Oenardi Lawanto PhD
Engineering Education
Professor
Contact Information
Office Location: ENGR 219Phone: 435-797-8699
Email: olawanto@usu.edu
Additional Information:
Educational Background
Teaching Interests
1. Fundamental Electronics for Engineers
2. Cognition in Engineering Education
3. Developing Online Educational Curriculum
Research Interests
Cognition, E-Learning, Learning, Problem-Solving, Design
Awards
College of Engineering Faculty Service Award 2016, 2016
College of Engineering
Finalist for Faculty University Service Award 2016, 2016
Utah State University
Department Faculty University Service Award 2016, 2016
Engineering Education Department
Department Graduate Student Mentor of the Year 2016, 2016
Engineering Education Department
Finalist for Best Papers, 2014
American Society for Engineering Education (ASEE) - Engineering Design Division
Finalist for Eldon J. Gardner Teacher of the Year 2015, 2014
Utah State University
Teacher of the Year - 2014, 2014
Department of Engineering Education - USU
Teaching Excellence, 2014
College of Engineering - USU
Research Article of the Week, 2012
Distance-Educator Newsletter
Outstanding Researcher, 2012
Department of Engineering Education, Utah State University
CAREER Award, 2011
National Science Foundation
Outstanding Researcher, 2011
Department of Engineering Technology Education, Utah State University
New Faculty Fellows, 2009
National Academy of Engineering - Center for the Advancement of Scholarship on Engineering Education
Finalist for Best Papers, 2009
American Society for Engineering Education - Design in Engineering Education Division
Incomplete List of Teachers Ranked as Excellent by Students , 2005
University of Illinois at Urbana-Champaign
William Chandler Bagley Fellowship, 2005
University of Illinois at Urbana-Champaign
Donna Riechmann Fellowship, 2004
University of Illinois at Urbana-Champaign
Best Group Presentation, Title: Interactive Learning Technology to Improve Student's Learning, 2000
World Bank Institute and Singapore Polytechnic
Best Poster, Title: Student Centered-Learning in Engineering, 2000
World Bank Insitute, Asian Institute of Technology, University of Science Malasia and University of Illinois at Urbana-Champaign
Publications | Books
- Johnson, S.D, Dixon, R., Daugherty, J., Lawanto, O., (2011). General versus Specific Intellectual Competencies: The Question of Learning Transfer: Fostering Human Development through Engineering and Technology Education. Sense Publishers
Publications | Book Chapters
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Journal Articles
Academic Journal
- Anderson, J., Lawanto, O., Crookston, B.M, Goodridge, W.H, (2023). Perceived Task Value of Engineering Undergraduate During COVID-19 Pandemic. Journal of International Engineering Education, 39:6, 1556-1565.
- Luo, Y., Becker, K., Gero, J., Villanueva, I., Lawanto, O., (2022). Systems Thinking in Engineering Design: Differences in Expert vs. Novice. International Journal of Engineering Education
- Uziak, J., Barlow, R., Villanueva, I., Lawanto, O., Becker, K., (2018). Development of an online certificate program in engineering education. International Journal of Engineering Education, 34:5, 1549-1561.
- Rivera-Reyes, P., Lawanto, O., Pate, M., (2017). Students’ task interpretation and conceptual understanding in an electronics laboratory.. IEEE Transactions on Education, 60:4, 265-272. doi: 10.1109/TE.2017.2689723
- Goodridge, W.H, Lawanto, O., Santoso, H., (2017). A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction. International Education Studies, 10:2
- Rivera-Reyes, P., Lawanto, O., Pate, M., (2016). Understanding student coregulation in task interpretation during electronics laboratory activities. International Education Studies, 9:7, 1-9. doi: 10.5539/ies.v9n7p1
- Fang, N., Lawanto, O., Goodridge, W.H, Villanueva, I., Becker, K., (2016). A Research Experiences for Undergraduates (REU) Site Program on Engineering Education Research. International Journal of Engineering Education. Vol. 32(5A), pp. 1836-1846
- Rivera-Reyes, P., Lawanto, O., Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory. IEEE Transactions on Education
- Song, T., Becker, K., Gero, J., Deberard, M.S, Lawanto, O., Reeve, E.M, (2016). Problem decomposition and recomposition in engineering design: A comparison of design behavior between professional engineers, engineering seniors, and engineering freshmen.. Journal of Technology Education, 27:2, 37-56.
