Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
NSF Grantees Poster Session
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. 10.18260/1-2--29965
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015