Solution Diversity in Engineering Computing Final Projects

Willner-Giwerc, Sara; Wendell, Kristen B.; Rogers, Chris; Danahy, Ethan; Stuopis, Isabella

doi:10.18260/1-2--35198

Cited by 6 publications

(5 citation statements)

References 9 publications

(11 reference statements)

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“…The IRE talk pattern is problematic because it suggests to students that success hinges on quickly producing a singular, correct answer (Mehan, 1979a). IRE is at odds with goals of engineering education, where we strive for solution diversity: we want students to produce many possible solutions to a single problem (LEGO Education, 2014; Willner‐Giwerc et al, 2020). In our data, we did not see evaluative moves occur in a typical IRE sequence.…”

Section: Discussionmentioning

confidence: 99%

Characterizing engineering outreach educators' talk moves: An exploratory framework

Miel

Swanson

Portsmore

et al. 2023

J of Engineering Edu

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Background: Despite the prevalence and potential of K-12 engineering outreach programs, the moment-to-moment dynamics of outreach educators' facilitation of engineering learning experiences are understudied. There is a need to identify outreach educators' teaching moves and to explore the implications of these moves. Purpose/Hypothesis: We offer a preliminary framework for characterizing engineering outreach educators' teaching moves in relation to principles of ambitious instruction. This study describes outreach educators' teaching moves and identifies learning opportunities afforded by these moves.Design/Method: Through discourse analysis of video recordings of a university-led engineering outreach program, we identified teaching moves of novice engineering outreach educators in interaction with elementary student design teams. We considered 18 outreach educators' teaching moves through a lens of ambitious instruction.Results: In small group interactions, outreach educators used ambitious, conservative, and inclusive teaching moves. These novice educators utilized talk moves that centered students' ideas and agency. Ambitious moves included two novel teaching moves: design check-ins and revoicing tangible manifestations of students' ideas. Ambitious moves offered students opportunities to engage in engineering design. Conservative moves provided opportunities for students to make technical and affective progress, and to experience engineering norms.Conclusions: Our work is formative in describing engineering outreach educators' teaching moves and points to outreach educators' capability in using ambitious moves. Ambitious engineering instruction may be a useful framework for designing engineering outreach to support students' participation and progress in engineering design. Additionally, conservative teaching moves, typically considered constraining, may support productive student affect and engagement in engineering design.

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Section: Discussionmentioning

confidence: 99%

Characterizing engineering outreach educators' talk moves: An exploratory framework

Miel

Swanson

Portsmore

et al. 2023

J of Engineering Edu

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“…(Holmes et al, 2014;Wilcox and Lewandowski, 2016;Lazonder and Harmsen, 2016;Ural, 2016). Activities without a strictly prescribed method can also lead to a broader diversity of solutions (Willner-Giwerc et al, 2020), which is important for activities that involve peer review or presentations.…”

Section: Advances In Engineering Educationmentioning

confidence: 99%

A Hands-on Guided-inquiry Materials Laboratory that Supports Student Agency

Ford¹,

Fatehiboroujeni²,

Fisher³

et al. 2023

Advances

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Under the new ABET accreditation framework, students are expected to demonstrate "an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions." Traditional, recipe-based labs provide few opportunities for students to engage in realistic experimental design or develop a sense of agency, and research has cast doubt on their pedagogical benefit. At the same time, the COVID-19 pandemic forced institutions to move to remote learning. We developed a scaffolded series of remote lab activities for an upper-division mechanics of materials course, culminating in a collaborative guided-inquiry experiment design challenge. In the first iteration of the course, we mailed kits to students with basic supplies for the at-home experiments, while in the second students were expected to make use of readily-available household items. We analyzed 36 lab reports from the second iteration of the guided-inquiry lab and identified 25 unique approaches to the design challenge, an indication of a truly open-ended activity. Student outcomes were measured by post-lab surveys of attitudes and self-efficacy, as well as a standardized conceptual learning assessment. The fraction of students endorsing statements related to a sense of agency increased dramatically over the course of the semester: from 53% to 83% for goal-setting and from 63% to 92% for choice of methods. Self-efficacy increased significantly in the primary targeted skills (designing experiments and making predictions), but there was no significant shift in skills not explicitly targeted by the guided-inquiry lab (equitable sharing of labor, expressing opinions in a group, and interpreting graphs).

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“…The survey collected data relating to students' intended majors and an open response to a realworld problem around natural disasters shown below. This research is a part of a more extensive study examined in [27], [28]. Based on the responses from students in the spring of 2019, the wording of the question in spring 2020 was changed to include more person-first language.…”

Section: Data Collectionmentioning

confidence: 99%

Before Engineering: How do students consider social and technical dimensions when solving complex problems early in their academic engineering career?

Ozkan

Akowa²

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Solution Diversity in Engineering Computing Final Projects

Cited by 6 publications

References 9 publications

Characterizing engineering outreach educators' talk moves: An exploratory framework

Characterizing engineering outreach educators' talk moves: An exploratory framework

A Hands-on Guided-inquiry Materials Laboratory that Supports Student Agency

Before Engineering: How do students consider social and technical dimensions when solving complex problems early in their academic engineering career?

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