Conference Session

Student Engagement, Socioemotional Needs, and Social Support During Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah E. Zappe, Pennsylvania State University; Stephanie Cutler, Pennsylvania State University; Sam Spiegel, Colorado School of Mines; Deb Jordan, Colorado School of Mines; Ariana C. Vasquez, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

Theories of Engineering Abilityscale, which is an 8-item Likert-type scale measuring the degree that engineering ability is moreof an innate, fixed trait, or consisting of skills that can be improved with training and practice. Wealso created a measure, which we call the Implicit Theories of Advanced ManufacturingCompetencies scale, that is intended to measure learners’ beliefs about the malleability of thecompetencies associated with advanced manufacturing.Self-efficacy within the course modules will be measured by the self-efficacy scale on Pintrichand colleagues’ (1991) Motivated Strategies for Learning Questionnaire (MSLQ). An additionalscale that was developed by the authors of this paper includes a domain-specific measure of self-efficacy

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devanshi Shah, University of Georgia; Elisabeth Kames, Florida Polytechnic University; Beshoy Morkos, University of Georgia

Tagged Divisions

Design in Engineering Education

The MSLQ survey used in the previous study was an adapted version of Pintrich’s MSLQconsisting of only five factors of motivation; cognition, intrinsic value, self-regulation,presentation anxiety, and self-efficacy. This is abbreviated compared to the original MSLQdesigned by Pintrich and his team which measured a total of fifteen factors of motivation. Whilethis approach is designed to target factors that are illustrated by Pintrich to influence the successof students in STEM fields, it is also important to understand and identify possibleinterdependency of the five factors in the adapted version. In this paper, we seek to study the dependency of earlier listed motivation factors to establishunderstanding at a finer resolution –to the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tiffiny Antionette Butler, Worcester Polytechnic Institute; Katherine C. Chen, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Topics

NSF Grantees Poster Session

their educational success. Quantitative methods are used in this study to assess students’ self-efficacy; a baseline ispresented here with plans to measure changes over time during students’ participation asCoMPASS Scholars. We administered a baseline survey to incoming CoMPASS Scholars usingthe Longitudinal Assessment of Engineering Self-Efficacy (LAESE). The LAESE is a validatedinstrument developed by the Assessing Women in Engineering project with NSF support (HRD0120642, HRD 0607081). This instrument has been validated to measure the self-efficacy ofundergraduate students studying engineering, their feelings of inclusion, and outcomesexpectations [4] - [7]. In addition, a satisfaction tracker was used to solicit student feedback

Conference Session

Perspectives on Engineering Education During COVID-19

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ziyan Bai, University of Washington; Denise Wilson, University of Washington; Shruti Misra, University of Washington; Morgan Anderson, University of Washington, Seattle; Neha Kardam, University of Washington

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators

demographics were effect coded as dichotomous variables:gender (female = 1 vs. male = -1; other genders were present in very small numbers and wereeliminated from the analysis) and international status (U.S. citizen or permanent resident = -1 vs.international student = 1). Instructional modality was also effect coded as a dichotomous variable(remote = -1 vs. traditional = 1).Additional scales used in this study included those associated with task value, self-efficacy,participation, TA support, faculty support, and positive emotional engagement. Sample items,primary scales as well as the source of these scales are noted in Table 1.Table 1: Independent and Dependent Variables(𝛼 =Cronbach's Alpha measure of internal consistency) References Primary

Conference Session

Faculty Development 2: COVID-19 Impact on Faculty

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland Baltimore County; Anita H. Komlodi; Neha B. Raikar, University of Maryland Baltimore County; Maria C. Sanchez, University of Maryland Baltimore County; Charles D. Eggleton, University of Maryland Baltimore County; Mariajose Castellanos, University of Maryland Baltimore County; Mark Berczynski, University of Maryland Baltimore County; Olivia M. Bailey, University of Maryland Baltimore County

