Impact of a Modeling Intervention in an Introductory Programming Course

Rodgers, Kelsey Joy; McNeil, Jacqueline C.; Verleger, Matthew; Marbouti, Farshid

doi:10.18260/1-2--32918

Cited by 4 publications

(11 citation statements)

References 17 publications

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“…The dimensions of the rubric were analyzed separately to capture the nature of the differences between the experimental and comparison groups. Since this study complemented the work of a previous study [28], these results are compared where relevant.…”

Section: Discussionmentioning

confidence: 82%

“…Every rubric item consisted of either two, three, or four options for each grade with points and options as summarized in Table 3. In the development of this rubric, reflection on the previous implementation of a similar problem were considered -findings discussed by Rodgers et al [28]. The two biggest changes were: (1) rubric items related to the shareability dimension were incorporated in and (2) some rubric items had more levels rather than having as many dichotomous rubric items.…”

Section: Discussionmentioning

confidence: 99%

“…The four submissions are summarized in Table 1. One important change in this implementation in comparison to the previous semester (Fall 2018 - [28]) is students were required to incorporate comments throughout their code, whereas before they could attach their previously submitted written model. The problem explicitly stated, "You are required to comment your assumptions (for Step 4) and all your justifications for each step throughout your code" (see Appendix A).…”

Section: Setting and Participantsmentioning

confidence: 99%

“…Most engineering education studies on computer programming focus on other pedagogical approaches, such as paired programming (e.g., [26]) or extreme programming (XP) (e.g., [27]). This study focused specifically on modeling development in a first-year programming course and built off a similar previous study [28].…”

Section: Introductionmentioning

confidence: 99%

“…Rodgers et al [28] found that students participating in a programming course explicitly teaching mathematical and computational modeling consistently improved their demonstrated modeling abilities across four submissions of a modeling problem. In the same study, students in the same programming course that did not explicitly teach modeling did not demonstrate consistent improvement [28]. Based on these findings, this study investigated similar research questions in a later semester with similar conditions.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Comparing Students’ Solutions to an Open-ended Problem in an Introductory Programming Course with and without Explicit Modeling Interventions

Rodgers

Verleger

Marbouti

2020 ASEE Virtual Annual Conference Content Access Proceedings

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She teaches a MATLAB programming course to mostly first-year engineering students. She primarily investigates how students develop mathematical models and simulations and effective feedback. She graduated from the School of Engineering Education at Purdue University with a doctorate in engineering education. She previously conducted research in Purdue University's First-Year Engineering Program with the Network for Nanotechnology (NCN) Educational Research team, the Model-Eliciting Activities (MEAs) Educational Research team, and a few fellow STEM education graduates for an obtained Discovery, Engagement, and Learning (DEAL) grant. Prior to attending Purdue University, she graduated from Arizona State University with her B.S.E. in Engineering from the College of Technology and Innovation, where she worked on a team conducting research on how students learn LabVIEW through Disassemble, Analyze, Assemble (DAA) activities.

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Section: Discussionmentioning

confidence: 82%

Section: Discussionmentioning

confidence: 99%

Section: Setting and Participantsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Comparing Students’ Solutions to an Open-ended Problem in an Introductory Programming Course with and without Explicit Modeling Interventions

Rodgers

Verleger

Marbouti

2020 ASEE Virtual Annual Conference Content Access Proceedings

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Student Awareness of Models in First-Year Engineering Courses

et al. 2023

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This study assesses more than 800 students' awareness of engineering model types before and after taking two first-year engineering courses across two semesters and evaluates the effect of each course.Background: All engineers must be able to apply and create models to be effective problem solvers, critical thinkers, and innovative designers. To help them develop these skills, as a first step, it is essential to assess how to increase students' awareness of engineering models. According to Bloom's taxonomy, the lower remember and understand levels, which encompass awareness, are necessary for achieving the higher levels, such as apply, analyze, evaluate, and create. Research Questions: To what extent did student awareness of model types change after taking introductory engineering courses? To what extent did student awareness of model types differ by course or semester?Methodology: In this study, a survey was designed and administered at the beginning and end of the semester in two first-year engineering courses during two semesters in a mid-sized private school. The survey asked students questions about their definition of engineering modeling and different types of models.Findings: Overall, student awareness of model types increased from the beginning of the semester toward the end of the semester, across both semesters and courses. There were some differences between course sections, however, the students' awareness of the models at the end of the academic year was similar for both groups.

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Types of Models Identified by First-Year Engineering Students

Rodgers,

Thompson,

Verleger

et al.

2021 ASEE Virtual Annual Conference Content Access Proceedings

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His research interests are focused on using action research methodologies to develop immediate, measurable improvements in classroom instruction and on the development of software tools to enhance engineering education. Dr. Verleger is an active member of ASEE, having served as the founding chair of the Student Division, a Program Chair and a Director for the Educational Research and Methods Division, and the General Chair of the First-Year Division's First-Year Engineering Experience Conference.

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Impact of a Modeling Intervention in an Introductory Programming Course

Abstract: She teaches a MATLAB programming course to mostly first-year engineering students. She primarily investigates how students develop mathematical models and computational models. She also conducts research around effective feedback and nanotechnology education.

Cited by 4 publications

References 17 publications

Comparing Students’ Solutions to an Open-ended Problem in an Introductory Programming Course with and without Explicit Modeling Interventions

Comparing Students’ Solutions to an Open-ended Problem in an Introductory Programming Course with and without Explicit Modeling Interventions

Student Awareness of Models in First-Year Engineering Courses

Types of Models Identified by First-Year Engineering Students

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