Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 10 of 10
Full-Text Articles in Engineering
Converting Traditional Materials Labs To Project-Based Learning Experiences: Aiding Students' Development Of Higher-Order Cognitive Skills, Linda Vanasupa, Katherine C. Chen, Jonathan Stolk, Richard N. Savage, Trevor S. Harding, Blair London, William L. Hughes
Converting Traditional Materials Labs To Project-Based Learning Experiences: Aiding Students' Development Of Higher-Order Cognitive Skills, Linda Vanasupa, Katherine C. Chen, Jonathan Stolk, Richard N. Savage, Trevor S. Harding, Blair London, William L. Hughes
Materials Engineering
Against a backdrop of compelling societal needs, graduates in science and engineering now must master their disciplines and demonstrate a sophisticated level of cognitive, affective and social development. This has lead a number of national and international commissions on science and engineering to urge educators to re-think the way in which STEM disciplines are taught. We have chosen to "repackage" a traditional undergraduate materials engineering curriculum in a form designed to promote the development of higher-order cognitive skills like self-directed learning and design. Classic metallurgy experiments have been converted to project-based learning experiences where students are put in the role …
Work-In-Progress - Self-Directed Learning And Motivation In A Project-Based Learning Environment, Trevor S. Harding, Linda Vanasupa, Richard N. Savage, Jonathan D. Stolk
Work-In-Progress - Self-Directed Learning And Motivation In A Project-Based Learning Environment, Trevor S. Harding, Linda Vanasupa, Richard N. Savage, Jonathan D. Stolk
Materials Engineering
Self-directed learning is a key competency in life-long learning, an outcome often cited for engineering education, and is dependent on students' motivation, meta-cognition, and self-regulation with regards to a learning task. Few studies have addressed the aspects of engineering learning environments that promote the development of self-directed learning abilities. The goal of this study was to identify relationships between students' perceptions of their self-directed learning ability and their learning motivation within a project-based learning environment. Junior engineering students in a test cohort with heavy emphasis on project-based learning completed surveys on self-directed learning aptitude and learning motivation. Responses were compared …
The Theory Of Planned Behavior As A Model Of Academic Dishonesty In Engineering And Humanities Undergraduates, Trevor S. Harding, Mathew J. Mayhew, Cynthia J. Finelli, Donald D. Carpenter
The Theory Of Planned Behavior As A Model Of Academic Dishonesty In Engineering And Humanities Undergraduates, Trevor S. Harding, Mathew J. Mayhew, Cynthia J. Finelli, Donald D. Carpenter
Materials Engineering
This study examines the use of a modified form of the Theory of Planned Behavior in understanding the decisions of undergraduate students in engineering and humanities to engage in cheating. We surveyed 527 randomly selected students from three academic institutions. Results supported the use of the model in predicting ethical decision-making regarding cheating. In particular, the model demonstrated how certain variables (gender, discipline, high school cheating, education level, international student status, participation in Greek organizations or other clubs) and moral constructs related to intention to cheat, attitudes toward cheating, perceptions of norms with respect to cheating, and ultimately, cheating behaviors. …
Collaborative Design Of Project-Based Learning Courses: How To Implement A Mode Of Learning That Effectively Builds Skills For The Global Engineer, Richard N. Savage, Jonathan Stolk, Linda Vanasupa
Collaborative Design Of Project-Based Learning Courses: How To Implement A Mode Of Learning That Effectively Builds Skills For The Global Engineer, Richard N. Savage, Jonathan Stolk, Linda Vanasupa
Materials Engineering
Success for tomorrow’s engineers necessitates the design of curricula that promote awareness of the broader impacts of engineering, enhances systems thinking, reflects sustainable engineering practices, and helps prepare students to make an impact in the global community. Project-based learning approaches that emphasize student learning rather than instructor teaching may be a key to successful development of “global engineers.” Evaluations of project-based courses show increases in student motivation, problem-solving ability, communication and teaming skills, knowledge retention, and capacity for self-directed learning. Despite these reported benefits, curriculum-wide implementations of project-based learning are rare, probably partly due to the traditional emphasis on technical …
A Systemic Model Of Development: Strategically Enhancing Students' Cognitive, Psychomotor, Affective And Social Development, Linda Vanasupa, Jonathan Stolk, Trevor S. Harding, Richard N. Savage
A Systemic Model Of Development: Strategically Enhancing Students' Cognitive, Psychomotor, Affective And Social Development, Linda Vanasupa, Jonathan Stolk, Trevor S. Harding, Richard N. Savage
