In Spring and Summer 2013, I was a member of the research team on the NSF-funded project WIDER: Supplement: GSE/RES: A Mixed-Methods Study Of The Effects of First-Year Project Pedagogies on the Retention and Career Plans of Women in Engineering. The purpose of this project was to explore instructor and student views of teaching practices in order to discover how well extant practices fit the Cognitive Apprenticeship framework. For this assistantship, I:
- Conducted and analyzed qualitative interviews and focus groups with lecture and laboratory instructors,
- Designed a survey of students engaged in engineering design projects, administered it over four weeks, and conducted quantitative analysis of the results, and
- Prepared a report of findings to be used for publication and to inform instructor training in future course offerings.
I co-authored a paper on Cognitive Apprenticeship and initial findings and presented it at the 2013 First Year Engineering Experience conference. Publication of further results is expected going forward.