Asee peer logo

Introducing Faculty Research to Undergraduate Engineering Students: Enhancing Active Cooperative Learning

Download Paper |

Conference

2012 ASEE Annual Conference & Exposition

Location

San Antonio, Texas

Publication Date

June 10, 2012

Start Date

June 10, 2012

End Date

June 13, 2012

ISSN

2153-5965

Conference Session

Graduate Education and Undergraduate Research-related Issues

Tagged Division

Engineering Technology

Page Count

9

Page Numbers

25.841.1 - 25.841.9

Permanent URL

https://peer.asee.org/21598

Download Count

30

Request a correction

Paper Authors

biography

Nina Robson Texas A&M University

visit author page

Nina Robson is currently an Adjunct Assistant Professor in the Engineering Technology and Industrial Distribution Department at Texas A&M University and an Assistant Researcher in the Mechanical and Aerospace Engineering Department at the University of California, Irvine.

visit author page

biography

Joseph A. Morgan Texas A&M University

visit author page

Joseph A. Morgan has more than 20 years of military and industry experience in electronics and telecommunications systems engineering. He joined the Engineering Technology and Industrial Distribution Department in 1989 and has served as the Program Director of the Electronics and Telecommunications programs and as the Associate Department Head for Operations. He received his B.S. degree in electrical engineering (1975) from California State University, Sacramento, and his M.S. (1980) and D.E. (1983) degrees in industrial engineering from Texas A&M University. His education and research interests include project management, innovation and entrepreneurship, and embedded product/system development.

visit author page

Download Paper |

Abstract

Multidisciplinary Engineering Projects: Enhancing Active Cooperative Learning ETD  IT/IET  Interest  Group Abstract Recently, there has been a shift from using lecture-based teaching methods in undergraduate engineering courses to using more learner-centered teaching approaches. Inductive teaching methods come in many forms, including discovery learning, inquiry-based learning, problem-based learning, project-based learning, case-based teaching and just-in-time teaching. However, research into these methods has mainly involved studies on each of these approaches separately. Few studies have examined these methods where two or more are used collectively in classes. This paper discusses the importance of multidisciplinary projects and team environments, focusing on student-centered approaches, such as active cooperative learning. In the summer of 2012, we assembled a team of students from the XXX and XXX program within XXX Department at XXX University and presented them with a challenge. The challenge was to develop a low-cost “standardized” vehicle, capable of supporting customization and adaptation to meet many divergent needs. The students were required to work as a team and develop a collective solution. The instructors from both programs provided weekly feedback in response to the students’ efforts, but offered little direction before or during those efforts. The multidisciplinary team environment naturally integrated features of project-based learning, wherein certain students applied previously acquired knowledge, with problem-based learning, wherein the students had not previously received formal instruction in the necessary background material and therefore stimulating cooperative work between the students from XX and XX programs. The influence of the guided discovery learning, characterized by minimum guidance provided by the instructors and the trial and error consequently required by students, was also used as a feature/tool in that learning process. In the end, the paper presents some of the student perceptions of this “hybrid” teaching method, discusses lessons learned during the process and plans for continuing the multidisciplinary activities in the future.

Robson, N., & Morgan, J. A. (2012, June), Introducing Faculty Research to Undergraduate Engineering Students: Enhancing Active Cooperative Learning Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. https://peer.asee.org/21598

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: © 2012 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