Enhancing Student Cognition and Affect through the Creative Art of Structural and Civil Engineering

Laffey, Evelyn Hanna; Garlock, María Eugenia Moreyra; Bhatia, Aatish

doi:10.18260/p.26707

Cited by 4 publications

(5 citation statements)

References 7 publications

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“…At the core of architecture education, design studios provide experiential learning environments that use certain pedagogical principles such as learning-by-doing, reflection-in-action and building a repertory through experiences to apply in new future situations (Salama, 2016;Waks 2001). The contrasting pedagogical methods of the design studio and instructive structures courses may prevent the integration of ideals and values of structural engineering and architecture (Laffey, et al 2016). The incompatible pedagogies can also lead to poor development of structural insight, which can be defined as an understanding of principles of structural systems, and the application of those principles into the form-finding process (MacDonald, 2019;Uihlein, 2015).…”

Section: Introductionmentioning

confidence: 99%

Experiential Learning of Structural Systems - Comparison of design-based and experiment-based pedagogies

Acican¹,

Luyten²

2022

eCAADe Proceedings

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This research aims to compare two experiential learning methods' effectiveness for (1) a deeper understanding of structural behaviour, and (2) skills to design architectural forms that are structurally informed. A course was planned to investigate the effect of the type and order of the two teaching units: (1) guided experiments on a parametric design model, and ( 2) parametric design of a tower and custom experiments using Grasshopper and Karamba. Results indicate that the group that started with the experiments learned to ask the relevant questions by experimenting with the appropriate parameters that helped them to find the structural principles and apply them during their design phase. The group that started with the design were lost in the structural concepts and in identifying the meaningful parameters to test for. However, after the experiment was completed, this group could make a knowledge transfer. Acquisition of structures knowledge may require the experience of multiple situations while the application of this knowledge may involve selecting the relevant structural experience with the architectural form-finding process. In the future, a proposed experiential learning method will be compared with an instructive learning approach of structural systems for architecture students.

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Section: Introductionmentioning

confidence: 99%

Experiential Learning of Structural Systems - Comparison of design-based and experiment-based pedagogies

Acican¹,

Luyten²

2022

eCAADe Proceedings

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“…These results serve to highlight the efficacy of the interactive teaching methods adopted in this project towards improving student learning outcomes as well as attitudes towards engineering. Further details about our evaluation methods and results can be found in the ASEE 2016 conference paper entitled 'Enhancing Student Cognition and Affect through the Creative Art of Structural and Civil Engineering' [15]. …”

Section: Learning Outcomesmentioning

confidence: 99%

Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance

Garlock

Bhatia

Laffey

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Current research has described a culture of engineering in post-secondary environs that restrict motivational expression and deep student engagement (i.e. Benson, Kirn, & Faber, 2016), and others have examined ways the experiences of UREM's can be improved (Laffey, et al, 2016). Furthermore, various interventions have been conducted to examine how instructional support and strategies can improve student motivation and engagement (i.e.…”

Section: Supportive Classroom Environments In Engineering Educationmentioning

confidence: 99%

“…Post-secondary engineering classrooms should support UERM and women's positive motivational beliefs and engagement (Laffey et al, 2016). Further examination of differences in engagement and knowledge building between dominant and non-dominant groups can help to advance this cause.…”

Section: Introductionmentioning

confidence: 99%

Gender and Ethnic Differences in Classroom Engagement and Knowledge Building in Engineering Energy Science Courses

Haskett¹

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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Research is clear that women and under-represented ethnic and racial minorities experience engineering classroom climates differently than their male and predominantly white peers. However, little research has investigated differences in engagement and knowledge building between dominant and non-dominant groups in engineering contexts. In this study we examine gender and ethnic differences in student engagement and knowledge building in engineering energy science classrooms. Results indicated that there were significant group differences in students' perception of support for question asking, affective engagement, and behavioral-effortful class participation. Follow up comparisons of gender-ethnicity combinations revealed insight into the differences among women and under-represented racial and ethnic minorities. White males consistently self-reported significantly higher levels of question asking, affective engagement, and effortful engagement than students from many UREM groups. White females, multiracial females, and multiracial males consistently self-reported lower levels of question asking, affective engagement, and effortful engagement than students from many other backgrounds. Follow up comparisons of gender-ethnicity combinations revealed insight into the differences among women and under-represented racial and ethnic minorities.

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Enhancing Student Cognition and Affect through the Creative Art of Structural and Civil Engineering

Cited by 4 publications

References 7 publications

Experiential Learning of Structural Systems - Comparison of design-based and experiment-based pedagogies

Experiential Learning of Structural Systems - Comparison of design-based and experiment-based pedagogies

Effective Approaches for Teaching STEM-literacy for All Majors: The Example of Resonance

Gender and Ethnic Differences in Classroom Engagement and Knowledge Building in Engineering Energy Science Courses

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