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Displaying results 2821 - 2850 of 22826 in total
Conference Session
Faculty Development
Collection
2017 ASEE Annual Conference & Exposition
Authors
Bugrahan Yalvac, Texas A&M University; Antonia Ketsetzi; Xiaobo Peng, Prairie View A&M University; Suxia Cui, Prairie View A&M University; Lin Li, Prairie View A&M University; Yongpeng Zhang, Prairie View A&M University; Deniz Eseryel, North Carolina State University; T. Fulya Eyupoglu, North Carolina State University; Tianyun Yuan, Prairie View A&M University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
educational design study results in journals or presented ateducational conferences. The essence of the transformation faculty went through was the“reflection” they did [10], as they interacted with their colleagues at the conferences or duringthe peer-review phases of their manuscripts. The authors noted that the participating faculty’s iterative design efforts were the mostcritical [11]. In the second round implementing their instructional designs, the faculty were morelikely to fully engage in metacognitive and self-reflective thinking regarding their approaches toteaching and understanding of student learning. When university faculty actively engaged ineducational research and became the agents of transforming the culture of STEM
Conference Session
Engineering Social and Human Ethical Impacts
Collection
2017 ASEE Annual Conference & Exposition
Authors
Mark L. Bourgeois, University of Notre Dame
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
. This omission is especially troubling given that the impactof the work, and the resulting responsibility, is arguably larger in cutting-edge research than inthe routine practice of engineering. Yet reflection on the traits and skills necessary for a scientistor engineer to productively engage with the social impact of his or her work reveals anotherreason why relevant training is usually missing: the difficulty in specifying what such trainingmight look like, much less how to provide it.SRR at Notre Dame For these reasons, in 2013 the Reilly Center for Science, Technology and Values at theUniversity of Notre Dame applied for and received an NSF EESE award to research, pilot andassess training in the Social Responsibilities of
Conference Session
Mathematics Division Technical Session 2
Collection
2018 ASEE Annual Conference & Exposition
Authors
Leszek Gawarecki, Kettering University; Yaomin Dong, Kettering University; Gina Rablau, Kettering
Tagged Divisions
Mathematics
Faculty, and Campus Environment. In our work we targeted the theme of AcademicChallenge, which includes four engagement indicators: Higher-Order Learning, Reflective andIntegrative Learning, Learning Strategies, and Quantitative Reasoning. We attempted to improvein our students taking calculus courses the Higher-Order Learning component: Applying facts,theories, or methods to practical problems or new situations, the Reflective and IntegratingLearning component: Combining ideas from different courses when completing assignments,and the Quantitative Reasoning component: Reaching conclusions based on own analysis ofnumerical information.Following the revised Boom’s taxonomy of educational objectives, we targeted levels three –Applying, and four
Conference Session
ERM Technical Session 9: Persistence and Retention
Collection
2019 ASEE Annual Conference & Exposition
Authors
Bryce E. Hughes, Montana State University; William J. Schell IV P.E., Montana State University; Brett Tallman P.E., Montana State University; Romy Beigel, Montana State University; Emma Annand, Montana State University; Monika Kwapisz, Montana State University
Tagged Divisions
Educational Research and Methods
identity is more thanlearning the technical skills and knowledge required to perform engineering work, it alsoincludes aligning one’s sense of self with the field of engineering. In addition, engineeringidentity has shown to be an important factor for broadening participation in engineering, as theidentity development experience also reflects one’s perceived similarity with others in the field,providing a sense of belonging or “fit” [8]. Previous research has demonstrated engineeringidentity also precedes persistence in engineering degree programs through degree completion [4,6, 9], though these studies were somewhat limited in terms of their generalizability due toreliance on small, localized samples.The purpose of this study then is to test the
Conference Session
Electromagnetics & Power Education
Collection
2016 ASEE Annual Conference & Exposition
Authors
Donald M. Peter P.E., Seattle Pacific University
Tagged Divisions
Electrical and Computer
put emphasis on the importance of understanding students andfaculty perceptions of engineering education. It also mentions the importance of curriculumorganization and impact of curriculum organization on instructors. Need for student reflection,exposure, and discussion. It also supported the theme of industry cooperation to help professors.In nearby Canada, McGill University, University of Sherbrooke, Hydro-Quebec, ALSTOM havepartnered together to create a joint Institute of Electrical Power Engineering based on theperceived need for more power engineer who are optimally trained.11Finally in recent years there are those who have addressed ways to optimize the introductorypower engineering classes at the university. This can apply not only to
