Relevance-based learning in students' early engineering education experience

Bairaktarova, Diana; Pilotte, Mary K.; Tetzloff, Isaac J.

doi:10.1109/fie.2014.7044008

Cited by 3 publications

(4 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Likewise, if explored further, the significantly higher PO scores of practicing engineers could add to the literature as a contrasting viewpoint between what students find interesting in engineering versus the lived experience of engineering practice (Bairaktarova et al, ; Pilotte et al, ). The higher PO orientation of practicing engineers may be a different version and function of a treatment effect.…”

Section: Discussionmentioning

confidence: 99%

“…The public perception of engineering is one of the most attractive reasons why young people choose to pursue this profession. Students who choose engineering as a career are looking for the opportunity to improve and create designs in our material world (Bairaktarova, Pilotte, Evangelou, & Cox, ). Several specific engineering disciplines are solely concerned with the creation of tangible objects in one form or another, but more broadly, human interests and desires do factor into designs.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Person or thing oriented: A comparative study of individual differences of first‐year engineering students and practitioners

Bairaktarova

Pilotte

2020

J of Engineering Edu

View full text Add to dashboard Cite

Background Engineering practice is meant to advance the human condition, yet curricula do not appear to fully promote the human‐centered philosophy of engineering in implementation. The educational system may inadvertently signal to students that engineering is a career choice better suited for those preferring to work with things rather than people. This framing of the profession prompts questions regarding student interests when compared to those of practicing engineers and how such interests become concrete through education and introduction into the profession. Purpose/Hypothesis We compare engineering students' and practitioners' interest in working with people or things in their environment. We examine gender differences for each sample. Design/Methods Multiple analysis of variance was used to examine the samples of practicing engineers (n = 339) and first‐year engineering students (n= 383). A multiple‐group confirmatory factor analysis provides evidence of measurement invariance and justifies the use of the person–thing orientation (PO–TO) scale structure for both samples. Results Detailed PO values reveal that students' PO scores (n = 383, M = 3.313) are more than one and a half points lower than practicing engineer counterparts examined (n = 339, M = 4.836). However, no significant difference between practicing engineers and students was found for TO. Further, statistically significant differences in PO and TO were found between male and female participants within both samples, students and practicing engineers. Conclusions Differences detected in PO and TO across the samples suggest possible environmental factors influencing student perspectives of the engineering profession. This condition may inadvertently discourage more diverse students from pursuing engineering.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Person or thing oriented: A comparative study of individual differences of first‐year engineering students and practitioners

Bairaktarova

Pilotte

2020

J of Engineering Edu

View full text Add to dashboard Cite

show abstract

“…To provide focus, the definition of real-world applications is described as when an instructor deliberately demonstrates relevance through the integration of problems that are related to real-world problems and/or underscores connections to industry and design. Integration of pedagogy that emphasizes relevance and connections to the real-world have been shown to support student engagement, persistence, and comprehension [9]. Integration of real-world applications moves the responsibility to instructors to be explicit about the real-world application of what is being learned and to clarify how future careers integrate these skills.…”

Section: Student-centered Strategiesmentioning

confidence: 99%

Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

Judson¹,

Ross²,

Middleton

et al. 2017

Int. J. Eng. Ped.

View full text Add to dashboard Cite

Abstract-Dispositions of 286 engineering faculty members were assessed to determine views about three student-centered classroom strategies and how frequently faculty used those strategies. The student-centered classroom strategies examined were: using formative feedback to adjust instruction, integrating real-world applications, and promoting student-to-student discussions during formal class time. The Value, Expectancy, and Cost of Testing Educational Reforms Survey (VECTERS), based on expectancy theory, was designed, tested, and validated for this purpose. Results indicate using strategies, such as formative feedback, are significantly tied to perceived benefits and expectation of success. Using student-centered strategies is inversely related to the perceived cost of implementation -with more frequent users perceiving lower cost of time and materials.

show abstract

“…9 This type of instructional responsiveness has been shown to positively affect classroom dynamics as well as persistence and achievement in undergraduate engineering courses. 10,11 Real-world applications. Many aspects of engineering courses can be viewed as relating to the real world.…”

Section: Student-centered Strategiesmentioning

confidence: 99%

An Expectancy Theory Based Instrument Assessing Relationships Between Faculty Dispositions and Use of Student-Centered Strategie-

Judson¹,

Ross

Krause³

et al.

2017 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a codeveloper of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1800 times and his publications have been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

show abstract

Relevance-based learning in students' early engineering education experience

Cited by 3 publications

References 3 publications

Person or thing oriented: A comparative study of individual differences of first‐year engineering students and practitioners

Person or thing oriented: A comparative study of individual differences of first‐year engineering students and practitioners

Measuring Engineering Faculty Views about Benefits and Costs of Using Student-Centered Strategies

An Expectancy Theory Based Instrument Assessing Relationships Between Faculty Dispositions and Use of Student-Centered Strategie-

Contact Info

Product

Resources

About