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Student Self-Efficacy In Introductory Project-Based Learning Courses, Geoffrey Pleiss, Madeline Perry, Yevgeniya Zastavker
Student Self-Efficacy In Introductory Project-Based Learning Courses, Geoffrey Pleiss, Madeline Perry, Yevgeniya Zastavker
Yevgeniya V. Zastavker
The purpose of this study is to determine how introductory Project-Based Learning (PjBL) courses affect the self-efficacy of first-year engineering students. Grounded theory is used to analyze twelve interviews with first-year students about their experiences in two PjBL courses, Engineering Design and Physics Laboratory. Data indicate that students' self-efficacy within each course is correlated with the extent to which their course goal perceptions align with those intended by faculty. In Engineering Design, students' recognition of the faculty's intended course goals corresponds to higher levels of self-efficacy. Conversely, in Physics Laboratory, students' low self-efficacy is correlated with a large gap between …
Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk
Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk
Yevgeniya V. Zastavker
Engineers today must be able to communicate and collaborate in teams. They also must be comfortable making adjustments within the team to maintain flow and progress toward project goals. With these goals in mind, students in a first-semester engineering seminar course were asked to videotape a team meeting in their design course and to write a self-reflection paper after viewing their video. After analyzing the video, students were asked to provide clear suggestions in their self-reflection paper for improving their own and their team's performance. Our preliminary analysis showed that video-supported reflections: 1) may be more effective than memory for …
The Olin Curriculum: Thinking Toward The Future, Mark Somerville, David Anderson, Hillary Berbeco, John Bourne, Jill Crisman, Diana Dabby, Helen Donis-Keller, Stephen Holt, Sherra Kerns, David Kerns, Jr., Robert Martello, Richard Miller, Michael Moody, Gill Pratt, Joanne Pratt, Christina Shea, Stephen Schiffman, Sarah Spence Adams, Lynn Stein, Jonathan Stolk, Brian Storey, Burt Tilley, Benjamin Vandiver, Yevgeniya Zastavker
The Olin Curriculum: Thinking Toward The Future, Mark Somerville, David Anderson, Hillary Berbeco, John Bourne, Jill Crisman, Diana Dabby, Helen Donis-Keller, Stephen Holt, Sherra Kerns, David Kerns, Jr., Robert Martello, Richard Miller, Michael Moody, Gill Pratt, Joanne Pratt, Christina Shea, Stephen Schiffman, Sarah Spence Adams, Lynn Stein, Jonathan Stolk, Brian Storey, Burt Tilley, Benjamin Vandiver, Yevgeniya Zastavker
Yevgeniya V. Zastavker
In 1997, the F. W. Olin Foundation of New York established the Franklin W. Olin College of Engineering, Needham, MA, with the mission of creating an engineering school for the 21st century. Over the last five years, the college has transformed from an idea to a functioning entity that admitted its first freshman class in fall 2002. This paper describes the broad outlines of the Olin curriculum with some emphasis on the electrical and computer engineering degree. The curriculum incorporates the best practices from many other institutions as well as new ideas and approaches in an attempt to address the …