Design of a Professional Practice Simulator for Educating and Motivating First-Year Engineering Students

Autor/inn/en	Chesler, Naomi C.; Arastoopour, Golnaz; D'Angelo, Cynthia M.; Bagley, Elizabeth A.; Shaffer, David Williamson
Titel	Design of a Professional Practice Simulator for Educating and Motivating First-Year Engineering Students
Quelle	In: Advances in Engineering Education, 3 (2013) 3, (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering Education; Computer Simulation; Educational Quality; Educational Experience; Undergraduate Students; Student Motivation; Design; Student Projects; Costs; State Universities; Mentors; Outcomes of Education; Student Evaluation; Learning Theories; Internship Programs; Program Descriptions; Feedback (Response); Teamwork; Epistemology; Games; Discourse Analysis; Statistical Analysis; Qualitative Research; Student Attitudes + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Computergrafik; Computersimulation; Quality of education; Bildungsqualität; Bildungserfahrung; Schulische Motivation; Schulprojekt; Cost; Kosten; Staatliche Universität; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Learning theory; Lerntheorie; Berufspraktische Ausbildung; Erkenntnistheorie; Game; Spiel; Spiele; Diskursanalyse; Statistische Analyse; Qualitative Forschung; Schülerverhalten
Abstract	Increasingly, first-year engineering curricula incorporate design projects. However, the faculty and staff effort and physical resources required for the number of students enrolled can be daunting and affect the quality of instruction. To reduce these costs, ensure a high quality educational experience, and reduce variability in student outcomes that occur with individual design projects, we developed a simulation of engineering professional practice, NephroTex, in which teams of students are guided through multiple design-build-test cycles by a mentor in a virtual internship. Here we report on the design process for the virtual internship and results of testing with first-year engineering students at a large, public university. Our results demonstrate that the novel virtual internship successfully educated and motivated first-year-engineering students. Importantly, the virtual environment captures rich discourse that can be used to assess the process of student learning with tools from existing learning theory. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01