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Special Session - research findings on engineering student learning and engineering teaching: Interactively exploring the implications for engineering education

Special Session - Research findings on engineering student l...

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39th Annual Frontiers in Education Conference: Imagining and engineering Future CSET Education, FIE 2009

作者： Chachra, Debbie Atman, Cynthia J. Turns, Jennifer Yasuhara, Ken Sheppard, Sheri Franklin W. Olin College of Engineering Needham MA United States Center for Engineering Learning and Teaching University of Washington Seattle WA United States Center for Design Research Department of Mechanical Engineering Stanford University Stanford CA United States

ISBN: (纸本)9781424447152

The goal of this Special Session is to engage participants in consideration and discussion of a selected subset of research findings, with the intention of contextualizing the presented findings into the larger body of scholarship on engineering education as well as to consider how they may be used to inform program and course planning and classroom practice. The research presented will include emerging findings from an extensive set of data collected by the the center for the Advancement of engineering Education (CAEE) through two of its constituent studies, the Academic Pathways Study (APS) of engineering undergraduate development and the Studies of engineering Educator Decisions (SEED). While the specific findings to be presented will be drawn from the most recent research work, themes are likely to include gender differences among engineering students, development of engineering skills and identity over time, post-graduation plans of students, and factors affecting educator decisionmaking. This is the latest in a series of workshops in which CAEE research findings were presented and discussed;previous workshops have elicited lively discussions, and notes from the discussions can be found online (http://***/). ©2009 IEEE.

关键词： engineering education

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The discriminative learning gain: a two-parameter quantification of the difference in learning success between courses

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Australasian Journal of engineering Education 2018年第2期23卷 71-82页

作者： Direnga, Julie Timmermann, Dion Kieckhäfer, Ferdinand Brose, Andrea Kautz, Christian Engineering Education Research Group Hamburg University of Technology Hamburg Germany Center for Teaching and Learning Hamburg University of Technology Hamburg Germany

Pre- and post-tests are often used in engineering Education research to assess teaching and learning. Sometimes, it is reasonable or even necessary to use a different pre- than post-test. In that case, it is difficult to analyse the data with traditional methods such as average normalised gain or normalised change scores. We propose to use the so-called discriminative learning gain (DLG) to analyse such data. This two-parameter statistic describes the post-test performance of model students, taking into account varying pre-test performances. Thus, it describes not only the learning of the average student, but also the discriminative effect of the instruction with respect to initial performance. Teachers and researchers can use the DLG as a tool to effectively compare course performances. Using confidence bounds, the difference in learning success among courses can be quantified and easily visualised. Consequently, informed conclusions can be drawn if courses differ in effectiveness. This article demonstrates how to apply and interpret the DLG. Limitations of the method and the application to the special case of identical pre- and post-tests are discussed. © 2018, © 2018 Engineers Australia.

关键词： teaching

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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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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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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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"Conceptual Change" as a guiding principle for the professional development of teaching staff 122

"Conceptual Change" as a guiding principle for the professio...

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2015 122nd ASEE Annual Conference and Exposition

作者： Walter, Claudia M. Kautz, Christian H. DiZ - Center for Teaching and Learning in Higher Education United States Hamburg University of Technology Engineering Education Research Group Germany

This paper describes an attempt to use a conceptual change approach for the professional development of college-level teaching staff. While novice instructors often have an instructor-centered view of teaching and, consequently, use traditional teaching formats, professional development programs (PDPs) are most often based on a constructivist framework that favors student-centered learning scenarios. Prior research suggests that the development of instructors' beliefs about teaching can be interpreted in terms of conceptual change, and that PDPs should take this perspective into account. This study documents instructors' changes in the perception of their own teaching in the context of a professional development seminar based on conceptual change. A questionnaire was used to measure initial conceptions about teaching before participation in the PDP. The identical questionnaire was administered a second time after the seminar and again three months later. We compare different formats of the seminar as well as instructors from different academic disciplines. The focus is laid especially on instructors in STEM disciplines (Science, Technology, engineering and Mathematics) versus non-STEM disciplines. The data obtained suggest that (1) there are differences between STEM and non-STEM instructors with respect to their initial beliefs, (2) there is noticeable development of the instructors' conceptions about teaching and learning as a result of participation in the program, and (3) different formats of the same program may display widely differing effectiveness. © American Society for engineering Education, 2015.

