HAMPTON UNIVERSITY
Grant: $116,011 - National Science Foundation - Jun. 29, 2009
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Award Description: This is collaborative research between Auburn University and Hampton University. In this project, we integrate organizational, engineering education, and educational learning literature to develop a model of student learning to research how learning styles, behavioral tendencies, instructional methodologies, gender, and race have the potential to act as facilitators or barriers to the learning process. In the proposal, we argue that the gain in higher-order cognitive skills, improvement in self-efficacy, and improvement in team-working skills are positively related to the absence of barriers to the learning process. We further argue that the instructional methodology is a moderating factor in the relationship of these variables with improvement in achieving learning outcomes. We derive a set of hypotheses based on the research model and test them using a carefully designed experiment. The targeted student groups for this experiment will be 80 freshman engineering students at Auburn University and 60 at Hampton University every semester for four semesters. The experimental group will use class periods to discuss and work on case studies. The control group will use these class periods to receive instructions on the concepts covered by the case studies. The only difference between the two sections will be the use of lectures versus multi-media case studies. The quantitative and qualitative analysis will provide a rich set of findings that can contribute to understanding how students learn engineering and the effectiveness of case study pedagogy in achieving learning outcomes.
Project Description: This is collaborative research between Auburn University and Hampton University. In this project, we integrate organizational, engineering education, and educational learning literature to develop a model of student learning to research how learning styles, behavioral tendencies, instructional methodologies, gender, and race have the potential to act as facilitators or barriers to the learning process. In the proposal, we argue that the gain in higher-order cognitive skills, improvement in self-efficacy, and improvement in team-working skills are positively related to the absence of barriers to the learning process. We further argue that the instructional methodology is a moderating factor in the relationship of these variables with improvement in achieving learning outcomes. We derive a set of hypotheses based on the research model and test them using a carefully designed experiment. The targeted student groups for this experiment will be 80 freshman engineering students at Auburn University and 60 at Hampton University every semester for four semesters. The experimental group will use class periods to discuss and work on case studies. The control group will use these class periods to receive instructions on the concepts covered by the case studies. The only difference between the two sections will be the use of lectures versus multi-media case studies. The quantitative and qualitative analysis will provide a rich set of findings that can contribute to understanding how students learn engineering and the effectiveness of case study pedagogy in achieving learning outcomes.
Jobs Summary: n/a (Total jobs reported: 0)
Project Status: Not Started
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