Tagged Divisions

Faculty Development Division

development on the faculty, a mixed-methodapproach was adopted. This included interviewing faculty who participated in the PIVOT+ seriesusing well-formulated questions and a validated survey instrument that assesses the faculty’sattitudes, perceptions, and self-efficacy towards online teaching and learning. This web-basedsurvey, hosted through Qualtrics, was borrowed, with permission, from a previous study thatexamined online teaching self-efficacy of faculty [10]. Self-efficacy items included instructionalstrategies, use of computers, classroom management and student engagement. Faculty attitudesand perceptions were also examined measuring satisfaction, perceptions of student learning,future interest in teaching online and their computer skills

Conference Session

Pre-College Engineering Education Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Francisco Cima, Old Dominion University; Pilar Pazos, Old Dominion University; Jennifer Jill Kidd, Old Dominion University; Kristie S. Gutierrez, Old Dominion University; Stacie I. Ringleb, Old Dominion University; Orlando M. Ayala, Old Dominion University; Krishnanand Kaipa, Old Dominion University

Tagged Divisions

Pre-College Engineering Education

Beliefs about engineering Methods integration (BEI) Collaboration 3 Self-efficacy for integrating Elementary Science Methods + Fluid engineering (SEI) MechanicsInstrumentsTwo survey instruments were used to assess the variables of interest. The Attitudes Surveymeasured PSTs’ beliefs about integrating engineering into their future teaching. The instrumentwas adapted from existing scales [22], [23], incorporating elements of social cognitive theory[24] to measure PSTs’ beliefs about engineering integration (BEI) and self-efficacy forintegrating engineering (SEI). Beliefs refer to one’s mental representations of reality that

Conference Session

The Role of Peers in Promoting Learning and Persistence

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Thien Ngoc Y Ta, Arizona State University; Gary Lichtenstein, Arizona State University; Cody D Jenkins, Arizona State University; Karl A. Smith, University of Minnesota - Twin Cities; Ryan James Milcarek, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

of URG students [13],[14].We hypothesize that PLSGs will effectively provide engineering transfer students with socialsupport that, in turn, promotes institutional and major persistence in ways consistent with socialcognitive career theory (SCCT).Study DesignTreisman’s approach has been implemented at several institutions [15], [16], [17]. Our projectdiffers in four critical ways: we (1) utilize the PEERSIST model in an engineering context, (2)extend beyond student achievement to also measure self-efficacy beliefs, (3) employ a virtualplatform to accommodate the unique work and personal circumstances of transfer students and(4) compare PLSG results to a TA-led study group.After piloting the method with four students in Spring 2020, the

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; George Toye, Stanford University; Felix Kempf, King's College London; Nada Elfiki, Stanford University

Tagged Divisions

Design in Engineering Education

5 1.8% Missing 7 2.6%2.2 Survey Design and Key VariablesThe research team worked closely with the course teaching team to align the pedagogical goals,milestones, strategies, and assignments to the survey measures and questions. The surveyinstrument addressed three general topics related to: 1) education and career pathways; 2)innovation, entrepreneurship, and design self-efficacy measures; 3) the learning experience ofthe course. This paper primarily addresses the first two areas.Education and Career Pathways (31 survey items)One major challenge faced by our research team was how to efficiently ask about the careerpaths and plans that students have pursued since

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Beth Sellers, University of Florida; Idalis Villanueva, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

measures to determine mismatches between how efficacious a woman in engineeringthinks she is versus the strategy she chooses and if it depends on the type of HC or who thecommunicator of the HC is. Our future work will compare the strategies used by people withother gender identities in engineering to see how:(1) others work to overcome HC inengineering, and (2) see how different others’ strategies are to those that women employ. We alsoplan to analyze responses to a self-advocacy item to determine how women extend their self-efficacy into advocating for themselves and others in engineering. With these findings, we aredeveloping professional development workshops to support women engineers’ advocacymentoring capacity within engineering

