A Mixed-Methods Study of Cognitive and Affective Learning During a Sophomore Design Problem-based Service Learning Experience

Pierrakos, Olga; Nagel, Robert L.; Pappas, Eric; Nagel, Jacquelyn K. S.; Moran, Thomas E.; Barrella, Elise; Panizo, Mariafé T.

doi:10.24908/ijsle.v0i0.5145

Cited by 22 publications

(20 citation statements)

References 41 publications

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“…For example, Ben highlighted "I kind of didn't do anything with humanitarian engineering until, I think, it was around the second or third year, when I started getting involved in EWB a little bit." This parallels findings from 3 , that many second year students are not prepared for problem-based service-learning, and appropriate and significant scaffolding needs to be in place. The context course provides further depth in an area of interest to the student.…”

Section: Curriculum Structure and Developmentsupporting

confidence: 66%

“…Humanitarian Engineering (HumEng) has proven popular with students and institutions in developed countries, with established education initiatives available in the USA 1,2,3 , Canada 4 and the UK 5 , and emerging programs in Australia and New Zealand 6,7,8 . In Australasia, HumEng seeks to apply engineering to disadvantaged, marginalised and vulnerable individuals and communities complemented by project-based and service-learning opportunities in core second, third and fourth year courses where students could elect to undertake an assignment topic or entire project in HumEng.…”

Section: Introductionmentioning

confidence: 99%

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Impacts of a humanitarian engineering education pathway on student learning and graduate outcomes

Smith

2019

IJSLE

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This study explores student outcomes from engagement with a humanitarian engineering pathway embedded in the core of an undergraduate engineering degree program. The pathway provides multiple engagements with humanitarian engineering including assignment topics, study abroad experiences and service-learning projects. A mixed-method study over 18 months collected survey data from education initiatives concurrently with graduate interviews to identify outcomes from student engagement. A set of seven outcome themes were identified including additional motivations for study, the development of professional skills, and an enhanced perception of employability. The research demonstrates the contribution of humanitarian engineering to the development of contemporary engineers as well as to support greater diversity and cultural change in engineering. However, challenges were identified particularly for work experience and career opportunities. The research proposes future works evaluating outcomes from multiple universities to develop a more complete picture of the impacts of humanitarian engineering at a national level.

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Section: Curriculum Structure and Developmentsupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

Impacts of a humanitarian engineering education pathway on student learning and graduate outcomes

Smith

2019

IJSLE

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“…The first version of the rubric was developed solely from data collected in our previous study 20 and was comprised of the following categories: technical, constraints, stakeholders, and culture of stakeholders. When the first two authors applied the original rubric to this study's item responses (n=449 randomized individual items from 93 completed design tasks), we achieved an inter-rater reliability score of 0.68, as assessed by Fleiss' kappa.…”

Section: Ecp Scoring Rubricmentioning

confidence: 99%

“…19 Additionally, Pierrakos et al used a mixed-methods approach in which an initial quantitative data collection phase leveraged the National Engineering Students' Learning Outcomes Survey (NESLOS), an instrument developed to assess students' self-reported perceptions of competencies. 20 While assessing perceived gains in learning outcomes might be useful to determine students' sense of confidence in their knowledge and capabilities, such assessment is also limited to the extent that students might not interpret the learning outcomes as intended by the course instructor, and/or may experience considerable under-or overconfidence when rating themselves. Consequently, there is a need to assess learning outcomes using a wider variety of valid and reliable methods.…”

Section: Introductionmentioning

confidence: 99%

The Energy Conversion Playground (ECP) Design Task: Assessing how Students Think About Technical and Non-Technical Considerations in Sustainable Community Development

