Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462221
Caridad C. Cruz López, Maria José Guillermo Echeverria, A. López‐Malo, E. Palou
Data were collected using the Draw an Engineer test followed by unstructured informal interviews to determine individual conceptions of engineering and what engineers do, as well as to make a comparison between teachers' conceptions from two states of the Yucatan peninsula. Drawings and open-ended responses were analyzed following an inductive data analysis approach. Four main categories emerged: engineers in action, characteristics of an engineer, gender, and work context. The majority of participants in this study perceive engineers as male individuals that perform activities related to construction (in the case of Quintana Roo) or oil (in the case of Campeche) industries. Interviews supported main findings while helping researchers gain insight into individual reasoning behind the interviewed teachers' drawings and answers. Our results suggest differences on how Yucatan peninsula teachers perceive engineering and engineers based on the state where they are from, their gender, and grade in which they teach.
{"title":"Eliciting Yucatan peninsula teachers' images of engineering and engineers","authors":"Caridad C. Cruz López, Maria José Guillermo Echeverria, A. López‐Malo, E. Palou","doi":"10.1109/FIE.2012.6462221","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462221","url":null,"abstract":"Data were collected using the Draw an Engineer test followed by unstructured informal interviews to determine individual conceptions of engineering and what engineers do, as well as to make a comparison between teachers' conceptions from two states of the Yucatan peninsula. Drawings and open-ended responses were analyzed following an inductive data analysis approach. Four main categories emerged: engineers in action, characteristics of an engineer, gender, and work context. The majority of participants in this study perceive engineers as male individuals that perform activities related to construction (in the case of Quintana Roo) or oil (in the case of Campeche) industries. Interviews supported main findings while helping researchers gain insight into individual reasoning behind the interviewed teachers' drawings and answers. Our results suggest differences on how Yucatan peninsula teachers perceive engineering and engineers based on the state where they are from, their gender, and grade in which they teach.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127044437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462510
J. Mondisa, N. Fila, E. Dringenberg, Tasha Zephirin, Ş. Purzer
Conflict is a common subject of research on engineering teams. While some conflict may improve team creativity and productivity, it can also detract from team member satisfaction, perceived team efficacy, and overall team performance. In this paper, we present a preliminary framework for identifying conflict within engineering design dyads using a case study approach. Using this framework, we identified instances of conflict in one male-male and one female-male engineering dyad performing a brief engineering design task. We identified more instances of conflict in the male-male dyad than the female-male dyad; however, this conflict appeared to be productive. An implication of this research for educators is to encourage argumentation within the teamwork occurring in their classroom. Students should understand that conflict can be constructive and improve their team's ability to move iteratively through the design process.
{"title":"Work in progress: A case study of the types and frequencies of conflict in engineering design dyads","authors":"J. Mondisa, N. Fila, E. Dringenberg, Tasha Zephirin, Ş. Purzer","doi":"10.1109/FIE.2012.6462510","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462510","url":null,"abstract":"Conflict is a common subject of research on engineering teams. While some conflict may improve team creativity and productivity, it can also detract from team member satisfaction, perceived team efficacy, and overall team performance. In this paper, we present a preliminary framework for identifying conflict within engineering design dyads using a case study approach. Using this framework, we identified instances of conflict in one male-male and one female-male engineering dyad performing a brief engineering design task. We identified more instances of conflict in the male-male dyad than the female-male dyad; however, this conflict appeared to be productive. An implication of this research for educators is to encourage argumentation within the teamwork occurring in their classroom. Students should understand that conflict can be constructive and improve their team's ability to move iteratively through the design process.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114113765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462294
Dan Zhang, N. Yao, Eleanor M. Pritchard, L. Cuthbert, S. Ketteridge
Teamwork skills are recognized internationally as important skills for engineering professionals. Literature shows that professional skills, especially teamwork skills, have not been included into the curriculum design and assessment in Chinese engineering programmes, and little work has been done to find the effective way to learn teamwork for engineering students in academic settings in China. This work attempts to implement successful cooperative learning practices from the West to a Personal Development Plan module with teamwork skills as one of its main teaching objectives in a joint Sino-UK degree programme in China. This paper reports the real situation of cooperative learning for Chinese engineering students. Experimental results indicate that there is no significant difference between different grouping methods on both academic and teamwork performance, although self-selected groups do not appear to be the best approach for Chinese students. No statistical correlation was observed between peer rating and the mark obtained for the task. Students can rate themselves and others, and different genders without bias. In the MBTI test, we found higher frequencies of Feeling over Thinking, and Judging over Perceiving. These students need more knowledge and training on conflict resolution skills and multi-task management skills to overcome their intrinsic weakness in cooperative learning.
