Displaying all 7 results
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- Student Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago
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. [15]We hypothesize that increased participation in co-curricular activities, especially engineeringstudent organizations, will provide positive experiences that will be a driving force to pursuemore activities and more responsibilities. The more students experience positive outcomes whenperforming responsibilities could lead to increased self-efficacy and increased academic success.[16] The compounding reward system proposes that participation in co-curricular activitiesincreases self-efficacy and academic success in college. Student GPA, time to degree completion,and internships will be used to measure student success. A survey and case study interview willbe used to assess self-efficacy. Figure 1 shows the possible scenarios between self
- Conference Session
- Student Division Technical Session 7
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- Andrew H. Phillips, The Ohio State University; Krista M. Kecskemety, The Ohio State University
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• Agreeableness • NeuroticismOpenness refers to introspection, intellectual curiosity, willingness to entertain novel ideas, andimagination. Conscientiousness refers to being purposeful, being strong-willed, determination,accomplishment, self-efficacy, and reliability. Extraversion refers to being social, a preferencefor large groups, being talkative, being active, and assertion. Agreeableness refers to beingaltruistic, being empathetic towards others, a willingness to assist others, and an assumption thatothers will be helpful in turn. Neuroticism refers to a tendency to experience negative affectssuch as embarrassment, guilt, and anxiety. Each of the five traits in the FFM is represented as ascaled dimension such that a person could have any level
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus
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search of profound empathy in learning relationships: understanding the mathematics of moral learning environments,” J. Moral Educ., vol. 39, no. 1, pp. 79–99, Mar. 2010, doi: 10.1080/03057240903528717.[13] M. Goroshit and M. Hen, “Does Emotional Self-efficacy Predict Teachers’ Self-efficacy and Empathy?,” J. Educ. Train. Stud., vol. 2, no. 3, Art. no. 3, May 2014, doi: 10.11114/jets.v2i3.359.[14] S. N. S. Hassan, N. M. Ishak, and M. Bokhari, “Impacts of emotional intelligence (EQ) on work values of high school teachers,” Procedia-Soc. Behav. Sci., vol. 30, no. 0, pp. 1688– 1692, 2011.[15] I. Narinasamy and W. H. W. Mamat, “Caring teacher in developing empathy in moral education,” MOJES Malays. Online J. Educ. Sci
- Conference Session
- Student Division Technical Session 4
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- 2021 ASEE Virtual Annual Conference Content Access
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- Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University
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students interests towards pursuing a graduate degree.The physical and psychological impacts of student involvement, such as attending social events,giving oral presentations, being part of a group, club, organization, etc., have been studied widelyby scholars [31][32][33][34]. They have shown a major role in students’ self-efficacy andpersistence and positively impact students’ academic autonomy, career, and lifestyle planning[32][35][36][37]. “Academic involvement, involvement with faculty, and peer involvement” arethe three most powerful involvement forms according to the literature [31]. Likewise, learning ina group is an effective practice in promoting greater academic achievement, promising attitudestoward learning, and increasing
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- Student Division Technical Session 6
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- 2021 ASEE Virtual Annual Conference Content Access
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- Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech
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material is consistent with their future career (Wigfield, 1994; Wigfield &Eccles, 2000). The interest component is based on how students perceive course topics andinstructional methods, interesting (Hidi & Ann Renninger, 2006; Renninger, Hidi, Krapp, &Renninger, 2014). Further, the success component is formed on expectancy for success(Wigfield, 1994; Wigfield & Eccles, 2000). This component reflects students’ self-efficacy aboutthe coursework (Bandura, 1986). The caring component is based on students believes thatinstructors care about their success and well-being (Noddings, 1992).Motivation can be perceived as a student’s intention and engagement in learning as student’saction (Christenson, Reschly, & Wylie, 2012). In other
- Conference Session
- Student Division Technical Session 1
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- 2021 ASEE Virtual Annual Conference Content Access
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- Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University
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. Her current research interests, publications, and presentations give attention to racial identity, science identity, science self- efficacy, metacognition, and STEM achievement of African American students. As a strong advocate for the participation of African American females in STEM, Dr. White continuously engages in discourse and research that will promote greater access to STEM-related opportunities and recognition of African American females. American c Society for Engineering Education, 2021 Faculty Perceptions of STEM Student and Faculty Experiences During the COVID-19 Pandemic: A Qualitative Study (WIP)Abstract The recent
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- Student Division Technical Session 5
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- Jennifer Shaffer Brown, Clemson University
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Graduate Training Program on Teaching Self Efficacy,” Natl. Teach. Educ. J., vol. 4, no. 2, pp. 49–56, 2011.[15] F. Nasser-Abu Alhija and B. Fresko, “Graduate teaching assistants: how well do their students think they do?,” Assess. Eval. High. Educ., vol. 43, no. 6, pp. 943–954, 2018.[16] C. Graham and C. Essex, “Defining and ensuring academic rigor in online and on-campus courses: Instructor perspectives.,” in Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology, 2001, pp. 330–337.[17] J. S. Boman, “Graduate student teaching development: Evaluating the effectiveness of training in