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Full-Text Articles in Engineering

The Impacts Of Societal Context On Student Motivation And Engagement, Jonathan Stolk Sep 2013

The Impacts Of Societal Context On Student Motivation And Engagement, Jonathan Stolk

Jonathan Stolk

Promoting a sense of societal connectedness is critical in today’s engineering educational environment. The NAE’s Grand Challenges for Engineering point to broad human concerns — sustainability, health, vulnerability, and joy of living — and human connectivity as the future of engineering problem solving. Engineering studies, however, are often presented in a completely decontextualized manner, with an emphasis on technical content that is free of any human meaning. As a result, students may have difficulty identifying either personal or societal value in their learning tasks. Through their course design, instructors can help students situate themselves and their engineering learning experiences within ...


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.


En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin Oct 2012

En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin

Robert Martello

Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years ...


En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin Oct 2012

En Route To Lifelong Learning? Academic Motivations, Goal Orientations And Learning Conceptions Of Entering First-Year Engineering Students, Jonathan Stolk, Katherine Chen, Robert Martello, Roberta Herter, Taylor Lobe, Boris Taratutin

Jonathan Stolk

Although lifelong learning is among the most critical skills required of today's engineering graduates, the complex processes through which individuals develop the attitudes, beliefs, and skills of lifelong learners remains unclear. Instructors have only begun to understand the impacts of academic background, institutional climate, and pedagogy on students' development of the motivations and learning strategies characteristic of lifelong learners. In this ongoing mixed-methods investigation, we draw on existing motivation and self-regulated learning theories to examine how undergraduate students at a small private college and a large public university become more self-directed as they progress through the first two years ...


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.


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

Mark Somerville

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra Jul 2012

Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra

Mark Somerville

A decade or more has passed since publication of most calls for reform in engineering education. In the ensuing time, there has been significant work on the design, implementation, and transferability of appropriate methodsand techniques - accompanied by, in most cases, little discussion of the values and beliefs of the people involved. But many theories of change rely on a fundamental shift in human beliefs and values, and purport that institutionalization of methods is impossible without this shift. Given this, now may be a reasonable time to re-visit the questions: What are the values of people involved in engineering education, and ...


The Search For Design In Electrical Engineering Education, David Kerns, Sherra Kerns, Mark Somerville, Gill Pratt, Jill Crisman Jul 2012

The Search For Design In Electrical Engineering Education, David Kerns, Sherra Kerns, Mark Somerville, Gill Pratt, Jill Crisman

Mark Somerville

The importance of "design" in engineering education is well established and a cornerstone of most new engineering curricula as well as accreditation criteria Electrical and computer engineering (ECE) programs view many elements of design in ways similar to other engineering disciplines. However, in some respects other disciplines within engineering, such as Mechanical Engineering (ME), view design in broader terms, and perhaps gain value that electrical and computer engineering educators may miss. This paper describes how design is typically viewed in ECE programs, bow it's viewed in other engineering areas, particularly ME, and suggests some new possibilities for enhancing design ...


Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk Jul 2012

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 ...


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

Yevgeniya V. Zastavker

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk Jul 2012

Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk

Jonathan Stolk

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 ...


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

Jonathan Stolk

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra Jul 2012

Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra

Jonathan Stolk

A decade or more has passed since publication of most calls for reform in engineering education. In the ensuing time, there has been significant work on the design, implementation, and transferability of appropriate methodsand techniques - accompanied by, in most cases, little discussion of the values and beliefs of the people involved. But many theories of change rely on a fundamental shift in human beliefs and values, and purport that institutionalization of methods is impossible without this shift. Given this, now may be a reasonable time to re-visit the questions: What are the values of people involved in engineering education, and ...


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

Lynn Andrea Stein

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


Designing A Small-Footprint Curriculum In Computer Science, Allen Downey, Lynn Stein Jul 2012

Designing A Small-Footprint Curriculum In Computer Science, Allen Downey, Lynn Stein

Lynn Andrea Stein

We describe an innovative computing curriculum that combines elements of computer science, engineering and design. Although it is tailored to the constraints we face at Olin College, it contains elements that are applicable to the design of a CS major at a small school, a CS minor, or an interdisciplinary program that includes computing. We present the core courses in the program as well as several courses that are meant to connect the computing curriculum to other fields. We summarize the lessons we have learned from the first few years of this program.


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

John B. Geddes

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk Jul 2012

Work In Progress - Using Video And Self-Reflection To Enhance Undergraduate Teams, Nick Tatar, Debbie Chachra, Yevgeniya Zastavker, Jonathan Stolk

Debbie Chachra

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 ...


Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra Jul 2012

Drowning In Method, Thirsty For Values: A Call For Cultural Inquiry, Jonathan Stolk, Mark Somerville, Debbie Chachra

Debbie Chachra

A decade or more has passed since publication of most calls for reform in engineering education. In the ensuing time, there has been significant work on the design, implementation, and transferability of appropriate methodsand techniques - accompanied by, in most cases, little discussion of the values and beliefs of the people involved. But many theories of change rely on a fundamental shift in human beliefs and values, and purport that institutionalization of methods is impossible without this shift. Given this, now may be a reasonable time to re-visit the questions: What are the values of people involved in engineering education, and ...


Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker Jul 2012

Work In Progress - A Provisional Competency Assessment System, Mark Somerville, Debbie Chachra, Jonathan Chambers, Ellen Cooney, Kristen Dorsey, John Geddes, Gill Pratt, Kathryn Rivard, Ann Schaffner, Lynn Stein, Jonathan Stolk, Stephen Westwood, Yevgeniya Zastavker

Debbie Chachra

Over the last two years Olin College has been defining and implementing a provisional system to develop and assess student competency levels. The system particularly emphasizes the importance of creating a community of practice that includes not only faculty but also staff and students. In this paper we provide an overview of the design process, and comment on the results of our first year of implementing the system.


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 ...