Conference Session

Pre-College Engineering Education Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amanda M. Gunning, Mercy College; Meghan E. Marrero, Mercy College; Kristen V. Larson, Mercy College

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

science teacher fellows. Gunning presents her research on science teacher self-efficacy, vertical learning communities for teacher professional develop- ment and family STEM learning at international conferences every year since 2009 and is published. She is the Co-Director and Co-Founder of Mercy College’s Center for STEM Education.Dr. Meghan E. Marrero, Mercy College Dr. Meghan Marrero is a Professor of Secondary Education at Mercy College, where she also co-directs the Mercy College Center for STEM Education, which seeks to provide access to STEM experiences for teachers, students, and families. Dr. Marrero was a 2018 Fulbright Scholar to Ireland, during which she implemented a science and engineering program for

Conference Session

Engineering Education During the COVID-19 Pandemic

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Educational Research and Methods

hands-on problemsolving and group work using zoom breakout rooms. The virtual in-class active-learning wasimplemented through solving of appropriately scaffolded problems at varying levels of Bloomstaxonomy. Virtual peer-to-peer interactions were implemented through the use of Zoom breakoutrooms.Assessment Instruments: The impact on the students’ motivation as a result of the learningenvironment, was measured using the Motivational Strategies and Learning Questionnaire(MSLQ) [14]. This instrument measures the dimensions of self-efficacy (5 items), intrinsic value(9 items), test anxiety (4 items), cognitive strategies (13 items) and self-regulation (9 items) on a5-point Likert scale (1- Strongly Disagree, 2 - Disagree, 3 -Neutral, 4- Agree, 5

Conference Session

Pre-College Engineering Education Division Technical Session 9

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mariel Kolker, Morris School District

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

domain during the pre-college yearsthat is one of the strongest predictors of intent to pursue or persist in a STEM major in college.This exploratory case study examined the lived experiences of eight high school girls whoexhibited strong STEM identities. This work reports on the role that all-female STEM spacesinfluenced participants’ intent to pursue STEM majors in college. Eight junior and senior girlswere interviewed over the course of an eight-week period during fall 2019 regarding theirperceived feelings of self-efficacy, their feelings of recognition in STEM, and their interest inSTEM domains. This qualitative research was framed using Godwin’s 2016 Engineering IdentityFramework, adapting it to accommodate a broader STEM Identity and

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo

Tagged Divisions

Design in Engineering Education

affect, is self-efficacy asdescribed in Bandura’s Social Cognitive Theory [5]. According to this theory, peoples’ beliefs intheir capabilities vary across domains and situations, and can develop through 4 mechanisms: 1. Mastery experiences: achieving success on a challenging task 2. Social modeling: seeing similar people achieve success 3. Social persuasion: being convinced by others that one can succeed; and 4. Physical and emotional statesSelf-efficacy can have significant impacts on student resilience, persistence, and attitude during aproblem solving session; as Bandura describes: “How people perceive the structuralcharacteristics of their environment—the impediments it erects and the opportunity structures itprovides

Conference Session

Engineering Design Graphics Division Technical Session 4: A Potpourri of Ideas

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Daniel P. Kelly, Texas Tech University; Jeremy V. Ernst, Embry-Riddle Aeronautical University; Aaron C. Clark, North Carolina State University at Raleigh; Erik Schettig, North Carolina State University at Raleigh

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

, including student scoreon the pretest three-dimensional modeling self-efficacy (3DSE) assessment, gender, age, andwhether or not the student had a parent with professional engineering backgrounds. The three-dimensional self-efficacy instrument consisted of nine questions, each being a 7-point Likerttype item, designed to measure students’ self-efficacy related to modeling three-dimensionalobjects [11]. Logistic regression could not identify for which subgroups of students the variableswere most significant. For these reasons, machine learning analytics software was used toexamine the predictors, and their interactions, that led to persistence in engineering degreeprograms. Machine learning has gained popularity over recent years due to its ability

