Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Muhammad Dawood, New Mexico State University; Ehtesham Shareef, New Mexico State University; Rachel Boren, New Mexico State University; Germain Degardin, New Mexico State University; Melissa J. Guynn, New Mexico State University; Patti Wojahn, New Mexico State University

Tagged Topics

NSF Grantees Poster Session

Strategies on Performance in General Chemistry Courses,” Journal of Chemical Education, 2013, 90, 961-7.12. Credé, M., and Kuncel, N. R., (2008), “Study Habits, Skills, and Attitudes The Third Pillar Supporting Collegiate Academic Performance,” Perspectives on Psychology Science, Vol. 3, n. 6, pp. 425-453.13. Elliott, Timothy R.; Godshall, Frank; Shrout, John R.; Witty, Thomas E. (1990), “Problem-solving appraisal, self-reported study habits, and performance of academically at-risk college students.” Journal of Counseling Psychology, Vol 37(2), Apr 1990, 203- 20714. Ogden, N., Evans, S., Thurlow, G. (2012), “Student Self-Efficacy and Attitudes Following Integration of Study Strategy Information into Course Content.” Paper 12

Conference Session

Making in Design Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander R. Murphy, Georgia Institute of Technology; Danielle M. Saracino, Georgia Institute of Technology; Beyza Akgun, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

(considereda virtual design problem), greater solution divergence, and improved self-efficacy [10, 11].Notably, Dow et al. also investigated these effects for physical prototyping, but withinconclusive results [11]. The parallel prototyping strategy employed by Dow et al. shows somebenefits over an iterative strategy, but there is a lack of supporting empirical evidence. The workin this paper aims to provide evidence for the benefits and limitations of these two prototypingstrategies through an undergraduate engineering design project for physical products.Beyond an iterative or parallel approach, researchers have outlined other strategies for aneffective prototyping process. Menold et al. [28-30] developed “Prototype for X (PFX)”, aframework for

Conference Session

Motivation, Goal Orientation, Identity, and Career Aspirations

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ellen Zerbe, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University; Kyeonghun Jwa, Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

,” Am. Educ. Res. J., vol. 55, no. 5, pp. 965–1006, 2018, doi: 10.3102/0002831218763587.[27] B. N. Geisinger and D. R. Raman, “Why They Leave: Understanding Student Attrition from Engineering Majors,” Int. J. Eng. Educ., vol. 29, no. 4, pp. 914–925, 2013.[28] J. L. Moore III, “A Qualitative Investigation of African American Males’ Career Trajectory in Engineering: Implications for Teachers, School Counselors, and Parents,” Teach. Coll. Rec., vol. 108, no. 2, pp. 246–266, 2006.[29] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue, “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self- Efficacy,” J. Eng. Educ., vol. 98, no. 1, pp. 27–38

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

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tracy Camp, Colorado School of Mines; Christine Liebe, Colorado School of Mines; Heather Thiry

Tagged Topics

Diversity, NSF Grantees Poster Session

alerting them of the opportunity to apply toPATHS. Staff in Mines Admissions and Financial Aid also steer high-potential prospects to thePATHS website and encourage them to apply. The PATHS scholarship opportunity was alsopromoted by surrounding community college staff and faculty, as well as Colorado high schoolCS teachers.PATHS scholars provide K-14 outreach based on their interests (e.g., visiting their previous highschool or providing K-12 CS presentations). K-14 outreach provide the PATHS scholars withvaluable experience and provide the high school students role models with whom they canidentify (especially female and URG CS@Mines ambassadors). K-14 outreach has proven to aidthe development of self-efficacy, retention, and recruitment for

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bethany Luke, Valparaiso University; Ruth E. H. Wertz, Valparaiso University

Tagged Divisions

First-Year Programs

analysis throughout theirstudies. Thus, in this study we analyzed course format, student attitudes, and studentperformance. II. Review of Related Literature A. Factors of Student SuccessThe factors that make students successful in and out of the classroom are incredibly complexwith no fool-proof mathematical formula for success. We have begun to understand, however,that combinations of non-cognitive factors, such as grit, community engagement, identity,mindset, self-efficacy, and motivation are far more important predictors than traditionalmeasures of test scores or intelligence measures [4]. Based on this premise, we posit the barriersto student success in programming-oriented courses could largely be addressed by focusing onpromoting healthy

