2012 FIE Conference
Four graduate students and three faculty members from the Department of Engineering Education traveled to Seattle, Washington for the 42nd Annual Frontiers in Education (FIE) Conference to present their current research. The FIE conference is the major international conference about educational innovations and research in engineering and computing, disseminating results in these areas. It provides an important forum for sharing ideas; learning about developments in computer science, engineering, and technology education; and interacting with colleagues in these fields.
One of the unique features of FIE is that there are two different types of paper presentations: full papers and works-in-progress. Full papers focus on sharing completed work while works-in-progress are focused on ongoing work where input from the audience can help advance it. EED department representatives presented six papers, including two reports on completed work and four work-in-progress presentations.
Third year student Jacob Bishop, with faculty advisor Dr. Matthew Verleger, presented the research results on Feedback Effects: Comparing the Change Resulting from Peer and TA Feedback to Student Solutions of Model-Eliciting Activities. Modeling-Eliciting Activities, or MEAs, are “realistic, open-ended, client-driven engineering problems designed to foster students’ mathematical modeling abilities.” Their results suggest that “review expertise is more critical in the later stages of the process of solving an MEA.”
Another third-year student, Harry Santoso, in collaboration with his faculty advisor, Dr. Oenardi Lawanto, presented the research results in their paper entitledImplementation of Enhanced Guided Notes to Promote Students’ Metacognitive Self-Regulated learning Strategies While Learning Electric Circuit Concepts. The availability of Enhanced Guided Notes, or EGNs, may effectively “reduce students’ cognitive load, thereby helping engineering students to focus attention on and engage in cognitive processing of the lecture contents while developing notes for later review.” This metacognition and information processing research is key to improving teaching strategies and engineering students’ learning achievements. To continue this research, Santoso and Lawanto also presented their work-in-process entitled Implementation of Enhanced Guided Notes and Collaborative Note-taking in Learning Electric Circuit Concepts.
Other works-in-progress presented included Investigating the Engineering Design Process: Novices vs. Experts, by graduate student Ting Song and faculty advisor Dr. Kurt Becker; An Intelligent Tutoring System for Improving Student Learning in a Sophomore Engineering Dynamics Course, by graduate student Yonqing Guo and faculty advisor Dr. Ning Fang; and A New Concept Mapping Approach in an Introductory Engineering Course: Correlation Between Students’ Conceptual Understanding and Problem-Solving Skills, by Dr. Ning Fang.
Copies of these research papers and the complete conference proceedings may be found online at http://fie2012.org.