{"title":"Effective teaching of technical teamwork to large cohorts of engineering students in China","authors":"Dan Zhang, N. Yao, Eleanor M. Pritchard, L. Cuthbert, S. Ketteridge","doi":"10.1109/FIE.2012.6462294","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462294","url":null,"abstract":"Teamwork skills are recognized internationally as important skills for engineering professionals. Literature shows that professional skills, especially teamwork skills, have not been included into the curriculum design and assessment in Chinese engineering programmes, and little work has been done to find the effective way to learn teamwork for engineering students in academic settings in China. This work attempts to implement successful cooperative learning practices from the West to a Personal Development Plan module with teamwork skills as one of its main teaching objectives in a joint Sino-UK degree programme in China. This paper reports the real situation of cooperative learning for Chinese engineering students. Experimental results indicate that there is no significant difference between different grouping methods on both academic and teamwork performance, although self-selected groups do not appear to be the best approach for Chinese students. No statistical correlation was observed between peer rating and the mark obtained for the task. Students can rate themselves and others, and different genders without bias. In the MBTI test, we found higher frequencies of Feeling over Thinking, and Judging over Perceiving. These students need more knowledge and training on conflict resolution skills and multi-task management skills to overcome their intrinsic weakness in cooperative learning.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116298305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462530
E. B. Sarrias, Marina Puyuelo-Cazorla, L. Contat-Rodrigo, Manuel Gasch-Salvador, L. M. S. Ruiz
European Universities have been exposed to major changes in order to implement the so called Bologna process. Many facets have had to be addressed in the teaching-learning system, moving from a teacher-centered model to a student-centered one, where a competence-based structure had to be facilitated, and so that the basic competences related to the integral formation of engineers should be accomplished along specific competences, making possible a professional profile and enabling the graduates to get integrated into the job market. Hence, this change has provided the opportunity to create a more active and dynamic teaching-learning model, with more personalized methods and the integration of new technologies. In the midst of this situation, a case study has been undertaken to analyze the consequences of such change in the academic results of the BEng Industrial Design Engineering degree of the School of Design Engineering ETSID (Polytechnic University of Valencia, Spain) along the first course of the European Higher Education Area (EHEA) adapted program and those obtained by the corresponding pre-EHEA course at ETSID. This paper aims to become an instrument to monitor the development and effectiveness of the teaching-learning policies adopted, thus contributing to the continuous process of educational improvement at ETSID by comparing various performance and success rates.
{"title":"Analizing students performance in an EHEA BEng Industrial Design Engineering degree","authors":"E. B. Sarrias, Marina Puyuelo-Cazorla, L. Contat-Rodrigo, Manuel Gasch-Salvador, L. M. S. Ruiz","doi":"10.1109/FIE.2012.6462530","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462530","url":null,"abstract":"European Universities have been exposed to major changes in order to implement the so called Bologna process. Many facets have had to be addressed in the teaching-learning system, moving from a teacher-centered model to a student-centered one, where a competence-based structure had to be facilitated, and so that the basic competences related to the integral formation of engineers should be accomplished along specific competences, making possible a professional profile and enabling the graduates to get integrated into the job market. Hence, this change has provided the opportunity to create a more active and dynamic teaching-learning model, with more personalized methods and the integration of new technologies. In the midst of this situation, a case study has been undertaken to analyze the consequences of such change in the academic results of the BEng Industrial Design Engineering degree of the School of Design Engineering ETSID (Polytechnic University of Valencia, Spain) along the first course of the European Higher Education Area (EHEA) adapted program and those obtained by the corresponding pre-EHEA course at ETSID. This paper aims to become an instrument to monitor the development and effectiveness of the teaching-learning policies adopted, thus contributing to the continuous process of educational improvement at ETSID by comparing various performance and success rates.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114834260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462442
M. Sullivan, Clemencia Cosentino de Cohen, Michael J. Barna, Marisa K. Orr, Russell A. Long, M. Ohland
Transfer students make up a significant share of engineering college graduates, yet their persistence is seldom studied, largely because of the lack of longitudinal data. This analysis used longitudinal data from 11 universities enrolling large numbers of engineering students to investigate the demographic characteristics and educational outcomes of transfer students in engineering relative to non-transfers. We find that students who transfer to four-year engineering programs are more likely to come from under-represented minority groups (URMs) and less likely to be women, although both groups are over-represented at two-year colleges. The findings confirm existing research indicating that, on average, non-transfers outperform transfer students, and non-URMs outperform URMs. But we also find that URM transfers, and especially Black transfers, are no less successful than nontransfer students - indicating that the transfer pathway is an effective bridge to a four-year degree. This is partly true for women transfers who do as well as men but are outperformed by women non-transfers. Finally, we find significant variation in outcomes between full- and part-time students, which may be driving the observed differences by transfer status. Our results should inform debates regarding the efficacy of the transfer pathway in engineering, particularly for women and URMs.
