June 25, 2013, 12:04 pm
I’m at the American Society for Engineering Education Annual Conference right now through Thursday, not presenting this time but keeping the plates spinning as Mathematics Division program chair. This morning’s technical session featured a very interesting talk from Kathy Harper of the Ohio State University. Kathy’s talk, “First Steps in Strengthening the Connections Between Mathematics and Engineering”, was representative of all the talks in this session, but hers focused on a particular set of interesting data: What engineering faculty perceive as the most important mathematics topics for their areas, and the level of competence at which they perceive students to be functioning in those topics.
In Kathy’s study, 77 engineering faculty at OSU responded to a survey that asked them to rate the importance of various mathematical topics on a 5-point scale, with 5 being the…
June 14, 2012, 10:00 am
The following is a shameless plug for the Mathematics Division of the American Society for Engineering Education. I am the division’s program chair for next year’s conference in Atlanta, GA — the dates haven’t been released yet, but it’s always in the first half of June — which means I get to recruit presenters, set up the talks at the conference, and manage the logistics. The main thing is that we need presenters, and that’s the nature of the plug.
If you are an engineer with a passing interest in mathematics and its instruction, or a mathematics person with a passing interest in the education of engineers, this is the conference for you! And you should give a talk at the Atlanta conference. There are a number of reasons why:
- It’s a big conference, with over 4000 attending the 2012 meetings and about that many attending this year’s. Big stage for your ideas.
- It’s a different …
June 12, 2012, 7:00 am
The first speaker in the Model-Eliciting Activities (MEA’s) session Monday morning said something that I’m still chewing on:
Misunderstanding is easier to correct than misconception.
She was referring to the results of her project, which took the usual framework for MEA’s and added a confidence level response item to student work. So students would work on their project, build their model, and when they were done, give a self-ranking of the confidence they had in their solution. When you found high confidence levels on wrong answers, the speaker noted, you’ve uncovered a deep-seated misconception.
I didn’t have time, but I wanted to ask what she felt the difference was between a misunderstanding and a misconception. My own answer to that question, which seemed to fit what she was saying in the talk, is that a misunderstanding is something like an incorrect interpretation of an idea …
June 11, 2012, 4:18 pm
I’m attending the American Society of Engineering Education conference and expo this week in San Antonio, and I hope to have some short blog posts from the various sessions and talks I’m attending.
This morning I attended part of a session on model-eliciting activities and the main plenary, which was titled “Keeping it Real” and focused on tying together academia and industry in engineering education. There were lots of good ideas discussed, but if there was one coherent take-away from these talks, it’s that engineers — at least the ones whose focus is on learning and teaching — are a lot further along than mathematicians in education practice.
Granted, my title here is a little overstated. I am not looking at a representative sample of engineers at this conference. These engineers are the ones who care and think the most about effective learning and teaching; I’m sure there are…
June 28, 2010, 3:18 pm
I’m back from vacation and hopefully will be resuming the kind of blogging pace I had while at ASEE last week. I certainly have a lot to process and share. But right now I want to share just a couple of thoughts from one of the sessions. The speaker was Steven Walk of Old Dominion University, speaking on something called “quantitative technology forecasting” — a sort of data analytics approach to the study of how technology emerges and disperses — as a platform for helping students acquire technological literacy. He made a couple of statements which have had my brain turning them over ever since. These are paraphrased off my hastily-taken notes. First:
Technology is any creation that provides humans with a compelling advantage to sustain that creation.
That would imply that technology is a much larger term than we typically imagine, encompassing such things as law, accounting, even…
June 23, 2010, 6:00 pm
…I’m all done with the ASEE and headed off on vacation in nearby Holiday World. Whatever it is I’ve left out about ASEE, I hope to fill in once I’m back home. If there’s something specific you’d like to know about what I’ve seen here, let me know in the comments.
June 23, 2010, 7:00 am
…goes to Robert Grondin of Arizona State University Polytechnic Campus, who made this remark in his talk in the Liberal Education for 21st Century Engineering session:
We do projects at the beginning of the course, because projects are fun, and we want to fool students into thinking that engineering is fun.
This was apropos of how engineering curricula usually incorporate projects — either at the beginning of the curricula via a freshman design course, or at the end via a senior design course, or both. But you can pretty much substitute any discipline and get the way we often think about how projects fit into the curriculum, right?
Prof. Grondin, on the other hand, has designed a generic Engineering degree — not Mechanical Engineering, Electrical Engineering, or whatnot… just Engineering — for ASU Polytechnic that requires only 20 hours of engineering coursework beyond the…
June 21, 2010, 6:21 pm
I’m currently at the American Society for Engineering Education conference and symposium in Louisville. There is a lot to process as I attend sessions on student learning, technological literacy, liberal education, and so on, all from the perspective of engineers and engineering educators. There is an entire division (a sort of special interest group) within the ASEE for Liberal Education, and I attended one of their paper sessions this afternoon.
Engineers have a quite different perspective on liberal education than those in “liberal arts” disciplines (by which we usually mean social sciences, arts, humanities) and those of us math/science people working in liberal arts colleges, but surprisingly — at least for the engineers I hung out with in the session — the two conceptions largely agree. We all conceive of liberal education as education that integrates multiple perspectives into …