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9th International Conference of the learning Sciences, ICLS 2010

作者： Turns, Jennifer Sattler, Brook Kilgore, Deborah Human Centered Design and Engineering United States Center for Engineering Learning and Teaching University of Washington United States

In this paper, we look at how the construction of two types of professional portfolios supports engineering student learning. To frame "engineering learning," we use the dimensions brought together by Stevens and his colleagues: disciplinary knowledge, identity, and navigation. We present data from a comparative study in which students constructed one of two types of professional portfolios and provided data through extensive questionnaires. In this analysis, we look at their answers to the first question on the questionnaire ("What did you take away from this experience") in terms of the extent to which the students reported insights about disciplinary knowledge, identity, and navigation as a result of portfolio construction activities and the nature of the insights reported.

关键词： Students

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Applying a STEM Ways of Thinking Framework for Student-generated engineering Design-based Physics Problems

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arXiv 2025年

作者： Subramaniam, Ravishankar Chatta Borse, Nikhil Allen, Winter Sirnoorkar, Amogh Morphew, Jason W. Rebello, Carina M. Rebello, N. Sanjay Department of Physics and Astronomy Purdue University West LafayetteIN47907 United States Center for Advancing the Teaching and Learning of STEM Purdue University West LafayetteIN47907 United States School of Engineering Education Purdue University 610 Purdue Mall West LafayetteIN47907 United States Department of Physics Toronto Metropolitan University 350 Victoria Street TorontoONM5B 2K3 Canada Department of Physics and Astronomy Department of Curriculum and Instruction Purdue University West LafayetteIN47907 United States

This second paper in a multi-part series builds on the first, which introduced the Ways of Thinking for engineering Design-based Physics (WoT4EDP) framework for STEM education. In this paper, we apply the framework to analyze student-groups’ discussion transcripts and written reports as they generated and solved an engineering design (ED) problem in an introductory physics laboratory. We present our findings through a detailed qualitative analysis, drawing extensively from the qualitative methods literature. We outline our analytical approach, present coding charts, and employ qualitative methods such as thematic analysis and thick description to convey our findings. Furthermore, in line with the recent recommendation in qualitative research literature, we include a reflexivity statement. In doing so, we contribute to ongoing efforts to enhance the rigor in qualitative physics education research. We examine: (i) the design and science aspects students address in their problem statements;(ii) how they engage in design-, science-, and mathematics-based thinking, as well as their metacognitive reflection while developing solutions;and (iii) how they incorporate computational thinking. Our results highlight the need for: (i) increased guidance for iterative problem framing;(ii) structured support for assessing design limitations, engaging in a feasibility study, adopting a systematic approach to applying physics and mathematics in their iterations, and engaging in metacognitive reflection;and (iii) integration of computation-based activities into laboratory tasks with appropriate scaffolding. Based on our analysis, we provide valuable insights for educators and researchers in designing physics-based engineering design tasks and promoting interdisciplinary problem-solving in STEM education. © 2025, CC BY.

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Using construct-centered design to align curriculum, instruction, and assessment development in emerging science

Using construct-centered design to align curriculum, instruc...

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International Perspectives in the learning Sciences: Cre8ing a learning World - 8th International Conference for the learning Sciences, ICLS 2008

作者： Stevens, Shawn Y. Krajcik, Joseph S. Shin, Namsoo Pellegrino, James W. Geier, Susan Swarat, Su Light, Greg Park, Eun Jung Delgado, César Drane, Denise Song, Minyoung Quintana, Chris Shipley, Emily Silva, Brenda Lopez Daly, Shanna Wischow, Emily Moher, Tom Cahill, Clara Szeto, Alan K. Cahill, Clara S. Unterman, Nathan A. Lauhon, Lincoln J. Light, Gregory Bodner, George M. Hagedorn, Eric A. National Center for Learning and Teaching in Nanoscale Science and Engineering University of Michigan Ann Arbor MI 48109 United States National Center for Learning and Teaching in Nanoscale Science and Engineering University of Illinois at Chicago Chicago IL 60607 United States National Center for Learning and Teaching in Nanoscale Science and Engineering Purdue University West Lafayette IN 47907 United States National Center for Learning and Teaching in Nanoscale Science and Engineering Northwestern University Evanston IL 60208 United States Glenbrook North High School United States National Center for Learning and Teaching in Nanoscale Science and Engineering University of Texas at El Paso El Paso TX 79934 United States

The National center for learning and teaching in Nanoscale Science and engineering was established to conduct research on how to effectively introduce emergent sciences into K-16 classrooms, using nanoscale science and engineering (NSE) as an example. One of the NCLT's main goals is to develop an approach to map out the knowledge domains (constructs) associated with NSE and use these domains to guide learning research and the development of instructional materials, assessment, and teacher education. These efforts have been aligned through the development and institution of Construct-centered Design (CCD), a principled process that is based largely on evidence-centered assessment design (Mislevy, Steinberg, Almond, Haertel, & Penuel, 2003) and learning goal-driven design (Krajcik, McNeill & Reiser, 2007). This poster session provides an overview of the CCD process and illustrates how the use of this process has afforded alignment of learning research with the development of instructional materials and assessments.