Conference Session

Community Engagement Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ebenezer Rotimi Ewumi, Washington State University; Olusola Adesope, Washington State University; Candis S. Claiborn, Washington State University; Angela Minichiello P.E., Utah State University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

them. Insome instances, the lack of engagement might be because students are not aware of the HIEP theycan participate in during their program. Acknowledgments This material is based upon work supported by the National Science Foundation underGrant No. 1927218. Any opinion, findings, and conclusions or recommendations expressed inthis material are those of the authors and do not necessarily reflect the views of the NationalScience Foundation.REFERENCES[1] Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.[2] French, B. F., Immekus, J. C., & Oakes, W. C. (2005). An Examination of Indicators of Engineering

Conference Session

Minorities in Engineering Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth Turochy, Auburn University; Michael Alexander Perez, Auburn University; Cristina Poleacovschi, Iowa State; Erin Doran, Iowa State University of Science and Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

study, the body of research on stereotype threat continuedto grow (Shapiro 2011) (Eschenbach, et al. 2014) (Thomas, et al. 2018), with much of theresearch focusing on race and gender-based stereotypes and stereotype threats, the impacts onindividual’s academic performance (Owens 2010), along with the developed coping mechanisms(von Hippel 2005). This research body determined that stereotype threat can take up valuablewhen experienced, which can affect many things including cognitive mechanisms and academicperformance and persistence.When an individual from a stigmatized group is presented with a negative stereotype, it cancause a heighted awareness of one’s own actions. This heightened awareness often leads to areduction in self-efficacy (the

Conference Session

First-Year Programs: Diversity, Equity and Inclusion in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Emma Tevaarwerk, Northwestern University; Kathleen Carmichael, Northwestern University; Ordel Brown, Northwestern University; Lisa Davidson; Elise Gruneisen

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

’ abilities to value diverse perspectives within a group, facilitate contributions from allgroup members, assess their own and others’ contributions to the group, enable a constructiveteam climate, and promote a constructive conflict response [18]. This concept guided thedevelopment of survey questions that measured students’ perceived abilities, in alignment withliterature on project-based teams in engineering educational contexts [24]. The inclusive team-based learning items used the same response scale as the General Self-efficacy Scale, given theevidence of high reliability and cross-cultural validity [25]. Additionally, the survey askedstudents to rate how easy or difficult the 16 inclusive team-based learning activities felt, giventhat team

Conference Session

Biomedical Engineering Division Poster Session (Works in Progress)

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Isabel Miller, University of Illinois at Urbana - Champaign; Sara Xochilt Lamer, University of Illinois at Urbana - Champaign; Karin Jensen, University of Illinois at Urbana - Champaign; Holly M. Golecki, University of Illinois at Urbana - Champaign

Tagged Divisions

Biomedical Engineering

Flexibility in Somatization, Depression, Anxiety, and General Psychological Distress in a Nonclinical College Sample,” J. Evid.-Based Complement. Altern. Med., vol. 17, no. 1, pp. 66–71, Jan. 2012, doi: 10.1177/2156587211423400. [6] K. Caldwell, M. Harrison, M. Adams, R. H. Quin, and J. Greeson, “Developing Mindfulness in College Students Through Movement-Based Courses: Effects on Self-Regulatory Self- Efficacy, Mood, Stress, and Sleep Quality,” J. Am. Coll. Health, vol. 58, no. 5, pp. 433–442, Mar. 2010, doi: 10.1080/07448480903540481. [7] T. R. Ramler, L. R. Tennison, J. Lynch, and P. Murphy, “Mindfulness and the College Transition: The Efficacy of an Adapted Mindfulness-Based Stress Reduction Intervention in

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

Assessment in Laboratory and Project-based Courses: Experimentation and Laboratory-oriented Studies Division

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nebojsa I. Jaksic, Colorado State University, Pueblo

Tagged Topics

Diversity

Tagged Divisions

Experimentation and Laboratory-Oriented Studies

pair that had finished the lab andone that has not) and placing them into the same breakout room in Zoom. Of course, before doingthis, both pairs consent to help or receive help. The student pairs that finished their lab early arerequired to help other student pairs. The same two-step approach of creating a PL environmentand then a PPPL environment is implemented in both lab design projects.Since self-reflections are determined to be important components of experiential learning [2-4],and positive self-reflections are significant components of the self-efficacy theory [9], studentswere required to include two self-reflection paragraphs in their lab reports to close the experientiallearning feedback loop. The open-ended questions asked of each

