Conference Session

Electrical and Computer Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wesley G. Lawson, University of Maryland College Park; Jennifer L. Kouo, Towson University

Tagged Divisions

Electrical and Computer

trouble-shooting circuits and answering procedural questions. Table VIII. Survey Prompts regarding the students’ self-efficacy Fall Fall Summer Onsite Online Online 1 I feel that I know how to use the test and measurement equipment competently. 0.93 0.54 0.88 2 I am good at designing electric circuits. 0.47 0.23 0.63 3 I am good at simulating electric circuits. 0.07 0.46 0.88 4 I am good at building and testing electric circuits. 0.73 0.54 0.63 5 I am good at debugging

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Caroline Crockett, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Divisions

Electrical and Computer

, self-efficacy, interest, and posi- FT, LT, and filtering will benefit tive feelings) [15] their career Quality Use of didactic or student-centered Students rate overall quality of in- Instructional instruction methods [14], [18] struction of SS Quality of presentation, organiza- tion, assessment, and pace [15] Quantity Hours students spent on homework Avg. hours spent on SS homework in a typical week (self-reported) Percentage of lectures attended Classroom Class morale [14], [20] If the

Conference Session

Electrical and Computer Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Selahattin Sayil, Lamar University

Tagged Divisions

Electrical and Computer

integration provided students with laboratory experiences in a purelytheoretical course, allowing them to gain the comprehensive hands-on skills required ofengineers.It is believed that active lab experiences such as these would increase student self-efficacy andstudent engagement and confidence. This would also enhance the feeling that students belong inthe EE discipline and increase student retention. The results also show that the integration of HiHlaboratory experiences contributes to the improvement of multiple ABET student learningoutcomes. The method used to expand the laboratory experience should be applicable to otherdisciplines as well. References:[1] H. R. Myler, “Early Electrical

Conference Session

Electrical and Computer Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Phuong Truong, University of California, San Diego; Nicholas Stein, University of California, San Diego; Truong Nguyen, University of California, San Diego

Tagged Divisions

Electrical and Computer

(Evaluation).” 2017 ASEE Annual Conference & Exposition Proceedings, doi:10.18260/1-2--28122.[12] Blotnicky, Karen A., et al. “A Study of the Correlation between STEM Career Knowledge, Mathematics Self-Efficacy, Career Interests, and Career Activities on the Likelihood of Pursuing a STEM Career among Middle School Students.” International Journal of STEM Education, vol. 5, no. 1, 2018, doi:10.1186/s40594-018-0118-3.[13] Prima, E C, et al. “STEM Learning on Electricity Using Arduino-Phet Based Experiment to Improve 8th Grade Students’ STEM Literacy.” Journal of Physics: Conference Series, vol. 1013, 2018, p. 012030., doi:10.1088/1742-6596/1013/1/012030.[14] Herger, Lorraine M., and Mercy Bodarky. “Engaging

Conference Session

Electrical and Computer Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Phuong Truong, University of California, San Diego; Karcher Morris, University of California, San Diego; Nicholas Stein, University of California, San Diego; Katie Hsieh, University of California, San Diego; Ravi D. Patel; Farnia Nafarifard, University of California, San Diego; Chen Du, University of California, San Diego; Kien Truong Nguyen, University of California, San Diego; Truong Nguyen, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

arcade game [19]. Fig. 12. Pictures of Student Projects or Presentations for Final DayFor professional development, students were polled in the areas covered by the program beforeand after the program on a Likert scale to evaluate students’ self-efficacy. The results indicatesignificant improvement for various abilities such as: resume building, networking,communication, usage of campus resources, awareness of career paths, academic capabilities,and self-awareness in their areas of improvement to remain competitive for jobs.The number of weeks can be tuned by organizers depending on the pace, content, studentcommitment, school system, etc.Students participating in the virtual program were eager to explore both technical andprofessional

Conference Session

Electrical and Computer Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Carl B. Dietrich, Virginia Polytechnic Institute and State University; Nicholas F. Polys, Virginia Polytechnic Institute and State University; Kenneth Reid, University of Indianapolis; Joshua Alexéi García Sheridan, Virginia Polytechnic Institute and State University; Don-Roberts Emenonye, Virginia Polytechnic Institute and State University; Xavier Gomez; Joseph Tolley; Cameron Makin; Joseph Gaeddert, Virginia Polytechnic Institute and State University

Tagged Divisions

Electrical and Computer

the course was completed (p < 0.05). This demonstrates a subjectiveimprovement that could correlate positively with self-efficacy and other attitudes about thedifficulty of the material.With respect to the changes in knowledge ratings, Group 2 had greater gains than Group 3 by asignificant margin for both modules (p < 0.05). This may be explained in part by the awarenessof graduate students regarding the subject matter to come, given their higher pre-survey ratingsthan that of the undergraduates. Based on the means for the post-survey ratings, Group 2participants did not appear to experience such a surge in their knowledge that they differed in anobvious way from where Group 3 was upon both groups completing the post-survey, so the

Conference Session

Electrical and Computer Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Curt Schurgers, University of California, San Diego; Yousol Bae, Scripps Ranch High School; Eugene Han Lee, Canyon Crest Academy High School; Che Nevarez, Sweetwater Union High School District; Pamela Cosman, University of California, San Diego

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

-19 pandemic differs from these earlier and continuing trends in distance learning, notonly in terms of scale and pervasiveness, but, importantly, also in self-efficacy. This switch wasinvoluntary for both teachers and learners. Wei and Chou found that learners’ perceptions ofself-efficacy had a marked effect on their learning readiness in the remote environment [23]. Thisleads to challenges with engagement, as observed in several studies [11-16]. Serhan evaluatedstudent perceptions of the Zoom platform and found that students were not motivated to activelyparticipate in a remote setting [16]. This is in line with prior studies that report a lower level ofengagement, participation and retention rates [17], [26] and overall reduced

Conference Session

Electrical and Computer Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rania Hussein, University of Washington; Denise Wilson, University of Washington

Tagged Divisions

Electrical and Computer

from a dis- tance. She is a senior member of the Institute of Electrical and Electronics Engineers IEEE and a member of the International Association of Online Engineering IAOE. Her research interests focus on Internet of Things, embedded systems, and engineering education.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability