TRANSFORMING
ENGINEERING EDUCATION FROM A PRODUCT TO A PROCESS
|
Gregory Neff Daniel Apple |
Steven Beyerlein Karl Krumsieg |
Proceedings of the Fourth World
Conference on Engineering Education October 15-20, 1995; Saint Paul, Minnesota, USA, Vol. 1, pp. 5-9 |
This paper introduces a
new paradigm for engineering education that redirects the primary focus from
the engineering knowledge base (content) to the development of thinking and
problem solving processes. The benefits of adopting this new paradigm have been
realized in innovative freshman and sophomore courses in engineering and
engineering technology.
Introduction
Over the last one hundred years engineering education has
become more and more specialized. During the first half of this century major
departments were formed -- mechanical, electrical, chemical, agricultural, and
civil engineering. During the last half of this century each of the major
disciplines have become divided into a multitude of sub-disciplines. Now even
the sub-disciplines are advancing so fast that they cannot be comprehensively
presented in a four year curriculum. Employers are demanding higher skill
levels in their current and prospective employees because with lean corporate
staffing levels and ordinary skill levels, the latest technology cannot be
adopted quickly enough to maximize competitive advantage [1,2,3].
The fundamental issue facing
engineering educators is: should we concentrate our efforts on continually
modifying present courses and methods to incorporate new content, concentrate
our efforts on providing skills employers want, or reinvent engineering
education by considering alternative paradigms? Considering data from various
studies as well as ABET guidelines, the paradigm proposed here is based on the
principles outlined in Figure 1 [3,4].
|
1) Faculty must take responsibility for the
quality and performance of student learning, thinking, and problem solving. 2) Every student can improve their ability to
"learn how to learn better" regardless of their level. 3) Learning and problem solving skills are
best developed by allocating a significant portion of class time to these
activities, where faculty and other students can assess and provide feedback. 4) Active learning provides an excellent way
to leverage faculty resources and to improve student self-confidence in
thinking and learning skills. 5) Engineering courses, through content mastery, offer many opportunities for developing life-long learning skills such as reading, listening, critical thinking, problem definition, modeling, leadership, and technical communication. |
Figure 1 Principles of Process Education in
Engineering
Paradigm of Process Education
Process Education is the philosophy that learning, thinking,
problem solving, communication, teamwork, and assessment are processes to be
developed (and continually improved) by students as they master the content of
a discipline area [4]. Process Education is lively, timely, and systematic. It
is concerned equally with content (discipline specific knowledge) and skill
development. Currently in engineering, much of the skill development that we
expect our students to undergo occurs during the development of the design
process.
In Process Education, the main goal
is to empower students to become life-long learners, both capable and eager to
learn new concepts on their own [4,5]. Educators become facilitators of the
learning process, assessing students’ performance in real time to help their
growth in the use of these processes. The following tools and techniques
support Process Education: cooperative learning, discovery learning,
technology, journal writing, and assessment.
Cooperative Learning
Cooperative learning provides an excellent way to leverage
faculty resources and to improve student self-confidence in thinking skills.
Cooperative learning is a structured process in which a team masters the
learning objectives for a defined activity. Cooperative learning teams have
been shown to significantly outperform individuals in mastering content within
a time constraint based upon set performance criteria [6,7]. Furthermore,
students benefit from and demonstrate significant improvement in process skills
through cooperative learning. The additional process skills that are used in
the cooperative learning environment include: (1) communication skills such as
conversation, articulation of concepts, and presentation of results; (2)
teamwork skills such as leadership, decision making, conflict resolution and
collaboration, and; (3) assessment, either in real time as they work through
problems together or afterward in reflection, as they assess each other's team
skills, thinking, and problem solving processes. By building on each other's
strength and ideas, students can learn faster and better with cooperative
learning [7].
Discovery Learning
A critical and unique aspect of Process Education is that
students rather than faculty access appropriate information, process this
information, discover the appropriate concepts, think critically about these
concepts, and apply this to problem solving situations. The discovery process
can vary from a carefully guided activity as in many lab handouts to a very
open process as in a design project. In guided discovery, the teacher provides
learning resources such as mathematical models or reference data along with a
set of carefully designed questions. Key components of discovery learning,
include learning objectives and outcome criteria, models and tools, and context
dependent exercises. In addition problem solving activities help students
process the information resources and construct conceptual knowledge
themselves.
Discovery based learning and applied
critical thinking are linked [4,6,8]. The key is that students are allowed to
be the active agent in the learning process. One of the primary admonitions
given students is to "Try It!". While it is tempting to
"help" students by providing eloquent and informative responses to
questions, this interrupts the discovery process. The most constructive
intervention the teacher can make is to ask additional critical thinking
questions. Retention and satisfaction are far greater if the solution is
discovered by the student rather than provided by the faculty [4,8].
