Conference Session

Faculty Development Lightning Talk Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Laughton, The Citadel; Daniel Gingerich, Ohio State University; Sneha Prabha Narra, Worcester Polytechnic Institute; Casey I. Canfield, Missouri University of Science & Technology

Tagged Divisions

Faculty Development Division

reward systems: Does it make a difference?, vol. 46, no. 5. 2005.[28] A. H. Afif, “The relationship between perceived organizational supports with job satisfaction and organizational commitment at faculty members of universities,” Sleep Hypn., vol. 20, no. 4, pp. 290–293, 2018, doi: 10.5350/Sleep.Hypn.2018.20.0164.[29] Y. M. N. Almutairi, “Leadership Self-Efficacy and Organizational Commitment of Faculty Members: Higher Education,” Adm. Sci., vol. 10, no. 3, p. 66, 2020, doi: 10.3390/admsci10030066.[30] L. Jing and D. Zhang, “Does Organizational Commitment Help to Promote University Faculty’s Performance and Effectiveness?,” Asia-Pacific Educ. Res., vol. 23, no. 2, pp. 201–212, 2014, doi: 10.1007/s40299

Conference Session

First-Year Programs: Focus on Student Success I

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Kerry Meyers, University of Notre Dame

Tagged Divisions

First-Year Programs

withsmaller sections that focused on active learning have also been shown to increase students’retention and certainty [10].In connection with Social Cognitive Career Theory, many elements of first-year engineeringcourses are also directed towards self-efficacy, outcome expectations, and personal goals, andthese courses are proven to increase major certainty by a statistically significant amount [11],[12]. Furthermore, labs, projects, and a close relationship with their professor help studentsselect a major [11]. The retention rate of students within a specific major increased when thatstudent was taught by a professor with the same degree as their intended major for their FYEintroduction course, as well as when students attended 2 or more

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Magdalini Z. Lagoudas, Texas A&M University; So Yoon Yoon, University of Cincinnati; Rodney Boehm, Texas A&M University; Hannah Wehlmann

Tagged Topics

Diversity, NSF Grantees Poster Session

agree). Thefindings from quantitative data, published previously [3, 4], indicate that participants (a)maintained high interest on entrepreneurship throughout the program, (2) reported increasedconfidence in value proposition, self-efficacy in entrepreneurship, marketing /business planning,and customer interview skills, and (3) that the program affected students equally across diversityin gender, race/ethnicity, majors, and classifications. The focus of this study is to investigateparticipant responses to open-ended questions, shown in Table 2, and gain additional insights ontheir expectations from the program and perceived values after program completion.Table 2. Open-ended questions used in this study. Survey # Open-ended Questions

Conference Session

Entrepreneurship and Engineering Innovation Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Peter Golding P.E., University of Texas at El Paso; Scott A. Starks P.E., University of Texas at El Paso; Roger V. Gonzalez P.E., University of Texas at El Paso; Meagan R. Kendall, University of Texas at El Paso; David G. Novick, University of Texas at El Paso; Cole Hatfield Joslyn, University of Texas at El Paso

Tagged Divisions

Entrepreneurship & Engineering Innovation

=6423 [Accessed: Mar. 5, 2021].[22] C. Elliott, C. Mavriplis & H. Anis. "An entrepreneurship education and peer mentoring program for women in STEM: mentors' experiences and perceptions of entrepreneurial self- efficacy and intent." Int Entrep Manag J 16, 43–67 (2020). https://doi.org/10.1007/s11365- 019-00624-2.

