Date of Award

2000

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

In 1993, Rose-Hulman Institute of Technology became a member of the Foundation Coalition, one of six EngineeringEducation Coalitions sponsored by grants from the National Science Foundation. Experimental curricula were created, including the Integrated First Year Curriculum in Science, Engineering, and Mathematics (IFYCSEM) and the Sophomore Engineering Program (SEC). In this study, students who completed one or more of the Foundation Coalition curricula were placed in four-member teams and comparatively evaluated using qualitative research techniques for their abilities to work in teams, to solve complex, open-ended problems and to utilize technology. This study evaluated the outcomes for the students at Rose-Hulman Institute of Technology and provided a model and suggestions for studies of similar design. The study found that only those students who had persisted from the IFYCSEM program into the SEC exhibited the behaviors outlined by the Foundation Coalition performance criteria as necessary for meeting the goals of teaming, and problem-solving. Students who had participated only in the IFYCSEM program showed the fewest behaviors that met the performance criteria. Technology-utilization was especially notable through its minimal employment by all groups. The summary and discussion examined the applications of this brief, focused study that took place in a unique environment to the field ofEducational assessment and higherEducational practices. The summary confronted the issue of question design in an open-ended problem-solving study and showed the importance of working with stakeholders, in this case, faculty. The study discussed how the content area of engineeringEducation and experiences of the faculty as engineers shaped the creation of the question used in the study so that it influenced the students' abilities to exemplify the performance criteria specified.

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