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An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker Oct 2012

An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker

Debbie Chachra

The engineering student experience is understood to differ for male and female students; gendered interactions affect the development of academic and professional role confidence, as well as engineering identity. The purpose of this session is twofold. First, we aim to introduce participants to concepts of gender schemas, privilege, and identity using a range of interactive activities, including brainstorming and structured discussion. Second, we intend to share information about and obtain feedback on a Gender Discussion Exploration Kit, which the participants will be encouraged to review, use, and share at their home institutions.


Student Self-Efficacy In Introductory Project-Based Learning Courses, Geoffrey Pleiss, Madeline Perry, Yevgeniya Zastavker Oct 2012

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 ...


An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker Oct 2012

An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker

Caitrin Lynch

The engineering student experience is understood to differ for male and female students; gendered interactions affect the development of academic and professional role confidence, as well as engineering identity. The purpose of this session is twofold. First, we aim to introduce participants to concepts of gender schemas, privilege, and identity using a range of interactive activities, including brainstorming and structured discussion. Second, we intend to share information about and obtain feedback on a Gender Discussion Exploration Kit, which the participants will be encouraged to review, use, and share at their home institutions.


An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker Oct 2012

An Interactive Exploration Of Gender And Engineering: Unpacking The Experience, Debbie Chachra, Lynn Stein, Alisha Sarang-Sieminski, Caitrin Lynch, Yevgeniya Zastavker

Yevgeniya V. Zastavker

The engineering student experience is understood to differ for male and female students; gendered interactions affect the development of academic and professional role confidence, as well as engineering identity. The purpose of this session is twofold. First, we aim to introduce participants to concepts of gender schemas, privilege, and identity using a range of interactive activities, including brainstorming and structured discussion. Second, we intend to share information about and obtain feedback on a Gender Discussion Exploration Kit, which the participants will be encouraged to review, use, and share at their home institutions.


Enhancing Precalculus Curricula With E-Learning: Implementation And Assessment, Janet Callahan, Seung Youn Chyung, Joanna Guild, William Clement, Joe Guarino, Doug Bullock, Cheryl Schrader Mar 2012

Enhancing Precalculus Curricula With E-Learning: Implementation And Assessment, Janet Callahan, Seung Youn Chyung, Joanna Guild, William Clement, Joe Guarino, Doug Bullock, Cheryl Schrader

Janet M. Callahan

During Fall semester of 2007, a semester-long, quasi-experimental study was conducted at Boise State University to investigate the effectiveness of a systematically sequenced and managed, self-paced e-learning activity on improving students’ academic performance and motivation. A total of 125 students enrolled in 3 different sections of a Precalculus class participated in the study. The e-learning activity was implemented in 2 of the 3 sections as a required homework assignment. Students enrolled in one of the 2 selected sections were all engineering majors. The 3rd section was a control group that did not use the e-learning activity. A pre-test, measuring ...


What A Long Strange Trip It’S Been: A Comparison Of Authors, Abstracts, And References In The 1991 And 2010 Icls Proceedings, Victor R. Lee, Lei Ye, Mimi Recker Jan 2012

What A Long Strange Trip It’S Been: A Comparison Of Authors, Abstracts, And References In The 1991 And 2010 Icls Proceedings, Victor R. Lee, Lei Ye, Mimi Recker

Instructional Technology and Learning Sciences Faculty Publications

We examine differences in authorship, word usage, and references in full papers from the 1991 and 2010 ICLS proceedings. Through a series of analyses, we observe that, while authors largely hail from the US, national and regional participation in the LS community has broadened. Word usage suggests a shift in emphasis from cognitive issues to ones that are both cognitive and cultural. Reference analysis indicates a shift in core literatures and influential authors.