Conference Session
First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II
Collection
2016 ASEE Annual Conference & Exposition
Authors
Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University
Tagged Topics
Diversity
Tagged Divisions
First-Year Programs
-order thinking skills canbe developed through practice, feedback, and reflection. (Miri, 2007; Sawyer, 2013).In order to build the STEM workforce of tomorrow, faculty must be trained to implementevidence-based pedagogies that foster higher-order thinking skills. Specifically, learningenvironments must foster and support critical and creative thinking skills. While there arecountless examples of institutions focusing faculty development efforts on promoting criticalthinking, very few place an explicit emphasis on the creative aspect of higher-order thinking. Thesingular example we identified that emphasized critical and creative thinking was focused in theliberal arts (Five Colleges of Ohio, 2012). Higher education must shift the paradigm that
Conference Session
MVCC Technical Session
Collection
2016 ASEE Annual Conference & Exposition
Authors
Richard Francis Rogers III, United States Military Academy; Michael A. Butkus P.E., U.S. Military Academy; Russell Barrett Thomas Sr, United States Army; Jeffrey A. Starke, U.S. Military Academy
Tagged Divisions
Military and Veterans Constituent Committee
novel application. II. Coordinate (3 – 10 days prior to lesson) Students present a lesson outline to the faculty mentor, receive advice on leading an efficient and effective review session, refine the plan, and rehearse the classroom activities.III. Execute (during the class period of the lesson) Students lead an instructional period on the selected topics described above. Student performance is evaluated by the instructor and mentor. Performance expectations can be found in Appendix 2.IV. Reflect (within one week after the lesson) Students review their performance through a written reflection due the following week. Emphasis is placed upon determining how helpful the review period
Conference Session
But I'm a Loner! Expanding capability and creativity by examining effective alliances
Collection
2016 ASEE Annual Conference & Exposition
Authors
Shannon Ciston, University of California, Berkeley; Colin Cerretani, University of California, Berkeley; Marjorie S Went, UC Berkeley
Tagged Divisions
New Engineering Educators
become experts in complementary areas, for example.—Individual and group accountabilityEveryone takes responsibility for their own work and the overall work of the team.Accountability can be promoted through milestone deliverables, frequent group communication,and a grading scheme that has a shared group element, for example.—Teamwork skillsEach member practices effective communication, decision making, problem solving, conflictmanagement, leadership. Instructors can promote the development of teamwork skills bymodeling and describing conflict management approaches, and guidelines for clear, directcommunication and effective leadership.—Group processingThe team periodically reflects on how well it is working, celebrates, and corrects. Providing
Conference Session
Thermodynamics, Fluids and Heat Transfer II
Collection
2015 ASEE Annual Conference & Exposition
Authors
John M. Pfotenhauer, University of Wisconsin, Madison; David J. Gagnon, University of Wisconsin, Madison; Michael Litzkow, University of Wisconsin, Madison; Christine Maidl Pribbenow, Wisconsin Center for Education Research
Tagged Topics
Diversity
Tagged Divisions
Mechanical Engineering
game’s primary mechanism, although a captivatingchallenge for its game mechanics, was not configured to address many of the key pedagogicalgoals associated with the introduction of thermodynamic properties, their inter-dependency, andthe unique features of the properties in the subcooled, two-phase, and superheated regions. Arelatively cool reaction to the game by the students was reflected in all three evaluation methodsand resulted in a significant re-direction of the game’s features.Along with a list of specific pedagogical goals, the game’s re-direction includes a set ofprofessional practice scenarios, and a completely new set of game mechanisms. Additional gamefeatures, including a novel in-game assessment tool that is based on a
Conference Session
WIED: Pre-College Student Experiences
Collection
2014 ASEE Annual Conference & Exposition
Authors
Jane Andrews, Aston University; Robin Clark P.E., Aston University
Tagged Divisions
Women in Engineering
Engineering Profession itself is beset by gender inequitiesin terms of the number of women engineers. National statistics, whilst not providing an‘exact’ comparison, do provide insight into the numbers of women within Engineering. Forexample, within the UK the literature suggests that only 9% of Engineering Professionals arewomen, compared with 18% in Spain, 26% in Sweden and 20% in Italy[2]. The low figure inthe UK reflects that of the USA where previous studies indicate that only 11% of Engineersare women[23] and in Australia where 14% of Engineers are women[24]. Page 24.1367.2Explanations in the literature as to why so few women select to become
