By constructing aportfolio photographers have the opportunity to reflect upon their work as they select the bestresults from their photographic sessions; similarly, the couple looking to hire someone for theirwedding can use the portfolios to evaluate the ability of each photographer. So not only is theportfolio a means to

Collection

2001 Annual Conference

Authors

Robert Knox; Randall Kolar; Leslie Fink; Kanthasamy Muraleetharan; Gerald Miller; David Sabatini; Baxter Vieux; Michael Mooney; Kurt Gramoll

question of what they want students to learn. Andthis is an important part of the answer. Engineering professors must select content that will beimportant in the students’ future work as engineers. But unless the goals also reflect attention to thekinds of learning that are achieved in relation to that content, the educational results will still be adeficient learning experience. What kind of language and concepts can engineering professors useto construct a worthwhile set of learning goals for a curriculum? They can be cast into six catego-ries, which include the kinds of learning goals contained in the new ABET 2000 accreditation list(a-k), plus some additional ones that seem important for future engineers. They are: foundationknowledge

Conference Session

Engineering in the Middle Grades

Collection

2010 Annual Conference & Exposition

Authors

Christine Schnittka, University of Kentucky; Michael Evans, Virginia Tech; Brett Jones, Virginia Tech; Carol Brandt, Virginia Tech

Tagged Divisions

K-12 & Pre-College Engineering

AC 2010-466: STUDIO STEM: NETWORKED ENGINEERING PROJECTS INENERGY FOR MIDDLE SCHOOL GIRLS AND BOYSChristine Schnittka, University of KentuckyMichael Evans, Virginia TechBrett Jones, Virginia TechCarol Brandt, Virginia Tech Page 15.1138.1© American Society for Engineering Education, 2010 Studio STEM: Networked Engineering Projects in Energy for Middle School Girls and BoysAbstractThe US workforce of the 21st century reflects an increasing need to train and hire engineers,scientists, and technologists.1,2 Whereas, the current trend is to seek expertise from foreignnationals, the new agenda is to place a concerted effort on the training and

Conference Session

Engineering Education Research and Assessment II

Collection

2005 Annual Conference

Authors

Sang Ha Lee; John Wise; Thomas Litzinger; Richard Felder

sample. The instrument wasadministered on-line and over 500 students completed it. The results were subjected topsychometric analysis to investigate reliability and validity and to extract trends in the data withrespect to field of study and gender.IntroductionThe Index of Learning Styles©, created by Felder and Soloman,1 is designed to assess preferenceson four dimensions of a learning style model formulated by Felder and Silverman.2 The ILSconsists of four scales, each with 11 items: sensing-intuitive, visual-verbal, active-reflective, andsequential-global. Felder and Spurlin3 summarize the four scales as follows: • “sensing (concrete, practical, oriented toward facts and procedures) or intuitive (conceptual, innovative, oriented

Conference Session

Software Engineering Curricula

Collection

2012 ASEE Annual Conference & Exposition

Authors

Tom Reichlmayr, Rochester Institute of Technology; Michael J. Lutz, Rochester Institute of Technology

Tagged Divisions

Software Engineering Constituent Committee

estimated and actual time andprovide a brief narrative as to what worked well and what they would change in the next phase.This reflection document is submitted along with work products associated with the phase.At the conclusion of a project, groups meet in class to identify the top three process improvementitems from their individual reflection documents. As a class we consolidate the group lists into aclass-wide list, and target a subset of these for tracking during the next project. Many of thesuggested improvements are what one might expect – start the project sooner, don’tprocrastinate, read the project description, don’t be afraid to ask for help, and so on. Thereflection session also provided the opportunity for students to share scripts

Conference Session

Relevance of and Models for Community Engagement in Engineering Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Susan McCahan, University of Toronto; Holly K. Ault, Worcester Polytechnic Institute; Edmund Tsang, Western Michigan University; Mark R. Henderson, Arizona State University, Polytechnic; Spencer P. Magleby, Brigham Young University; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

of Jarvis’s model are reflected inour proposed model for LTS programs. However, a learning model alone is not sufficient forfully coming to grips with designing or operationalizing (i.e. implementing) an LTS program.A model which comes from the LTS literature, and therefore was formulated more specificallyfor this pedagogy is Butin’s four models for community engagement.6 Butin’s models actuallydescribe four goals commonly associated with community service learning: technical, cultural,political, and anti-foundational. These models reflect the differences in learning goals identifiedby faculty who use service learning: • Technical; LTS is used primarily to increase content knowledge and retention of knowledge. • Cultural: LTS

