Work-In-Progress: Effects of co-curricular activities on student learning outcomes related to an artificial intelligence, modeling, and simulations (AIMS) certificate program

Martell Bell; Rachel Vitali; Jae-eun Russell

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Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Cooperative and Experiential Education Division (CEED) Technical Session 1
Tagged Division: Cooperative and Experiential Education Division (CEED)
Page Count: 9
DOI: 10.18260/1-2--44415
Permanent URL: https://peer.asee.org/44415
Download Count: 163

Paper Authors

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Martell Bell The University of Iowa

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I'm am a second year Ph.D student in Mechanical Engineering at the University of Iowa with a dual focus in engineering education and automation/artificial intelligence in manufacturing.

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Rachel Vitali The University of Iowa orcid.org/0000-0002-1436-6148

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Dr. Rachel Vitali is an Assistant Professor in the Mechanical Engineering Department at the University of Iowa. Prior to her appointment, she was a NASA-funded TRISH postdoctoral fellow in the Industrial & Operations Engineering Department at the University of Michigan, where she also received her B.S.E. in 2015, M.S.E in 2017, and Ph.D. in 2019 from the Mechanical Engineering Department. As director of the Human Instrumentation and Robotics (HIR) lab, she
leads multiple lines of research in engineering dynamics with applications to wearable technology for analysis of human motion in a variety of contexts ranging from warfighters to astronauts. In addition to her engineering work, she also has an interest in engineering education research. As a doctoral student, she led a project aimed at improving the undergraduate educational experience by systematically incorporating sensor technology into the curriculum as an engaged learning activity, for which she was awarded an ASME Graduate Teacher Fellowship.

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Jae-eun Russell orcid.org/0000-0001-5622-9451

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Dr. Russell serves as the Associate Director for the Office of Teaching, Learning & Technology at the University of Iowa. She completed her Ph.D. in Educational Psychology from the University of Iowa. Her research examines instructional practices that support successful student learning. Her research also involves autonomous motivation, self-regulated learning, technology adoption, and learning analytics adoption.

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Abstract

Current research documents the notable advantages active learning methods like project-based learning (PBL) and hands-on exploration have on student learning across a variety of disciplines including engineering. Recently, the Mechanical Engineering Department at a Midwestern University introduced undergraduate and graduate certificate programs in artificial intelligence, modeling, and simulations (AIMS) that aim to teach students: (1) the importance of uncertainty quantification, (2) the various types of combinations (e.g., modeling and simulation-assisted machine learning) and hybrid approaches, and (3) using hybrid models toward the design of intelligent complex machines. This work-in-progress seeks to understand how extra/co-curricular activities, as an extension of semester course content, can benefit student learning outcomes in courses related to the AIMS certificate programs. One specific extracurricular activity, a 48-hour hackathon, will be assessed to measure learning outcomes associated with engineering self-efficacy, judgment, and leadership skills. Hackathons prompt students to independently formulate a problem, the methodology to solve the problem, and reflect and reiterate on the generated solution. Usually, a hackathon project must be demonstrated to be considered successful, which contrasts from what is traditionally experienced in the classroom. Engineering self-efficacy (ESE) is an individual’s belief in their capability to act in the ways necessary to reach specific goals. Judgment about one’s own abilities can influence behavior and goal attainment. We hypothesize that the groups’ self-guidance during the hackathon will improve their ESE related to applying AIMS concepts. Next, engineering judgment (EJ) is an individual’s ability to make and justify decisions, and predict the resulting consequences. EJ is developed in parallel with engineering science calculations and design considerations. We hypothesize that the process of reflection and iteration inherent to hackathon competitions will strengthen the participant groups’ perceived EJ skills. Finally, engineering leadership (EL) skills relate to the leadership style(s) used by individuals to lead groups of engineers to achieve a common goal. An effective leader exercises influence at interpersonal, team and organizational levels, while simultaneously building strong relationships. We hypothesize that in the absence of a well-structured project, the need to delegate tasks among team members and develop solutions quickly will increase perceived EL abilities of participant groups. To frame this study, we will use the Bucknell Institute of Engineering’s (BIE) Gold Standard PBL framework. BIE describes PBL as having three parts: Student Learning Goals, 7 Essential Project Design Elements, and Project-Based Teaching Practices. Our study focuses on student learning goals and three of the seven essential project design elements: student voice and choice, reflection, and critique and revision. This paper will present results from post- event surveys, while future work will focus on data obtained from semi-structured interviews. All data will be analyzed to extract themes relating to the students perceived changes in self-efficacy, engineering judgment, and leadership ability as a result of participation in the hackathon.

