Students learn to solve problems by developing mental models of the problem. Although these model... more Students learn to solve problems by developing mental models of the problem. Although these models are many and diverse, a common one used in engineering education consists of identifying the known and unknown variables, construction of a graphical problem representation, and developing a mathematical model representing the two preceding steps. This is particularly the case for courses in physics, mechanics, and electrical circuits. M-MODEL is a computer-based implementation of this approach to problem-solving. It requires users to build the known/unknown, graphical (free-body diagram in this paper), and mathematical models of a problem. Once the student creates a complete model, M-MODEL checks it for errors such as proper number of graphical elements, naming of variables, and equation formatting. These checks also provide users with feedback that can be used to correct or improve their models. Once users are satisfied with their models, M-MODEL proceeds to solve their equations as well as display the correct solution for users to compare to their models. M-MODEL also provides a tool that individual authors can use to prepare problem models. This paper discusses the features of M-MODEL as applied to an Engineering Statics course. It also discusses how it may be used to encourage students to develop mental model approaches to problem solving.
Zenodo (CERN European Organization for Nuclear Research), Jun 30, 2019
Practitioners in many domains-e.g., clinical psychologists, college instructors, researchers-coll... more Practitioners in many domains-e.g., clinical psychologists, college instructors, researchers-collect written responses from clients. A well-developed method that has been applied to texts from sources like these is the computer application Linguistic Inquiry and Word Count (LIWC). LIWC uses the words in texts as cues to a person's thought processes, emotional states, intentions, and motivations. In the present study, we adopt analytic principles from LIWC and develop and test an alternative method of text analysis using naïve Bayes methods. We further show how output from the naïve Bayes analysis can be used for mark up of student work in order to provide immediate, constructive feedback to students and instructors.
In this paper we describe a collaborative, cross-cultural project whose focus is on developing an... more In this paper we describe a collaborative, cross-cultural project whose focus is on developing an interactive pedagogy for undergraduate students that delivers a culturally relevant ethical activity, using an internet platform to widen the scope of learning at an international level. The ongoing collaborative project described here is implemented through a website, the Ethical Engineer (https://ethicalengineer.ttu.edu), that provides an open and unique online digital platform for developing a community of students committed to the discussion of ethics from a global perspective. A goal of this project was to gain insights into similarities and differences between Indian, Ukrainian, and USA respondents in their reasoning about a hypothetical ethical dilemma. Two complementary methods of analysis were applied to students’ responses. First, a well-known method for text analysis, Linguistic Inquiry and Word Count (LIWC2022) was used to identify topics and perspectives in students’ essays...
Visual Thinking Strategies (VTS), an educational technique that uses art to foster visual literac... more Visual Thinking Strategies (VTS), an educational technique that uses art to foster visual literacy through facilitated group discussion, has been shown to promote the development of skills that transfer to other domains. In this paper, we report findings from our use of VTS in an experimental graduate course in environmental engineering that aims to foster students’ capacities for reflection. Using data from writing samples with methods of thematic analysis, we explore students’ perceptions of their own learning from the VTS portion of this semester-long course called Developing Reflective Engineers through Artful Methods. One significant theme identified was “Knowledge/Skills”, in which students identified specific knowledge gained or skills developed through their VTS experience, including skills of group discussion, listening/ paraphrasing, observation, imagination/creativity, and critical thinking. Another key theme identified was “Appreciating Others’ Perspectives”, in which students expressed appreciation of the differences in perspective that VTS discussions tend naturally to draw out. This finding highlights the potential of VTS as a tool for promoting and supporting diversity in engineering. Based on these data and a brief, associated survey, we learned that students found VTS to be highly effective at helping them become more reflective and was one of the most effective methods we have attempted for the development of reflective thinking in graduate engineering.
Work in Progress: Creating an Internet Platform for USA and Indian Students to Share Ethical Viewpoints
Ethical engineering practice is a global issue. However, cultural norms and social realities may ... more Ethical engineering practice is a global issue. However, cultural norms and social realities may result in differences in ethical behavior. A basic instructional challenge is developing the ability of students to understand ethical practice and to facilitate discussion of ethical issues across regional and cultural boundaries. The present project seeks to facilitate discussion and analysis of ethical practices of undergraduate engineering students at our university, Texas Tech, and peers at universities in Ukraine and India, our partnering countries. An undergraduate ethics course for engineering majors and the website are currently the primary channels through which this project is being developed and implemented. The paper describes i) steps in developing the website, which is currently operational, ii) progress developing partnerships and recruiting participants, and iii) results from preliminary tests of machine-assisted methods for analyzing students' submissions to the website. The Ethical Engineer is an emerging web-based innovation for facilitating cross-cultural discourse in engineering ethics.
Fostering Reflective Engineers : Outcomes of an Arts- and Humanities-Infused Graduate Course
2018 World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC), 2018
Engineering education traditionally focuses on technical content and problem-solving, leaving lit... more Engineering education traditionally focuses on technical content and problem-solving, leaving little room in the curriculum to examine broader environmental and socio-technical impacts of engineering work. However, if engineers wish to have intentional, positive influences on these broader impacts, skills for reflective thinking and ethical decision-making are essential. The arts and humanities can provide important and often neglected perspectives for engineers in developing such skills. In a recent seminar course for civil/environmental engineers, we explored ways of developing these skills through activities including Visual Thinking Strategies (VTS), in-class readings & discussions, essay writing, and portfolio assignments. In this paper, we present selected findings from this experimental course. While the class was small, comprised of a dozen graduate students, results were encouraging. For example, findings from qualitative thematic analysis of pre- and post-course essays showed an increase in recognition of the importance of breadth of knowledge and/or perspective. Similarly, pre-post Likert-type survey results showed a statistically significant increase (p<0.005, d=1, n=10) in Contextual Competence, a self-reported measure of ability to anticipate and understand the impacts and constraints of broader contexts on engineering solutions. These findings are preliminary but suggest the course helped students develop capacity for reflection through arts- and humanities-based activities.
College students prefer live plant instruction
A Lexical Model of Learning to Read Single Words Aloud
Proceedings of the Sixteenth Annual Conference of the Cognitive Science Society, 2019
2019 ASEE Annual Conference & Exposition Proceedings
Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research... more Kim is a curriculum theorist, teacher educator, and narrative inquiry methodologist. Her research centers on various epistemological underpinnings of curriculum studies, particularly engaging in hermeneutical excavation of the stories of students and teachers around the notion of Bildung, a human way of developing or cultivating one's capacity. She received the Fac
Introduction: A Coupling of Disciplines in Categorization Research
Psychology of Learning and Motivation, 1993
... This article is not included in your organization's subscription. However, you may be ab... more ... This article is not included in your organization's subscription. However, you may be able to access this article under your organization's agreement with Elsevier. Roman Taraban. Available online 10 April 2008. Excerpt. Note: This is a one-page preview only. ...
Working memory capacity and signal detection theory
PsycEXTRA Dataset
Temporal Costs of Storing an Idea in Memory
PsycEXTRA Dataset
After the Cognitive Revolution
Contemporary Psychology: A Journal of Reviews, 1998
Computer-Based Comprehension Research in a Content Area
Journal of Developmental Education, 1998
EJ586420 - Computer-Based Comprehension Research in a Content Area.
Computation in the Pursuit of Intelligence
Contemporary Psychology: A Journal of Reviews, 1998
He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are ... more He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, in critical thinking and how students draw meaningful connections in traditional college content materials.
He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are ... more He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, how they draw meaningful connections in traditional college content materials. This research was conducted as part of a Fulbright-Nehru Research Award.
Uploads
Papers by Roman Taraban