Conference Session
The Philosophy of Engineering and Technological Literacy
Collection
2015 ASEE Annual Conference & Exposition
Authors
John Heywood, Trinity College, Dublin
Tagged Divisions
Technological and Engineering Literacy/Philosophy of Engineering
reflecting the specialized knowledgethat defines the context”. He argued that students should be trained to teach because they alsolearn when they have to explain to “others using such methods as cooperative learning andpeer instruction”. Support for Trevelyan’s thesis is to be found in a review of research onlearning-by-teaching and its implications for engineering education reported by Carberry andOhland [2]. Although it is known that some students are trained and paid to act as tutors forsmall groups in some programmes no information is given in either of these papers about thecontent of that training. It is argued here that substantial prior training may lead to moreeffective learning exchanges and subsequently better teaching in higher
Conference Session
Design in Engineering Education Division Poster Session
Collection
2016 ASEE Annual Conference & Exposition
Authors
Jacqulyn Baughman, Iowa State University; Lesya M. Hassall, Iowa State University; Nadia V. Jaramillo Cherrez, Iowa State University; Mathew Hagge, Iowa State University
Tagged Divisions
Design in Engineering Education
than memorization and copying. Learning how to think, how to self reflect, how to take personal responsibility for learning, and the development of expert problem solving skills are all reasons why this style of teaching is life changing for many students. c American Society for Engineering Education, 2016 WORK IN PROGRESS Flipping Engineering by DesignAbstractIn a flipped mechanical engineering sophomore design course, students engaged with interactiveonline learning modules and follow-up graded quizzes prior to face-to-face hands-oncollaborative sessions. Analysis of the student post-assessment responses demonstrated highcomfort with the
Conference Session
Community Engagement Division Technical Session 2
Collection
2017 ASEE Annual Conference & Exposition
Authors
Monica Palomo P.E., California State Polytechnic University, Pomona; Gerri Cole, California State Polytechnic University, Pomona
Tagged Topics
Diversity
Tagged Divisions
Community Engagement Division
facilitation of activities (before and while visiting K-12 students), writing skills used when preparing an outreach activity proposal (to includespecific instructions on how to adapt it to fit the needs of the community partners) and withwritten reflections of the experiences from the visits to the K-12 classrooms. The schedule of thecourse included four to six visits to the K-12 selected schools to nurture the development of atrusting learning environment. The EGR 299 S course was also a creative way to engage andimprove retention of CPP engineering students.E-Girl eventIn 2013, when funding was obtained to develop the “Hispanics in Engineering” program, the E-Girl event was created by two CPP female engineering students (Hadasa Reyes, a
Conference Session
Cognitive Engagement
Collection
2018 ASEE Annual Conference & Exposition
Authors
Rongrong Liu; Jiabin Zhu, Shanghai Jiao Tong University
Tagged Divisions
Educational Research and Methods
proposed tobe widely adopted in engineering education because prior research have suggested its effectivenessin improving students’ problem-solving skills, collaboration skills, and academic achievement [1].By converting lecture-based courses into a project-based learning environment, students learn tocollaboratively solve multidisciplinary, complex problems.Moreover, it has been reported that students’ participation in PBL activities could be beneficial fortheir epistemological development [2]. Personal epistemology refers to students’ reflections on “thelimits of knowledge”, “the certainty of knowledge”, and the “criteria for knowing” [3]. Expertengineers demonstrated higher level of epistemological development than novices [4]. Priorresearch
Conference Session
Liberal Education/Engineering & Society Division Technical Session 4
Collection
2019 ASEE Annual Conference & Exposition
Authors
Kristen L. Sanford Bernhardt P.E., Lafayette College; Jenn Stroud Rossmann, Lafayette College
Tagged Topics
Diversity
Tagged Divisions
Liberal Education/Engineering & Society
contextualized curricula, spurring many technical programs to reform,for example by “humanizing” engineering, developing technical literacy in nonengineers, ortrying to produce more integrative socio-technologists.Several initiatives reflect the mid-to-late 1960s interest in educating “socio technologists” tobridge the gap between competing admiring and critical visions of technology; this period wasinformed by both the triumphs and the tragic consequences of WWII and Cold War technology.Wisnioski [7] calls this gap “a rift about the purposes of engineering and the nature oftechnology...sparked by a combination of changes in the organization, content, and scale ofengineering labor, and by a trenchant critique of technology from intellectuals, activists
