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Full-Text Articles in Engineering

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

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 - 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.


'Kinetic Sculptures': A Centerpiece Project Integrated With Mathematics And Physics, Yevgeniya Zastavker, Jill Crisman, Mark Jeunnette, Burt Tilley Jul 2012

'Kinetic Sculptures': A Centerpiece Project Integrated With Mathematics And Physics, Yevgeniya Zastavker, Jill Crisman, Mark Jeunnette, Burt Tilley

Yevgeniya V. Zastavker

An integrated set of courses, or Integrated Course Block (ICB), developed for incoming first-year students at the Franklin W. Olin College of Engineering, is presented. Bound by a common theme of `Kinetic Sculptures', the individual courses in this ICB are mathematics (single variable calculus and ordinary differential equations), physics (kinetics and dynamics of linear and rotational motion, thermodynamics and fluids), and an open-ended engineering project. The project part of the ICB allows students to explore the motion through the design of kinetic (moving) sculptures while utilizing the mathematics and physics concepts learned in the accompanying courses. This paper considers the ...


Faculty On Integrated Project-Based Learning, Yevgeniya Zastavker, Casey Canfield Jul 2012

Faculty On Integrated Project-Based Learning, Yevgeniya Zastavker, Casey Canfield

Yevgeniya V. Zastavker

This paper examines the experiences, perspectives, and concerns of faculty involved in implementing a first-year integrated project-based engineering curriculum as they attempt to understand and reconcile their own and students’ views, attitudes, and beliefs regarding project-based learning (PjBL). A semi-structured, open-ended interview protocol is employed with seven mathematics and physics faculty participants. Grounded theory is used to identify the following themes: divergence of faculty perceptions regarding the effectiveness of an integrated approach in teaching and learning, the value of projects, and conflicting student expectations.