Conference Session

STEM Issues

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Kasson Fiss, Michigan Technological University; John L. Irwin, Michigan Technological University; Sarah Tan, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

, extrinsic goal orientation, task value, control of learning beliefs, self-efficacy forlearning and performance, critical thinking, and metacognitive self-regulation; 2) the Change-Readiness Assessment [10] which assess 7 subscales, including adventurousness, confidence,adaptability, drive, optimism, resourcefulness, and tolerance for ambiguity; 3) PersistenceMeasures [11] which measures 3 responses including graduate study, career, and intent to changemajor; and 4) the Longitudinal Assessment in Engineering Self-Efficacy [12] which providesresults in six subscales, including self-efficacy, sense of belonging, and career expectations. Allof the questions are related to the course and/or learning environment. These questionnairesemploy 7-point Likert

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Todd France, Ohio Northern University; Sherri Youssef, Ohio State University

Tagged Divisions

Design in Engineering Education

(strongly agree). The instrument is scored by simple summationof student responses. Scores on the individual scales and subscales should be compared to themaximum possible score, which is seven times the number of items in the scale. All items, broken downby scale and subscale, are listed in the Appendix.The 2014 Standards for Educational and Psychological Measurement (AERA, APA, & NCME, 2014) wereused as a framework for gathering evidence of validity for the self-efficacy instrument, following thevalidation process presented by Cook (2016). A summary of validity evidence used is presented in Table1 and discussed in detail below. Table 1: Evidence of validity, definitions from Cook (2016, p3) Type of Evidence Definition

Conference Session

Graduate Studies Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chi-Ning Chang, The University of Kansas; Guan Kung Saw, Claremont Graduate University; Uriel Lomelí-Carrillo, The University of Texas at San Antonio; Mingxia Zhi, Northside Independent School District; Kahlí Romano, Claremont Graduate University ; Ryan Culbertson, The University of Texas at San Antonio

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

, to estimate the expected total numberof delayed months, including: 1-3 months, 4-6 months, 7-9 months, 10-12 months, and morethan one year. In terms of the career outcome, we evaluated students’ job search self-efficacy byasking three questions [25]: “Since the COVID-19 outbreak occurred, how confident have youbecome in finding (1) the job for which you are qualified? (2) a job in a company/institution thatyou prefer? (3) the job for which you are prepared?” The 5-point Likert scale was from -2 (muchless confident) to 2 (much more confident). The Cronbach’s alpha for these three job search self-efficacy items is .906. The measure for mental health outcome, which focused on symptoms ofdepression and anxiety, asked students if in the last 7

Conference Session

Women in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Leanne Kallemeyn, Loyola University Chicago; Gail Baura, Loyola University Chicago; Francisca Fils-Aime, Loyola University Chicago; Jana Grabarek; Pete Livas Jr, Loyola University Chicago

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

participants to report these findings. The remainder of theanalyses focused on gender.Similar rates of persistence existed for women and men, even though when they began theprogram there were statistically significant difference between mean scale scores for freshmenwomen and men on some measures of self-efficacy. For the Self-Efficacy Scale II, t(66) = 2.63,p = .011; Career Success Scale, t(66) = 3.03, p = .004, and Math Scale t(66) = 2.49, p = .015,men averaged higher scores than women (see Table 2 for averages). Although men scored higherthan women on the Self-Efficacy I Scale and Coping Self-Efficacy Scale, these results were notsignificantly different. Women and men scored similarly on the Inclusion Scale. The means onself-efficacy scales at the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity, NSF Grantees Poster Session

students to enter graduate school. Quantitative measurableoutcomes will include increased student retention; increased cohort self-efficacy and identitystatistics; higher-than-average graduation rate for the cohorts through evidence-based programs;and successful placement in industry or graduate school. CREATE will have a broad impact onlow-income, academically talented students in two key ways (1) Support of 32 students withscholarships; and (2) Implementation and assessment of academic and professional developmentsupport mechanisms that are tuned to the needs of these students. Both impacts achievestate/federal strategic workforce diversification goals. Qualitative measurable outcomes willinclude attaining academic and personal goals; increased