Conference Session
Engineering Ethics Division Technical Session - Ethics Across Contexts
Collection
2019 ASEE Annual Conference & Exposition
Authors
Gokhan Egilmez, University of New Haven; Phillip A. Viscomi, University of New Haven ; Maria-Isabel Carnasciali, University of New Haven
Tagged Topics
Diversity
Tagged Divisions
Engineering Ethics
end, student takes the final challengeassignment, which consists of multiple choice 10 questions. In addition to the 3 self-assessment and onefinal challenge quiz-type assessments, the students complete two reflection essay papers in the 9th an 10thweeks of the semester.Research Survey and Data collectionThe students in the 4th year seminar were asked to complete the online module in the 9th week of the courseduring fall 2018 term and the survey was administered in the last week (Week 10). The online module wasintegrated as a take-home assignment, where students were able to complete the online ethics module onBlackboard (the University’s Learning Management System). A survey consisting of 10 sections with 18questions was given to the
Conference Session
Mechanical Engineering Division Technical Session 8
Collection
2019 ASEE Annual Conference & Exposition
Authors
Roman Taraban, Texas Tech University; Edward E. Anderson, Texas Tech University; John Richard Schumacher, Texas Tech University; Hani Dulli; David Lamp, Texas Tech University
Tagged Divisions
Mechanical Engineering
during problem solution in order to analyze, solve, and reflect ona problem. Engineering undergraduates enrolled in physics and thermodynamics reported thefrequency of use of problem-solving strategies, confidence in their ability to solve problems, andanswered demographic questions. Measures of performance included course grades. Factor-analytic methods that were applied to students’ reports of strategy use identified three types ofstrategies, which were labeled Execution, Planning and Looking Back, and Low Confidence inAbility. The three factors were significant predictors of course performance, based on correlationand regression methods that were applied to the data. The study provides evidence that usingproblem-solving strategies improves
Conference Session
First-Year Programs Division - Visualization and Mathematics
Collection
2018 ASEE Annual Conference & Exposition
Authors
Kristen L. Sanford Bernhardt P.E., Lafayette College; Mary Roth P.E., Lafayette College
Tagged Divisions
First-Year Programs, Mathematics
dynamics course [4], and student preconceptions in anintroductory transportation engineering course [5], among other applications.In a pilot project [1], students were asked to develop a concept map on the first day of class inresponse to the prompt, “What is engineering” (Figure 1 shows the assignment) and were askedto construct a new map using the same prompt on the last day of class. The authors then used acommon rubric focused on desired student learning outcomes to evaluate changes between theinitial and final concept maps and created radar plots to display the results. Both authors werestruck by differences in what we had expected to see and what students actually reported, as wellas by how strongly students reflected some of what we tried
Conference Session
Track: Faculty - Technical Session I
Collection
2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity
Authors
Meagan R. Kendall, University of Texas, El Paso; Alexandra Coso Strong, Florida International University; Ines Basalo, University of Miami; Gemma Henderson, University of Miami
Tagged Topics
Diversity, Faculty
further the understanding of how educators at HSIsperceive their undergraduate students, including their assets and needs. Thirty-six engineering educatorsfrom 13 HSIs in Arizona, Florida, New Mexico, and Texas attended one of two workshops in the springof 2018. Participants engaged in individual and group activities that helped them reflect on their studentsand actively design an educational innovation for their institution, using information previously gatheredthrough interviews with students. Qualitative analysis of the data across the thirty-six educators at bothworkshops identified differences between how instructors describe characteristics of Latinx engineeringstudents across regions and instructor type. The overall findings provide a set
Conference Session
Identity, Culture, and Socialization
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Joel Alejandro Mejia, University of San Diego; Diana A. Chen, University of San Diego; Mark A. Chapman, University of San Diego
Tagged Divisions
Liberal Education/Engineering & Society
