Abstract
Statics is the first engineering class mechanics-based majors encounter. It tends to operate as a "weeder" course, due to most students' difficulties in learning the engineering approach to problem solving, which is characterized by model-based reasoning. Difficulty in model-building can cause a lack of confidence and a diminished sense of self-efficacy that is particularly problematic when amplified by gender and under represented minority (URM) issues. Many valuable attempts have been made in the past at developing new tools to help students learn modeling, and develop engineering intuition. The goal of this panel is a two-pronged discussion: on the one end, present and discuss the most pertinent and intractable challenges associated with Statics learning that students encounter; on the other, present and discuss various interventions, technological or otherwise, that the panelists have attempted and/or developed to remedy the situation. Ideally the panel outcome will be to define pathways for developing and disseminating cognitively-based interventions that better supports learning and retention of all engineering students.
| Original language | English (US) |
|---|---|
| Article number | 4720680 |
| Journal | Proceedings - Frontiers in Education Conference, FIE |
| DOIs | |
| State | Published - 2008 |
Fingerprint
All Science Journal Classification (ASJC) codes
- Computer Science Applications
- Software
- Education
Cite this
}
Panel session - Improving learning and retention in introductory statics. / Valle, Christine; Newstetter, Wendy C.; Anderson, Edward E.; Litzinger, Thomas; Sheppard, Sheri D.
In: Proceedings - Frontiers in Education Conference, FIE, 2008.Research output: Contribution to journal › Article
TY - JOUR
T1 - Panel session - Improving learning and retention in introductory statics
AU - Valle, Christine
AU - Newstetter, Wendy C.
AU - Anderson, Edward E.
AU - Litzinger, Thomas
AU - Sheppard, Sheri D.
PY - 2008
Y1 - 2008
N2 - Statics is the first engineering class mechanics-based majors encounter. It tends to operate as a "weeder" course, due to most students' difficulties in learning the engineering approach to problem solving, which is characterized by model-based reasoning. Difficulty in model-building can cause a lack of confidence and a diminished sense of self-efficacy that is particularly problematic when amplified by gender and under represented minority (URM) issues. Many valuable attempts have been made in the past at developing new tools to help students learn modeling, and develop engineering intuition. The goal of this panel is a two-pronged discussion: on the one end, present and discuss the most pertinent and intractable challenges associated with Statics learning that students encounter; on the other, present and discuss various interventions, technological or otherwise, that the panelists have attempted and/or developed to remedy the situation. Ideally the panel outcome will be to define pathways for developing and disseminating cognitively-based interventions that better supports learning and retention of all engineering students.
AB - Statics is the first engineering class mechanics-based majors encounter. It tends to operate as a "weeder" course, due to most students' difficulties in learning the engineering approach to problem solving, which is characterized by model-based reasoning. Difficulty in model-building can cause a lack of confidence and a diminished sense of self-efficacy that is particularly problematic when amplified by gender and under represented minority (URM) issues. Many valuable attempts have been made in the past at developing new tools to help students learn modeling, and develop engineering intuition. The goal of this panel is a two-pronged discussion: on the one end, present and discuss the most pertinent and intractable challenges associated with Statics learning that students encounter; on the other, present and discuss various interventions, technological or otherwise, that the panelists have attempted and/or developed to remedy the situation. Ideally the panel outcome will be to define pathways for developing and disseminating cognitively-based interventions that better supports learning and retention of all engineering students.
UR - http://www.scopus.com/inward/record.url?scp=78650759424&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=78650759424&partnerID=8YFLogxK
U2 - 10.1109/FIE.2008.4720680
DO - 10.1109/FIE.2008.4720680
M3 - Article
AN - SCOPUS:78650759424
JO - Proceedings - Frontiers in Education Conference, FIE
JF - Proceedings - Frontiers in Education Conference, FIE
SN - 0190-5848
M1 - 4720680
ER -