{"title":"Understanding engineering transfer students: Demographic characteristics and educational outcomes","authors":"M. Sullivan, Clemencia Cosentino de Cohen, Michael J. Barna, Marisa K. Orr, Russell A. Long, M. Ohland","doi":"10.1109/FIE.2012.6462442","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462442","url":null,"abstract":"Transfer students make up a significant share of engineering college graduates, yet their persistence is seldom studied, largely because of the lack of longitudinal data. This analysis used longitudinal data from 11 universities enrolling large numbers of engineering students to investigate the demographic characteristics and educational outcomes of transfer students in engineering relative to non-transfers. We find that students who transfer to four-year engineering programs are more likely to come from under-represented minority groups (URMs) and less likely to be women, although both groups are over-represented at two-year colleges. The findings confirm existing research indicating that, on average, non-transfers outperform transfer students, and non-URMs outperform URMs. But we also find that URM transfers, and especially Black transfers, are no less successful than nontransfer students - indicating that the transfer pathway is an effective bridge to a four-year degree. This is partly true for women transfers who do as well as men but are outperformed by women non-transfers. Finally, we find significant variation in outcomes between full- and part-time students, which may be driving the observed differences by transfer status. Our results should inform debates regarding the efficacy of the transfer pathway in engineering, particularly for women and URMs.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114870620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462403
O. Graven, D. Samuelsen
The work presented here has a focus on the software controlling the remote laboratory in the context of pedagogy. This in contrast to the traditional focus when developing remote laboratories, which has been on functional performance as seen from an engineers' perspective: number of functions to perform, similarity to the physical laboratory it should imitate, scheduling of experiment, etc. As the supervisor is removed from the scene in the transition from physical to remote laboratories, the remote laboratory environment must facilitate the student-teacher interaction in a more or less automated manner. A list of requirement for the software controlling the remote laboratory environment has been developed where focus is set on ease of setup, access and readability, integrity of the hardware, protection from misuse, and support for learning. We here present a preliminary report on the implementation of such a system.
{"title":"Work in progress: Software for remote laboratories designed with the focus on learners","authors":"O. Graven, D. Samuelsen","doi":"10.1109/FIE.2012.6462403","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462403","url":null,"abstract":"The work presented here has a focus on the software controlling the remote laboratory in the context of pedagogy. This in contrast to the traditional focus when developing remote laboratories, which has been on functional performance as seen from an engineers' perspective: number of functions to perform, similarity to the physical laboratory it should imitate, scheduling of experiment, etc. As the supervisor is removed from the scene in the transition from physical to remote laboratories, the remote laboratory environment must facilitate the student-teacher interaction in a more or less automated manner. A list of requirement for the software controlling the remote laboratory environment has been developed where focus is set on ease of setup, access and readability, integrity of the hardware, protection from misuse, and support for learning. We here present a preliminary report on the implementation of such a system.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124311121","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462308
S. Lyden, William Colvin, B. L. D. L. Barra
The purpose of the project described in this paper is to increase the number of female students in middle school who have a basic understanding of control engineering principles and how these apply to modern engineering and technological devices. Project work is being implemented within a local girls' school in Hobart, the capital city of the state of Tasmania, Australia. Project activity has included running a series of hands-on workshops for two separate middle school classes. These workshops have introduced control engineering principles and the engineering design process. Project experiences so far are discussed and recommendations for future project work are outlined.
