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Feedback in Complex, Authentic, Industrially Situated Engineering Projects using Episodes as a Discourse Analysis Framework – Year 3

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

NSF Grantees’ Poster Session

Tagged Topic

NSF Grantees Poster Session

Page Count

9

Page Numbers

26.771.1 - 26.771.9

DOI

10.18260/p.24108

Permanent URL

https://peer.asee.org/24108

Download Count

74

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Paper Authors

biography

Milo Koretsky Oregon State University

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Milo Koretsky is a Professor of Chemical Engineering at Oregon State University. He received his B.S. and M.S. degrees from UC San Diego and his Ph.D. from UC Berkeley, all in Chemical Engineering. He currently has research activity in areas related engineering education and is interested in integrating technology into effective educational practices and in promoting the use of higher-level cognitive skills in engineering problem solving. His research interests particularly focus on what prevents students from being able to integrate and extend the knowledge developed in specific courses in the core curriculum to the more complex, authentic problems and projects they face as professionals. Dr. Koretsky is one of the founding members of the Center for Lifelong STEM Education Research at OSU.

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Audrey Briggs Champagne University at Albany. State University of New York

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Champagne is Professor Emerita at the University at Albany, SUNY where she was Professor in the Department of Educational Theory and Practice in the School of Education and in the Department of Chemistry in the College of Arts and Sciences. Champagne is a fellow of the American Association for the Advancement of Science, and held membership in the American Chemical Society, the American Educational Research Association, the National Science Teachers Association, and the National Association for Research in Science Teaching (NARST).Champagne has done cognitive research on students' understanding of physics and developed computer-based instructional programs for physics and base-10 numeration. Champagne was active in the development of the National Research Council of the National Academy of Science, Engineering and Medicine’s National Science Education Standards and has been actively involved in U.S. and international activities in the assessment of science. Currently, Champagne is a courtesy faculty member at Oregon State University.

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Laura Hirshfield University of Michigan

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Laura Hirshfield is a postdoctoral researcher with a joint appointment between Olin College of Engineering and University of Michigan's Center for Research on Learning and Teaching in Engineering (CRLT-Engin). She received her B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education field by completing a post-doctoral appointment at Oregon State University investigating technology-aided conceptual learning. She is currently doing research on self-efficacy in project-based learning and is seeking a faculty position.

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Erick Jacob Nefcy Oregon State University

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Erick Nefcy is a doctoral candidate in the School of Chemical, Biological, and Environmental Engineering at Oregon State University. He is currently studying student modeling in capstone physical and virtual laboratory projects. He is interested in teaching and microprocessing, and has held multiple internships at Intel Corporation.

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Abstract

Feedback in Complex, Authentic, Industrially Situated Engineering Projects using Episodes as a Discourse Analysis Framework – Year 3AbstractOver the last ten years, we have developed, implemented, and studied student learning in cyber-enabled learning systems. Central to each of these learning systems is a virtual reactor thatenables a team of students to develop, test, and refine solutions as they are tasked withdeveloping an optimal “recipe” for one of two virtual reactors. The two virtual reactors include:the Virtual Chemical Vapor Deposition (CVD) Reactor, a simulation of an industrial-scalechemical vapor deposition (CVD) reactor, and the Virtual Bio Reactor, based on an industrialscale bioreactor process. These learning systems provide students a capstone experience in whichthey can apply experimental design in a context similar to that of a practicing engineer.Throughout students’ engagement with a learning system, student teams meet with an instructor,called the coach. The student-coach interactions are different from those in traditional classroomsettings. The students and coach interact in semi-structured design meetings, called coachingsessions, which mirror the structure of industrial design reviews. Students take on the role ofprocess development engineers while the coach acts as mentor and manager. We have learnedthat feedback provided by the coach during these interactions is critical to the success of thelearning systems. For effective implementation of these learning systems at other institutions,there is a need to describe the characteristics of successful feedback and the effects of thatfeedback on student learning. This poster will present the recent findings of the investigation intothe nature of the feedback provided by the coach to the student teams and the relationship of thatfeedback to the strategies students apply as they engage in the task, the models they develop, andtheir knowledge integration of material from previous courses. Specifically, the researchquestions for this stage of the study are: 1. What are the different types of feedback coaches provide and what characteristics distinguish the different types of feedback? 2. What is the relationship between coach feedback and the development of the experimental models and strategies students apply as they work to complete the assigned task?Qualitative assessment data sources include recordings of introductory lectures, coachingsessions, and final oral reports; think-aloud sessions of student teams as they work on the task;student work products, including their design notebooks, written memoranda and reports, oralreports, records of experimentation from the database; and interviews of individual students. Weuse an episodes framework to examine the characteristics of feedback during the coachingsessions. Each episode is defined by the content that is addressed (e.g., reaction kinetics), calledthe episode theme. Each theme is composed of up to four stages: surveying, probing, guiding,and confirmation. A coaching session typically contains approximately 10-20 episodes. Inaddition, we use a method called Model Maps to represent student groups’ model developmentas they complete the task. Model Maps are used to identify teams’ models and strategies and areinterpreted in terms of the guidance the team received during the coaching sessions. Thedifferences noted before and after coaching sessions are interpreted with reference to theepisodes analysis.

Koretsky, M., & Champagne, A. B., & Hirshfield, L., & Nefcy, E. J. (2015, June), Feedback in Complex, Authentic, Industrially Situated Engineering Projects using Episodes as a Discourse Analysis Framework – Year 3 Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24108

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: © 2015 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