Christopher Rennick
Papers
2
Total Citations
15
H-Index
2
About
Christopher Rennick is a leading researcher in engineering education, with a primary focus on the design and assessment of introductory programming and design courses. His work is centered on understanding how students develop problem-solving skills, particularly in the context of ill-structured, open-ended challenges. Rennick’s most significant contribution is the redesign of a first-year programming course using a large, cornerstone robotics project. This innovative approach, detailed in his most-cited paper (9 citations), directly applies Jonassen’s theory to promote students’ self-efficacy in solving complex, real-world software design problems. He has also made critical contributions to understanding pedagogical transitions, as evidenced by his work assessing the impact of moving introductory design instruction online (6 citations). This research, situated within the Mechatronics Engineering program at the University of Waterloo, provides vital insights into effective course design and the resilience of student learning in evolving educational environments. Rennick’s work is essential for educators seeking evidence-based strategies to build foundational engineering skills and confidence in first-year students.
Research Focus
Key Achievements
Top Papers
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