Cognitive work analysis for design of instructional practice in engineering education
Abstract
The primary objectives reported in this thesis are to find (1) if work activity in an engineering education system can be represented in a way that engineering educators can identify the demands and complexities of the system along with its limitations and capabilities without altering the characteristics of system, (2) if plans and beliefs of an engineering instructor for a class can be executed or achieved in the same way as planned in the system. In addition to the above questions, it is also studied if the work analysis allows engineering faculty to analyze, improve and compare individual performances of instructional activity in an engineering education system. A two dimensional representational tool is presented for modeling engineering instruction. Abstraction and decomposition elements of the tool enables representing instructional activity in the two dimensional space. A survey is conducted on faculty of engineering to build the tool and support its validity. Class reflections from an engineering instructor in UTEP are collected to study the execution of engineering faculty in the work system. The beliefs and practices of the engineering educators are mapped on the two dimensional tool as well as a comparison between teaching styles and execution of multiple faculty's from different universities and engineering instructor at UTEP is studied.
Subject Area
Industrial engineering
Recommended Citation
Mattaparthy, Jaya Vinay, "Cognitive work analysis for design of instructional practice in engineering education" (2008). ETD Collection for University of Texas, El Paso. AAI1456736.
https://scholarworks.utep.edu/dissertations/AAI1456736