among others.We analyzed students’ responses using critical discourse analysis to investigate how language, asa form of social practice, is used among engineering students to conceptualize purpose. We arguethat language in text used by students is descriptive of how they create meaning of differentsituations, and that those situations are reflective of the larger dominant discourse created bysociocultural practices in engineering. Preliminary results indicate that engineering Discoursesmay influence the conceptualizations of status, power, and solidarity in relationship to theirvalues and vocations.IntroductionThe concept of vocation is sometimes ignored by engineering students given that its connotationis traditionally related to religious
Conference Session
ET Curriculum and Programs I
Collection
2020 ASEE Virtual Annual Conference Content Access
Authors
Pallavi Ramakanth Kowligi, Florida State University; Priyanka Prajapati, Florida State University; Faye R. Jones, Florida State University; Marcia A. Mardis, Florida A&M University/Florida State University
Tagged Topics
Diversity
Tagged Divisions
Engineering Technology
text-mined competencies in both syllabi and the AM CompetencyModel and compared them to identify: 1) frequently addressed topics; 2) verbs guiding courselearning outcomes versus the skill depth desired by employers; and 3) overall match betweendocuments. Our findings indicate that despite being developed to reflect the same curriculumframework, the five AM programs’ topical and complexity emphases varied widely. Overall,AM Competency Model content reflected higher levels of the Bloom’s Revised Taxonomy ofEducational Objectives, highlighting industry commitments to fostering analysis, evaluation, andcreation. We conclude with implications for educational institutions, AM policymakers, andindustry, outline the need for an AM Body of Knowledge
Conference Session
Case Studies & Engineering Education Around the Globe
Collection
2008 Annual Conference & Exposition
Authors
Adnan Zahed; Abdullah Bafail; Reda Abdulaal; Ali Al-Bahi
Tagged Divisions
International
evenly belong to a single culture;culture #1. The high power index (80 versus 40 for the US) is reflected in a tendency towardscentralized power with hierarchies in organizations. This reflects the importance of thecommitment of the chairman of the department as a key element in the success of the process.The lower individualism index (38 versus 91 for the US) explains a striving for the maintenanceof ‘face’. In fact the ABET committee, unconsciously, used some sort of the fear of shame, toconvince others to achieve the behavior that is desired!The relatively lower masculinity index (53 versus 62 for the US) is translated into some modestyand tenderness. Every one wants to please others, remains ready to do some extra work withoutmaterial
Conference Session
Outstanding Contributions to ME Education
Collection
2008 Annual Conference & Exposition
Authors
Roman Taraban, Texas Tech University; Edward Anderson; Curtis Craig, Texas Tech University; Jacob Fleming, Texas Tech University; Alli DeFinis, Texas Tech University; Ashlee G. Brown, Texas Tech University
Tagged Divisions
Mechanical Engineering
-solvingmodels. The models are expressed in specific terms, with the goal of making theprocesses of problem solving explicit, and thereby allowing educators to reflect on andincorporate the detailed processes of the models into effective instructional practices.The four models presented here are fleshed out in a manner that strives to present theirelements in a uniform terminology and at a comparable level of expression. Formulatingthis level of descriptive consistency across the four models was a necessary step indeveloping a coding table that would allow a consideration of the adequacy of the modelsand meaningful comparisons of the models to students’ problem solving behaviors, whichreflect the goals of this study summarized above. The problem solving
Conference Session
Curriculum Development & Assessment in Nuclear and Radiological Engineering
Collection
2006 Annual Conference & Exposition
Authors
Robert Long, Nuclear Stewardship, LLC; Altaf Memon, Excelsior College; Li-Fang Shih, Excelsior College; Byron Thinger, Diablo Canyon Power Plant
Tagged Divisions
Nuclear and Radiological
the teachershelp learners to direct their own learning in ways that suit their individual learning styles.This manuscript describes the development and implementation of a Web CT-based coursewhich requires the nuclear engineering technology students at Excelsior College to developonline portfolios reflecting technical competencies acquired by them during their academicstudies and through practical experience. It is a capstone requirement in which studentsdocument their ability to integrate knowledge from technology areas, general education, andpractical experience in order that program outcomes are achieved.The manuscript provides a complete description of the ITA process at Excelsior College. Detailsregarding the use of information
Conference Session
Curricula of the Past, Present, and Future
Collection
2006 Annual Conference & Exposition
Authors
Cristina Pomales-Garcia, University of Michigan; Yili Liu, University of Michigan; Virginia Soto, University of Michigan
Tagged Divisions
Educational Research and Methods
