TY - JOUR
T1 - WIP
T2 - 125th ASEE Annual Conference and Exposition
AU - Choi, Dong San
AU - Loui, Michael C.
N1 - Funding Information:
Our work was supported by the Campus Research Board at the University of Illinois at Urbana-Champaign under award RB15010, the Dale and Suzi Gallagher Professorship in Engineering Education at Purdue University, and the National Science Foundation under award DUE-1626287.
Funding Information:
Our work was supported by the Campus Research Board at the University of Illinois at Urbana-Champaign under award RBI5010, the Dale and Suzi Gallagher Professorship in Engineering Education at Purdue University, and the National Science Foundation under award DUE-1626287.
PY - 2018/6/23
Y1 - 2018/6/23
N2 - In this work-in-progress paper, we report preliminary results from a study of student outcomes in a course called “Engineering the Mind.” We offered the course in Fall 2017 at large, public research university in the Midwest. We used design-based research and the Transtheoretical Model of Health Behavior Change to develop and assess the course. We collected quantitative, pre-post survey data on students’ mindsets, goal orientations, and self-regulation. Furthermore, we collected students’ course assignments as qualitative data to understand what helped them change their learning dispositions and behaviors. We found that the median mindset score increased from pre-survey to post-survey. Qualitative results were omitted for space reasons. If this course is effective, it can adopted by other institutions to help students succeed.
AB - In this work-in-progress paper, we report preliminary results from a study of student outcomes in a course called “Engineering the Mind.” We offered the course in Fall 2017 at large, public research university in the Midwest. We used design-based research and the Transtheoretical Model of Health Behavior Change to develop and assess the course. We collected quantitative, pre-post survey data on students’ mindsets, goal orientations, and self-regulation. Furthermore, we collected students’ course assignments as qualitative data to understand what helped them change their learning dispositions and behaviors. We found that the median mindset score increased from pre-survey to post-survey. Qualitative results were omitted for space reasons. If this course is effective, it can adopted by other institutions to help students succeed.
UR - http://www.scopus.com/inward/record.url?scp=85051225915&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85051225915&partnerID=8YFLogxK
U2 - 10.18260/1-2--31254
DO - 10.18260/1-2--31254
M3 - Conference article
AN - SCOPUS:85051225915
SN - 2153-5965
VL - 2018-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 23 June 2018 through 27 December 2018
ER -