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Erm : Who Are We And Where Are We Going?

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Conference

1997 Annual Conference

Location

Milwaukee, Wisconsin

Publication Date

June 15, 1997

Start Date

June 15, 1997

End Date

June 18, 1997

ISSN

2153-5965

Page Count

3

Page Numbers

2.181.1 - 2.181.3

Permanent URL

https://peer.asee.org/6551

Download Count

42

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Paper Authors

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Alisha A. Wailer

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1230

ERM : Who Are We and Where Are We Going? Alisha A. Wailer, Session Organizer Macalester College

ERM - Who are we? Unlike the EE Division, the ME division, the WIED division, and most of the others, even knowing its full name (Educational Research and Methods Division) does not give new ASEE members very many clues as to its identity and whether they want to be involved. This session will be a fun, exciting, and participative introduction to the talented, risk-taking, and caring community that is ERM. Each segment will be a brief ( 8 minute) snapshot of a vibrant area of ERM activity. Please join us, won’t you?

In the Beginning: Where did we come from? A retrospective of ERM will be presented by a few “old-timers” who were there when the creation began. Brief stories of the emergence of ERM within ASEE, the need which was felt for the division, names of the founding folks, etc.

ERM TLA’s - - - Mike Pavelich and Beth Eschenbach You know you are accepted by an organization when you are let in on its secrets. In this group the secrets reside not in a handshake but in the language. We speak in code, in TLAs (Three Letter Acronyms), to confuse the spy and to streamline our discourse. For example: “ERM has historically run a NET1 for NEEs at ASEE, but wouldn’t it work as well at FIE? We could include the AFG winners or replace a RETI.” This code is usually revealed to ERM participants through a long inculturation period, but you, fortunate reader, have these introductory TLAs (and FLAs) translated for you in Table 1. New ideas for ERM activities, with appropriate TLAs will be solicited at the ASEE session. Prizes for creativity will be awarded.”

Table 1: ERM TLAs and FLAs _______------__---~~~__ _______---__-__---~~___ TLAs Three Letter Acronyms FLAs Four Letter Acronyms ASEE American Society for Engineering Education ERM Educational Research and Methods Division NET1 National Effective Teaching Institute NEE New Engineering Educators FIE Frontiers in Education AFG Apprentice Faculty Grant RETI Regional Effective Teaching Institute HP Helen Plants Award MBTI Myers-Briggs Type Indicator

Perry Model - - - Mike Pavelich and Dick Culver Our students do not think as we do. This is most obvious when it comes to addressing the complex, real-world engineering problems we often give them in design courses. Some students really do believe that every question has “a right answer”, while others feel that one cannot rationally chose between possible solutions. College should be a time of growth for students where their thinking matures from these perspectives to those needed by a practicing professional. Models of intellectual development, like William Perry’s, give faculty a framework within which to help student in that maturing and methods to use in measuring their progress.

In this session we will describe the Perry Model, using actual student statements to illustrate the developmental levels. Participants will be asked to identify how they see these levels in student

Wailer, A. A. (1997, June), Erm : Who Are We And Where Are We Going? Paper presented at 1997 Annual Conference, Milwaukee, Wisconsin. https://peer.asee.org/6551

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