Conference Session

First-year Programs: Computation in the First Year

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krista M. Kecskemety, Ohio State University; Ada Barach, Ohio State University; Connor Jenkins, Ohio State University; Serendipity S. Gunawardena, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. Studentsenter the first-year engineering courses with a wide range of prior programming experience andstudents also have different self-efficacy when it comes to their programming skills. At the end ofthe first-year program, it is the intent that students have a similar level of ability when it comes tothe basic programming fundamentals that are assessed in this concept inventory. While there are 2different course tracks, honors and standard, students still should be gathering similar baselineknowledge in concepts assessed in the concept inventory. However, the honors course teaches anadditional course-worth of programming knowledge so it may be expected that they wouldperform better on the assessment. Additionally, it is not intended for this

Conference Session

Pre-College Engineering Education Division Technical Session 11

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Willner-Giwerc, Tufts University; Miela Efraim, Tufts University; Chris B. Rogers, Tufts University

Tagged Divisions

Pre-College Engineering Education

that bring students together to solve engineering challenges and engage inrobot battles have grown in popularity over the last 20 years [1]. With the increase in availableeducational robotics technologies (such as LEGO robotics, VEX Robotics, micro:bit, and othertools) robotics competitions have become ubiquitous in most school communities around theworld [2].These competitions have been shown to have positive learning outcomes for those whoparticipate [3,4]. Specifically, research into robotics competitions has shown that they positivelyimpact the development of: (1) problem solving skills, (2) self efficacy, (3) computationalthinking, (4) creativity, (4) collaboration, and (5) motivation [1]. Additionally, online and inperson robotics

Conference Session

First-Year Programs: Unique Projects and Pedagogies

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University at West Lafayette; Nathan Mentzer, Purdue University at West Lafayette

Tagged Divisions

First-Year Programs

assistant in Technology Education. Her research interests are culturally responsive teaching in multicultural settings, cultivating multiliteracies for multicultural education in K-12 contexts, and critical literacy education in early childhood. Her disserta- tion research concentrates on promoting preservice teachers’ self-efficacy beliefs in culturally responsive literacy teaching.Prof. Nathan Mentzer, Purdue University at West Lafayette Nathan Mentzer is an assistant professor in the College of Technology with a joint appointment in the College of Education at Purdue University. Hired as a part of the strategic P12 STEM initiative, he prepares Engineering/Technology candidates for teacher licensure. Dr. Mentzer’s

Conference Session

Graduate Studies Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathalie Duval-Couetil, Purdue University at West Lafayette; Soohyun Yi, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

Unique interdisciplinary courses offered through SFEWS 4.00 0.71 4.00 1.22 4.67 0.58 Professional development offered through SFEWS 3.40 0.55 3.80 0.84 4.00 0.00 Interaction with industry 3.00 1.22 2.80 0.84 3.33 1.15 Learning Outcomes. Participants’ perceived self-efficacy for aspects of professionaldevelopment was measured with a 5-point scale (Table 4). Overall, participants agreed that they wereconfident about research-related tasks and ethics (e.g., responsible conduct of research, lab safety, labmanagement, presentations); and their confidence overall increased slightly over time. Their

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University

Tagged Topics

NSF Grantees Poster Session

/competencymodel/competency- models/advanced-manufacturing.aspx.[15] C. C. Chen, P. G. Greene, and A. Crick, "Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?," Journal of Business Venturing, vol. 13, pp. 295-316, 1998.[16] J. Cheng, "Intrapreneurship and exopreneurship in manufacturing firms: An empirical study of performance implications," Journal of Enterprising Culture, vol. 9, no. 2, pp. 153-171, 2001.[17] E. J. Douglas and J. R. Fitzsimmons, "Intrapreneurial intentions vs.entrepreneurial intentions: Distinct constructs with different antecedents," Small Business Economics, vol. 41, no. 1, pp. 115-149[Online]. Available: http://www98.griffith.edu.au/dspace/bitstream

