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Oenardi Lawanto PhD

Profile Picture

Engineering Education

Associate Professor

Contact Information

Go toOffice Location: ENGR 219
DialPhone: 435-797-8699
SendEmail: olawanto@usu.edu


Educational Background

PhD, Human Resource Education, University of Illinois at Urbana, 2008
Self-Appraisal and Self-Management of Cognition and Problem Difficulty: Relationship and Metacognitive Changes during an Engineering Design Project
MS, Electrical Engineering, University of Dayton, 1988
Analysis of the System Clock in Digital Systems
BS, Electrical Engineering, Iowa State University, 1986
General Engineering, Iowa Central Community College, 1983

Teaching Interests

1. Electric Circuits for Non-EE Students 2. Cognition in Engineering Education 3. Developing Online Educational Curriculum

Research Interests

Cognition, E-Learning, Learning, Problem-Solving, Design

Awards

College of Engineering Faculty Service Award 2016, 2016

College of Engineering

Finalist for Faculty University Service Award 2016, 2016

Utah State University

Department Faculty University Service Award 2016, 2016

Engineering Education Department

Department Graduate Student Mentor of the Year 2016, 2016

Engineering Education Department

Finalist for Best Papers, 2014

American Society for Engineering Education (ASEE) - Engineering Design Division

Finalist for Eldon J. Gardner Teacher of the Year 2015, 2014

Utah State University

Teacher of the Year - 2014, 2014

Department of Engineering Education - USU

Teaching Excellence, 2014

College of Engineering - USU

Research Article of the Week, 2012

Distance-Educator Newsletter

Outstanding Researcher, 2012

Department of Engineering Education, Utah State University

CAREER Award, 2011

National Science Foundation

Outstanding Researcher, 2011

Department of Engineering Technology Education, Utah State University

New Faculty Fellows, 2009

National Academy of Engineering - Center for the Advancement of Scholarship on Engineering Education

Finalist for Best Papers, 2009

American Society for Engineering Education - Design in Engineering Education Division

Incomplete List of Teachers Ranked as Excellent by Students , 2005

University of Illinois at Urbana-Champaign

William Chandler Bagley Fellowship, 2005

University of Illinois at Urbana-Champaign

Donna Riechmann Fellowship, 2004

University of Illinois at Urbana-Champaign

Best Group Presentation, Title: Interactive Learning Technology to Improve Student's Learning, 2000

World Bank Institute and Singapore Polytechnic

Best Poster, Title: Student Centered-Learning in Engineering, 2000

World Bank Insitute, Asian Institute of Technology, University of Science Malasia and University of Illinois at Urbana-Champaign

Publications - Abstracts

    Publications - Books & Book Chapters

      Books

      Book Chapters

    • Johnson, S.D, Dixon, R., Daugherty, J., Lawanto, O., Barak, M., Hacker, M., (2011). General versus Specific Intellectual Competencies: The Question of Learning Transfer: Fostering Human Development through Engineering and Technology Education. Sense Publishers

    * Has not been peer reviewed

    Publications - Fact Sheets

      * Has not been peer reviewed

      Publications - Curriculum

        * Has not been peer reviewed

        Publications - Journal Articles

        * Has not been peer reviewed

        Publications - Literary Journal

          * Has not been peer reviewed

          Publications - MultiMedia

            * Has not been peer reviewed

            Publications - Technical Reports

              Research Reports

            • Lawanto, O., (2010). Enhanced Guided Notes (EGN) for Fundamental Electronics for Engineers. National Science Foundation (NSF) *

            * Has not been peer reviewed

            Publications - Translations & Transcripts

              Publications - Other

                * Has not been peer reviewed

                Scheduled Teaching

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2018

                EED 7010 - The Role of Cognition in Engineering Education, Spring 2018

                EED 7900 - Independent Study, Fall 2017

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2017

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2017

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2016

                EED 7900 - Independent Study, Fall 2016

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2016

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2016

                EED 7010 - The Role of Cognition in Engineering Education, Spring 2016

                EED 7230 - Foundations of Engineering Education, Fall 2015

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2015

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2015

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2015

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2014

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2014

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2014

                EED 7010 - The Role of Cognition in Engineering Education, Spring 2014

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2013

                EED 6910 - Developing an Online Educational Curriculum, Spring 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2013

                EED 6910 - Special Topics in Engineering Education, Spring 2013

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Spring 2012

                ENGR 2210 - LABORATORY, Spring 2012

                ENGR 2210 - LABORATORY, Spring 2012

                ENGR 2210 - LABORATORY, Spring 2012

                ETE 7010 - The Role of Cognition in Engineering and Technology Education, Spring 2012