Conference Session

Identity and Culture

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Jennifer A. Turns, University of Washington; Kathryn Ann Mobrand, University of Washington

Tagged Divisions

Educational Research and Methods

meaning of the world and gain knowledge; identitydevelopment refers to a process of securing and trusting an internal compass; and relationshipdevelopment refers to maintaining one’s internal compass, while engaging in maturerelationships. In order to support student development toward self-authorship, educators first Page 25.1215.2must be aware of the importance of student this construct.More specifically, one strategy that has been shown to both challenge and support studentdevelopment is reflection—making meaning of past experiences. Reflective activities thatencourage and challenge students to engage with difficult and often murky areas have

Conference Session

Faculty Development Division (FDD) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Idalis Villanueva Alarcón, University of Florida; Laura Melissa Cruz Castro, University of Florida; John Alexander Mendoza-Garcia, University of Florida; Edward Latorre-Navarro, University of Florida; Diego Alvarado, University of Florida; Lilianny Virguez, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Faculty Development Division (FDD)

mentoring practicesAbstractThis full research paper discusses the experiences of five Latiné/x faculty in engineering andwhat motivated them towards developing equity-minded educational practices for theirundergraduate students. The five faculty participants provided written reflections on how theirlife and professional experiences have informed said practices. From a social constructionismparadigm and using narrative inquiry methodology, a combination of in vivo and descriptivecoding (first cycle) followed by emergent and focused coding (second cycle) were used by thefirst three authors to generate a codebook. The theoretical frameworks of Community CulturalWealth, LatCrit, and Hidden Curriculum guided the data analysis and interpretation

Conference Session

DEED Technical Session 11 Empathy and Human-Centered Design 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelley Dugan, University of Michigan; Shanna Daly, University of Michigan; Charlie Michaels, University of Michigan; Steve Skerlos, University of Michigan; Ann Verhey-Henke, University of Michigan

design approach places emphasis on deep consideration and inclusion ofstakeholders and context in design decision making. Further, when taking a humanity-centeredapproach, designers consider how their own identities shape design approaches and outcomes,constantly reflect and analyze on𑁋𑁋and adjust𑁋𑁋their role in a design process relative to thepeople and communities who have a stake in the project, and account for impacts on futuregenerations. As a humanity-centered approach, socially engaged design thus foregrounds peopleand society (e.g., users, stakeholders, communities), context (e.g., environmental, political,economic, cultural), and designer positionality (relative to the problem, solution, and process)throughout design work [20]. This

Conference Session

Entrepreneurship and Inventive Thinking & Student Beliefs

Collection

2023 ASEE Annual Conference & Exposition

Authors

Cayla Ritz, Rowan University; Jeffrey Stransky, Rowan University; Cheryl A. Bodnar, Rowan University; Emily Dringenberg, The Ohio State University; Elif Miskioglu, Bucknell University

Tagged Divisions

Educational Research and Methods Division (ERM)

that do not directly reflect our espoused beliefs [14]. We can,however, better predict our future behaviors by engaging in self-reflection related to our previousbehaviors, thus helping to build awareness for future judgements [15]. Due to the inherentcomplexity associated with judgements in a process safety setting, a lack of awareness maycause engineering practitioners to behave outside of their typical set of beliefs, sometimesresulting in poor or uninformed judgements.We are studying chemical engineering students to understand how their beliefs and behaviorscompare in the context of process safety judgements and how they react to any differences sothat we can prepare students to acknowledge the inherent complexity of how they

Conference Session

Non-Traditional Doctoral Programs

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carmen Torres-Sánchez, Loughborough University; Paul P. Conway, Loughborough University

Tagged Divisions

Graduate Studies

training ethos fulfils the three strategic aims (i.e.continuous learning as second nature, reflection in/on action, and deliberate employabilityboosters).Students have been encouraged to take ownership of their PhD and personal developmentfrom the outset (e.g. each student manages their own time, training, travel and consumablesbudget). The nature of the training activities has also been varied, accounting for to thestudent’s learning preferences, exposing students to both individual and group work,technical and non-technical training and with a strong flavour of externally-facing industryexperience. A series of tests and self-awareness exercises have allowed the students toexplore their own objectives and those of the program so that they

