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Board 160: General Chemistry Laboratory as Situated Engineering Design

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

8

Permanent URL

https://peer.asee.org/29965

Download Count

33

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Paper Authors

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Kent J. Crippen University of Florida Orcid 16x16 orcid.org/0000-0002-8981-2376

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Kent Crippen is a Professor of STEM education in the School of Teaching and Learning at the University of Florida and a Fellow of the American Association for the Advancement of Science. His research involves the design, development, and evaluation of STEM cyberlearning environments as well as K-12 teacher professional development.

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Lorelie Imperial University of Florida

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School of Teaching and Learning, College of Education, University of Florida

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Chang-Yu Wu University of Florida Orcid 16x16 orcid.org/0000-0002-2100-8816

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Dr. Chang-Yu Wu is Professor and Head of the Department of Environmental Engineering Sciences at the University of Florida. His teaching and research interests are in air pollution control, aerosol, incineration and engineering education. He has published more than 140 refereed journal articles, given more than 290 conference presentations and delivered 70+ invited speeches. He has received numerous recognizing his achievements in research and education, including the Lyman A. Ripperton Environmental Educator Award from Air & Waste Management Association in 2015 and the New Teacher Award from SE Section of American Society for Engineering Education in 2001.

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Maria Korolev University of Florida

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Philip J. Brucat University of Florida

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Corey Payne

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Abstract

The laboratory environment can offer valuable first-person experiences that complement and extend the process of learning from other parts of a course. To this end, we are developing a unique laboratory curriculum for undergraduate general chemistry for engineers that more deeply engage students in authentic science and engineering practice. Our NSF-funded Improving Undergraduate STEM Education (IUSE) project involves curriculum reform for improving the experience of freshman engineering students taking general chemistry involves a series of Design Challenges, which are problem-based laboratory activities based upon the NAE Grand Challenges for Engineering. These Design Challenges situate chemistry concepts and skills in an authentic engineering context with supports for the engineering design process. For engineering majors, contextualizing the learning of chemistry in such a way is theorized to strengthen the connection between the domain knowledge of chemistry and its application in everyday work, which enhances interest, efficacy and learning. The user-centered design process enables us to keep our focus on the involvement of our target audience in all stages of development. In this paper, we present results from usability testing to illustrate our iterative evidence-based development process and offer results of an initial pilot study from across one semester of student use. For usability, data sources include video-recorded observations, field notes, student artifacts. For the pilot study, the assessed outcomes include chemistry content knowledge, self-efficacy, metacognition, and motivational variables. Both qualitative and quantitative analyses are used to address the research questions. Plans for additional re-design of the model and further study are discussed.

Crippen, K. J., & Imperial, L., & Wu, C., & Korolev, M., & Brucat, P. J., & Payne, C. (2018, June), Board 160: General Chemistry Laboratory as Situated Engineering Design Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/29965

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