Problem Solving
Students need to solve problems to
develop skills in applying knowledge. Problems may start with straightforward
application of the concepts discovered. Next, concepts can be integrated with
other concepts, generalized, and transferred to new situations. Higher level
thinking can often be generated in later problems by omitting information,
requiring assumptions, or including superfluous but seemingly relevant
information. Problems with multiple parts promote critical thought since
students must identify and separate the parts, organize the information
relevant to each part and decide what needs to be done. Solving problems
validates the students’ understanding of concepts and gives relevance and value
to the knowledge constructed [8].
Technology
Computers are an important tool to facilitate student learning
and skill development [8,9,10]. In general, technology can play a useful role
in enhancing cooperative learning, discovery learning, and problem solving by:
- serving as a focal point for group
discussion;
- providing an interactive
environment to explore and test assumptions;
- presenting problem solving
opportunities;
- promoting visualization of
abstract concepts;
- encouraging self-assessment based
on immediate visual feedback;
- maintaining a record of students’
thought processes.
Journal Writing
Through group and individual journal writing, learners are
given opportunity and encouragement to reflect upon what they have learned, to
articulate and generalize concepts, and to learn from problems or difficulties
they have encountered along the way. Journal writing also provides a convenient
method to develop critical thinking and communication skills [10]. The key to
developing writing skills is regular practice as well as regular feedback.
Well-constructed journal writing exercises help students to know themselves and
to cultivate professional values.
Assessment
Self-assessment is an important part of each activity and is
essential if the student is to become empowered as a self-learner. We say that
the difference between "thinking you know" and "knowing you
know" determines whether or not the student can be considered a self
directed learner [5,10]. To encourage self-assessment, the facilitator needs to
establish an environment where self-assessment is safe, achievable, and valued.
Throughout the classroom activities
many skills are used, developed, and explored. In order to teach process
skills, you must be able to assess in real time [4]. The average engineering
instructor is quite capable of assessing the mastery of information and
conceptual understanding but may need to improve his/her ability to assess
process skills such as communication, teamwork, thinking and self-management
skills [3].
Curriculum Development for Process
Education
The recommended steps for developing activity sheets for
Process Education include activity sheets are based on the Learning Process
Methodology described in Figure 2 [11].
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Step 1 -- Why: Justify why everyone is going
to invest time and effort in learning the material. Learning is most
efficient when there are identified objectives and relevance. Step 2 --
Orientation: Provide
an overview of the knowledge area you are going to explore by constructing a
bridge to areas covered previously and by showing the direction the process
is heading. Developing an ability to distinguish the forest from the trees
keeps you from wasting time. Step 3 --
Prerequisites: Give
students the opportunity to see they have the necessary background to be
successful in learning the new concepts. The prerequisite may, for example,
consist of comprehension of a background reading assignment, familiarity with
an analysis technique, or understanding a piece of equipment. Taking
responsibility, by becoming prepared for a new learning experience, increases
success and self-esteem. Step 4 --
Vocabulary: Write
a brief description of each key concept and vocabulary term. Doing this will
increase comfort and effectiveness during the learning activity. Step 5 -- Learning
Objectives: Define
your set of learning objectives. You should have overall learning objectives
with specific learning objectives for each activity. Identifying objectives
increases productivity by focusing you on the most important learning issues. Step 6 -- Criteria:
Establish
criteria to measure quality of performance in meeting learning objectives.
These criteria will guide the learners’ performance in the most important
growth areas. Step 7 --
Information Resources: Build an effective information base for constructing knowledge. This
might include textbooks, previous lecture notes, libraries, Internet, and
other sources. Step 8 -- Plan: Outline a scheme to meet
the established criteria using the information resources. A plan should
consist of steps that can be used to accomplished the activity within the
time available. Step 9 -- Concept
Models: Provide
one or models help in understanding and identifying relationships among
information and the connection between abstract theory and application.
Examples of models include diagrams, graphs, computer simulations,
mathematical models, physical models, analogies, and first hand experiences. Step 10 -- Critical
Thinking Questions: Ask questions to help the learner construct knowledge from
the information resources and models. By providing questions to guide
students through an exercise we can foster thought about the important
issues, exceptions to the general rule, boundary conditions, logical
extensions to the concept and opposing concepts. Questions may be divergent,
convergent, or directed. Divergent questions make students choose their
approach from a number of possibilities. Convergent questions help students
converge on a particular idea. Directed questions tend to have a single answer
and help if students become frustrated. Step 11 -- Skill
Exercises: Practice
applying the new concept in new situations. The ability to transfer and
generalize concepts is important to moving to higher levels of thinking and
learning. Step 12 -- Self Assessment:
Encourage
students to reflect on what has been learned. Reflection is useful in
building knowledge out of content. It is important for the student to be able
to distinguish between "thinking you know" and "knowing you
know". A learning assessment journal provides opportunity to document
performance, and supplies feedback that will improve future performance. Step 13 -- Problem Solving: Synthesize the individual concepts learned through problem solving projects. A problem solving methodology may be given to the student as a guide to the more complex situations requiring a problem solving strategy. |
Figure 2 Learning Process Methodology
Implementation of Process Education
A class based on the Process Education paradigm is very
different from a traditional class. A student (or faculty member) who expects
and is comfortable with lectures and content based examinations can find the
process class bewildering at first [4]. One is asked to work in teams, each
member with a specific role, to complete tasks while the instructor wanders
around asking questions rather than answering them. The student is asked to
keep a learning journal, reflecting regularly on the learning process itself,
recording questions or insights that come up in real time as well as after the
task is complete [10,11].
