Instruction and Classroom Practices

ASEE@Purdue will work with the Center for Instructional Excellence, instructors, and other campus resources to promote high-quality instruction and classroom practices development for TAs, future academics, and anyone who wants to attend our meetings.

Research and Scholarship

ASEE@Purdue is a place to learn about engineering education research practices, with topics ranging from conference abstract and paper writing information and workshops to presentations from research groups on campus and research-related talks from campus resources like the Institutional Review Board.

Community of Practice

ASEE@Purdue provides a community of practice for any and all people at Purdue interested in engineering education research and practice. Talk to colleagues in the College of Engineering, the College of Technology, and the College of Education who are interested in teaching and studying learning in the field of engineering. Collaborate on research projects and get some input on your ideas. Meet people who are all interested in the same thing: engineering education.


Thursday, March 25
3:30 - 4:30 General Meeting & ENE Seminar


Engineering Education outside the College of Engineering

Hongji Gui will present her work in engineering education through the College of Education.

Students come to the science classroom with pre-conceived ideas about different science phenomena. To make sense of the physical world around them, students construct internal representations known as mental models. The purpose of this study was to characterize fourth grade students’ mental models of a closed circuit and examine to what extent students’ mental models were influenced by engagement in an engineering design task. In an effort to capture students’ pre and post understandings of a closed circuit, an open response question and follow up interview was administered before and after students’ engagement in a door alarm design task. Results indicated an array of students’ different mental models. Additional analysis indicated that students developed a more informed and accurate understanding of simple circuits as a result of participating in a design task. Implications of this study suggest that engineering design may facilitate students’ science conceptual understanding.

Food will be provided!