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Impacts of Mentoring on Math and Leadership Self-Efficacy Among Civil Engineering Students

Conference Session
Mathematics Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Mary Katherine Watson, The Citadel; Tara Hornor, The Citadel; William J. Davis P.E., The Citadel; Simon Thomas Ghanat P.E., The Citadel
Tagged Divisions
Mathematics
Paper ID #34797Impacts of Mentoring on Math and Leadership Self-Efficacy Among CivilEngineering StudentsDr. Mary Katherine Watson, The Citadel Mary Katherine Watson is currently an Associate Professor of Civil and Environmental Engineering at The Citadel. She holds BS and MS degrees in Biosystems Engineering from Clemson University and a PhD in Environmental Engineering from The Georgia Institute of Technology. She enjoys, and has invested significantly, in the development of her undergraduate students, serving as past faculty advisor for numerous student groups. Dr. Watson is passionate about improving access to
Relevance Score: 3.6280997

COVID-19: Understanding the Impact of Societal Disruption on Student Learning and Academic Progress

Conference Session
Mathematics Division Technical Session 3
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Luke A. Duncan, Clemson University; Karen A. High, Clemson University; D. Matthew Boyer, Clemson University; Liz McKinley, Clemson University
Tagged Divisions
Mathematics
only so much you can do with these circumstances. And I guess I [sic]giving office hours is the best they can do.” In retrospect, the majority of students indicated thatthey would have spent more time preparing and organizing resources if they had known such atransition would take place. This fact highlights how underprepared many of the students were inthe skills needed to be successful in online learning. Students have spent years developinglearning and study skills in mostly in-person environments. When forced to transition to onlinelearning, students may have lacked the confidence or self-efficacy to take charge of their ownlearning and seek out resources to better their learning either through office hours, friend orstudy groups, or
Relevance Score: 0.03455997

Role With It: Examining the Impact of Instructor Role Models in Introductory Mathematics Courses on Student Experiences

Conference Session
Mathematics Division Technical Session 1
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Tyler James Sullivan, Clemson University; Matthew K. Voigt, Clemson University; Naneh Apkarian, Arizona State University; Antonio Estevan Martinez IV, UC San Diego & San Diego State University; Jessica Ellis Hagman, Colorado State University
Tagged Topics
Diversity
Tagged Divisions
Mathematics
role models in educationsettings, including Social Cognitive Theory (Bandura, 1977), Expectancy Value Theory (Eccles& Wigfield, 2002), and the Stereotype Inoculation Model (Dasgupta, 2011). Social CognitiveTheory places emphasis on self-efficacy, people’s beliefs on what they themselves can do. Indeveloping their self-efficacy, learners can adjust their own efficacy in numerous ways such asobserving the outcomes of others’ actions, particularly if the model is perceived as being similar(Cook & Artino, 2016). Expectancy Value Theory (EVT) examines the expectation of successand perceived value of accomplishing the task (Cook & Artino, 2016). The expectancy ofsuccess is shaped by motivational beliefs. Role models represent who can be
Relevance Score: 0.030983176

Using Science Concepts in a Mathematics Professional Development Program To Improve Student’s Standardized Test Scores

Conference Session
Mathematics Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Allen J. Antoine Jr, Rice University Office of STEM Engagement; Carrie A. Obenland, Rice University; Roger Ramirez, Rice University; Christopher Barr, Office of Research, Rice University; Matthew Cushing, Rice University; Carolyn Aitken Nichol, Rice University
Tagged Topics
Diversity
Tagged Divisions
Mathematics
). It is interesting tonote that this correlates to participating teachers’ students having an average score in the “MeetsExpectations” category while the comparison group fell in the “Approaches Expectations”category as defined by the Texas Education Agency (TEA). This report will provide a practicalgroundwork for crafting cross-curricular professional development opportunities that lead toincreased teacher self-efficacy and student achievement on standardized mathematicsassessments.IntroductionMathematics courses have been described as a gatekeeper for student achievement for decades[1]. Although some contest that performance in these courses is merely an indicator of studentsuccess and not a contributing factor, many studies point to the
Relevance Score: 0.030157931

Math in Engineering: Beyond the Equations

Conference Session
Mathematics Division Technical Session 2
Collection
2021 ASEE Virtual Annual Conference Content Access
Authors
Blair J. McDonald P.E., Western Illinois University; Susan C. Brooks, Western Illinois University - Quad Cities
Tagged Divisions
Mathematics
and Self-efficacy," Active Learning in Higher Education, vol. 16, no. 2, pp. 119-132, 2015.[13] M. Schwartz, "Open Book Exams (PDF)," Ryerson University, [Online]. Available: https://www.ryerson.ca/content/dam/learning-teaching/teaching- resources/assessment/open-book-exams.pdf. [Accessed 7 March 2021].[14] Western Illinois University, "Fast Facts," 2020. [Online]. Available: http://www.wiu.edu/about/docs/fastfacts.pdf. [Accessed 7 March 2021].[15] Registrar, Interviewee, WIU Math Minors 2017-2021. [Interview]. 1 March 2021.[16] Registrar, Interviewee, WIU Engineering Retention 2017-2021. [Interview]. 1 March 2021.[17] American Society for Engineering Education, Engineering by the Numbers: ASEE Retention and Time-to
Relevance Score: 0.017836554