Engineering Commons^™

Task Affect And Task Understanding In Engineering Problem Solving, Oenardi Lawanto, Angela L. Minichiello, Jacek Uziak, Andreas Febrian

Engineering Education Faculty Publications

Within the self-regulated learning literature, motivation is considered to be an essential feature of students’ self-regulatory processes. Additionally, task affect (i.e., personal objectives and task value) is thought to influence students’ self-regulatory processes; insufficient task affect may lead to failures to self-regulate effectively. In a school setting, task affect is a form of motivation for completing the course tasks in order to attain course-level goals that are inherently valued. In this study, motivation is operationalized as students’ personal objectives and task values, and self-regulation refers to students’ understanding of tasks (also called task interpretation skill) involved in a course. This …

Thinking Like A Pro: How Experts And Novices Solve Problems Differently | College Of Engineering, Usu College Of Engineering

College of Engineering News

Jan. 7, 2016 – Engineering education experts at Utah State University are narrowing in on new insights into why young engineering students drop out of their programs or change majors.

It’s an increasingly important conversation as government and industry leaders push for more college graduates in science, technology, engineering and math, or STEM, fields. And yet nationwide, only about half of all engineering students complete their degrees.

Creativity: A Framework For The Design/Problem Solving Discourse In Technology Education, Theodore Lewis

Publications

Subjects for which aesthetics and creative performance are critical curricular dimensions (such as art, physical education, music, and technology education), and which are accommodative of students across the range of intelligences (Gardner, 1999) are not readily or completely captured by content standards. Therefore content knowledge in these fields that target student achievement as conventionally conceived must be complemented by treatment of more subjective and elusive goals such as the development of connoisseurship, appreciation, or creative insight. With the publication of standards for the subject (International Technology Education Association, 2000), the need for focus upon creativity in technology education has been …