                ENGR 2210 - Fundamental Electronics for Engineers, Fall 2011

                ENGR 2210 - LABORATORY, Fall 2011

                ENGR 2210 - LABORATORY, Fall 2011

                ENGR 2210 - LABORATORY, Fall 2011

                ENGR 2210 - LABORATORY, Fall 2011

                ENGR 2210 - LABORATORY, Fall 2011

                ENGR 2210 - Fundamental Electronics for Engineers, Summer 2011

                ENGR 2210 - FUNDAMENTAL ELECTRONICS, Spring 2011

                ENGR 2210 - LABORATORY, Spring 2011

                ENGR 2210 - LABORATORY, Spring 2011

                ENGR 2210 - LABORATORY, Spring 2011

                ETE 2210 - Electrical Engineering for Nonmajors, Fall 2010

                ETE 2210 - Electrical Engineering for Nonmajors, Fall 2010

                ETE 2210 - Electrical Engineering for Nonmajors, Fall 2010

                ETE 2210 - Electrical Engineering for Nonmajors, Fall 2010

                ETE 2210 - Electrical Engineering for Nonmajors, Fall 2010

                ETE 2210 - Electrical Engineering for Nonmajors, Fall 2010

                ETE 7010 - The Role of Cognition in Engineering and Technology Education, Spring 2010


                Graduate Students Mentored

                Matthew Cromwell, Engineering Education, January 2015
                Andreas Febrian, Engineering Education, January 2014
                Kristin Strong, Engineering Education
                Angela Minichiello, Engineering & Technology Education, August 2011 2016
                Presentacion Rivera-Reyes, Engineering & Technology Education, August 2010 2016
                Harry B. Santoso, Engineering Education, August 2009 - December 2013

                Research Synopsis

                I have a passion for researching issues related to engineering education, particularly learning issues associated with cognitive and metacognitive processes that individuals engage in while conducting problem-solving activities including engineering design. Questions concerning how people can learn faster, perform better, engage in, or solve problems with high cognitive control have always intrigued me. When confronted with a problem, a learner usually begins generating thoughts, feelings, and actions to attain the best solution to that problem. Those self-generated thoughts, feelings, and actions are called self-regulated learning (SRL).

                SRL is necessary for the context of complex and ill-structured problem-solving activity such as engineering design. Self-regulated learners are often said to be those who are metacognitively, motivationally, and behaviorally active participants in their own learning process; therefore, self-regulated learners are skilled in goal setting, self-monitoring, self-instruction, and self-reinforcement.

                They build "habits of mind" and commitment to the ideals of reflective thinking, assessment, and learning as an ongoing, lifelong process. The mastery of SRL skills also plays a crucial role in online learning as learners are given more autonomy and responsibility in their learning.

                To support my research in SRL, I have developed a survey instrument called Engineering Design Metacognitive Questionnaire (EDMQ), as well as an electronic journal (eJ), to evaluate students' design records. The eJ also simultaneously captures students' understanding about the design tasks, planning, and monitoring strategies used, as well as the management of their team during the design activity.

                If you are interested in this line of research and would like to find out more about the requirements for entry to my research group, please contact me by email at olawanto@usu.edu or by phone at (435)-797-8699.

                CAREER: Cognitive and Metacognitive Activities in Engineering Design Education

                Funded by: National Science Foundation (NSF)
                (NSF Award No. 1148806)
                PI: Oenardi Lawanto (olawanto@usu.edu)


                Overview:

                The goal of this research is to improve the design skills of undergraduate engineering students through the practice of self-regulated learning (SRL). The practice of SRL develops students’ awareness of their thinking through metacognition. Metacognition is a process of thinking about thinking, which refers to students’ knowledge of their own cognitive processes or anything related to them. While there is growing interest in metacognitive research, few studies have evaluated it comprehensively in the context of engineering design. Design is one of the core competencies in which engineers are expected to be skillful, one of 11 program outcomes that ABET accredited engineering programs are required to fulfill. The goals of this project are to: (1) describe the metacognitive activities students engage in during engineering design processes; (2) build research protocols and tools that can be used within an on-going research program; and (3) strengthen educational practices through the development of activities to communicate the role of metacognition in design to engineering educators and students.

                The proposed project will connect research and educational activities with the dual aim of better understanding and improving engineering student design processes. The main research components (Phases 1 and 2) will utilize a descriptive study to investigate student metacognition and the types of self-regulating and cognitive strategies employed during engineering design activities, in order to identify potential challenges. The project will not only utilize rigorous research methodologies that involve complex data collection and analysis processes; it also offers multiple transformative concepts, steps, and processes to improve engineering design education. An extension of research will also be integrated into the educational activities that are informed by the main research. As part of program evaluation efforts, research protocols will be developed to investigate whether and how planned interventions support challenges observed. Senior capstone design projects were selected to be the context of this research activity because they represent ubiquitous, complex, and ill-structured problems which prepare students with industrially-based projects.

                The amount of funding: $461,031
                Status: Started 2012