Conference Session

Professional Skills for Graduate Students

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wendy Roldan, University of Washington; Jennifer A. Turns, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Paper ID #23904’I Came in Thinking There Was One Right Practice’: Exploring How to HelpGraduate Students Learn to Read Academic ResearchWendy Roldan, University of Washington Wendy is a first-year PhD student in Human Centered Design and Engineering at the University of Wash- ington.Dr. Jennifer A. Turns, University of Washington Jennifer Turns is a Professor in the Department of Human Centered Design & Engineering at the Univer- sity of Washington. She is interested in all aspects of engineering education, including how to support engineering students in reflecting on experience, how to help engineering educators make

Conference Session

Engineering Ethics Division: Approaches to Ethics Education (Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Erin Henslee, Wake Forest University; Adetoun Yeaman, Wake Forest University; Joseph Wiinikka-Lydon, Wake Forest University

decision-making, which (3) allows students to reflect on and develop theirown motivations and character development (Koehler, 2020).In this work in progress paper, we will describe our motivations for and the implementation of avirtue ethics module in a senior-level Mobile Robotics technical elective course. Though we willdiscuss specific motivations of this module in the context of robotics and AI, our aim is to presentthe broader scope of this module towards integrating ethics across the curriculum. The goal ofthis module was to increase student efficacy in using the framework for ethical reasoning, developstudent critical and ethical reasoning skills, as well as to allow students to reflect on specificcharacter virtues they deemed important as

Conference Session

PCEE Technical Session 8: Engineering Design in Elementary School

Collection

2022 ASEE Annual Conference & Exposition

Authors

Matthew Johnson, Pennsylvania State University; Minyoung Gil, Pennsylvania State University

fewer with teachingengineering through engaging their students in epistemic practices while solving multi-objectiveproblems through multiple iterations of design. For teachers, especially those who teach youngerlearners, to be able to be effective in teaching engineering, they will require professional learningopportunities. It is important for teachers in these workshops to: 1) participate in hands-on, activelearning; 2) participate as learners first; 3) have facilitators who model effective pedagogicalstrategies; 4) establish foundational knowledge like “what is technology” and “what isengineering;” and, 5) iteratively wear the “student hat” (experience first as a learner) and“teacher hat” (reflect on the challenges and opportunities in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maria Chrysochoou, University of Connecticut; Arash E. Zaghi, University of Connecticut; Connie Mosher Syharat, University of Connecticut; Sarira Motaref P.E., University of Connecticut; Shinae Jang P.E., University of Connecticut; Amvrossios Bagtzoglou, University of Connecticut; Caressa Adalia Wakeman, University of Connecticut

Tagged Topics

Diversity, NSF Grantees Poster Session

unique strengths in an engineering context. The new framework expands uponuniversal design principles and provides guidelines that are anchored in a strengths-basedapproach and centered around three core elements: a culture of inclusion, teaching and learning,and instructional design. The application of the standards across the three courses has commonelements (e.g., the ability to choose standard versus creativity-based assessments) anddifferences to reflect instructor style and course content (e.g., incorporation of design aspects inmore advanced courses). It is anticipated that the use of these standards will improve learningoutcomes and enhance the educational experience for neurodivergent students.MotivationNeurodiversity is a term that has

Conference Session

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Olewnik, University at Buffalo; Randy Yerrick, Fresno State University; Manoj Madabhushi; Rachith Ramanathapura Ramaswamy, University at Buffalo

Tagged Divisions

Educational Research and Methods

engineeringproblem solving in support of students’ project planning and progress and as a scaffold forprofessional competency reflection [4].Based on our own first hand experiences and the broader literature investigating the nature ofengineering work [5]–[7], and studies focused on the novice to expert progression [8]–[11], weknow it is critical that students have opportunities to practice and reflect on solving ill-structuredproblems. Such opportunities are fundamental to the development of students’ ways of thinkingand knowing that help them to prepare for the profession. The growth of problem and project basedlearning (PBL) and other active learning experiences speaks to broad acceptance that ill-structuredproblem solving experiences are valuable to

Conference Session

FPD9 -- Teaching Methods & Technology

Collection

2007 Annual Conference & Exposition

Authors

John K. Estell, Ohio Northern University; Beverly Jaeger, Northeastern University; Richard Whalen, SUSAN FREEMAN, and BEVERLY JAEGER are members of; Susan Freeman, Northeastern University; John-David Yoder, Ohio Northern University

