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InTEL: Interactive Toolkit for Engineering Learning Contextualizing Statics Problems to Expand and Retain Women and URM Engineers

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

NSF Grantees Poster Session

Tagged Topic

NSF Grantees

Page Count

11

Page Numbers

22.934.1 - 22.934.11

Permanent URL

https://peer.asee.org/18286

Download Count

21

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Paper Authors

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Janet H. Murray Georgia Tech

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Professor in Digital Media Graduate Program, Georgia Tech, interaction designer, and author of Hamlet on the Holodeck: The Future of Narrative in Cyberspace (1997) and Inventing the Medium: Principles of Interaction Design as a Cultural Practice (MIT, forthcoming in 2011). She is Director of Georgia Tech's Experimental Television Lab where she has created prototypes for PBS's American Experience, POV, and the History Channel. Before coming to Georgia Tech she directed educational computing projects at MIT with funding from NEH, Annenberg/CPB, and the Mellon Foundation.

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Christine Valle Georgia Institute of Technology

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Sue Rosser San Francisco State University

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Sue V. Rosser currently serves as Provost at San Francisco State University, where she is also Professor of Sociology and of Women’s Studies. From 1999-2009, she was Dean of Liberal Arts at Georgia Tech, where she held the Ivan Allen Dean’s Chair of Liberal Arts and Technology and was Professor of Public Policy and of History, Technology and Society. Author of twelve books, she has also published more than 130 journal articles on women, science, technology, and health.

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Wendy C. Newstetter Georgia Institute of Technology

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Wendy C. Newstetter is the Director of Learning Sciences Research in the Wallace H. Coulter Department of Biomedical Engineering at Georgia Tech.Her research focuses on understanding learning in interdisciplines towards designing educational environments that develop integrative problem solving.

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Laurence J. Jacobs Georgia Institute of Technology

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Associate Dean for Academic Affairs, College of Engineering

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John D. Leonard II Georgia Institute of Technology

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John Leonard is Associate Dean for Finance and Administration with the College of Engineering and Associate Professor with the School of Civil and Environmental Engineering.

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Sneha Veeragoudar Harrell

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Abstract

InTEL: Interactive Toolkit for Engineering Learning Contextualizing Statics Problems to Expand and Retain Women and URM Engineers NSF Program: Engineering Education Award #0647915 Dates: 2007-2011The InTEL Project aims to improve Statics learning generally and to increase representation ofwomen and Under-Represented Minorities (URM’s) in Engineering by creating interactiveproblems drawn from real world contexts that demonstrate the usefulness of engineering.Exercises are developed for the introductory Statics course taken by all of our university’sEngineering majors, which is the students’ first introduction to engineering problem solving.The poster session will demonstrate with video sample problems developed for the project, andwill present the Goals, Research Questions, Approach, and Outcomes of the project, which willbe in its final months at the time of the ASEE Conference in June 2011.The project is aimed at using the affordances of digital media to create interactive and sociallycontextualized exercises to support model-based reasoning about Statics. We began byidentifying representative student errors in creating the Free Body Diagram, which is the basis ofunderstanding Statics problems, and creating interventions that address these specific points ofconfusion. We are tracking retention of students and attitudes toward the learning environment,using classes taught by the same instructor but using only the textbook as a control.Research QuestionsCan software environments:• be designed and used to support the development of diagrammatic reasoning in introductoryStatics courses?• be designed to support the development of 2D to 3D reasoning and manipulation?• afford the kinds of contextualization that clarify real world usefulness?Can using these environments foster and sustain disciplinary engagement among women andURMS?Can integrating interactive learning tools into a foundational Statics course increaserepresentation of women and URMs in engineering majors?Approach/MethodsSurvey data collected to assess student experience with computer-based toolkit and change inattitude towards engineering.Tracked performance and retention statistics of women and URMs exposed to InTEL exercisescompared to a control group.Designed exercises for every topic in the syllabus, with formative evaluation of interactiondesign.Outcomes and FindingsIdentified common student errors in method and conceptualization.Identified expert reliance on lived, embodied experience.Evaluated student perception of impact of computer-based exercises. Data collected from bothexperimental and control groups. Experimental group found to find computer-based exercisesuseful for understanding, method, support, visualization, and relevance.Observed 85% successful problem completion for computer-based exercises.Designed 24 exercises for all Statics topics, including multiple examples. Implemented and user-tested 16 exercises.Offered 6 exercises for extra credit Fall 08 at Georgia Tech and Stanford.Offered 3 required and 3 extra credit exercises Spring 09 at Georgia Tech.(Topics: Equilibrium, Frames)Offered 4 required, 1 extra credit, and 5 practice exercises Fall 09 at Georgia Tech.(Topics: Equilibrium, Distributed Load, Frames, Trusses)Offered 7 required, 1 extra credit, and 6 practice exercises Spring 10 at Georgia Tech.(Topics: Equilibrium, Distributed Load, Frames, Trusses, Friction)Offered 6 required, 1 extra credit and 9 practice exercises Fall 10(Topics: Equilibrium, Distributed Load, Frames, Trusses, Friction, Centroids)

Murray, J. H., & Valle, C., & Rosser, S., & Newstetter, W. C., & Jacobs, L. J., & Leonard, J. D., & Veeragoudar Harrell, S. (2011, June), InTEL: Interactive Toolkit for Engineering Learning Contextualizing Statics Problems to Expand and Retain Women and URM Engineers Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18286

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