Abstract
Our research project compares two first-year engineering course project pedagogies to identify approaches that enhance the likelihood of women continuing in engineering majors and entering engineering careers. Specifically, we compare the problem-based learning (PBL) model to a more general experiential learning approach centered on the engineering design process, referred to here as the traditional engineering design model (TED). We hypothesize that the PBL model, with extensive faculty facilitation, will increase the likelihood of women persisting in an engineering degree, achieving higher grades in future classes, and going into engineering careers. Our research is grounded in motivational theory, and particularly in a model that integrates aspects of existing theories including participation-identification, expectancy-value, and self-efficacy. We are testing this integrated model and the research hypothesis through a longitudinal, mixed-method analysis, with data collected from five cohorts at two large research universities.
Original language | English (US) |
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Title of host publication | 40th Annual Frontiers in Education Conference |
Subtitle of host publication | Celebrating Forty Years of Innovation, FIE 2010 - Conference Program |
DOIs | |
State | Published - Dec 1 2010 |
Event | 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 - Arlington, VA, United States Duration: Oct 27 2010 → Oct 30 2010 |
Other
Other | 40th Annual Frontiers in Education Conference: Celebrating Forty Years of Innovation, FIE 2010 |
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Country | United States |
City | Arlington, VA |
Period | 10/27/10 → 10/30/10 |
All Science Journal Classification (ASJC) codes
- Software
- Education
- Computer Science Applications