Tagged Divisions

First-Year Programs

amongst the team members, delegating roles for planning,design, and assembly of the structure. A testing protocol is developed and utilized following thebuilding of the towers in class. Finally, reflection is used to help summarize the learningexperiences in the areas of engineering design and teamwork, and how they can be applied in thefuture.The purpose of this paper is to examine the methodologies successfully used at two institutionsfor implementing the Tower of Straws assignment and provides an assessment of its usefulnessas an active learning exercise in introducing first-year engineering students to the engineeringdesign process. The paper will describe two very different approaches to the same exercise,along with the assessment results

Conference Session

Developing New Engineering Educators

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amy B. Chan Hilton, University of Southern Indiana

Tagged Divisions

New Engineering Educators

and effort to high priorityactivities that require both immediate and sustained, long-term attention. Another goal of thistime management framework is supporting one’s well-being, which can often be neglected. ThePRIDE framework for time management consists of five components: Priorities, Reflection,Implementation, Deadlines, and Emotions. These five components are considered when makingdecisions about individual tasks and setting plans for each day, week, or semester, or for acomplex project.The audience of this paper includes new faculty, faculty at all experience levels who are lookingto tune-up their time management practices, and faculty who have assumed additionaladministrative roles.Introduction and BackgroundTime management is as

Conference Session

Curricular Transformation

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nicholas D. Fila, Iowa State University; Seda McKIlligan, Iowa State University; Steven Joseph Abramsky, Iowa State University

Tagged Divisions

Educational Research and Methods

scenarios,describing how educators systematically explore problems and promising solutions in their dailywork.This paper presents a case study of the cognitive heuristics used by a cross-functionalinstructional design team as they modified a second-year embedded systems course for electrical,computer, and software engineering students. In this study, we conducted a qualitative analysisof 15 transcripts (over 17 hours of audio) of meetings during which the team following acollaborative instructional model for course design. Interviews, reflections, design artifacts, andinformal conversations supplemented and contextualized the primary data. Through weeklymeetings and course interventions, the team aimed to promote design thinking, systems thinking

Conference Session

NGSS & Engineering Education

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amy Trauth, University of Delaware; Jenni Buckley, University of Delaware; Debra J. Coffey, University of Delaware

Tagged Divisions

Pre-College Engineering Education

EngineeringIntroduction With the publication of the Framework for K-12 Science Education (National ResearchCouncil, 2012) and the Next Generation Science Standards (NGSS), emphasis is now placed onthe integration of engineering principles and practices into K12 science education. Although only18 states and the District of Columbia have formally adopted the NGSS, other states, includingSouth Dakota, Montana, Pennsylvania, and West Virginia have adopted similar standards.Unlike the previous set of national science education standards (NRC, 1996), the Framework forK-12 Science Education (NRC, 2012) places engineering and technology alongside the naturalsciences for two critical reasons: to reflect the importance of understanding the human-builtworld and to

Conference Session

First-Year Programs: Design in the First Year

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jonathan Elliot Gaines, University of South Florida

Tagged Divisions

First-Year Programs

traditional service-learning experiences in that it possesses four distinct andimportant components: 1. Service, 2. Academic content, 3. Partnerships and reciprocity, and 4.Reflection. However, course outcomes stop short of service-learning’s more ambitious hope—tochange students’ values and level of civic responsibility. Although increased interest in civicengagement may be worthwhile, logistical challenges for large lecture courses may beminimized by broadening the definition of service-learning to focus on more salient areas ofdevelopment. In addition, the types of immersive experiences possible on a smaller scale maynot be consistently possible in large lecture courses. In spite of these limitations, service-learningin the context of this course

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Waters, North Carolina A&T State University; Stephen J. Krause, Arizona State University; Janet Callahan, Boise State University; Barry Dupen, Indiana University - Purdue University, Fort Wayne; Mary B. Vollaro, Western New England University; Peggie Weeks

Tagged Divisions

Materials

improve teaching is to employ muddiest point reflections.Muddiest point reflections involve simply asking students to anonymously reflect on what was“muddy”, i.e. confusing, during class and to rank their level of confusion which not onlyaddresses students falling behind, but also shows students a commitment to their educationespecially when the instructor puts direct student quotes on the screen. Initially, developing aformative feedback process takes some effort, but once established, using a formative feedbackprocess requires little effort. The formative feedback process includes four steps: 1) acquiringdata from student reflections; 2) assessing and characterizing student responses in order todiagnose the learning issues that can impede