关键词： Curricula

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AC 2008-2384: A direct method for teaching and assessing professional skills in engineering programs

AC 2008-2384: A direct method for teaching and assessing pro...

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2008 ASEE Annual Conference and Exposition

作者： Kranov, Ashley Ater Hauser, Carl Olsen, Robert Girardeau, Laura Center for Teaching Learning and Technology Center for Teaching Learning and Technology Washington State University Washington State University College of Engineering Department of Electrical Engineering Washington State University Pullman WA United States EMC Zurich Munich Germany

Proficiency in ABET professional skills (the knowledge, attitudes and values described in outcomes 3f-j) are critical for success in the multidisciplinary, intercultural team interactions that characterize engineering careers in the 21st century. While there have been many program-level efforts across the nation to develop these "soft" skills, such as capstone projects that incorporate study abroad and service learning, no direct method of measuring all six skills simultaneously exists in the literature. This project proposes an innovative and direct method of developing and assessing ABET professional skills simultaneously that can be used at the course-level for assessing student performance and at the program-level for assessing efficacy of the curricula. In 2007, the center for teaching, learning and Technology (CTLT) at Washington State University (WSU) collaborated with the College of engineering and Architecture's eight engineering programs to develop an authentic performance task called the curricular debrief, as well as a scoring tool based on the ABET professional skills and the nationally validated WSU Critical and Integrative Thinking Rubric. Up to eight randomly-selected senior-year students from each program participated in the curricular debrief sessions. Students were presented with an authentic, unresolved engineering problem in their field and asked to discuss implications and propose some approaches to address the multi-faceted problem. Assessment specialists then trained 21 faculty from the eight programs on how to use the rubric to rate transcripts of the curricular debrief discussions. Based on the rating results, faculty then proposed next steps for improving teaching and assessment in their individual programs. Results from the preliminary round of curricular debriefs showed that students in most programs were fairly unaware of contemporary issues in their engineering field, as well as unaware of related current national or international conc

关键词： Students

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Supporting lecturers by building community, promoting agency, and increasing leadership opportunities

Supporting lecturers by building community, promoting agency...

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2022 Collaborative Network for engineering and Computing Diversity, CoNECD 2022

作者： Khan, Pauline Bailey, Elizabeth J. Sherick, Heidi M. University of Michigan United States Center for Research on Learning and Teaching in Engineering University of Michigan United States

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Ethics in engineering students' design considerations: Case studies of electric power systems for the "Developing World" 122

Ethics in engineering students' design considerations: Case ...

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2015 122nd ASEE Annual Conference and Exposition

作者： Campbell, Ryan C. Yasuhara, Ken Wilson, Denise Center for Engineering Learning and Teaching University of Washington United States Department of Electrical Engineering University of Washington Seattle United States

This work explores engineering ethics empirically in a "developing world" context through a framework of care ethics. Care ethics, a.k.a., the ethic(s) of care, is particularly suitable for the "developing world" context because it helps draw attention to imbalances of power (e.g., inequality, differential opportunity, and limitations on autonomy) that are often neglected by other ethical frameworks. In this work, we selected one element of care ethics (responsibility) and operationalized it in several ways: the language of responsibility;notions of paternalism;and awareness of key, influencing stakeholders. These lenses were developed and refined iteratively by employing them in case study analyses of two design project reports written by teams of senior undergraduate engineering students. Our interpretive analysis of this data outlined significant differences in care-ethical responsibility as viewed through each lens. For example, one group demonstrated little paternalism and considered several key, influencing stakeholders in their report, while the other group employed a more paternalistic approach and considered fewer key influencing stakeholders. In the interest of broadening ethical awareness in engineering, the findings and outcomes of this work can be used by educators to inform the design of course materials, exercises, and evaluation/grading criteria, such as by adapting these lenses for use in self- and/or peer-assessment. This work can also be used by researchers interested in care ethics and/or engineering student responses to issues of humanitarian or social justice nature to inform interview question and survey item design. Finally, this work contributes to the discourse of engineering ethics by developing and applying an ethical framework from the wider literature that has not received much attention in engineering ethics to date. © American Society for engineering Education, 2015.

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Work in progress - Is attitude toward mathematics a major obstacle to engineering education?

Work in progress - Is attitude toward mathematics a major ob...

