Board 13: Work in Progress: Exploring Student Disposition in a Foundational Conservation Principles of Bioengineering Course

Jennifer R Amos; Yael Gertner; Juan Alvarez; Benjamin Cosman

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Biomedical Engineering Division (BED) Poster Session
Tagged Division: Biomedical Engineering Division (BED)
Permanent URL: https://peer.asee.org/46687

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Paper Authors

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Jennifer R Amos University of Illinois Urbana-Champaign orcid.org/0000-0002-9437-8201

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Dr Jenny Amos is a Teaching Professor in Bioengineering at the University of Illinois Urbana-Champaign. She is an AIMBE Fellow, BMES Fellow, ABET Commissioner and Executive Committee Member, two-time Fulbright Specialist in engineering education. Amos has over a decade’s worth of experience leading curriculum reform implementing robust assessment strategies at multiple institutions.

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Yael Gertner University of Illinois Urbana-Champaign

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Dr Gertner joined the Computer Science Department at the University of Illinois in 2020 as a Teaching Assistant Professor. She received her B.S. and MEng in Electrical Engineering and Computer Science from MIT, and Ph.D. in Computer and Information Science at the University of Pennsylvania. She was a Beckman Fellow at the University of Illinois Urbana-Champaign. Her current focus is on broadening participation in Computer Science and Computer Science Education She has been developing materials and teaching for iCAN, a new program for broadening participation in CS for students who have a bachelor’s degree in a field other than computer science.

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Juan Alvarez University of Illinois Urbana-Champaign

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Juan Alvarez joined the Department of Electrical and Computer Engineering at University of Illinois faculty in Spring 2011 and is currently a Teaching Assistant Professor. Prior to that, he was a Postdoctoral Fellow in the Department of Mathematics and Statistics at York University, Canada, a Postdoctoral Fellow in the Chemical Physics Theory Group at the University of Toronto, Canada, and a Postdoctoral Fellow in the Department of Mathematics and Statistics at the University of Saskatchewan. He obtained his Ph.D. and M.S. from the Department of Electrical and Computer Engineering at the University of Illinois in 2004 and 2002, respectively. He teaches courses in communications, signal processing and probability.

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Benjamin Cosman University of Illinois Urbana-Champaign

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Abstract

This paper focuses on a second-year required course designed to provide students with a foundational understanding of the conservation of mass, energy, and momentum. This course emphasizes conceptual problem-solving, which necessitates grasping a problem conceptually before solving it. We hypothesize that this type of problem-solving approach, combined with the applied math content, may lead to doubts among students regarding their ability to do well in such a class, potentially affecting their motivation.

In a related Fall 2022 study, students were consented and asked to answer a questionnaire with 60 questions that were taken from the validated instruments: the Index of Learning Styles, the Intrinsic Motivation Inventory, the Growth Mindset Scale, and sense of belonging questionnaire [blind citation]. The research team identified a few key indicators that showed a strong correlation in to performance in the course: Reflector/activist traits from the Index of Learning Styles survey, Intrinsic motivation related to both value and expectancy, belonging in the class, and growth mindset [blind citation].

Building upon the insights from Fall 2022 study, a new cohort of students were consented and asked to respond to the survey in week 1 of the course. Additionally, during the course, right before each midterm, in weeks 4, 7, and 12, students were asked to reflect on their goals for the semester and how they plan to reach their goals. In week 7, students were provided their individual mindset survey results from week 1 and were asked a series of questions about their mindset related to the class average and then asked about changes in their mindset along with questions about how they felt their mindset connected to their performance in the course and how or what aspects of the course has contributed to their mindset changes.

Results showed that students felt that their plots from week 1 were representative of their incoming mindsets. Over time, many students perceived the course as increasingly valuable and interesting, fostering a more reflective mindset. Thematic analysis performed on the open-ended responses from the survey resulted in 3 main themes: 1) Positive Mindset and Motivation, 2) Mindset Transformation, and 3) the Role of Mindset in Perseverance. When asked about what elements of the course led to changes in mindset, thematic analysis of the open-ended responses revealed 5 main themes: 1) Engaging and interesting instruction, 2) Supportive instructor and teaching team, 3) Effective communication and explanations, 4) Interactive and participatory learning, and 5) Efficient Grading and Feedback.

In summary, the thematic analysis of the quotes emphasizes the importance of good pedagogy in impacting the students' motivation and mindset within a course. It also underscores the value of fostering reflective practices into the course.

Citation
Format

Amos, J. R., & Gertner, Y., & Alvarez, J., & Cosman, B. (2024, June), Board 13: Work in Progress: Exploring Student Disposition in a Foundational Conservation Principles of Bioengineering Course Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46687

TY  - CPAPER
AB  - This paper focuses on a second-year required course designed to provide students with a foundational understanding of the conservation of mass, energy, and momentum. This course emphasizes conceptual problem-solving, which necessitates grasping a problem conceptually before solving it. We hypothesize that this type of problem-solving approach, combined with the applied math content, may lead to doubts among students regarding their ability to do well in such a class, potentially affecting their motivation.

In a related Fall 2022 study, students were consented and asked to answer a questionnaire with 60 questions that were taken from the validated instruments: the Index of Learning Styles, the Intrinsic Motivation Inventory, the Growth Mindset Scale, and sense of belonging questionnaire [blind citation]. The research team identified a few key indicators that showed a strong correlation in to performance in the course: Reflector/activist traits from the Index of Learning Styles survey, Intrinsic motivation related to both value and expectancy, belonging in the class, and growth mindset [blind citation]. 

Building upon the insights from Fall 2022 study, a new cohort of students were consented and asked to respond to the survey in week 1 of the course. Additionally, during the course, right before each midterm, in weeks 4, 7, and 12, students were asked to reflect on their goals for the semester and how they plan to reach their goals. In week 7, students were provided their individual mindset survey results from week 1 and were asked a series of questions about their mindset related to the class average and then asked about changes in their mindset along with questions about how they felt their mindset connected to their performance in the course and how or what aspects of the course has contributed to their mindset changes. 

Results showed that students felt that their plots from week 1 were representative of their incoming mindsets. Over time, many students perceived the course as increasingly valuable and interesting, fostering a more reflective mindset. Thematic analysis performed on the open-ended responses from the survey resulted in 3 main themes: 1) Positive Mindset and Motivation, 2) Mindset Transformation, and 3) the Role of Mindset in Perseverance. When asked about what elements of the course led to changes in mindset, thematic analysis of the open-ended responses revealed 5 main themes: 1) Engaging and interesting instruction, 2) Supportive instructor and teaching team, 3) Effective communication and explanations, 4) Interactive and participatory learning, and 5) Efficient Grading and Feedback. 

In summary, the thematic analysis of the quotes emphasizes the importance of good pedagogy in impacting the students&#39; motivation and mindset within a course. It also underscores the value of fostering reflective practices into the course. 

AU  - Jennifer R Amos
AU  - Yael Gertner
AU  - Juan Alvarez
AU  - Benjamin Cosman
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 13: Work in Progress: Exploring Student Disposition in a Foundational Conservation Principles of Bioengineering Course
UR  - https://peer.asee.org/46687
ER  -