Eann a. patterson liverpool l and t june 2011

ENGAGING STUDENTS IN ENGINEERING THROUGH THEIR EVERYDAY EXPERIENCES Eann A. Patterson School of Engineering

Background ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Context ,[object Object],[object Object],[object Object],[object Object],[object Object],1. Little W, Fowler HW, Coulson J, Onions CT, The Shorter Oxford English Dictionary , Guild Publishing, London, 1983 2. Microsoft Encarta dictionary: The first dictionary for the internet age , edited by A. H. Soukhanov, St. Martin’s Press, New York, 2002 3. Nathan R, My freshman year: What a professor learned by becoming a student , Cornell University Press, Ithaca, New York, 2005

Principle of familiarity ,[object Object],[object Object],[object Object],1. Rosser SV, Gender issues in teaching science, in S. Rose. and B. Brown (eds.), Report on the 2003 Workshop on Gender Issues in the Sciences , pp. 28-37, 2004. 2. Chipman S, Marshall S, & Scott P, Content effects on word problem performance: A possible source of test bias? American Educational Research Journal , 28(4), 897-915, 1991. 3. Linn M, & Hyde J, Gender, mathematics, and science, Educational Researcher , 18(8), 17-19, 22-27, 1989

Engineering idiom ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Wigfield A, & Eccles JS, Expectancy-value theory of motivation, Contemporary Educational Psychology , 25(1): 68-81, 2000

Self-efficacy ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Bandura A, Self-efficacy: the exercise of control , Freeman & Co, New York, 1997 2. Marra RM, Rodgers KA, Shen D, & Bogue B, Women engineering students and self-efficacy: a multi-year, multi-institution study of women engineering student self-efficacy, J. Enging Education , 99(1):27-38, 2009. 3. Hackett G, Betz NE, Casas JM, & Rocha-Singa IA, Gender ethinicity and social cognitive factors predicting the academic achievement of students in engineering, J. Counselling Psychology , 39(4):527-538, 1992.

Self-efficacy: some observations ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Besterfield-Sacre MB, Moreno M, Shuman LJ, & Atman CJ. Gender and ethnicity differences in freshman engineering student attitudes: a cross-institutional study, J. Engineering Education , 90(4):477-90, 2001. 2. Zeldin A, & Pajares F, Against the odds: self efficacy beliefs of women in mathematical, scientific and technical careers, Am.Educational Res. J , 1:215-46, 2000. 3. Hazari Z, Tai RH, & Sadler PM, Gender differences in introductory university physics performance: the influence of high school physics preparation and affective factors, Science Education , 91(6):847-76, 2007. . 4. Steele CM, & Aronson J, Stereotype threat and the intellectual test performance of African Americans, J. Personality and Social Psychology , 69:797-811, 1995

Kolb’s Learning Style Indicator watching doing thinking feeling Active Experimentation Reflective Observation Abstract Conceptualization Concrete Experience Kolb DA, Learning style inventory technical manual. McBer and Co., Boston, MA, 1976. Convergers (doing & thinking) Accommodators (doing & feeling) Divergers (watching & feeling) Assimilators (watching & thinking)

Learning Style Distribution 1. Philbin M, Meier E, Huffman S, & Boverie ,. A survey of gender & learning styles, Sex Roles , 32(7/8):485- 494, 1995 2. Based on Philbin et al, but adapted by Patterson EA, 2009. 3. Kolb D. Learning Style Inventory. Boston, MA: McBer & Co. 1985 General Population 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],Engineering professors 2

Cycling through learning modes Honey P, Mumford A, The Manual of Learning Styles 3rd Ed. Maidenhead, 1992 EVERYDAY EXPERIENCE INSTRUCTOR LEAD INSTRUCTOR/STUDENT ACTIVITY STUDENT LEAD 1. Having an experience ACTIVIST 2. Reviewing the experience REFLECTOR 3. Concluding from the experience THEORIST 4. Planning the next steps PRAGMATIST watching doing thinking feeling

Everyday Examples of Engineering Concepts ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Wigfield A, Eccles JS, Expectancy-value theory of motivation, Contemporary Educational Psychology , 25(1): 68-81, 2000

Lesson plans ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Atkin JM, & Karplus R, Discovery or invention? Science Teacher 29(5): 45, 1962 2. Friedman TL, Hot, Flat and Crowded – Why we need a green revolution and how it can renew America , Farrar, Straus & Giroux, New York, 2008

E 3 Exemplar #1 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

E 3 Exemplar #2 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

E 3 Exemplar #3 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],E 3 Exemplar #4

E 3 enhance learning 1 ,[object Object],[object Object],[object Object],[object Object],[object Object],1. Campbell PB, Patterson EA, Busch Vishniac I, Kibler T, Integrating Applications in the Teaching of Fundamental Concepts, Proc. 2008 ASEE Annual Conference and Exposition , (AC 2008-499), 2008

Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],1. Adams RS, & Felder RM, Reframing professional development: A systems approach to preparing engineering educators to educate tomorrow’s engineers. J. Engineering Education , 97(3):230-240, 2008. 2. Campbell PB, Patterson EA, Busch Vishniac I, Kibler T, Integrating Applications in the Teaching of Fundamental Concepts, Proc. 2008 ASEE Annual Conference and Exposition , (AC 2008-499), 2008

“ That is what learning is. You suddenly understand something you've understood all your life, but in a new way. ” Doris Lessing, Nobel Laureate for Literature

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