Materials Engineering
The challenges of the 21st century create an imperative for engineering educators: to design learning experiences that result in engineering professionals with a sophisticated level of cognitive, psychomotor, social and affective development. We propose a tool for the design process. Our systemic model of development (SMD) is based on a large body of learning theory and empirical data. It maps the relationships among the major factors that influence learning in the form of a causal loop diagram. To demonstrate the value of the SMD, we compared the motivational profiles of a test group (36 students) who took an engineering course …
Exciting Students About Materials Science And Engineering: A Project-Based, Service-Learning Museum Design Course, Katherine C. Chen
Exciting Students About Materials Science And Engineering: A Project-Based, Service-Learning Museum Design Course, Katherine C. Chen
Materials Engineering
A new course was developed for Materials Engineering students to design, create, and install interactive, educational displays on Materials Science & Engineering for a science museum at a local K-6 charter school. The course grew out of an ASM Foundation grant “to excite young people in materials, science, and engineering careers,” and the challenge was put forth to Cal Poly students. A formal design sequence was applied to give the students the opportunity to learn about the design process, project management, and teamwork. User profiles were created for the stakeholders, and project values were established. The class partnered with the …
Academic Integrity Among Engineering Undergraduates: Seven Years Of Research By The E3 Team, Cynthia J. Finelli, Trevor S. Harding, Donald D. Carpenter
Academic Integrity Among Engineering Undergraduates: Seven Years Of Research By The E3 Team, Cynthia J. Finelli, Trevor S. Harding, Donald D. Carpenter
Materials Engineering
The E3 Team (Exploring Ethical decision-making in Engineering) is a group of engineering educators and educational researchers who have worked collaboratively since 2000 to understand the underlying causes of academic dishonesty in engineering undergraduate populations. The team was especially motivated by decades of others’ work showing that, when surveyed, engineering students were among those most likely to report frequently cheating. This paper summarizes some of the team’s more important findings from three major studies that surveyed a total of 1300 engineering and humanities undergraduates at eleven institutions. The paper also describes the next phase of the team’s research and …
A Design Methodology For Empowering Project-Based Learning, Richard N. Savage
A Design Methodology For Empowering Project-Based Learning, Richard N. Savage
Materials Engineering
One of our primary objectives is to equip undergraduate engineering students to be successful global engineers, ready to face the challenges of the 21st century. Students need to develop self-directed learning skills, systems level thinking, the ability to integrate principles of sustainability into design solutions and recognize that they serve a global community. Project-based learning (PBL) has been identified as an effective process for developing these skills; however, to be effective, project-based learning activities require a clearly articulated design methodology. Engineering students must learn to recognize the similarities and differences between the scientific and design methods. Both can be looked …
The Mechanical And Thick Section Bending Behavior Of Friction Stir Processed Aluminum Plate, D. Hilbert, C. Fuller, M. Mahoney, B. London
The Mechanical And Thick Section Bending Behavior Of Friction Stir Processed Aluminum Plate, D. Hilbert, C. Fuller, M. Mahoney, B. London
Materials Engineering
Friction stir processing (FSP) 2519-T87 aluminum plate results in enhanced ductility, 25% strain at fracture. However, the yield strength in the FSP zone drops to 175 MPa from ~400 MPa. Actively cooling the plate during FSP increases the yield strength to 185 MPa and decreases ductility to 20% strain at fracture. Thick bending of a plate of the alloy was demonstrated after the surface was subjected to FSP.
Integrating Project-Based Learning Throughout The Undergraduate Engineering Curriculum, Richard N. Savage, Katherine C. Chen, Linda Vanasupa
Integrating Project-Based Learning Throughout The Undergraduate Engineering Curriculum, Richard N. Savage, Katherine C. Chen, Linda Vanasupa
Materials Engineering
Equipping engineering students with the skills and knowledge required to be successful global engineers in the 21st century is one of the primary objectives of undergraduate educators. Enabling students to practice self-directed learning, to find solutions to design problems that are sustainable and to recognize that they are part of a global community are just of few of our educational goals. Self-directed learning can define an individual’s ability to practice life-long learning. It places the responsibility on the individual to initiate and direct the learning process and can enable an individual to adapt to change. Project-based learning provides the contextual …