Abstract:
Contribution: This paper furthers understanding of how to use studio culture to develop instruction that supports learners' epistemic development in the context of an eng...Show MoreMetadata
Abstract:
Contribution: This paper furthers understanding of how to use studio culture to develop instruction that supports learners' epistemic development in the context of an engineering senior design course, with a focus on student development of epistemic frames. Background: Current capstone engineering design courses do not integrate the educational theories and practice of cognitive apprenticeship combined with studio culture. Combined, these can be useful constructs for developing instruction that encourages creativity and innovation in a situated, student-centered, and activity-focused environment. Prior research and evidence-based instructional methods from other non-engineering contexts were used to create an instructional environment that engenders epistemic change. Research Questions: How do instructional design methods based on studio culture impact the cognitive and epistemic development of engineering students in a Senior Design course? Methods: This exploratory case study examines the effects of instructional design methods based on studio culture to change an Engineering Senior Design course from lecture-based to activity-based instruction in a collaborative environment. The case study emerges from a design-based research intervention, and uses mixed methods data collection from multiple sources, including video interviews, classroom footage, and written debrief reflections. Data analysis applied an integrated thematic approach. Implications were developed through an emergent coding process. Findings: Cognitive apprenticeship methods used in a studio culture-based classroom provide learning experiences that benefit epistemic and cognitive growth for engineering students in a Senior Design course.
Published in: IEEE Transactions on Education ( Volume: 62, Issue: 3, August 2019)
Department of Graphic Communications, Clemson University, Clemson, SC, USA
Erica B. Walker received the B.A. degree in film studies from the University of Colorado at Boulder, CO, USA, in 2000, and the M.S. degree in graphic communications and the Ph.D. degree in curriculum and instruction from Clemson University, Clemson, SC, USA, in 2005 and 2016, respectively.
She began teaching with the Graphic Communications Department, Clemson University, as an Adjunct Lecturer in 2012, where she was promot...Show More
Erica B. Walker received the B.A. degree in film studies from the University of Colorado at Boulder, CO, USA, in 2000, and the M.S. degree in graphic communications and the Ph.D. degree in curriculum and instruction from Clemson University, Clemson, SC, USA, in 2005 and 2016, respectively.
She began teaching with the Graphic Communications Department, Clemson University, as an Adjunct Lecturer in 2012, where she was promot...View more
Digital Media and Learning Department, Clemson University, Clemson, SC, USA
D. Matthew Boyer received the B.S.Ed. degree in elementary and early childhood education from the Shippensburg University of Pennsylvania in 1990, the Ed.M. degree in technology in education from Harvard University in 2004, and the Ph.D. degree in educational psychology and educational technology from Michigan State University in 2011.
Prior to Clemson University, he taught public elementary school in Pennsylvania and New ...Show More
D. Matthew Boyer received the B.S.Ed. degree in elementary and early childhood education from the Shippensburg University of Pennsylvania in 1990, the Ed.M. degree in technology in education from Harvard University in 2004, and the Ph.D. degree in educational psychology and educational technology from Michigan State University in 2011.
Prior to Clemson University, he taught public elementary school in Pennsylvania and New ...View more
Engineering and Science Education Department, Clemson University, Clemson, SC, USA
Lisa C. Benson received the B.S. degree in bioengineering from the University of Vermont, Burlington, VT, USA, in 1978, and the M.S. and Ph.D. degrees in bioengineering from Clemson University, Clemson, SC, USA, in 1986 and 2002, respectively.
She is a Professor of engineering and science education with Clemson University. Her research focuses on the interactions between student motivation and their learning experiences, w...Show More
Lisa C. Benson received the B.S. degree in bioengineering from the University of Vermont, Burlington, VT, USA, in 1978, and the M.S. and Ph.D. degrees in bioengineering from Clemson University, Clemson, SC, USA, in 1986 and 2002, respectively.
She is a Professor of engineering and science education with Clemson University. Her research focuses on the interactions between student motivation and their learning experiences, w...View more
Contents Department of Graphic Communications, Clemson University, Clemson, SC, USA
Erica B. Walker received the B.A. degree in film studies from the University of Colorado at Boulder, CO, USA, in 2000, and the M.S. degree in graphic communications and the Ph.D. degree in curriculum and instruction from Clemson University, Clemson, SC, USA, in 2005 and 2016, respectively.
