Evaluation of a Challenge‐based Human Metabolism Laboratory for Undergraduates

Linsenmeier, Robert A.; Kanter, David; Smith, Harry L.; Linsenmeier, Katherine A.; McKenna, Ann F.

doi:10.1002/j.2168-9830.2008.tb00969.x

Cited by 19 publications

(15 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Only a few examples of the use of inquiry-based approaches in engineering laboratories were found in the literature. We will summarize two of them here: Lisenmeier, Kanter, Smith, Lisenmeier, and McKenna (2008) to illustrate the use of inquiry in a pre-laboratory and Flora and Cooper (2005) to illustrate the use of student-defined experiments.…”

Section: Enhancing Learning From Experimentationmentioning

confidence: 99%

Engineering Education and the Development of Expertise

Litzinger¹,

Lattuca

Hadgraft

et al. 2011

J of Engineering Edu

430

342

View full text Add to dashboard Cite

Contributors Michael Alley, The Pennsylvania State University; Cindy Atman, University of Washington; David DiBiasio, Worcester Polytechnic Institute; Cindy Finelli, University of Michigan; Heidi Diefes‐Dux, Purdue University; Anette Kolmos, Aalborg University; Donna Riley, Smith College; Sheri Sheppard, Stanford University; Maryellen Weimer, The Pennsylvania State University; Ken Yasuhara, University of Washington Background Although engineering education has evolved in ways that improve the readiness of graduates to meet the challenges of the twenty‐first century, national and international organizations continue to call for change. Future changes in engineering education should be guided by research on expertise and the learning processes that support its development. Purpose The goals of this paper are: to relate key findings from studies of the development of expertise to engineering education, to summarize instructional practices that are consistent with these findings, to provide examples of learning experiences that are consistent with these instructional practices, and finally, to identify challenges to implementing such learning experiences in engineering programs. Scope/Method The research synthesized for this article includes that on the development of expertise, students' approaches to learning, students' responses to instructional practices, and the role of motivation in learning. In addition, literature on the dominant teaching and learning practices in engineering education is used to frame some of the challenges to implementing alternative approaches to learning. Conclusion Current understanding of expertise, and the learning processes that develop it, indicates that engineering education should encompass a set of learning experiences that allow students to construct deep conceptual knowledge, to develop the ability to apply key technical and professional skills fluently, and to engage in a number of authentic engineering projects. Engineering curricula and teaching methods are often not well aligned with these goals. Curriculum‐level instructional design processes should be used to design and implement changes that will improve alignment.

show abstract

Section: Enhancing Learning From Experimentationmentioning

confidence: 99%

Engineering Education and the Development of Expertise

Litzinger¹,

Lattuca

Hadgraft

et al. 2011

J of Engineering Edu

430

342

View full text Add to dashboard Cite

show abstract

“…The HPL framework has been applied to a range of engineering education settings (e.g. Birol et al, 2007;Greenberg, Smith, and Newman, 2003;Yalvac et al, 2007;Linsenmeier et al, 2008).…”

Section: B the Study Contextmentioning

confidence: 99%

The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches

McKenna

Yalvaç

Light

2009

J of Engineering Edu

View full text Add to dashboard Cite

Over the last several years, engineering faculty and learning scientists from four universities worked in collaboration to develop educational materials to improve the quality of faculty teaching and student learning. Guided by the How People Learn (HPL) framework, engineering faculty worked in collaboration with learning scientists to develop learner‐centered, student‐focused instructional methods. In consultation with learning scientists, engineering faculty carried out educational inquiry in their classrooms aimed at investigating student learning and enhancing instruction. In this paper we discuss the extent to which faculty engaged in these collaborative endeavors and how their teaching approaches differed as a result of their level of engagement. Study findings reveal the role that collaborative reflection plays in shaping teaching approaches. Results from this study provide insights for researchers and other practitioners in engineering and higher education interested in implementing engineering faculty development programs to optimize the impact on teaching.

show abstract

“…Such an approach entails studying complex in-the-world learning environments (in vivo sites) and then appropriately translating findings into design principles 3,4 for classrooms (in vitro sites). Science educators and engineering educators (See Linsenmeier et al 16 and Flora and Cooper 9 ) have also looked to authentic sites of science for inspiration in the development of inquiry approaches first advocated in the AAAS Benchmarks for Science Literacy. 1 This recommended approach to science instruction advocated students emulating the cognitive practices of real world scientists.…”

Section: Introductionmentioning

confidence: 98%

Design Principles for Problem-Driven Learning Laboratories in Biomedical Engineering Education

et al. 2010

View full text Add to dashboard Cite

This article presents a translational model of curricular design in which findings from investigating learning in university BME research laboratories (in vivo sites) are translated into design principles for educational laboratories (in vitro sites). Using these principles, an undergraduate systems physiology lab class was redesigned and then evaluated in a comparative study. Learning outcomes in a control section that utilized a technique-driven approach were compared to those found in an experimental class that embraced a problem-driven approach. Students in the experimental section demonstrated increased learning gains even when they were tasked with solving complex, ill structured problems on the bench top. The findings suggest the need for the development of new, more authentic models of learning that better approximate practices from industry and academia.

show abstract

Evaluation of a Challenge‐based Human Metabolism Laboratory for Undergraduates

Cited by 19 publications

References 12 publications

Engineering Education and the Development of Expertise

Engineering Education and the Development of Expertise

The Role of Collaborative Reflection on Shaping Engineering Faculty Teaching Approaches

Design Principles for Problem-Driven Learning Laboratories in Biomedical Engineering Education

Contact Info

Product

Resources

About