Multiple groups of four students are commonly used to increase
the effectiveness of cooperative learning and to implement the Learning Process
methodology [6]. Each student in a group is responsible for a role such as
captain, recorder, technology specialist, or reflector. All roles are critical,
however; the role of reflector is least understood. The reflector's job is to
give a frequent report self assessing the team's performance. If groups are
smaller than four members, individuals may be assigned multiple roles. If
groups are larger or if the exercise warrants, additional responsibilities such
as planner, negotiator, spokesperson, modeler, optimist, pessimist, and so on
may be assigned.
To facilitate Process Education, the instructor may assume
responsibilities in several areas [4,10]. As a leader/moderator, the
instructor develops and explains the lesson, defines the objectives, criteria
for success, expected behaviors, and establishes organization (rewards, group
structure, room structure, time structure). The instructor also provides
closure to the lesson by asking group members to report answers, summarize
major points, and to explain the strategies, actions, and results of the group.
As a monitor/assessor, the instructor circulates through the class to
monitor and assess individual team performance and to acquire information on
student understanding and difficulties. As coach/mentor the instructor
steps in by asking timely critical thinking questions to improve team
performance or to guide the group through difficulties.
Classroom Examples
The second author has taught a pre-engineering course using
Process Education at the University of Idaho, Moscow, over the past five years.
The course involves active learning activities such as collaborative reading,
Internet discussion groups, one minute papers, computer exercises, oral
reflector reports, problem solving contests, design projects, and peer
assessment. The course materials are based on the Learning Process methodology
[8,11,12]. The students are encouraged to focus on asking relevant critical
thinking questions, learning faster, learning better and practicing group
problem solving skills. Alternatively, the faculty focus is to let students
"Try It", to ask questions rather than give answers, and to motivate
students with interesting and challenging questions.
Typically 40 students participate in
the course each semester. Students work in groups of 2-5 on in-class exercises
and weekly homework assignments. Each group submits one work product and all
participants receive the same grade. Homework is weighted 30%, class
participation 10%, two individualized midterm exams 30% and a final design project
30% of the grade. In course evaluations, all students agreed with the statement
that concepts and problem solving methods learned in the course could readily
be applied to other courses. Course evaluation averages were high. Examples of
student comments include:
"At first I didn’t like the way the
instructor wouldn’t answer a question. Instead he would ask you another
question right back. However in the end I found that way of helping to be most
effective in making me think."
"You learn more in courses where you take part in class."
"I was surprised how well students worked together. This made the course
more interesting and more fun."
The first author has been teaching
an introductory computer applications course based on the Learning Process Methodology
in the mechanical engineering technology program at Purdue University Calumet,
Hammond, Indiana. Students work in groups of four with assigned roles. The
course involves active learning activities such as one minute papers, computer
exercises, oral reflector reports, design projects, and peer assessment.
The class meets in a computer laboratory four hours per week.
This is in line with the lab oriented engineering technology approach that the
majority of courses have an accompanying laboratory. There has been a
noticeable improvement in student attitude and performance since Process
Education was implemented. Student comments are positive and student
evaluations high. A new Process Education computer lab has been outfitted this
year at Purdue Calumet to support various engineering technology classes as
well as an introductory foundations course.
Conclusions
Closure in Process Education
requires a reflector’s report. This report gives a team strength, an area for
team improvement and an insight about the learning process. This format for
conclusion is also useful here. The strengths of Process Education
for engineering include:
- Increased
student and faculty satisfaction with classroom activities;
- Increased
student performance in many lifelong learning skills;
- Increased
student mastery and ownership of engineering knowledge;
- Greater
self esteem and motivation to complete additional course work.
Areas for improvement are:
- Broader
participation in faculty workshops and teaching institutes that focus on
Process Education;
- Greater
selection of instructional materials that support Process Education at all
levels of the curriculum;
- More
student exposure Process Education by instituting a foundations course for all
freshmen in each discipline.
Finally, the authors would like to share three insights about
process education. First, Process Education has immediate applicability to
laboratory and design components of existing engineering courses. These already
share some characteristics with the Process Education paradigm. Second, all
lecture courses can be modified to include process education. Third,
opportunities for growth in facilitating Process Education are unlimited, however
this growth can be accelerated through the creation of teaching/learning
groups which share successes and address challenges.
References
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1993, The Johnson Foundation, Inc., Racine, WI.
3. Engineering Deans Council and Corporate
Roundtable of the American Society for Engineering Education (ASEE),
"Engineering Education for a Changing World," October, 1993, ASEE.
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"A Primer for Process Education," 1994, Pacific Crest Software,
Corvallis, OR.
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DC.
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