Mazzurco¹,

Huff

Jesiek³

2014

IJSLE

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-Students in global service-learning and similar programs frequently encounter substantial social, cultural, political, and ethical differences when working with project partners in different countries and regions. Neglecting such differences can lead to project failures and/or disempowered communities. In response to these challenges, educational resources have been developed to teach students to think about how the people, social structures, and other contextual factors associated with projects can affect, and be affected by, students' designs. Yet, there remains a scarcity of valid and reliable instruments to evaluate the effectiveness of such interventions. The purpose of this study is create a theoretically and empirically grounded instrument, the Energy Conversion Playground (ECP) design task, that is able to provide a meaningful and robust assessment of an individual's ability to identify salient technical and non-technical considerations when approaching an engineering design task situated in a developing country context. We present the scenario and an accompanying rubric that was first developed inductively from student responses to the scenario (specifically 449 discrete items from 93 ECP design tasks submitted by students who attended a Global Engineering Design Symposium). Further development of the rubric involved deductive grounding in relevant literature. To demonstrate the sensitivity of ECP design task to changes in students' thinking, we also performed comparative analysis of responses from a subset of the students (n=37) who completed the same instrument both before and after participating in the GEDS.

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“…Engineering Design 2 is the second design course in a two course sequence (Engineering Design 1 and Engineering Design 2) and introduces students to processbased design in preparation for their capstone sequence. [6][7][8][9][10] For the past five years and for the foreseeable future, Engineering Design 1 and 2 have focused on the development of a humanpowered vehicle for a client. Each year's client has had a physical condition that makes operation of a traditional bicycle difficult or impossible.…”

Section: Courses Affected By Rotational Mechanics Laboratory Exercisementioning

confidence: 99%

A Student-developed Rotational Mechanics Laboratory Exercise to Link Engineering Design and Science

Wild¹,

Nagel²,

Prins³

2015 ASEE Annual Conference and Exposition Proceedings

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Science and Technology, both in mechanical engineering. Since joining James Madison University, Nagel has helped to develop and teach the six course engineering design sequence which represents the spine of the curriculum for the Department of Engineering. The research and teaching interests of Dr. Nagel tend to revolve around engineering design and engineering design education, and in particular, the design conceptualization phase of the design process. He has performed research with the US Army Chemical Corps, General Motors Research and Development Center, and the US Air Force Academy, and he has received grants from the NSF, the EPA, and General Motors Corporation. IntroductionA noted challenge in our curriculum when teaching engineering design or engineering science is a reluctance by students to apply topics learned in their engineering science courses in their engineering design courses and vice versa. This paper reports on the first step-design and development of a rotational mechanics laboratory exercise-toward creating shared experiences that scaffold student learning through deliberate and topically-meaningful activities shared between engineering design and engineering science courses typically completed by sophomore engineering students in our program.In order to provide context for the rotational mechanics laboratory exercise, we offer the following brief descriptions of the university, program, and courses that the exercise targets. James Madison UniversityJames Madison University (JMU) is a public regional university located in Harrisonburg, Virginia, within the Shenandoah Valley. James Madison University has a total enrollment of approximately 20,000 students across all of its seven colleges with approximately 1,700 of those students enrolled in a graduate program. The College of Integrated Science and Engineering (CISE) was established in 2012 with a college restructuring and consists of three academic departments: Integrated Science and Technology, Computer Science, and Engineering. Madison EngineeringThe School of Engineering at JMU was founded in 2005 with the first cohort of students starting in fall of 2008. 1 The School of Engineering now exists as the Department of Engineering (or colloquially, as Madison Engineering).Madison Engineering was designed to be a progressive program unrestricted by the boundaries of traditional engineering disciplines. The program was proposed based on the following description of the Engineer of 2020 by the National Academy of Engineering: one who possesses strong analytical skills, strong communication skills, a strong sense of professionalism, creativity, and versatility.2,3 The program is ABET accredited (10/01/2011 -present) under the Engineering Accreditation Commission. The program is not discipline specific and has a current enrollment of approximately 450 students as of August 2014. The program is comprised of 126 credit hours with most students completing the degree in four years.The Madison Engineering program was established to train the engineer...

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A Mixed-Methods Study of Cognitive and Affective Learning During a Sophomore Design Problem-based Service Learning Experience

Cited by 22 publications

References 41 publications

Impacts of a humanitarian engineering education pathway on student learning and graduate outcomes

Impacts of a humanitarian engineering education pathway on student learning and graduate outcomes

The Energy Conversion Playground (ECP) Design Task: Assessing how Students Think About Technical and Non-Technical Considerations in Sustainable Community Development

A Student-developed Rotational Mechanics Laboratory Exercise to Link Engineering Design and Science

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