Lande, M. (2021, July), Learning Trajectories Through Learning Making and Engineering, and Implications  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37432

\bibitem{asee_peer_37432}
  Lande, M. (2021, July), \emph{Learning Trajectories Through Learning Making and Engineering, and Implications}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--37432

Micah Lande.  "Learning Trajectories Through Learning Making and Engineering, and Implications".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://peer.asee.org/37432 Internet.  19 Apr, 2024

\bibitem{asee_peer_37432}
  Micah Lande.
  "Learning Trajectories Through Learning Making and Engineering, and Implications".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://peer.asee.org/37432 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_37432
author = "Micah Lande"
title = "Learning Trajectories Through Learning Making and Engineering, and Implications"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/37432}
number = {10.18260/1-2--37432}
}

TY  - CPAPER
AB  - This NSF funded EAGER research project investigates how undergraduate STEM and engineering students’ learning trajectories evolve over time, from 1st to senior year, along a novice to expert spectrum.  We borrow the idea of “learning trajectories” from mathematics education that can paint the evolution of students’ knowledge and skills over time over a set of learning experiences.  Curricula for undergraduate engineering programs can reflect an intended pathway of knowledge construction within a discipline.  We intend our study of individual students within undergraduate STEM and engineering programs can highlight how this may happen in situ and how it may be similar or might differ from a given, prescribed programs of study among disciplines.  

We use a theoretical framework based in adaptive expertise and design thinking adaptive expertise to develop a design learning continuum further.  Envisioned routes through disciplinary undergraduate curricula and student conceptions of their design process are explored through qualitative, semi-structured interviews with undergraduate 1st year and senior year students across STEM, engineering and non-STEM fields.  We also conduct similar interviews with faculty in these fields who are responsible and knowledgeable for undergraduate programs about their perceived benefits for the structure of their program’s curriculum.  Additional information is collected from noticing the organizational and pedagogical structures of the relative undergraduate curriculum.

Initial findings suggest that traditions to knowledge construction both differ across disciplinary approaches and have similarities across non-obvious disciplinary relationships.  Faculty have a firm understanding of how one class chains from one to another; students have less of a field of view for how mindful chunks of knowledge combine together.

AU  - Micah Lande
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Learning Trajectories Through Learning Making and Engineering, and Implications
UR  - https://peer.asee.org/37432
DO  - 10.18260/1-2--37432
ER  -