- Rivera-Reyes, P., Lawanto, O., Understanding Student Coregulation in Task Interpretation during Electronics Laboratory Activities. International Education Studies
- Santoso, H.B, Lawanto, O., (2014). High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules. Journal of Pre-College Engineering Education Research (J-PEER), 4:2
- Santoso, H.B, Lawanto, O., Becker, K., Fang, N., Reeve, E.M, (2014). High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules. Journal of Pre-College Engineering Education Research (J-PEER), 4:2, 11-28. doi: http://dx.doi.org/10.7771/2157-9288.1093
- Lawanto, O., Santoso, H., Lawanto, K., Goodridge, W.H, (2014). Self-regulated learning skills and online activities between higher and lower performers on a web-intensive undergraduate engineering course. Journal of Educators Online
- Lawanto, O., Santoso, H.B, Kevin, L.N, (2014). Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers in a Web-intensive Undergraduate Engineering Course. Journal of Educators Online, 11:2
- Lawanto, O., Santoso, H.B, Goodridge, W.H, Lawanto, K.N, (2014). Task-Value, Self-Regulated Learning, and Performance in a Web-Intensive Undergraduate Engineering Course: How are they related? : Journal of Online Learning and Teaching. Journal of Online Learning and Teaching
- Lawanto, O., Butler, D., Cartier, S., Santoso, H., Goodridge, W.H, (2013). Task Interpretation, Cognitive, and Metacognitive Strategies of Higher and Lower Performers in an Engineering Design Project: An Exploratory Study of College Freshmen. International Journal of Engineering Education
- Lawanto, O., Santoso, H.B, (2013). Self-regulated Learning Skills of Engineering College Students while Learning Electric Circuit Concepts with the Enhanced Guided Notes. International Education Studies / Canadian Center of Science and Education, 6:3, doi: 88-104
- Lawanto, O., Butler, D., Cartier, S., Santoso, H.B, Goodridge, W.H, Lawanto, K.N, Clark, D., (2013). Pattern of Task Interpretation and Self-Regulated Learning Strategies of High School Students and College Freshmen during an Engineering Design Project. Journal of STEM Education
- Lawanto, O., Butler, D., Cartier, S., Santoso, H.B, Goodridge, W., (2013). Task Interpretation, Cognitive, and Metacognitive Strategies of Higher and Lower Performers in an Engineering Design Project: An Exploratory Study of College Freshmen. International Journal of Engineering Education, 29:2, 459-475.
- Lawanto, O., Butler, D., Cartier, S., Santoso, H.B, Lawanto, K.N, Clark, D., (2013). An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12. Design and Technology Education: An International Journal, 18:1, 44-57.
- Cornacchione, E., Lawanto, O., Githens, R., Johnson, S.D, (2012). The Role of Students' Professional Experience in Online Learning: Analysis of Asynchronous Participation. Journal of Online Learning and Teaching, 8:2, 88-97.
- Lawanto, O., Santoso, H.B, Liu, Y., (2012). Understanding of the Relationship between Interest and Expectancy for Success in Engineering Design Activity in Grades 9-12. Journal of Educational Technology & Society / International Forum of Educational Technology & Society, 15:1, 152-161.
- Lawanto, O., (2012). The Use of Enhanced Guided Notes in Electric Circuit Class: An Exploratory Study. IEEE Transactions on Education / IEEE Education Society, 55:1, 16-21. doi: 10.1109/TE.2011.2109959
- Lawanto, O., Johnson, S.D, (2012). Metacognition in an Engineering Design Project. International Journal of Engineering Education, 28:1, 92-102.