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

Tagged Topics

Diversity, NSF Grantees Poster Session

. 692–697, 2018.[15] C. S. Dweck, C. Y. Chiu, and Y. Y. Hong, “Implicit theories and their role in judgments and reactions: A world from two perspectives,” Psychological Inquiry, vol. 6, no. 4, pp. 267-285, 1995.[16] N. S. Fabert, “Growth Mindset Training to Increase Women’s Self-Efficacy in Science and Engineering: A Randomized-Controlled Trial,” Ph.D. dissertation, Dept. Psychology, Arizona State Univ., Tempe, AZ, 2014. [Online]. Available: https://repository.asu.edu/attachments/137308/content/Fabert_asu_0010E_14151.pdf.[17] B. Dorn and A. E. Tew, “Empirical validation and application of the computing attitudes survey,” Computer Science Education, vol. 25, no. 1, pp. 1-36, Feb. 2015.[18] V. A. Carr

Conference Session

Supporting the Capstone Experience

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nathan Miner, Iowa State University of Science and Technology; Aliye Karabulut Ilgu, Iowa State University of Science and Technology; Jennifer S. Shane, Iowa State University of Science and Technology; Katherine Madson, Iowa State University of Science and Technology

Tagged Divisions

Civil Engineering

motivation, verbal participation, and career aspirations in engineering.PNAS. 112:16. 4988-4993[27] Konak, A., Kulturel-Konak, S., Kremer, G., Esparragoza, I. (2015). Teamwork Attitude,Interest, and Self-Efficacy: Their Implications for Teaching Teamwork Skills to EngineeringStudents. Frontiers in Education Conference, El Paso, TX. DOI: 10.1109/FIE.2015.7344118[28] Britton, E., Simper, N., Leger, A., Stephenson, J. (2017) Assessing teamwork inundergraduate education: a measurement tool to evaluate individual teamwork skills. Assessment& Evaluation in Higher Education. 42: 3. 378-397.http://dx.doi.org/10.1080/02602938.2015.1116497

Conference Session

TELPhE Division Technical Session 2: The Broadening Face of Engineering Education

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Y. Curtis Wang, California State University, Los Angeles; Jim Kuo, California State University, Los Angeles; He Shen, California State University, Los Angeles; David E. Raymond, California State University, Los Angeles; Mathias J. Brieu, California State University, Los Angeles

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

. 2018, doi: 10.1109/TE.2017.2729498.[11] R. J. Weir, “Rethinking Precalculus and Calculus: A Learner-Centered Approach,” PRIMUS, vol. 30, no. 8–10, pp. 995–1016, Nov. 2020, doi: 10.1080/10511970.2019.1686669.[12] A. Battou, O. Baz, and D. Mammass, “Toward a virtual learning environment based on agile learner-centered design,” in 2017 Intelligent Systems and Computer Vision (ISCV), Fez, Morocco, Apr. 2017, pp. doi: 10.1109/ISACV.2017.8054972.[13] D. Mohan, “Flipped Classroom, Flipped Teaching and Flipped Learning in the Foreign/Second Language Post–Secondary Classroom,” no. 11, Feb. 2018, doi: 10.21083/nrsc.v0i11.4016.[14] J. Choi, J.-H. Lee, and B. Kim, “How does learner-centered education affect teacher self

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Amari T. Simpson, University of Illinois at Urbana - Champaign; Lara Hebert, University of Illinois at Urbana - Champaign; Luisa-maria Rosu, University of Illinois at Urbana - Champaign; Meagan C. Pollock, Engineer Inclusion; Lynford Goddard, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

community of practice [22], [23]. School Teams attend a2-week summer institute where they spend time engaged in electrical engineering projects thatthey will later implement with their STEM clubs. The other half of the time equips educatorswith research-based, strategy-driven content about stereotypes, bias, and micro-messaging thatcan limit students’ pursuit and success in STEM pathways [24]. Content on growth mindset,affirming micro-messages, and self-efficacy introduces principles related to improving STEMinclusion, access, and equity. This content prepares participants for their action research projectswhich challenge participants to apply their new knowledge and usedata-informed-decision-making to improve STEM