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34th Annual Frontiers in Education: Expanding Educational Opportunities Through Partnerships and Distance learning - Conference Proceedings, FIE

作者： Sami Fadali, M. Velasquez-Bryant, Norma Robinson, Mike Research and Educational Planning Center Electrical Engineering/Curriculum Teaching and Learning University of Nevada Reno NV 89557

Many topics in most engineering curricula are taught using mathematics and mathematical models. Knowledge of the prerequisite background in mathematics is therefore necessary for students to learn such topics. In recent years, there has been a growing concern among educators about the competence of incoming freshmen in mathematics. Most engineering educators believe that deficiencies in students' mathematics backgrounds are a major impediment to learning and may be the cause of an unacceptable high attrition rate. To remedy this problem, we need to study the underlying causes of these deficiencies in some detail. This paper seeks to test the hypothesis that one of the major causes for the problems that some students have with learning mathematics is attitude towards the subject. It is well known that attitude significantly affects learning in general. However, surprisingly few results are available on the impact of attitude toward mathematics on engineering education. We will investigate the link between attitude and competence in mathematics for engineering freshmen. For this purpose, we have designed an attitude assessment tool that was administered to engineering freshmen enrolled in ENGR 101 Introduction to engineering at the University of Nevada, Reno. The paper will present the results of the survey together with a statistical analysis to assess the importance of attitude toward mathematics learning as an obstacle in engineering education. ©2004 IEEE.

关键词： engineering education

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WIP-Designing an Educational Cyber-Physical System Based on a Model-Based Approach 53

WIP-Designing an Educational Cyber-Physical System Based on ...

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53rd IEEE ASEE Frontiers in Education International Conference, FIE 2023

作者： Jung, Yong-Kyu Ropelewski, Julie Gould, Sherri Electrical & Cyber Engineering Gannon University United States Center for Excellence in Teaching & Learning Gannon University United States

ISBN: (纸本)9798350336429

This research proposes a comprehensive model-based cyber-physical systems (CPS) design and development environment for undergraduate cyber engineering curriculum. CPSs are characterized by usability, dependability, and tight development time, and require addressing key questions related to security and performance. The traditional deterministic modeling approach becomes insufficient when multiple CPS models are combined, thus the proposed research aims to develop reliable fault-tolerant CPS models using various modeling techniques. The goal is to prepare cyber engineering courses for future generation CPS design, incorporating data-driven learning, and supporting evolving trends in model-based CPS design, while fostering collaboration with other institutions. © 2023 IEEE.

关键词： Cyber-Physical Systems (CPSs) Data-driven learning Evolving trends Model-based CPS design Modeling fidelity Rapid design Real-time constraints Undergraduate cyber engineering curriculum

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Preparing graduate students to be successful as teaching mentors and as future professionals

Preparing graduate students to be successful as teaching men...

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2008 ASEE Annual Conference and Exposition

作者： Pinder-Grover, Tershia Root, Sarah Cagin, Emine University of Michigan Center for Research on Learning in Teaching University of Michigan University of Arkansas Department of Industrial Engineering University of Arkansas

Graduate student instructors (GSIs) - or teaching assistants - are a critical resource upon which many large research institutions rely. The GSI position also provides a pivotal opportunity for developing the next generation of engineering faculty and industry leaders through training and mentoring. A centrally organized peer mentor program1 is one approach that can positively impact not only the GSIs' teaching experiences, but the peer mentors' experiences as well.2 This paper evaluates the engineering GSI Mentor (EGSM) program at the University of Michigan, which is designed to train and empower selected graduate students to provide teaching-related services to their fellow GSIs. EGSMs' duties range from consultations on a variety of pedagogical topics to in-classroom services, such as observing a GSI's teaching and eliciting feedback from a GSFs students. Furthermore, EGSMs consult on general graduate student issues such as advisor-advisee relationships and time management strategies. EGSMs work in teams to develop and facilitate well-attended workshops of interest to all graduate students. Workshops focus on academic as well as professional themes, and are aimed at helping participants define and accomplish their goals through graduate school. In this paper, we discuss the training that EGSMs receive as teaching consultants and mentors to their fellow graduate students. In particular, we describe the training curriculum that has been developed to help prepare EGSMs for their roles. Topic areas covered in the curriculum and the format in which the training is delivered are discussed. Our data are obtained from a survey of current and former EGSMs. We conclude by describing how both the formal professional development sessions and the on-the-job training and experiences helped to prepare alumni of the EGSM program for their careers in both industrial and academic settings. © American Society for engineering Education, 2008.

关键词： teaching

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How to design stronger and lighter products- A term project for a composite materials course

How to design stronger and lighter products- A term project ...

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2010 ASEE Annual Conference and Exposition

作者： Dong, Yaomin El-Sayed, Jacqueline Kowalski, Henry Department of Mechanical Engineering Kettering University United States Department of Mechanical Engineering Center for Excellence of Teaching and Learning Kettering University United States

Composite materials are widely used due to their advantages such as high strength to weight ratios, high corrosion resistance, high fatigue life in cyclic loading, and greater feasibility for styling and design. This paper presents the development of a new course project focusing on the novel use of composite materials to promote enhanced performance and safety while reducing the mass and cost of various products. In order to stimulate the students' critical thinking and problem solving skills, the students are required to study the product specifications, analyze the design requirements, perform engineering analysis, and propose several design approaches. The goal of the project is to achieve the maximum mass reduction by the maximum usage of composite materials. With the aid of advanced simulation software, the students are able to optimize their design. © American Society for engineering Education, 2010.

关键词： Students

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