Open Access. Powered by Scholars. Published by Universities.®

Engineering Commons

Open Access. Powered by Scholars. Published by Universities.®

Education

Selected Works

Monica H. Lamm

Articles 1 - 6 of 6

Full-Text Articles in Engineering

Teaching Educators About Engineering: Preservice Elementary Teachers Learn Engineering Principles From Engineers, Kristina M. Tank, D. Raj Raman, Monica H. Lamm, Sriram Sundararajan, Anne Estapa Jul 2019

Teaching Educators About Engineering: Preservice Elementary Teachers Learn Engineering Principles From Engineers, Kristina M. Tank, D. Raj Raman, Monica H. Lamm, Sriram Sundararajan, Anne Estapa

Monica H. Lamm

Few elementary teachers have experience with implementing engineering into the classroom. While engineering professional development opportunities for inservice teachers are becoming more numerous, engineering education is rarely required or even offered in elementary teacher-preparation programs (O'Brien et al. 2014). To prepare future elementary teachers to teach engineering, a collaborative partnership was formed between professors in Iowa State University's College of Engineering (CoE) and School of Education (SoE). The partnership included teacher education faculty in science and mathematics education and three engineering faculty who provided perspectives on content, knowledge, and skills foundational to engineering. Members of the partnership worked ...


A Study Of The Testing Effect In An Engineering Classroom, Monica H. Lamm, Shuting Yan, Clark R. Coffman, Carly Manz, Robert D. Reason Sep 2018

A Study Of The Testing Effect In An Engineering Classroom, Monica H. Lamm, Shuting Yan, Clark R. Coffman, Carly Manz, Robert D. Reason

Monica H. Lamm

This research paper describes a study that examines a testing effect intervention deployed in an engineering classroom setting. The testing effect is based on the premise that learning is improved when students engage with newly acquired information by challenging themselves to answer questions about the content instead of using other means of interacting with the content, such as rereading a text. The testing effect has been established in laboratory research studies [1]. To translate this finding into educational practice, classroom research studies [2]-[6] aim to define the conditions for which the testing effect remains robust in authentic classroom settings ...


Prequestions Do Not Enhance The Benefits Of Retrieval In A Stem Classroom, Jason Geller, Shana K. Carpenter, Monica H. Lamm, Shuhebur Rahman, Patrick I. Armstrong, Clark R. Coffman Sep 2018

Prequestions Do Not Enhance The Benefits Of Retrieval In A Stem Classroom, Jason Geller, Shana K. Carpenter, Monica H. Lamm, Shuhebur Rahman, Patrick I. Armstrong, Clark R. Coffman

Monica H. Lamm

Answering questions before a learning episode—“prequestions”—can enhance memory for that information. A number of studies have explored this effect in the laboratory; however, few studies have examined prequestions in a classroom setting. In the current study, the effects of prequestions were examined in an undergraduate course in chemical engineering. At the start of several class meetings, students were provided with a prequestion to answer about the upcoming lesson, and then were asked to provide ratings of confidence in their answers, familiarity with the content in the prequestion, and how much of the assigned reading they had completed. At ...


Baby Steps Toward Meeting Engineering-Rich Science Standards: Approaches And Results From A Short "What Is Engineering?" Course For K-5 Pre-Service Teachers (Work In Progress), D. Raj Raman, Monica H. Lamm, Sriram Sundararajan, Kristina Maruyama Tank, Anne T. Estapa Jan 2018

Baby Steps Toward Meeting Engineering-Rich Science Standards: Approaches And Results From A Short "What Is Engineering?" Course For K-5 Pre-Service Teachers (Work In Progress), D. Raj Raman, Monica H. Lamm, Sriram Sundararajan, Kristina Maruyama Tank, Anne T. Estapa

Monica H. Lamm

Elementary teacher preparation programs are generally tightly packed, with limited room for additional coursework. As states adopt Next Generation Science Standards (NGSS ), the need for teacher education programs to provide meaningful exposure to engineering is growing, and a multitude of approaches can be taken to meet this need. While the topics of engineering and engineering design are typically incorporated into science teaching methods courses, this research presents an alternative approach where we expose elementary pre-service teachers to engineering prior to or concurrently with enrollment in their methods courses. Specifically, we describe here our efforts in building a 12-contact-hour non-credit short ...


Team-Based Learning In Engineering Classrooms: Feedback Form And Content Adds Value To The Learning Experience, Monica H. Lamm, Micheal Dorneich, Diane T. Rover Aug 2017

Team-Based Learning In Engineering Classrooms: Feedback Form And Content Adds Value To The Learning Experience, Monica H. Lamm, Micheal Dorneich, Diane T. Rover

Monica H. Lamm

An instructional strategy called Team-Based Learning (TBL) has been implemented by the authors in courses that emphasize fundamental engineering concepts that are core to the discipline. TBL is an alternative to conventional classroom lecture instruction. In a TBL course, students are placed on permanent learning teams and the teams work together, during class time, to apply course concepts and solve discipline-relevant problems called application exercises. The goal of introducing TBL in these engineering courses is to enhance the quality of student learning by incentivizing student engagement with course content and fostering team skills. This is achieved by using application exercises ...


Measuring The Effectiveness Of Team-Based Learning Outcomes In A Human Factors Course, Michael C. Dorneich, Sarah E. Bickelhaupt, Cassandra Dorius, Georgeanne M. Artz, Holly Bender, Laura Bestler, Beth Caissie, Sandra W. Gahn, Keri L. Jacobs, Monica H. Lamm, Lisa Orgler, Jane M. Rongerude, Ann Smiley-Oyen, Richard T. Stone Dec 2016

Measuring The Effectiveness Of Team-Based Learning Outcomes In A Human Factors Course, Michael C. Dorneich, Sarah E. Bickelhaupt, Cassandra Dorius, Georgeanne M. Artz, Holly Bender, Laura Bestler, Beth Caissie, Sandra W. Gahn, Keri L. Jacobs, Monica H. Lamm, Lisa Orgler, Jane M. Rongerude, Ann Smiley-Oyen, Richard T. Stone

Monica H. Lamm

This paper will describe a synopsis of the development and application of a survey instrument to assess team skills and professional development outcomes of Team-Based Learning (TBL) in a human factors course. TBL is an advancing teaching pedagogy that shifts instruction from a traditional lecture-based teaching paradigm to a structured learning sequence that includes individual student preparation outside of class followed by active, in-class problem solving exercises completed by student learning teams. As an evolving teaching method, TBL appears to be producing new empirical learning outcomes in areas that have only preliminarily been explored. Traditionally, the effectiveness of TBL has ...