Conference Session

Designing and Evaluating Engineering Leadership Programs

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hyun Hannah Choi, University of Illinois at Urbana - Champaign; Selim Havan, University of Illinois at Urbana-Champaign; Charlotte Hathaway; Blake Everett Johnson, University of Illinois at Urbana - Champaign; Mattox Alan Beckman, University of Illinois at Urbana - Champaign; Yuting W. Chen, University of Illinois at Urbana - Champaign; Lucas Anderson, University of Illinois at Urbana - Champaign

Tagged Divisions

Engineering Leadership Development

using the pre-survey data before the program implementation fromFall ’18. Theory-driven evaluation assesses not only whether an intervention program iseffective or not (program outcomes), but also utilizes program theory to frame the evaluation.The program has achieved its intended outcomes of the program—an increase of students’teaching self-efficacy—and an outcome study has been reported 17 . As a next step, theobjective of this paper is to understand how a program theory based on the programdesigner’s assumptions are shared or not shared. Program theory as defined in the communityof program evaluation incorporates program designers’ and stakeholders’ assumptions onhow the program would work 18 . The understanding of the program theory will

Conference Session

Experiential Learning in Chemical Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Susan M. Stagg-Williams, The University of Kansas; Molly McVey, The University of Kansas; Andrew David Yancey, The University of Kansas; Akash Anand, The University of Kansas; Arthur A. Lee, The University of Kansas

Tagged Divisions

Chemical Engineering

year and the fall of sophomore year negatively impactedretention. Literature has shown the multitude of factors affecting student retention in engineeringinclude classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interests and career goals, race and gender, poorteaching and advising, curriculum difficulty, and a lack of belonging [1, 2]. In a multi-year studyat a single institution, the lack of belonging was the most significant factor reported by studentsthat left [2]. At the course level, active and cooperative learning have repeatedly shown to beimportant factors in student success and retention. For example, increasing course structure,increased transparency, and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darlene M. Olsen, Norwich University; Alicia Dawn Beth, Landmark College; Michelle Batchelder Burd ; Christine Latulippe, Norwich University; Joe Latulippe, Norwich University

Tagged Topics

NSF Grantees Poster Session

from surveys and focus groupsindicate that students believed that they were placed properly into mathematics courses, butfurther studies need to be done to assess students’ perceived self-efficacy and the institutionalplacement test.Survey and focus group results suggest students in general had a positive view of theprecalculus/calculus corequisite course. Anecdotally, there seemed to be increased engagementin the corequisite courses in comparison to the precalculus courses. Due to the cyclic approach toteaching the corequisite courses, all exams were cumulative and demonstrated student mastery ofthe concepts of limits, differentiation, and integration. Based on the distribution of grades,preliminary outcome measures indicate that the

Conference Session

Personnel Development & Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devayan D. Bir, Loras College

Tagged Topics

Diversity

Tagged Divisions

Aerospace

) influencing students’ decision to drop out of STEM majors. Students withweaker academic backgrounds were at higher risk of leaving STEM majors. This directlypoints to a student’s schooling, and skills and abilities prior to joining the institution.Intentions, goals, and commitments were identified as attitudinal factors (motivation,confidence, and self -efficacy to STEM) in the report. Formal academic experiences such aslow academic performance and rigor involved with introductory STEM courses lead studentsto drop out while informal academic experiences such inadequate advising, negativeexperiences with faculty were cited as reasons for the same. The report did not highlight anyexperiences in the social system as defined by the framework.Figure 4

Conference Session

First-Year Programs: Recruiting and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanne Kay Beckwith, University of Michigan; Laura Hirshfield, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

education, choosing and engineering, and determining their career goals.According to Eccles and Wigfield’s categories, it is a theory focused on the reasons forengagement[9]. SDT asserts that actions are motivated by the desire to fulfill three basic humanneeds: competence, autonomy, and relatedness [10]. Competence is the knowledge and skills onemust possess to succeed and feel effective in dealing with the environment. Perceivedcompetence is often compared to self-efficacy, which is a person’s beliefs about their capabilitiesto produce designated levels of performance that exercise influence over events that affect theirlives [11]. Competence is built through providing optimal challenges, promoting task feedback,and freedom from demanding

