Kelsey Joy Rodgers

First-year engineering students' peer feedback on open-ended mathematical modeling problems

Peer feedback is a key component of STEM education, but there is not an accepted pedagogy for teaching students effective critical feedback skills. The quality and nature of current peer reviews must be understood to establish what students need to learn to give effective feedback. This research begins to identify the nature and quality of peer feedback on mathematical models through a mixed-methods approach. The quantitative analysis shows that students typically score models higher than an expert, and the qualitative analysis shows that most students do not address the mathematics used in solutions but rather focus on the presentation of solutions. This research indicates that students need better guidance on how to engage in a more critical feedback process on solutions to open-ended problems. This research also raises some new research questions.

Mini workshop — Developing engineers for a changing world through modeling and simulation-based pedagogy

Developing engineers for a changing world presents a greater need for students to understand simulations. Understanding mathematical models and simulations are skills that all engineers need for industry and research, but many engineering students lack a conceptual understanding of how to develop them. This workshop facilitates conversations about the future of engineering education with an emphasis on the importance of mathematical modeling and simulations. The team will introduce pedagogy used in Purdues First-Year Engineering Program that enables students to learn about mathematical modeling and simulation. The team will introduce model-eliciting activities (MEAs), which enable students to learn how to build mathematical models in an open-ended learning environment. The team will also introduce a well-developed design project that focuses on using mathematical models to build simulations. The team will also introduce nanoHUB.org, an online community that enables students to interact with expert-developed simulations and presents a platform for students to disseminate their own simulations in the future. We will facilitate conversations about how nanoHUB.org can be used in informal and formal learning environments. We will also discuss how nanoHUB.org presents a place for collaborative engineering education research. All of the materials from this workshop will also be incorporated on the Nano Education Research page on nanoHUB.org to further facilitate conversation after the conference. The context for all of the discussed content is connected to nanotechnology, which enables students from various STEM backgrounds to work together in a cross-disciplinary environment. Overall, our mini-workshop will compliment FIE objectives by looking forward to the future of STEM education through nanotechnology education and innovative, online learning environments.