My primary research interests are in the field of engineering education, specifically in experiential project-based, team-based learning pedagogies in engineering courses. Research questions regarding best pedagogy practices and the impact of such course format were assessed through student surveys, in-class recordings, interviews, demographical data, and academic performances.
Among broad engineering education focuses, I am interested in the following research topics:
- Implementation of the project-based learning and best practices
- Impact of project-based learning course format on engineering students, i.e., engineering skills, student motivation, different demographic backgrounds, subsequent academic performances, etc.
- The effectiveness of online, hybrid and in-person course modality
Implementation of Project-based Learning and Best Practices
Upon college entrance, engineering students often experience a discrepancy between classroom learning and practical engineering applications under many existing theory-focused curricula. Students may be far less engaged and motivated under such curricula, and those who leave engineering due to lack of interest and engagement may be in good academic standing. Many universities have implemented innovative first-year programs to enhance student experiences and to improve student retention, motivation, and satisfaction with the engineering curriculum.
After visiting nationally renowned programs, we initiated and developed a team-based and projected-based learning engineering design course, ENGR 7, with the integration of technical communications, offering this class to lower-division students among all engineering majors. In addition, to encourage student innovation, we integrated an entrepreneurship module, where students presented a business plan based on their own start-up idea relevant to their course project. Student feedback was administered through course evaluations to assess student satisfaction and learning outcomes.
Published Work
- L. L. Wu and G. Washington, “Integration of Entrepreneurship in a First-Year Engineering Course”, American Society of Engineering Education Annual Conference, Columbus, OH, June 24-28, 2017
- L. L. Wu, J. C. LaRue, R. Cassidy, J. M. McCarthy and G. Washington, “Implementation and Impact of a First Year Project-Based Learning Course”, American Society of Engineering Education Annual Conference, New Orleans, LA, June 26-29, 2016
- L. L. Wu and G. Washington, “Enhance Student Innovation with First Year Engineering Program”, The 6th First Year Engineering Experience (FYEE) Conference, College Station, TX, August 7 – 8, 2014
- L. L. Wu, C. O’Neal, J. M. McCarthy and G.Washington, “Enhancing Student Learning and Success: First-year Engineering Program”, The 5th First Year Engineering Experience (FYEE) Conference, Pittsburgh, PA, August 8 – 9, 2013
Impact of Project-based Learning Course on Engineering Students
I am also interested in examining the impact of such project-based experiential learning courses on students in their academic performances in subsequent engineering courses, interest in engineering, motivation in persisting through a challenging course, etc. In addition, research was also performed to assess whether the course impacted URM and female students differently in comparison to students who have not taken such courses.
Published Work
- L.L. Wu and N. Choi, “Assessing best practices of a multidisciplinary experiential learning engineering course”, American Society of Engineering Education Annual Conference, June 23-26, Portland, OR, 2024
- H. Nguyen, L. Wu, C. Fischer, G. Washington and M. Warschauer, “Increasing success in college: Examining the impact of a project-based introductory engineering course”, J Eng Educ. 2020, 1–18.
- L. L. Wu, E. Zhu, C. Callaghan, D. Irwin, D. Reinsdorf, V. Swanson, A. Zwirn and D. Reinkensmeyer, “Rapidly Converting a Project-Based Engineering Experience for Remote Learning: Successes and Limitations of Using Experimental Kits and a Multiplayer Online Game”, Advances in Engineering Education, 8(4), 2020
- L. L. Wu and G. Washington, “Assessing the impact of a first-year experiential learning course on women and underrepresented students”, The 10th Annual First Year Engineering Experience (FYEE) Conference, Glassboro, NJ, July 24-26, 2018
- L. L. Wu, J. C. LaRue, R. Cassidy, J. M. McCarthy and G. Washington, “Implementation and Impact of a First Year Project-Based Learning Course”, American Society of Engineering Education Annual Conference, New Orleans, LA, June 26-29, 2016
Effectiveness of Online, Hybrid and In-person Course Modality
An online lecture section has been offered since 2016 for ENGR 7 due to over enrollment and student schedule conflicts. In collaboration with colleagues in the School of Education, we assessed the effectiveness of the online course modality in comparison to in-person teaching. Understanding the effectiveness of online learning eased the transition during the Covid-19 pandemic when courses were implemented remotely.
Published Work
- L. L. Wu, C. Fischer, F. Rodriguez, et al. Project-based engineering learning in college: associations with self-efficacy, effort regulation, interest, skills, and performance. SN Soc Sci, 1, 2021, 287.
- L. L. Wu, F. Rodriquez, C. Fischer and G. Washington, “Evaluation of Online Learning in a First-year Engineering Design Course”, American Society of Engineering Education Annual Conference, Salt Lake City, UT, June 23-27, 2018
Other Research Topics
In partnership with colleagues in the School of Education, collaborative learning patterns were examined. Results indicate that groups with more complex collaboration patterns—employing all collaboration phases, particularly task understanding, strategic planning, and progress monitoring—are more frequently engaged in the shared design decision process.
Published Work
- H. Nguyen, K. Y. Lim, L. Wu, C. Fischer and M. Warschauer, “We’re looking good”: Social exchange and regulation temporality in collaborative design. Learning and Instruction, 74, 2021, 1-13.
- H. Nguyen, K. Y. Lim, L. Wu, C. Fischer and M. Warschauer, “I Thought We Said”: Perceived Peer Support, Discourse Cohesion, and Regulation in Engineering Design”, International Conference of the Learning Sciences (ICLS), July 2020
- H. Nguyen, L. Wu, G. Washington, K. Y. Lim and C. Fischer, “Collaboration Patterns and Design Practices in First-Year Project-Based Engineering”, American Society of Engineering Education Annual Conference, June 22-26, 2020