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christina Grigorian, California Polytechnic State University, San Luis Obipso; Michelle Kerfs, California Polytechnic State University, San Luis Obispo; Jocelyn Paula Gee, California Polytechnic State University, San Luis Obispo; James M. Widmann, California Polytechnic State University, San Luis Obispo; John Chen P.E., California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

NSF Grantees Poster Session

structure of the Brief Self-Control Scale: Discriminant validity of restraint and impulsivity. Journal of Research in Personality, 46(1):111-115, 2012.[4] Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994), Losing control: How and why people fail at self-regulation. San Diego, CA, US: Academic Press.[5] Feldmann, S. C., and Martinez-Pons, M., (1995), The relationship of self-efficacy, self- regulation, and collaborative verbal behavior with grades, Preliminary Findings, Psychological Reports, 77:971-978.[6] McCrae, R. R., and John, O. P., (1992), An introduction to the five-factor model and its applications, Journal of Personality, 60(2):175-215.[7] Duckworth, A. L., Peterson, C., Matthews, M. D

Conference Session

Faculty Perspectives of Active Learning, Inequity, and Curricular Change

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jeremy Grifski, Ohio State University; Emily Dringenberg, Ohio State University; Dira Melissa Delpech, Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Conference Session

Thermal Fluid Related

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Soheil Fatehiboroujeni, Cornell University; Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Brian J. Kirby, Cornell University; Elizabeth Mills Fisher, Cornell University

Tagged Divisions

Mechanical Engineering

% drop in the mean scorefrom 2019 to 2020 (t-test, 𝑝 ≪ 0. 001). Figure 5: the distribution of scores in the multiple choice concept inventory tests 2 2 (𝑛19 = 131 , 𝑛20 = 99 , 𝑓 = (1\σ 2π) 𝑒𝑥𝑝(− (𝑥 − µ) \2σ ). Furthermore we measure students’ motivation and attitudes towards learning by adoptingportions of the Motivated Strategies for Learning Questionnaire (MSLQ) that was administeredtowards the end of each semester [10]. The survey included multiple items related to intrinsicand extrinsic motivation, self-efficacy, task value, and peer learning. Please see the appendix fora list of items in our survey. Figure 6

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

Efforts to Understand and Support Students' Socioemotional Factors

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joana Marques Melo, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

expectations in U.S. undergraduate civil engineering programs,” Australasian Journal of Engineering Education, vol. 25, no. 1, pp. 79–89, Jan. 2020, doi: 10.1080/22054952.2020.1720434.[26] R. A. Revelo Alonso, “Engineering familia: The role of a professional organization in the development of engineering identities of Latina/o undergraduates,” Ph.D., University of Illinois at Urbana-Champaign, United States -- Illinois, 2015. Accessed: Mar. 07, 2021. [Online]. Available: http://search.proquest.com/docview/1748662367/abstract/67E260FA87274C15PQ/1[27] D. Verdin and A. Godwin, “EXPLORING LATINA FIRST-GENERATION COLLEGE STUDENTS’ MULTIPLE IDENTITIES, SELF-EFFICACY, AND INSTITUTIONAL INTEGRATION TO INFORM

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Divisions

First-Year Programs

, or come to campus and choose from the availablecourse inventory. Due to limited access to building materials, computer simulation and CADtools were emphasized in Fall 2020. To accommodate students overseas and students withfinancial hardship, they were given the option to complete labs and projects through onlinesimulation using Tinkercad [17].Self-determination TheorySelf-determination theory (SDT) states the importance of satisfying three fundamentalpsychological needs for individuals’ well-being. The basic needs are autonomy, a sense of choiceand control; relatedness, a sense of positive and supportive connections to others; andcompetence, a sense of mastery and self-efficacy [18]. The satisfaction of these basicpsychological needs

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Divisions

Educational Research and Methods

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.Ziyan Bai, University of Washington Ziyan Bai has a Ph.D. in educational leadership and policy studies with a focus on higher education. She has over six years of research and professional experience in the field of higher education. With a dedication to diversity, equity, and inclusion, she is committed to using qualitative and quantitive research to inform impact-driven decisions.Neha Kardam, University of Washington Neha Kardam is a Ph.D. student in Electrical

Conference Session

Graduate Studies Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anne Marguerite McAlister, University of Virginia; Sarah Catherine Lilly, University of Virginia; Jennifer L. Chiu, University of Virginia

