Donna Riley

Bio: Donna Riley is an academic researcher from Purdue University. The author has contributed to research in topics: Engineering education & Lifelong learning. The author has an hindex of 23, co-authored 94 publications receiving 2137 citations. Previous affiliations of Donna Riley include Princeton University & Carnegie Mellon University.

Engineering education and the development of expertise

Abstract: Contributors Michael Alley, The Pennsylvania State University; Cindy Atman, University of Washington; David DiBiasio, Worcester Polytechnic Institute; Cindy Finelli, University of Michigan; Heidi Diefes-Dux, Purdue University; Anette Kolmos, Aalborg University; Donna Riley, Smith College; Sheri Sheppard, Stanford University; Maryellen Weimer, The Pennsylvania State University; Ken Yasuhara, University of Washington Background Although engineering education has evolved in ways that improve the readiness of graduates to meet the challenges of the twenty-first century, national and international organizations continue to call for change. Future changes in engineering education should be guided by research on expertise and the learning processes that support its development. Purpose The goals of this paper are: to relate key findings from studies of the development of expertise to engineering education, to summarize instructional practices that are consistent with these findings, to provide examples of learning experiences that are consistent with these instructional practices, and finally, to identify challenges to implementing such learning experiences in engineering programs. Scope/Method The research synthesized for this article includes that on the development of expertise, students' approaches to learning, students' responses to instructional practices, and the role of motivation in learning. In addition, literature on the dominant teaching and learning practices in engineering education is used to frame some of the challenges to implementing alternative approaches to learning. Conclusion Current understanding of expertise, and the learning processes that develop it, indicates that engineering education should encompass a set of learning experiences that allow students to construct deep conceptual knowledge, to develop the ability to apply key technical and professional skills fluently, and to engage in a number of authentic engineering projects. Engineering curricula and teaching methods are often not well aligned with these goals. Curriculum-level instructional design processes should be used to design and implement changes that will improve alignment.

Engineering and Social Justice

Abstract: The profession of engineering in the United States has historically served the status quo, feeding an ever-expanding materialistic and militaristic culture, remaining relatively unresponsive to public concerns, and without significant pressure for change from within. This book calls upon engineers to cultivate a passion for social justice and peace and to develop the skill and knowledge set needed to take practical action for change within the profession. Because many engineers do not receive education and training that support the kinds of critical thinking, reflective decision-making, and effective action necessary to achieve social change, engineers concerned with social justice can feel powerless and isolated as they remain complicit. Utilizing techniques from radical pedagogies of liberation and other movements for social justice, this book presents a roadmap for engineers to become empowered and engage one another in a process of learning and action for social justice and peace.Table of con...

Designs on development: engineering, globalization, and social justice

Abstract: This article critically appraises ‘engineering for development’ initiatives and seeks to imagine new models of interaction that incorporate social justice goals more effectively. In recent years, interest in engineering for development has surged within engineering communities in the US and around the world. While worthy of recognition and praise for directing engineers' attention to the problems arising from global economic inequity, many engineering-for-development programs share problematic assumptions about technology's role in community development and fail to grapple with the economic and cultural structures that direct (implicitly or explicitly) most development interventions. Using a case study approach, this article draws out some of these assumptions and shows how they impede the achievement of social justice goals – both in the context of specific development interventions as well as in the context of engineering as a professional activity. The first of two cases involves an interdisciplinary c...

What information belongs in a warning

Abstract: A general approach is described for determining the information content of warnings. It begins with a formal analysis of the magnitudes of the risks arising from misuse (or even from proper use) of a product. It proceeds with structured, open-ended interviews intended to elicit consumers' naive conceptualizations of the processes creating and controlling those risks. Communications are then focused on information filling the most consequential gaps in their knowledge. The implementation of those warnings will depend on the extent of the knowledge gaps, and the opportunities for closing them. This approach allows for an estimate of the residual problems to be expected, if a warning program is implemented. It can also help to focus the policy debate over whether a product warning will achieve an acceptable level of misunderstanding. © 1998 John Wiley & Sons, Inc.

Evaluating the effectiveness of risk-reduction strategies for consumer chemical products.

Abstract: Communication about risks offers a voluntary approach to reducing exposure to pollutants. Its adequacy depends on its impact on behavior. Estimating those impacts first requires characterizing current activities and their associated risk levels, and then predicting the effectiveness of risk-reduction strategies. Characterizing the risks from chemical consumer products requires knowledge of both the physical and the behavioral processes that influence exposures. This article presents an integrated approach that combines consumer interviews, users' beliefs and behaviors, and quantitative exposure modeling. This model was demonstrated in the context of consumer exposure to a methylene chloride-based paint stripper, showing how it could be used to evaluate current levels of risk and predict the effectiveness of proposed voluntary risk-reduction strategies.

In a Different Voice. Psychological Theory and Women’s Development. Cambridge, MA (Harvard University Press) 1982.

Abstract: Introduction 1. Woman's Place in Man's Life Cycle 2. Images of Relationship 3. Concepts of Self and Morality 4. Crisis and Transition 5. Women's Rights and Women's Judgment 6. Visions of Maturity References Index of Study Participants General Index

Heuristics and Biases: The Psychology of Intuitive Judgment

Abstract: A review is presented of the book “Heuristics and Biases: The Psychology of Intuitive Judgment,” edited by Thomas Gilovich, Dale Griffin, and Daniel Kahneman.

Individual differences in reasoning: Implications for the rationality debate?

Abstract: Much research in the last two decades has demon- strated that human responses deviate from the performance deemed normative according to various models of decision mak- ing and rational judgment (e.g., the basic axioms of utility theory). This gap between the normative and the descriptive can be inter- preted as indicating systematic irrationalities in human cognition. However, four alternative interpretations preserve the assumption that human behavior and cognition is largely rational. These posit that the gap is due to (1) performance errors, (2) computational limitations, (3) the wrong norm being applied by the experi- menter, and (4) a different construal of the task by the subject. In the debates about the viability of these alternative explanations, attention has been focused too narrowly on the modal response. In a series of experiments involving most of the classic tasks in the heuristics and biases literature, we have examined the implica- tions of individual differences in performance for each of the four explanations of the normative/descriptive gap. Performance er- rors are a minor factor in the gap; computational limitations un- derlie non-normative responding on several tasks, particularly those that involve some type of cognitive decontextualization. Un- expected patterns of covariance can suggest when the wrong norm is being applied to a task or when an alternative construal of the task should be considered appropriate.

Representativeness revisited: Attribute substitution in intuitive judgment.

Abstract: The program of research now known as the heuristics and biases approach began with a survey of 84 participants at the 1969 meetings of the Mathematical Psychology Society and the American Psychological Association (Tversky & Kahneman, 1971). The respondents, including several authors of statistics texts, were asked realistic questions about the robustness of statistical estimates and the replicability of research results. The article commented tongue-in-heek on the prevalence of a belief that the law of large numbers applies to small numbers as well: Respondents placed too much confidence in the results of small samples, and their statistical judgments showed little sensitivity to sample size. The mathematical psychologists who participated in the survey not only should have known better – they did know better. Although their intuitive guesses were off the mark, most of them could have computed the correct answers on the back of an envelope. These sophisticated individuals apparently had access to two distinct approaches for answering statistical questions: one that is spontaneous, intuitive, effortless, and fast; and another that is deliberate, rule-governed, effortful, and slow. The persistence of large biases in the guesses of experts raised doubts about the educability of statistical intuitions. Moreover, it was known that the same biases affect choices in the real world, where researchers commonly select sample sizes that are too small to provide a fair test of their hypotheses (Cohen, 1969, 1992).