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Campbell, University of Virginia; Leidy Klotz, University of Virginia

Tagged Divisions

Design in Engineering Education

that expectations of success will be impacted mainly by factors contributing to astudent’s self-efficacy and outcome expectations. Sense of belonging will most directly impactexpectations of success, but the tenets of improv and psychological safety are also expected toindirectly influence a student’s expectations of success.Expectations of success will be measured using two questions about success beliefs [56]. Sincethis outcome is more distal, we anticipate smaller effect sizes than those for the more proximaloutcomes of psychological safety and sense of belonging. However, we still expect to seesomewhat higher expectations of success for students on teams in the improv training conditionthan in the other two conditions.3.3.4 Intent to

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

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Topics

NSF Grantees Poster Session

psychological processes(students’ feelings of belonging, their motivation in engineering (self-efficacy, value, cost), andtheir development of an identity as an engineer) and how these processes are in turn associatedwith persistence in engineering. We are studying these research questions in the context of theCoEng at Michigan State University (MSU). Figure 1: Conceptual Model of Research Design. The project is examining which early (first-year) and later institutional supports predict students’ growth of important psychological processes and whether such growth mediates improvements in student persistence.Procedure and Data Collection: To date (including work prior to the current RIEF project), wehave collected longitudinal data from six cohorts of

Conference Session

Special Topics: Conscious Considerations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Doris J. Espiritu, Wilbur Wright College; Bridget Eileen O'Connell, Wilbur Wright College; David Potash, Wilbur Wright College

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

including the Society of Women Engineers (SWE), the Society of Hispanic Professional Engineers (SHPE), the Society of Asian Scientists and Engineers (SASE), the National Society of Black Engineers (NSBE) and nine times Outstanding Chapter Awardee, the American Chemical Society-Wright College Chapter. Doris promotes collaboration between K-12 schools, other community colleges, 4-year institutions, non-profit organizations, and industries. Doris’ current research is to design and implement practices that develop Community of Practice (CoP), Professional Identity, and Self-Efficacy to increase diversity in Engineering and Computer Science and to streamline transfer from community colleges to 4-year institutions.Bridget

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Laura Jun Chee Yong, Pennsylvania State University; Linda M Hanagan P.E., Pennsylvania State University; Allison Godwin, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering

Through After-School STEM Activities. Journal of Science Education and Technology, 25(6), 889–897. https://doi.org/10.1007/s10956-016-9643-3[10] Gibbons, M. M., & Borders, L. D. (2010). A measure of college-going self-efficacy for middle school students. 234–243.[11] U.S. Department of Education. Institute of Education Sciences, National Center for Education Statistics. (2019). Digest of Education Statistics, 2019. Retrieved February 20, 2021, from https://nces.ed.gov/programs/digest/d19/tables/dt19_219.57.asp?refer=dro.asp[12] Roeser, R. W., & Lau, S. (2002). On academic identity formation in middle school settings during early adolescence: A motivational-contextual perspective. In T. M. Brinthaupt & R. P

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

]. It would seem that by including safe andconfirming environments for students to become competent in engineering skills in an engagingand enjoyable manner will have positive effects on a student’s engineering identity, and thereforeon their continued persistence in the engineering major.A person’s self-efficacy can be described as their judgment of their own capabilities to achievedesired outcomes [20]. Self-efficacy influences how well people motivate themselves in difficultsituations, and those with higher self-efficacy are more likely to execute behaviors that lead tosuccess. Self-efficacy has been shown to be a predictor of persistence within a program [22].Course design can help strengthen self-efficacy by creating opportunities for