Citation
Format

Bell, M., & Vitali, R., & Russell, J. (2023, June), Work-In-Progress: Effects of co-curricular activities on student learning outcomes related to an artificial intelligence, modeling, and simulations (AIMS) certificate program Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44415

TY - CPAPER
AB - Current research documents the notable advantages active learning methods like project-based learning (PBL) and hands-on exploration have on student learning across a variety of disciplines including engineering. Recently, the Mechanical Engineering Department at a Midwestern University introduced undergraduate and graduate certificate programs in artificial intelligence, modeling, and simulations (AIMS) that aim to teach students: (1) the importance of uncertainty quantification, (2) the various types of combinations (e.g., modeling and simulation-assisted machine learning) and hybrid approaches, and (3) using hybrid models toward the design of intelligent complex machines. This work-in-progress seeks to understand how extra/co-curricular activities, as an extension of semester course content, can benefit student learning outcomes in courses related to the AIMS certificate programs. One specific extracurricular activity, a 48-hour hackathon, will be assessed to measure learning outcomes associated with engineering self-efficacy, judgment, and leadership skills. Hackathons prompt students to independently formulate a problem, the methodology to solve the problem, and reflect and reiterate on the generated solution. Usually, a hackathon project must be demonstrated to be considered successful, which contrasts from what is traditionally experienced in the classroom.
Engineering self-efficacy (ESE) is an individual’s belief in their capability to act in the ways necessary to reach specific goals. Judgment about one’s own abilities can influence behavior and goal attainment. We hypothesize that the groups’ self-guidance during the hackathon will improve their ESE related to applying AIMS concepts. Next, engineering judgment (EJ) is an individual’s ability to make and justify decisions, and predict the resulting consequences. EJ is developed in parallel with engineering science calculations and design considerations. We hypothesize that the process of reflection and iteration inherent to hackathon competitions will strengthen the participant groups’ perceived EJ skills. Finally, engineering leadership (EL) skills relate to the leadership style(s) used by individuals to lead groups of engineers to achieve a common goal. An effective leader exercises influence at interpersonal, team and organizational levels, while simultaneously building strong relationships. We hypothesize that in the absence of a well-structured project, the need to delegate tasks among team members and develop solutions quickly will increase perceived EL abilities of participant groups.
To frame this study, we will use the Bucknell Institute of Engineering’s (BIE) Gold Standard PBL framework. BIE describes PBL as having three parts: Student Learning Goals, 7 Essential Project Design Elements, and Project-Based Teaching Practices. Our study focuses on student learning goals and three of the seven essential project design elements: student voice and choice, reflection, and critique and revision. This paper will present results from post- event surveys, while future work will focus on data obtained from semi-structured interviews. All data will be analyzed to extract themes relating to the students perceived changes in self-efficacy, engineering judgment, and leadership ability as a result of participation in the hackathon.

AU - Martell Bell
AU - Rachel Vitali
AU - Jae-eun Russell
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Work-In-Progress: Effects of co-curricular activities on student learning outcomes related to an artificial intelligence, modeling, and simulations (AIMS) certificate program
UR - https://peer.asee.org/44415
DO - 10.18260/1-2--44415
ER -