{"title":"Work in progress: Putting control engineering in middle school girls' futures","authors":"S. Lyden, William Colvin, B. L. D. L. Barra","doi":"10.1109/FIE.2012.6462308","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462308","url":null,"abstract":"The purpose of the project described in this paper is to increase the number of female students in middle school who have a basic understanding of control engineering principles and how these apply to modern engineering and technological devices. Project work is being implemented within a local girls' school in Hobart, the capital city of the state of Tasmania, Australia. Project activity has included running a series of hands-on workshops for two separate middle school classes. These workshops have introduced control engineering principles and the engineering design process. Project experiences so far are discussed and recommendations for future project work are outlined.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124533696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462508
Jessica Ward, A. Fontecchio
This work highlights a program that pairs Drexel University graduate PhD students with School District of Philadelphia high school teachers through academic fellowship to enhance the math and science education of high school students through the context of the National Academy of Engineering (NAE) Grand Challenges while concurrently illustrating the global nature of these societal issues. An analysis of survey results generated from the first and second years of the program is made public with the goal of demonstrating the program's efficacy in increasing: (1) High school teacher perceptions of their engineering knowledge; (2) Graduate student perceptions of their teaching and communication skills as well as their interest in teaching as a profession: (3) High school students' perceptions of what an engineer is and does; and (4) High school student perception of him/her becoming an engineer.
{"title":"Work in progress: The NAE Grand Challenges, high school curricula and Graduate student research","authors":"Jessica Ward, A. Fontecchio","doi":"10.1109/FIE.2012.6462508","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462508","url":null,"abstract":"This work highlights a program that pairs Drexel University graduate PhD students with School District of Philadelphia high school teachers through academic fellowship to enhance the math and science education of high school students through the context of the National Academy of Engineering (NAE) Grand Challenges while concurrently illustrating the global nature of these societal issues. An analysis of survey results generated from the first and second years of the program is made public with the goal of demonstrating the program's efficacy in increasing: (1) High school teacher perceptions of their engineering knowledge; (2) Graduate student perceptions of their teaching and communication skills as well as their interest in teaching as a profession: (3) High school students' perceptions of what an engineer is and does; and (4) High school student perception of him/her becoming an engineer.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126235446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462218
L. Carter, Ryan Botts, Catherine Crockett
There are many good reasons for an academic institution to pursue the addition of an undergraduate program in computational science. However, poor planning can lead to wasted time, money and resources, and ultimately a failed program. To create a viable program, it is essential to have buy-in from the computational faculty and science faculty, as well as the administration. In addition, it is important to understand the skill-set desired by the potential employers and graduate programs, and to design a curriculum around those needs keeping in mind the expertise of the faculty involved. This paper strives to share what was learned from over a year of background research on what it takes to have a successful computational science program.
{"title":"Computational science programs: The background research","authors":"L. Carter, Ryan Botts, Catherine Crockett","doi":"10.1109/FIE.2012.6462218","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462218","url":null,"abstract":"There are many good reasons for an academic institution to pursue the addition of an undergraduate program in computational science. However, poor planning can lead to wasted time, money and resources, and ultimately a failed program. To create a viable program, it is essential to have buy-in from the computational faculty and science faculty, as well as the administration. In addition, it is important to understand the skill-set desired by the potential employers and graduate programs, and to design a curriculum around those needs keeping in mind the expertise of the faculty involved. This paper strives to share what was learned from over a year of background research on what it takes to have a successful computational science program.","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125486895","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-10-03DOI: 10.1109/FIE.2012.6462494
R. Nalim, Manikanada K. Rajagopal, R. Helfenbein
Early drop out and poor retention rates are a major challenge to engineering education, which in many institutions have prompted a focus on improved first-year experiences. Retention and contributing learning challenges persists into the middle years, particularly when students confront the first engineering science courses in their major field. Students often perceive these courses as too abstract, intended to weed them out, and not meaningfully connected to their professional aspirations. A proven approach to improve student learning, self-efficacy, motivation, and retention is the use of active learning, including problems and projects [1-4]. Despite evidence of the benefits of active learning, engineering schools and faculty members have inadequate incentives to experiment with non-traditional approaches [5].
{"title":"Workshop: Project-enhanced learning in engineering science education","authors":"R. Nalim, Manikanada K. Rajagopal, R. Helfenbein","doi":"10.1109/FIE.2012.6462494","DOIUrl":"https://doi.org/10.1109/FIE.2012.6462494","url":null,"abstract":"Early drop out and poor retention rates are a major challenge to engineering education, which in many institutions have prompted a focus on improved first-year experiences. Retention and contributing learning challenges persists into the middle years, particularly when students confront the first engineering science courses in their major field. Students often perceive these courses as too abstract, intended to weed them out, and not meaningfully connected to their professional aspirations. A proven approach to improve student learning, self-efficacy, motivation, and retention is the use of active learning, including problems and projects [1-4]. Despite evidence of the benefits of active learning, engineering schools and faculty members have inadequate incentives to experiment with non-traditional approaches [5].","PeriodicalId":120268,"journal":{"name":"2012 Frontiers in Education Conference Proceedings","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2012-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125612281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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