This study describes the impact of two pedagogical models, mastery-based, self-paced learning versus traditional lecture and exam, on student performance, study behavior and confidence in an introductory physics course. The "control" course was designed as a traditional lecture and recitation course with three major exams and final exam (LRE). The "experimental" course, which drew on Bloom's Learning for Mastery and Keller's Personalized System of Instruction models, was designed as mastery-based, self-paced instruction (MSP) where students were required to pass each of 17 module exams with a minimum score of 90% score and to complete a final exam. To compare groups, both received the same written, final exam. A quasiexperimental design was used. Final exam results showed that the MSP group mean was higher (M=67.4, SD=15.7, N=151) than that for the LRE group (M=60.6, SD=17.5, N=160) (t(309)=2.179, p<0.001). At-risk students in the MSP course also performed better than a comparative group in the LRE course. Pre-and post-course written surveys revealed that the MSP group's mean confidence in physics skills was higher than LRE group mean by the end of course. Observations and student and teaching assistant interviews about student study processes highlighted a greater prevalence of "deep learning" and "strategic learning" strategies used by the MSP group compared to the LRE group.

This paper presents results of a two year pilot program in freshman design. The program's goal was to create a variety of project-based learning, or PBL, freshman experiences in design and complex problem solving as a means of energizing a fundamentals-focused math and science freshman curriculum. A second goal was to develop students' self-efficacy in a range of abilities associated with engineering including design, problem solving, innovation, communication, teamwork, application of fundamental engineering and math concepts, teamwork, and being able to consider social impacts in technology in design. A third goal was to examine impact of different types of subjects by gender. The final goal was to discern if any gains in self-efficacy were sustained over time. An engineering self efficacy survey tool was developed for this study, with an expanded set of engineering self efficacy measures, that permit a more nuanced portrait of the impact of different types of engineering curricular experiences on student self efficacy. While preliminary, student responses to the survey showed that hands on, rigorous, engineering design experiences leading to original design prototyping led to greater impact on men students' self efficacy than other types of design subjects. Student responses also showed that, while women students were energized by participation in PBL subjects, with more choosing engineering as a major compared to non-PBL women, the impact of women's self efficacy was only in design-innovation, compared to PBL men whose self efficacy was impacted in nearly all areas. Perhaps most interesting of all were the changes in student self efficacy by midsophomore year for all students whether they participated in freshman design subjects or not. By mid-sophomore year, student self efficacy decreased from end of freshman year levels for all students, regardless of gender, for all ability measures. By taking a longitudinal approach to the study, and implementing the survey tool over 3 periods (pre freshman, post freshman, and mid sophomore year) with the same student groups, the results also illustrate that gains in self efficacy, after an engaging freshman experience, are not permanent, nor do gains only increase over time. Rather, the value of self efficacy measures of engineering students, if implemented over several periods, is that they can reveal the roller coaster ride of students' engineering self confidence in response to positive and negative curricular experiences.

This study explores the impact of freshman engineering design experiences on student engineering design-related perceptions and performance. The impact of two teaching methods, faculty-mentoring versus web-guidance, used in the teaching of engineering design were also explored. Four skills associated with engineering design were assessed: open-ended problem solving, information search, mechanical building, and teamwork. Web-use related skill of information search was also assessed. Assessment methods included: pre-and post-activity student skill self-report surveys, observations of student teamwork and presentations, student interviews, and performance scoring of team design notebooks using a scoring rubric developed for design-related activities. Post-activity student skill self-reports revealed statistically significant gains in problem solving and mechanical building skills for Mentored and Webguided groups when compared with pre-activity responses. Performance assessment of the Webguided group using a team-based engineering design work scoring system showed higher scores for the use of technical concepts in the design process than the Mentored group. Based on teamwork observations and performance assessments of design notebooks, it was concluded that Web-guided students' higher scores in this skill were due to the fact that the web-based electronic design portfolio template, or Design Process Templates, helped students complete pertinent steps in the design process. This data also revealed that students in the Web-guided group were hampered by differences in HTML programming skills within the group. This difference limited some students' ability to act as a team in using the Web-based Design Process Templates for much of their design work. This issue was a particular problem for women who reported lower pre-activity HTML programming skills than men. Furthermore, instructor versus student conceptions of the design process hampered some students' use of the Design Process Templates.

An initial effort is being made in MIT's undergraduate mechanical engineering curriculum to develop archetypes and resources for using service learning broadly in different types of engineering classes: design, analysis-based engineering science, and experimental lab courses. As a preliminary step, departmental faculty were surveyed on their attitudes about service learning to assure that implementation efforts fit the department's needs: 72% of the department (N=54) responded, a representative group in terms of research focus, gender, and tenure level, indicating that 80% of faculty are open to the use of service learning. However, 52% expressed concerns about time constraints and 56% needed support finding suitable projects for technical classes. If this type of support, including methods to mitigate time constraints, were available, faculty were interested in the practice. Surveyed faculty considered service learning most appropriate for design classes, but were open to the practice in other classes if suitable projects were available.

In this capacity, he is responsible for all activities related to student services (academic administration, advising, career planning, women and diversity programs, etc.) and curricular issues. He is principal investigator on several NSF grants related to retention of engineering students. As a faculty member in civil engineering, he co-teaches a large introductory course in civil engineering. His research and consulting activities have focused on the safety and reliability of hydraulic structures, and he has participated as an expert in three different capacities regarding reviews of levee performance in Hurricane Katrina. He is a three-time recipient of his college's Withrow Award for Teaching Excellence, a recipient of the Chi Epsilon Regional Teaching Award, and a recipient of the U.S. Army Commander's Award medal for Public Service. In 2010, he was elected to the National Council of Chi Epsilon, the civil engineering honor society, and serves as National Marshal of that organization.