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Making Learning Whole: Toward the Development of an Instrument Operationalizing Perkins' Model

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Works in Progress: Faculty Perspectives and Training

Tagged Division

Educational Research and Methods

Page Count

14

DOI

10.18260/p.25665

Permanent URL

https://peer.asee.org/25665

Download Count

855

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Paper Authors

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Jeremi S London Arizona State University, Polytechnic campus

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Dr. Jeremi London is an Assistant Professor of Engineering at Arizona State University. She holds B.S. and M.S. degrees in Industrial Engineering and a Ph.D. in Engineering Education, all from Purdue University. She employs mixed methods research designs and computational tools to address complex problems relevant to her research interests. She leads projects related to her research interest in primary research interests, which are focused on the characterizing and communicating the scientific and societal impact of federal investments in STEM education R&D; the use of cyberlearning tools to facilitate personalized learning experiences for students; applications of simulation and modeling tools to address undergraduate engineering education research problems; broadening the participation of underrepresented groups in engineering and computer science; advancing the scholarship on teaching and learning in engineering education. Prior to joining the ASU faculty, she worked as a Post-doc at ASU, spent several summers at the National Science Foundation, and worked in various traditional industrial engineering roles at Anheuser-Busch and GE Healthcare.

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Joi-Lynn Mondisa University of Michigan Orcid 16x16 orcid.org/https://0000-0002-3959-6548

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Joi Mondisa is a postdoctoral research fellow in the Department of Industrial & Operations Engineering at the University of Michigan–Ann Arbor and holds a PhD in Engineering Education, an MS in Industrial Engineering, an MBA, and a BS in General Engineering. She researches mentoring as intergroup support relations management; STEM mentoring experiences in higher education; and mentoring intervention programs in higher education.

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Farrah Fayyaz Ghulam Ishaq Khan Institute of Engineering Sciences and Technology

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Farrah Fayyaz has doctoral degree in Engineering Education and Bachelors and Masters degrees in electrical engineering. She has taught signals and systems, digital signal processing, analog circuits and microelectronics in Pakistan for more than eight years. Her research area is investigating students' understanding of various concepts in signals and systems courses.

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Tamecia R. Jones Purdue University, West Lafayette Orcid 16x16 orcid.org/0000-0003-4229-3975

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Tamecia Jones is currently a doctoral student in the Engineering Education department at Purdue University with a research focus on K-12 engineering education, assessment, and informal and formal learning environments. She is a graduate of Johns Hopkins and Stanford University. Originally trained as a biomedical engineer, she spent years in the middle school classroom, teaching math and science, and consulting with nonprofits, museums, and summer programs.

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Abstract

The push for stronger links between engineering education research and practice requires that taking a more scholarly approach to teaching became the norm instead of the exception across all engineering education. This paper seeks to make the case that there is a lack of tools available for achieving some of the goals of the field, such as the one aforementioned, and presents findings from a set of research activities designed to help address this need. More specifically, this work in progress paper describes the early stages of a study that uses Making Learning Whole instructional design framework and Messick’s instrument development theory to develop a validated rubric that can be used to design and evaluate the effectiveness of engineering education courses in formal and informal contexts. This paper describes the early stages of an engineering education research endeavor that will be an important contribution to the field. It is situated in an appropriate theoretical and methodological framework. This paper affirms that Making Learning Whole is an instructional framework that is relevant and applicable to engineering education; holds tremendous promise for designing and evaluating a variety of engineering education experiences; and can be operationalized into a pedagogical resource that can help bridge the gap between research and practice in engineering education.

London, J. S., & Mondisa, J., & Fayyaz, F., & Jones, T. R. (2016, June), Making Learning Whole: Toward the Development of an Instrument Operationalizing Perkins' Model Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25665

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: © 2016 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