关键词： STEM (science, technology, engineering and mathematics)

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Using an interactive theater sketch to improve students' perceptions about and ability to function on diverse teams

Using an interactive theater sketch to improve students' per...

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2009 ASEE Annual Conference and Exposition

作者： Finelli, Cynthia Kendall-Brown, Marie Center for Research and Learning North College of Engineering University of Michigan United States Educational Research and Methods Division of American Society of Engineering Education United States International Planning/Advisory Committee Center for Research on Learning and Teaching University of Michigan United States

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Special session - research findings on engineering student learning and engineering teaching: Interactively exploring the implications for engineering education

Special session - research findings on engineering student l...

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Frontiers in Education (FIE) Conference

作者： Debbie Chachra Cynthia J. Atman Jennifer Turns Ken Yasuhara Sheri Sheppard Franklin W. Olin College of Engineering Needham MA USA Center for Engineering Learning and Teaching University of Washington Seattle WA USA Center for Design Research and Department of Mechanical Engineering University of Stanford Stanford CA USA

The goal of this Special Session is to engage participants in consideration and discussion of a selected subset of research findings, with the intention of contextualizing the presented findings into the larger body of scholarship on engineering education as well as to consider how they may be used to inform program and course planning and classroom practice. The research presented will include emerging findings from an extensive set of data collected by the the center for the Advancement of engineering Education (CAEE) through two of its constituent studies, the Academic Pathways Study (APS) of engineering undergraduate development and the Studies of engineering Educator Decisions (SEED). While the specific findings to be presented will be drawn from the most recent research work, themes are likely to include gender differences among engineering students, development of engineering skills and identity over time, post-graduation plans of students, and factors affecting educator decisionmaking. This is the latest in a series of workshops in which CAEE research findings were presented and discussed; previous workshops have elicited lively discussions, and notes from the discussions can be found online (http://***/).

关键词： engineering students engineering education Data engineering Design engineering Educational institutions Curriculum development Scholarships Yarn Conferences Educational programs

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Work in progress - An investigation into the effect of an institutional honor code policy on academic behavior

Work in progress - An investigation into the effect of an in...

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Frontiers in Education - 35th Annual Conference 2005, FIE' 05

作者： Carpenter, Donald Harding, Trevor Finelli, Cynthia Mayhew, Matthew Civil Engineering Department Lawrence Technological University Department of Manufacturing Engineering Kettering University Center for Research on Learning and Teaching North University of Michigan Institutional Research University of North Carolina Wilmington

ISBN: (纸本)0780390776

research indicates significant cheating at institutions of higher learning;however, evidence indicates that a well-designed and clearly-communicated campus honor code might have a mitigating effect. This is the impetus behind the implementation of an Academic Honor Code Policy at a private university beginning in the fall of 2004. This situation presented a unique opportunity to investigate the potential of an academic honor code to change the culture and behavior at a university. This investigation will involve conducting a longitudinal study on the academic habits of students as they progress through the curriculum and include students whose academic careers began under a different academic dishonesty policy. The presentation will describe the development and implementation of the honor code policy;details of the investigation including research questions being posed, survey development, and study protocols;and results from the first year of the study. © 2005 IEEE.

关键词： Codes (standards)

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Diversity and retention in engineering

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New Directions for teaching and learning 2007年第111期2007卷 63-71页

作者： Davis, Cinda-Sue G. Finelli, Cynthia J. Women in Science and Engineering Program University of Michigan Ann Arbor MI United States Center for Research on Learning and Teaching (CRLT) North University of Michigan College of Engineering Ann Arbor MI United States

The authors describe three initiatives designed to increase the academic achievement and retention of historically underrepresented students (including females and underrepresented students of color) in engineering.

关键词： engineering School Holding Power Minority Groups Academic Achievement Females College Students Service learning Instructional EffectivenessMichiganMichigan

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