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WIP: Teaching Engineering Students How the Brain Works to Encourage Positive Learning Dispositions and Behaviors

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Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Works in Progress I

Tagged Division

Educational Research and Methods

Page Count

5

Permanent URL

https://peer.asee.org/31254

Download Count

28

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Paper Authors

biography

Dong San Choi University of Illinois, Urbana-Champaign

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Dong San Choi is a PhD candidate in the Department of Electrical and Computer Engineering at University of Illinois at Urbana-Champaign; choi88@illinois.edu.

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biography

Michael C. Loui Purdue University, West Lafayette (College of Engineering)

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Michael C. Loui is the Dale and Suzi Gallagher Professor of Engineering Education at Purdue University. He was previously Professor of Electrical and Computer Engineering and University Distinguished Teacher-Scholar at the University of Illinois at Urbana-Champaign. His interests include computational complexity theory, professional ethics, and engineering education research. He served as the editor of the Journal of Engineering Education from 2012 to 2017. He currently serves on the editorial boards of College Teaching and Accountability in Research. He is a Carnegie Scholar and an IEEE Fellow. Professor Loui was Associate Dean of the Graduate College at Illinois from 1996 to 2000. He directed the theory of computing program at the National Science Foundation from 1990 to 1991. He earned the Ph.D. at M.I.T. in 1980.

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Abstract

In this work-in-progress paper, we report preliminary results from a study of student outcomes in a course called “Engineering the Mind.” We offered the course in Fall 2017 at large, public research university in the Midwest. We used design-based research and the Transtheoretical Model of Health Behavior Change to develop and assess the course. We collected quantitative, pre-post survey data on students’ mindsets, goal orientations, and self-regulation. Furthermore, we collected students’ course assignments as qualitative data to understand what helped them change their learning dispositions and behaviors. We found that the median mindset score increased from pre-survey to post-survey. Qualitative results were omitted for space reasons. If this course is effective, it can adopted by other institutions to help students succeed.

Choi, D. S., & Loui, M. C. (2018, June), WIP: Teaching Engineering Students How the Brain Works to Encourage Positive Learning Dispositions and Behaviors Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31254

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