Heidi A. Diefes-Dux

A framework for posing open-ended engineering problems: model-eliciting activities

Integrating more engineering contexts, introducing advanced engineering topics, addressing multiple ABET criteria, and serving under-represented student populations in foundation engineering courses are some of the opportunities realized by the use of a new framework for developing real-world client-driven problems. These problems are called model-eliciting activities (MEAs), and they are based on the models and modeling perspective developed in mathematics education. Through a NSF-HRD gender equity project that has funded the development, use, and study of MEAs in undergraduate engineering courses for increasing womens interest in engineering, we have found that the MEA framework fosters significant change in the way engineering faculty think about their teaching and their students. In this paper, we will present the six principles that guide the development of an MEA, detail our motivation for using the MEA framework to construct open-ended problems, and discuss the opportunities and challenges to creating, implementing, and assessing MEAs.

A preliminary validation of Attention, Relevance, Confidence and Satisfaction model-based Instructional Material Motivational Survey in a computer-based tutorial setting

This paper describes a preliminary validation study of the Instructional Material Motivational Survey (IMMS) derived from the Attention, Relevance, Confidence and Satisfaction motivational design model. Previous studies related to the IMMS, however, suggest its practical application for motivational evaluation in various instructional settings without the support of empirical data. Moreover, there is a lack of discussion regarding the validity of the instrument. Therefore, this study empirically examined the IMMS as a motivational evaluation instrument. A computer-based tutorial setting was selected owing to its wide application in teaching large entry-level college courses. Data collected from 875 subjects were subjected to exploratory and confirmatory factor analyses, and measurement modelling LISREL. Findings suggested that 16 original items should be excluded from the IMMS; the retained 20 items were found to fall into different constructs, indicating that instructional features of the tutorial may influence the validity of the survey items. The implication of the study supports the situational  feature  of  the  IMMS.  Therefore,  a  preevaluation  adjustment  on the IMMS items is recommended to identify suitable items before the full motivational evaluation. Future research should focus on the further validation of the IMMS based on this preliminary evidence.

Developing model-eliciting activities for undergraduate students based on advanced engineering content

Are you interested in creating open-ended, client-driven, realistic engineering tasks for undergraduate students that will introduce them to the world of engineering early in their academic careers? With the support of the National Science Foundation, model-eliciting activities (MEAs) were created and implemented with first-year engineering students at Purdue University. These tasks are open-ended modeling problems that introduce advanced engineering content yet are suitable for undergraduate engineering students. In this paper, we will give a personal account of the research and development of the nano roughness MEA. We will focus on the attainment of the six principles that guide the development of an MEA and the main development challenges: identifying aspects of an advanced engineering topic suitable for undergraduate students, making the task realistic, creating the need for team interaction, making the model reusable in similar situations, and preparing for task implementation in the classroom.

Teacher as Designer: A Framework for Teacher Analysis of Mathematical Model-Eliciting Activities

The study investigated tool development by three middle school mathematics teachers. The tools they designed were intended to support the use of model-eliciting activities (a form of instruction related to problem-based learning) and particularly the students’ presentations of their solutions for the whole class. The study examined the design and purposes for the presentation tools and resulted in a framework for categorizing teachers’ purposes for tools. The framework addressed the unit of analysis for the tools (individual students or groups of students) and the nature of teachers’ purposes for the tools. Design research was used as a theoretical perspective for conducting the

Models for early prediction of at-risk students in a course using standards-based grading

Using predictive modeling methods, it is possible to identify at-risk students early and inform both the instructors and the students. While some universities have started to use standards-based grading, which has educational advantages over common score-based grading, at-risk prediction models have not been adapted to reap the benefits of standards-based grading in courses that utilize this grading. In this paper, we compare predictive methods to identify at-risk students in a course that used standards-based grading. Only in-semester performance data that were available to the course instructors were used in the prediction methods. When identifying at-risk students, it is important to minimize false negative (i.e., type II) error while not increasing false positive (i.e., type I) error significantly. To increase the generalizability of the models and accuracy of the predictions, we used a feature selection method to reduce the number of variables used in each model. The Naive Bayes Classifier model and an Ensemble model using a sequence of models (i.e., Support Vector Machine, K-Nearest Neighbors, and Naive Bayes Classifier) had the best results among the seven tested modeling methods. Seven different prediction models for identifying at-risk students were compared.Only in-semester performance factors (i.e., grades) were used in the models.Models were created based on standards-based grading.Feature selection method resulted in higher accuracy of the models.

Student reflections on peer reviewing solutions to Model-Eliciting Activities

A double-blind peer review process is embedded in the implementation of Model-Eliciting Activities - a type of open-ended problem used in a large first-year engineering course. Students conduct the peer review along three dimensions: Mathematical Model, Re-usability & Modifiability, and Audience (Share-ability). Classmates bring to bear both their own solution development experience as well as their own educational and personal backgrounds when providing feedback to their peers. In this paper, we examine the results of a reflection instrument used to investigate how students felt about their ability to provide reviews along the three rubric dimensions across three MEAs implemented in a single semester. Further we exam the results of a second instrument that is used by student teams to provide feedback to their reviewers on the quality of the reviews received.

The Development of a Systematic Coding System for Elementary Students' Drawings of Engineers

The Draw an Engineer Test (DAET) is a common measure of students’ perceptions of engineers. The coding systems currently used for K- 12 research are general rubrics or checklists to capture the images presented in the drawing, which leave out some of the richness of students’ perceptions, currently only captured with an accompanying student interview. The purpose of this study is to build a reliable coding system, which first establishes an inventory of pictorial elements irrespective of their potential relationship with engineering and second captures aspects of students’ engineering perceptions inductively (from the ground up) while at the same time incorporating categories from previous research. The coding system will be used to help researchers understand how young students’ perceptions of engineering, engineers, and the work of engineers evolve and are impacted by interventions. The longterm goal of this project is to create a standalone measure that can be broadly applied to diverse populations, and to create a large multiinstitution student database, with both K- 12 and university populations represented. This database would provide a rich dataset for better understanding common misconceptions about engineering and thus enabling the development of methods to address them.

Assessment of Team Effectiveness During Complex Mathematical Modeling Tasks

ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of model-eliciting activities (MEAs) - realistic, client-driven problems based on the theoretical framework of models and modeling. This study analyzes student team self-reflections of team functioning while engaged in model-eliciting activities as they compare to a researchers observations of the team effectiveness. Both the self-reflections and the observations measure team effectiveness using the following qualities: interdependency (cooperation among team members to accomplish a task), goal-setting (team sets outcome goals and sub-goals to accomplish tasks), and potency (shared belief among team members that they can accomplish their goals)

Engineering a professional community of practice for graduate students in engineering education

This paper examines the development of a professional community of practice among graduate students and faculty in the nations first graduate program in engineering education. A cohort of eleven graduate students and four faculty were interviewed over the course of one year. Additional data sources included direct observations and review of supporting documents. Data were analyzed using grounded theory, narrative inquiry, and cross-case analysis. Results from this study: 1) provide a conceptual and structural framework for other engineering educators; 2) articulate common language, methods, and models for engineering education; and 3) offer practical solutions in developing, recruiting, and retaining talent in the field of engineering education

Socialization Experiences Resulting from Doctoral Engineering Teaching Assistantships

The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching assistants. The purpose of this study was to explore and characterize the types of socialization experiences that result from engineering teaching assistantships. Using situated learning and communities of practice as the theoretical framework, this study highlights the experiences of 28 engineering doctoral students who worked as engineering teaching assistants.