Conference Session

Systems Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark David Bedillion, Carnegie Mellon University; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Cassandra M. Birrenkott, South Dakota School of Mines and Technology; Marsha Lovett, Carnegie Mellon University; Laura Ochs Pottmeyer, Carnegie Mellon University

Tagged Divisions

Systems Engineering

, with technical contentembedded in an online learning module and class time used to perform a group designactivity.An effective means of measuring students’ systems thinking / systems engineering skills isneeded to assess the effectiveness of the intervention. There have been several approaches in theliterature, ranging from comprehensive written / practical exams 9 to computerized tests thatmeasure specific systems engineering skills 10 . This paper uses a survey instrument called theSystems Thinking Skills Survey (STSS) 6 which includes both self-efficacy questions andtechnical questions to assess students systems engineering skills.This paper describes results of a flipped-classroom learning experience on systems engineeringgeared toward

Conference Session

Minorities in Engineering Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jameka Wiggins, University of Maryland, Baltimore County; Jamie R. Gurganus, University of Maryland, Baltimore County

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

guidanceand support to students throughout their tenure at the university. Using a mix-method assessment, students were initially asked to participate in theEngineering State of Mind Instrument (ESMI), a recently tested and developed tool, at UMBC.The ESMI provides immediate evaluation to the student, assisting them in understanding theirattitudes, perceptions, motivations, and self-efficacy in pursuing an engineering degree. Studentscan use the results and recommended interventions to improve any mindset deficiencies. AfricanAmerican/Black students, who participated in the instrument, were asked to engage in a follow-up interview providing a more detailed explanation of their current mindset about theengineering field. Additionally, scholar

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Dean, STEMWorks, LLC; James Van Haneghan, STEMWorks, LLC; Susan Pruet, STEMWorks, LLC; James Duke, STEMWorks, LLC.

Tagged Topics

Diversity, NSF Grantees Poster Session

own words.This instrument was developed to measure indicators of impact on the SCCT constructs ofoutcome expectations and self-efficacy. Figure 2: Outcomes and Subscales of the Pre/Post Test. Note: * indicates significant differences favoring Academy Cadets.To supplement the pre/post assessment we collected qualitative data through interviews andstudent reflection journals. At the end of each day of the Academy, students were givenreflection prompts about the day’s activities. Students kept an electronic journal which captureda record of all their responses to each prompt. These journals were analyzed and comparedagainst the findings from the pre/post survey to better understand student attitudes towardSTEM, big ideas students took

Conference Session

Best in DEED

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis

Tagged Divisions

Design in Engineering Education

weeks prior to the start of the spring 2020 quarter presented aunique challenge for the instructional team who had no prior experience teaching virtually. Thispaper highlights aspects of the instructional transition to an emergency remote virtual format inthe spring of 2020. While the instructor made key decisions on the use of virtual tools out ofnecessity, such as use of synchronous versus asynchronous activities, the instruction team wasinterested in understanding student-learning outcomes. Student data collected during remoteoffering, pre/post Engineering Design Self-Efficacy (EDSE) surveys along with an end ofquarter reflection assignment, provided a starting point for understanding the students’ learningexperience. Presented in this paper

Conference Session

Thermal Fluid Experiment Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Soheil Fatehiboroujeni, Cornell University; Hadas Ritz, Cornell University

Tagged Divisions

Mechanical Engineering

as the type of experiment performed, specimengeometry, and measurement method. We identified 29 unique approaches to the problem, with noone approach accounting for more than three submissions.Student outcomes were measured by a survey of students’ attitudes and self-efficacy administereddirectly after every lab activity except for the first one. The fraction of students endorsingstatements related to a sense of agency increased dramatically between the “traditional” labs andthe guided-inquiry lab: from 52% to 82% for goal-setting and from about 64% to 92% for choiceof methods. Self-efficacy increased significantly in the primary targeted skills (designingexperiments, making predictions, and generating further questions), but there was no