- Lawanto, O., Stewardson, G.A, (2011). Students' interest and expectancy for success while engaged in analysis- and creative-design activities. International Journal of Technology and Design Education, doi: 10.1007/s10798-011-9175-3
- Lawanto, O., Stewardson, G.A, (2011). Students' interest and expectancy for success while engaged in analysis- and creative design activities. International Journal of Technology and Design Education
- Lawanto, O., Stewardson, G., (2011). Students' Interest and Expectancy for Success while Engaged in Analysis- and Creative- Design Activities. International Journal of Technology and Design Education/ Springer Netherlands, doi: 10.1007/s10798-011-9175-3
- Lawanto, O., (2011). The Use of Enhanced Guided Notes in Electric Circuit Class: An Exploratory Study. IEEE Transactions on Education / IEEE Education Society, 55:1, 16-21. doi: 10.1109/TE.2011.2109959
- Lawanto, O., (2010). Students’ Metacognition During an Engineering Design Project. Performance Improvement Quarterly, 23:2, 115-134. doi: 10.1002/piq.20084
- Lawanto, O., (2000). Incorporating Web Technology in Face to Face Cooperative Learning in an Engineering Course. Unitas, 9:1, 3-16.
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Technical Reports
Research Reports
- Lawanto, O., (2010). Enhanced Guided Notes (EGN) for Fundamental Electronics for Engineers. National Science Foundation (NSF) *
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Other
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Teaching
Graduate Students Mentored
Research Synopsis
I have a passion for researching issues related to engineering education, particularly learning issues associated with cognitive and metacognitive processes that individuals engage in while conducting problem-solving activities including engineering design. Questions concerning how people can learn faster, perform better, engage in, or solve problems with high cognitive control have always intrigued me. When confronted with a problem, a learner usually begins generating thoughts, feelings, and actions to attain the best solution to that problem. Those self-generated thoughts, feelings, and actions are called self-regulated learning (SRL).
SRL is necessary for the context of complex and ill-structured problem-solving activity such as engineering design. Self-regulated learners are often said to be those who are metacognitively, motivationally, and behaviorally active participants in their own learning process; therefore, self-regulated learners are skilled in goal setting, self-monitoring, self-instruction, and self-reinforcement.
They build "habits of mind" and commitment to the ideals of reflective thinking, assessment, and learning as an ongoing, lifelong process. The mastery of SRL skills also plays a crucial role in online learning as learners are given more autonomy and responsibility in their learning.
To support my research in SRL, I have developed a survey instrument called Engineering Design Metacognitive Questionnaire (EDMQ), as well as an electronic journal (eJ), to evaluate students' design records. The eJ also simultaneously captures students' understanding about the design tasks, planning, and monitoring strategies used, as well as the management of their team during the design activity.
If you are interested in this line of research and would like to find out more about the requirements for entry to my research group, please contact me by email at olawanto@usu.edu or by phone at (435)-797-8699.
CAREER: Cognitive and Metacognitive Activities in Engineering Design Education
Funded by: National Science Foundation (NSF)
(NSF Award No. 1148806)
PI: Oenardi Lawanto (olawanto@usu.edu)
Overview:
The goal of this research is to improve the design skills of undergraduate engineering students through the practice of self-regulated learning (SRL). The practice of SRL develops students’ awareness of their thinking through metacognition. Metacognition is a process of thinking about thinking, which refers to students’ knowledge of their own cognitive processes or anything related to them. While there is growing interest in metacognitive research, few studies have evaluated it comprehensively in the context of engineering design. Design is one of the core competencies in which engineers are expected to be skillful, one of 11 program outcomes that ABET accredited engineering programs are required to fulfill. The goals of this project are to: (1) describe the metacognitive activities students engage in during engineering design processes; (2) build research protocols and tools that can be used within an on-going research program; and (3) strengthen educational practices through the development of activities to communicate the role of metacognition in design to engineering educators and students.
The proposed project will connect research and educational activities with the dual aim of better understanding and improving engineering student design processes. The main research components (Phases 1 and 2) will utilize a descriptive study to investigate student metacognition and the types of self-regulating and cognitive strategies employed during engineering design activities, in order to identify potential challenges. The project will not only utilize rigorous research methodologies that involve complex data collection and analysis processes; it also offers multiple transformative concepts, steps, and processes to improve engineering design education. An extension of research will also be integrated into the educational activities that are informed by the main research. As part of program evaluation efforts, research protocols will be developed to investigate whether and how planned interventions support challenges observed. Senior capstone design projects were selected to be the context of this research activity because they represent ubiquitous, complex, and ill-structured problems which prepare students with industrially-based projects.
The amount of funding: $461,031
Status: Started 2012