alsomentioned that it is much better when the presentations are made available on-line; the studentsbelieved that this option saved time. It is not clear from the answers whether the time savingsare reflected in the classroom, whether it contributes by increasing the total amount of materialscovered or by saving student time spent writing.(2) What are the goals of teaching engineering and the types of skills and attitudes that need to be learned?The participants reported that one of the main goals of teaching engineering was to develop abasic knowledge (n=4) and that there was a conflict between knowledge and grades (n=2). Onestudent compared the goal of engineering to the process of checking boxes; being prepared forgraduate school and the real
Conference Session
It's Elementary
Collection
2013 ASEE Annual Conference & Exposition
Authors
Chrissy Hobson Foster, Arizona State University; Jenefer Husman, Arizona State University; Christine Mendoza
Tagged Divisions
K-12 & Pre-College Engineering
moreaccurately reflect the work of scientists and engineers1,2. However, K-12 science education willalso have to reform and support the work of engineering education if improvements in thescience classroom are to be made.In response to this, A Framework for K-12 Science Education: Practices, Crosscutting Concepts,and Core Ideas has been developed by the Carnegie Corporation of New York and the NationalResearch Council and represents a new conceptual framework for science education. Theimpetus for this project stems from the growth of knowledge of science, increased understandingof the learning and teaching of science, and the need for scientific and engineering practices tobe represented in the science classroom. The framework is organized within three
Conference Session
Accreditation, Program Evaluation, and Education Resource's Impact in Latin America
Collection
2013 ASEE Annual Conference & Exposition
Authors
Erick Jones, University of Texas, Arlington; Vettrivel Gnaneswaran, University of Wisconsin-Platteville; Beatriz Murrieta, Tecnologico de Monterrey, Campus Queretaro
Tagged Divisions
International
data-collection, analysis and reporting. The sub-questionsalong with assessment methods and brief explanations were shown in the following discussions.Assessment sub-question #A: “To what extent does being immersed in a different cultureinfluence a student’s ability to conduct culturally competent undergraduate engineeringresearch?” Assessment methods for sub-question #A: (1) pre-survey and post survey ofstudents’ level of intercultural communication, sensitivity and expectations; (2) focus group withstudents at the end of their summer experience; (3) reflective journals and weekly meetings withfaculty. In assessment method #1, to better capture the information, students were given theIntercultural Development Inventory developed by Milton
Conference Session
Learning and Teaching Issues
Collection
2003 Annual Conference
Authors
Malgorzata Zywno
items to reduce inter-scale correlation.I. IntroductionFelder Learning Style ModelThe Felder model of learning styles1, 2 focuses on aspects of learning styles significant inengineering education, and is very popular among engineering educators even though thepsychometric instrument associated with the model, the Index of Learning Styles3 (ILS), has notyet been fully validated. In brief, the model has five dimensions: Processing (Active/Reflective),Perception (Sensing/Intuitive), Input (Visual/Verbal), Understanding (Sequential/Global) andOrganization (Inductive/Deductive). Felder recommends the inductive teaching method (i.e.problem-based learning, discovery-based learning), while the traditional college teaching methodis deductive, i.e
Conference Session
Assessment Issues
Collection
2003 Annual Conference
Authors
Greg Kremer
during and just after the course is finished while the results of whatworked and what didn’t work are still fresh in the instructor’s mind. An instructor reflectiontemplate that guides the definition of planned changes for continuous improvement based onactive reflection at the end of a course greatly simplifies the preparatory work that needs to bedone the next time the course is taught. Procedures and templates for “area of expertisecommittee” reviews and discussions offer a great opportunity for mentoring, sharing bestpractices, and encouraging the implementation of applicable pedagogy (for instance to encouragethe use of active learning with attention to learning principles) when there are gaps between theactual and desired student
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
phenomenological study was conducted on the categories of variations in students’ perceptions towards learning as they go through a course that fully utilized CPBL in a whole semester. The main purpose is to identify students’ perception towards CPBL in two aspects: the student perceptions and acceptance/rejection, and the benefits and improvements that students gained along the learning process. The paper illustrates the extent of acceptance and effectiveness of CPBL method for an engineering class taught by a lecturer who had undergone a series of training on cooperative learning and problem based learning, but is new to implementing CPBL. Through classroom observations, students’ self-reflection notes and interviews with