She began teaching with the Graphic Communications Department, Clemson University, as an Adjunct Lecturer in 2012, where she was promoted to an Assistant Professor with the College of Business in 2016. Her current research interests include game-based learning, curriculum design and the acquisition of the entrepreneurial mindset within studio and lab-based courses, color management on digital displays, and the use of video as both data and a reporting tool in academic research.
Dr. Walker is a member of the Printing Industries of America, Graphic Communications Educators Association, Text and Academic Authors Association, and Technical Association of the Graphic Arts.
Erica B. Walker received the B.A. degree in film studies from the University of Colorado at Boulder, CO, USA, in 2000, and the M.S. degree in graphic communications and the Ph.D. degree in curriculum and instruction from Clemson University, Clemson, SC, USA, in 2005 and 2016, respectively.
She began teaching with the Graphic Communications Department, Clemson University, as an Adjunct Lecturer in 2012, where she was promoted to an Assistant Professor with the College of Business in 2016. Her current research interests include game-based learning, curriculum design and the acquisition of the entrepreneurial mindset within studio and lab-based courses, color management on digital displays, and the use of video as both data and a reporting tool in academic research.
Dr. Walker is a member of the Printing Industries of America, Graphic Communications Educators Association, Text and Academic Authors Association, and Technical Association of the Graphic Arts.View more
Digital Media and Learning Department, Clemson University, Clemson, SC, USA
D. Matthew Boyer received the B.S.Ed. degree in elementary and early childhood education from the Shippensburg University of Pennsylvania in 1990, the Ed.M. degree in technology in education from Harvard University in 2004, and the Ph.D. degree in educational psychology and educational technology from Michigan State University in 2011.
Prior to Clemson University, he taught public elementary school in Pennsylvania and New Jersey, was a Teaching and Research Assistant with Michigan State University, did Post-Doctoral work as a Research Fellow with the National University of Singapore, and was an Assistant Professor with Yeditepe University, Istanbul, Turkey. He is currently an Assistant Professor of digital media and learning with the College of Education, Clemson University, with research focused on technology-enhanced learning environments and computer-supported collaborative learning.
Dr. Boyer is a member of the IEEE Education Society, the International Society of the Learning Sciences, and the Association for Educational Communications and Technology.
D. Matthew Boyer received the B.S.Ed. degree in elementary and early childhood education from the Shippensburg University of Pennsylvania in 1990, the Ed.M. degree in technology in education from Harvard University in 2004, and the Ph.D. degree in educational psychology and educational technology from Michigan State University in 2011.
Prior to Clemson University, he taught public elementary school in Pennsylvania and New Jersey, was a Teaching and Research Assistant with Michigan State University, did Post-Doctoral work as a Research Fellow with the National University of Singapore, and was an Assistant Professor with Yeditepe University, Istanbul, Turkey. He is currently an Assistant Professor of digital media and learning with the College of Education, Clemson University, with research focused on technology-enhanced learning environments and computer-supported collaborative learning.
Dr. Boyer is a member of the IEEE Education Society, the International Society of the Learning Sciences, and the Association for Educational Communications and Technology.View more
Engineering and Science Education Department, Clemson University, Clemson, SC, USA
Lisa C. Benson received the B.S. degree in bioengineering from the University of Vermont, Burlington, VT, USA, in 1978, and the M.S. and Ph.D. degrees in bioengineering from Clemson University, Clemson, SC, USA, in 1986 and 2002, respectively.
She is a Professor of engineering and science education with Clemson University. Her research focuses on the interactions between student motivation and their learning experiences, with current research on student perceptions, beliefs and attitudes toward becoming engineers and scientists, development of problem-solving skills, self-regulated learning, and epistemic beliefs.
Dr. Benson is a member of the American Society for Engineering Education, European Society for Engineering Education, American Educational Research Association, and Tau Beta Pi. She is the Editor-in-Chief of the Journal of Engineering Education.
Lisa C. Benson received the B.S. degree in bioengineering from the University of Vermont, Burlington, VT, USA, in 1978, and the M.S. and Ph.D. degrees in bioengineering from Clemson University, Clemson, SC, USA, in 1986 and 2002, respectively.
She is a Professor of engineering and science education with Clemson University. Her research focuses on the interactions between student motivation and their learning experiences, with current research on student perceptions, beliefs and attitudes toward becoming engineers and scientists, development of problem-solving skills, self-regulated learning, and epistemic beliefs.
Dr. Benson is a member of the American Society for Engineering Education, European Society for Engineering Education, American Educational Research Association, and Tau Beta Pi. She is the Editor-in-Chief of the Journal of Engineering Education.View more