Conference Session

Evaluation: Exploring High School Engineering Education Initiatives

Collection

2015 ASEE Annual Conference & Exposition

Authors

Roxanne Moore, Georgia Institute of Technology; Meltem Alemdar, Georgia Institute of Technology; Sunni H. Newton, CEISMC; Jeffrey H Rosen, Georgia Institute of Technology; Marion Usselman, Georgia Institute of Technology; Stefanie A Wind, Georgia Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Page 26.844.1 c American Society for Engineering Education, 2015 High School Engineering Class: From Wood Shop to Advanced Manufacturing (Evaluation)AbstractThe maker movements, a general term for the rise of inventing, designing, and tinkering, and theaddition of engineering standards to the Next Generation Science Standards (NGSS) havespawned a major evolution in technology classes throughout the country. At Georgia Institute ofTechnology, a new curriculum attempts to bring the maker movement to high school audiencesthrough both curricular and extra-curricular channels. The curriculum is structured aroundengineering standards and learning goals that reflect design and advanced

Conference Session

Best of DEED

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Wesley Teerlink, Penn State University; Seda Yilmaz, Iowa State University; Shanna R. Daly, University of Michigan; Eli M. Silk, Rutgers, The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

seek to bring about change – helps us understand the different ways in which peoplesolve problems individually and as part of a team. When team members’ cognitive styles arediverse, creating an effect known as cognitive gap, the team may experience the advantages ofapproaching problems in diverse ways, but the likelihood of conflicts and misunderstandingsincreases6.This study investigated the relationship between cognitive style and the perceptions of studentsworking in teams about their own ideation. Through the analysis of reflection surveys from 202pre-engineering, engineering, and design students participating in an ideation study, we exploredthe following questions: (1) how does working in teams impact students' perceptions of theirown

Conference Session

Assessment II: Learning Gains and Conceptual Understanding

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kristen Bethke Wendell, Tufts University; Jessica Watkins, Tufts University; Aaron W. Johnson, Tufts Center for Engineering Education and Outreach

Tagged Divisions

Educational Research and Methods

processes 41.Taken as a whole, this body of literature centers on students’ processes of engineering design.This represents another important area for instructors’ assessment: how are students talking andacting in ways that reflect expert design practice and support their engineering.Students’ perspectives within and about engineering designA third line of research in engineering education explores students’ perspectives within andabout learning engineering design. Some of this research examines student perspectives based onevidence gathered in situ as students work on engineering design tasks. Researchers draw on thenotion of framing 42, 43, 44 and emphasize the importance of examining how students interpret andcoordinate different perspectives of

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katy Luchini-Colbry, Michigan State University; Tobias Ortega-Knight, University of the Virgin Islands; Charles Huang Chen, Michigan State University; Danny Lynch, University of the Virgin Islands; Kathleen Anne Fitzsimons, Michigan State University; Crystal D Alton; Juan L. Mena Lapaix, Michigan State University; Joshua Drost, Michigan State University; Garrett Kohler

Tagged Divisions

Student

student participants to explore and record theirexperiences as undergraduate research assistants.Research Questions and Data CollectionThe self study described here was motivated by a desire to document students’ thoughts andexperiences in “real time” as they evolved during the course of an undergraduate researchexperience. To investigate the efficacy of this approach, the following research questions weredeveloped for this study: 1. Are conversational prompts effective in encouraging reflection and discussion? 2. Are students interested in initiating and responding to spontaneous conversations? 3. Do the conversations reflect changes in students’ understanding or experiences over time?The self-study involved two types of Facebook-mediated

Conference Session

NSF Grantees Poster Session

Collection

2010 Annual Conference & Exposition

Authors

Larry Shuman, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Nora Sieworiek, University of Pittsburgh

tool - we have focused on two additionalactivities: assessing the effectiveness of MEAs in various dimensions including improvingconceptual learning and problem solving, and assessing the MEA motivated problem solvingprocess.We summarize our achievements in these five activities over the first two and half years of ourfour year project. We provide an overview of the 18 MEAs we have developed or modified.Particular emphasis is placed on our mixed measurements of student learning and achievement,including the use of pre and post concept inventories, deconstruction of MEA solution paths andconceptual understanding, rubric scoring of completed MEAs and student reflections of the justcompleted problem solving process.Introduction“Collaborative