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

students,specifically, are often told to prioritize their research role over their educator role [61], despitethe demonstrated benefits of being in the educator role. For example, the experience of teachingleads to higher self-efficacy and effectiveness as an educator [62]–[65]. Additionally, graduatestudents’ experimental design and hypothesis generation skills improved from teaching aboutinquiry [61]. The benefits of serving in an educator role may be attractors to the educatoridentity. Graduate students serving in the role of an educator through involvement in scienceeducational outreach has been examined (e.g., [66]–[72]), with demonstrated benefits for K-12student participants, such as increased interest and positive views of science

Conference Session

First-Year Programs Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ramsey George Jabaji, University of Maryland, College Park; Shannon Hayes Buenaflor, University of Maryland, College Park; Brian Farrington Dillehay, University of Maryland, College Park; Rebecca Z. Kenemuth, University of Maryland, College Park; Elizabeth Kurban, University of Maryland, College Park; Paige E. Smith, University of Maryland, College Park

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Studies, a master’s in Counseling and Personnel Services, and is a doctoral candidate in Higher Education, Student Affairs, and International Education Policy.Dr. Shannon Hayes Buenaflor, University of Maryland, College Park Shannon Hayes Buenaflor currently serves as the Assistant Director of Transfer Student Advising and Admissions in the A. James Clark School of Engineering. Recently completing her Ph.D. in Higher Education at the University of Maryland, Dr. Buenaflor’s research focuses on transfer student success, pre-transfer advising, and the role of self-efficacy in the transfer process.Mr. Brian Farrington Dillehay, University of Maryland, College Park Brian Dillehay is the Assistant Director in the Office of

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Olusola Adesope, Washington State University; Oluwafemi J. Sunday, Washington State University; Ebenezer Rotimi Ewumi, Washington State University; Angela Minichiello P.E., Utah State University; Muhammad Asghar P.E., Utah State University; Candis S. Claiborn, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

ofpractices that would result in the maximum attainment of academic success for students fromvarious backgrounds and among different levels of their study program (i.e., first-year or seniorstudents). Additionally, these engagement practices' voluntary nature means that students fromminority demographic groups might not participate, and they are more at risk of dropping out ofan engineering program. However, studies have shown that participation in HIEP improves E/CSHIEP participation could be a predictor of academic success [5]. The combination of severalengagement academic practices, and experience would increase the general knowledge within amajor, improves competence (self-efficacy), social interactions, and job opportunities [1

Conference Session

WEDNESDAY PLENARY: Featuring Best Zone and PIC Papers & Corporate Member Council Keynote Speaker, Sponsored by EngineeringCAS

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chao Wang, Arizona State University

Tagged Topics

Corporate Member Council

ofmotivations, resulting in more optimal learning outcomes, when three basic psychological needsare satisfied: autonomy, a sense of choice and control; relatedness, a sense of positive andsupportive connections to others; and competence, a sense of mastery and self-efficacy [18].In a real-world setting, individuals express multiple forms of motivation to varying degrees inany given activity, instead of appearing as either autonomous/internalized orcontrolled/externalized. Examining the learner’s motivation across the whole continuum ofamotivation, external regulation, identified regulation and intrinsic motivation, i.e.,characterizing it into a motivational response profile [19-21], can provide diagnostic informationand practical insights into course

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

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

Teaching In and Through Design, Maker Spaces, and Open-ended Problems

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amit Shashikant Jariwala, Georgia Institute of Technology; Nicholas Greenfield, Georgia Institute of Technology; Emily Orton, Georgia Institute of Technology; Rohan Banerjee, Georgia Institute of Technology

Tagged Divisions

Educational Research and Methods

Computational Data Analysis. Interested in industrial automation, product design, high volume manufac- turing, and renewable energy. American c Society for Engineering Education, 2021 Design of a comprehensive system to benchmark makerspacesAbstractMakerspace, a term coined in the early 2000s by MAKE Magazine, is an umbrella term for manyorganizations that share a common goal; to support creative self-efficacy. Makerspaces can beunderstood as the 21st-century evolution of libraries - communities allowing members withshared interests to collaborate on developing ideas while socializing the financial burden ofequipment access and upkeep. A makerspace can look very different