Undergraduate research and complex problem solving: Understanding and translating such experiences to the classroom

Abstract

There has been much criticism about undergraduate engineering education not focusing on authentic real-world contexts which are most often associated to ill-structured domains. Undergraduate research experience is one context which provides a strong basis for our students to learn essential problem solving skills. Yet, although such experiences enable engineering students to begin the practice of solving complex problems in authentic contexts, there is a lack of understanding of the nature of these research projects. To fill this gap, we conducted in-depth interviews with students and utilized qualitative data analytic methods in tandem with the Problem-based Learning theory to classify research projects. Initial findings indicate that the research projects tend to be highly complex, moderately structured, and very different from the course-based projects. These findings are important for educators looking to incorporate research-based PBL projects into the classroom.

Transforming Engineering Education Is Possible! A Descriptive Case Study of Reimagining Engineering Education and Delivering a Wake Forest Engineering Student Experience Promoting Inclusion, Agency, Holistic Learning, and Success

“…(a) Engineering student motivation using theories like expectancy value theory, achievement goal orientation, self-determination theory (France et al, 2010;Pierrakos 2016;Pierrakos 2017;Williamson et al, 2016;McGrath et al, 2013;Panizo et al, 2015) (b) Engineering student identity development (Pierrakos et al, 2009;Curtis et al, 2017a;Curtis et al, 2017b;Beam et al, 2009;Stoup and Pierrakos, 2016) (c) Engineering education pedagogy focusing on project and problem based learning, flipped classrooms, service learning projects and community engagement (Pierrakos et a., 2016;Eladaway et al, 2015;Tucker et al, 2014;Pierrakos and Barrella 2014;Nagel et al, 2011;Swan et al, 2011;Pierrakos et al, 2010a;Pierrakos et al, 2010b;Zilberberg et al, 2010;Watson et al, 2010;) (d) Cognition and learning investigating adaptive expertise, cognitive flexibility, complex problem solving (Majdic et al, 2017;Barrella, Watson, and Pierrakos, 2017;Pierrakos, Anderson, and Welch, 2016;Pierrakos and Barrella 2014;Nagel et al 2012;Zilberberg et al, 2010;Trenor and Pierrakos 2008) (e) Assessment of engineering student learning (Pierrakos, Anderson, and Welch, 2016;Pierrakos, Anderson, Barrella, 2016;Pierrakos et al, 2012;Pappas, Pierrakos, and Nagel, 2011;Pierrakos, Borrego, and Lo, 2008a;Pierrakos, Borrego, Lo, 2008b;Pierrakos, Borrego, and Lo, 2007a;Pierrakos, Borrego, and Lo, ...…”