Exploration of Lifelong Learning Skill and Engineering Attitude Development in Cyberlearning Environments

In the first study, I calculated reliability coefficients for the original LLL scale with good internal consistency. The exploratory factor analysis (EFA) yielded two factors (i.e., Learner characteristics and Enjoyment of reading and writing). The confirmatory factor analysis (CFA) measure model fit using five fit indices, initially had poor model fit except for one. After deleting items with low factor loading and low item-factor correlations the model fit was improved, yielding “good fit” for all indices. In the second study, I calculated original EAS reliability coefficients with good internal consistency. EFA was performed resulting in four factors (i.e., Engineering as a career, Engineer career characteristics, Engineer career personality characteristics, and Engineering is theoretical). CFA model fit using the same five model fit indices did not yield good fit indices. Modifications to the EAS by deleting poor item-factor correlations resulted in improved reliability and construct validity for all of the model fit indices. In the third study, I used the modified versions of the LLL and EAS and their sub-scales from the first two studies to explore if being educated through an EBP had any statistically significant effect on students’ LLL skills and EAs. I found that Factor 1 sub-scale of the EAS named “Engineering as a career” revealed statistically significant results. Students who were female, African American, first-generation college student in their immediate family showed the greater improvements in the “Engineering as career” sub-dimension of the EAS. In all other dimensions of the instruments, students’ mean score differences were improved after the modified versions were considered captured by the effect size differences. I have identified proven methods, EBP, and improved assessment tools (i.e., modified LLL scale and modified EAS) that can positively impact and monitor vulnerable undergraduate populations and URMs in STEM undergraduate programs

A Brief Exercise in Currere and Bathroom Bills

North Carolina voted into law legislation known as the Privacy Facilities and Security Act, commonly known as HB2 or the anti-transgender “bathroom bill.” We use Pinar’s (1975a, 1975b, 2012) currere methodology as a brief exercise in deconstructing this bathroom bill and others similar to it. In this short piece, we go through each moment: the regressive, progressive, analytical, and synthetical. Historical, social, and biological aspects of the bill are discussed and critically analyzed to outline a pathway to a synthetical moment that includes cultural reconceptualization, social justice, and equality for disenfranchised groups such as transgender, intersex, and gender nonconforming people

EVALUATING the EFFECT of A STUDENT-CENTERED PEDAGOGICAL APPROACH on STUDENTS SKILLS and KNOWLEDGE in COMPUTER-AIDED DESIGN (CAD) COURSE

This paper presents a quasi-experimental pre and post test design to explore the effects of a student-centered pedagogical approach in Computer-Aided Design (CAD) education. In this study, students in experimental group generated CAD screencast tutorials, recorded the supporting audio, shared the videos with their peers, and provided feedback to each other s screencast. A life-long learning survey, an engineering attitude survey, and a CAD modeling exam were used as the study instruments. Students learning outcomes were evaluated by analyzing data collected over five years from 17 classrooms. Findings indicated that first generation college students or female students were more receptive to the student centered instructional approaches and they improved their life-long learning skills and engineering attitudes. We observed a strong evidence that when students designed screencast exercises, their CAD exam performance improved. This study also contributes to our knowledge on how to effectively assess engineering attitudes and life-long learning skills

Promoting life-long learning skills in CAD using the peergenerated screencast tutorials

To promote life-long learning skills in Computer-Aided Design (CAD) education, authors designed and implemented a student-centered instruction in the CAD courses. A quasiexperimental pre-and-post test research design was implemented. Experimental group students were asked to design screencast tutorials with their verbal explanations recorded. Students shared their screencast tutorials with their peers and provided feedback to each other\u27s video tutorials. Control group students were asked to review the instructor made screencast tutorials. A life-long learning survey, an engineering attitude survey, an exit project survey, and a CAD modeling exam were used as the study instruments. A total of 147 students participated in this study over three years. Findings indicated that female and first generation college students in the experimental group performed better than their peers in the control group in the CAD modeling exam. Our student-centered instruction was more affective on female students\u27 and first generation college students\u27 skills and knowledge than male students\u27 and not-first generation college students\u27 skills and knowledge