Conference Session

Undergraduate Students' Development of Computational and Programming Skills

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

requirement for graduation.Other studies provide insights into the usefulness of HIP for underrepresented students. Servicelearning is reported to contribute to substantial improvements in underrepresented studentoutcomes. Song, Furco, Lopez and Maruyama [9], for example, analyzed the effects of servicelearning on underrepresented students enrolled at a Midwestern university. Their findingssuggested positive relationships between STEM undergraduate participation in service learningand several academic outcomes, including cumulative grade point average and continuedenrollment. Service learning has also been shown to effect student self-efficacy and self-concept[10]. Because service learning has been shown to produce several benefits, it is

Conference Session

Bridging Content and Context in the Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Dillon, University of Washington Tacoma; Tammy VanDeGrift, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education, Equity

the USA,women represent only 19.7% of engineering graduates and 18.7% of computer sciencegraduates, lagging behind the 35.5% of women in all STEM fields [2]. The goal of this projectwas to understand student thinking about diversity and inclusion with the long-term aim ofimproving culture for females and under-represented groups. The engineering workforce andengineered products, infrastructure, and services can certainly benefit from designs created bydiverse teams. Prior researchers have linked diversity to increased creativity in teams andwork-groups [3, 4].Building an inclusive culture is challenging but very important. A negative campus climate canaffect students’ self-efficacy. A campus with a lack of diverse students can create a

Conference Session

First-Year Programs: First-Year Experiences

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie L. Walkup PE, Villanova University; John Komlos, Villanova University; Kevin A. Waters P.E., Villanova University

Tagged Divisions

First-Year Programs

college instructors, 3rd ed. San Francisco, CA: Jossey-Bass, 2010.14. Thomas, J. W. (2000). A review of research on project-based learning. San Rafael, CA: Autodesk Foundation.15. Mills, J. E. and D.F. Treagust (2003). Engineering education, Is problem-based or project-based learning the answer” Australasian Journal of Engineering Education. Retrieved from http://www.aaee.com.au/journal/2003/mills_Treagust03.pdf on February 316. Hirshfield, L., Chachra, D., Experience is not mastery: unexpected interactions between project task choice and measures of academic confidence and self-efficacy in first-year engineering students, International Journal of Engineering Education, 35(3), 2019, pp.806-823.

Conference Session

Cooperative and Experiential Education Division Technical Session 3

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Patricia Caratozzolo P.E., Tecnológico de Monterrey; Anna Friesel, Technical University of Denmark; Peter Jan Randewijk, Technical University of Denmark; David Navarro-Duran, Tecnológico de Monterrey

Tagged Topics

Diversity

Tagged Divisions

Cooperative and Experiential Education

/ngv:78746.[3] K. A. J. Mohr and E. S. Mohr, “Understanding Generation Z Students to Promote a Contemporary Learning Environment,” J. Empower. Teach. Excell., vol. 1, no. 1, pp. 84–94, 2017, doi: 10.15142/T3M05T.[4] H. Hyytinen, A. Toom, and L. Postareff, “Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students,” Learn. Individ. Differ., vol. 67, no. August, pp. 132–142, 2018, doi: 10.1016/j.lindif.2018.08.004.[5] S. K. Wang, H. Y. Hsu, T. C. Reeves, and D. C. Coster, “Professional development to enhance lecturers’ practices in using information and communication technologies (ICTs) as cognitive tools: Lessons

Conference Session

Software Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bruce R. Maxim, University of Michigan - Dearborn; Thomas Limbaugh, University of Michigan - Dearborn

Tagged Topics

Diversity

Tagged Divisions

Software Engineering Division

and its constructivist framework,” Educational Technology, Vol. 35, No. 5, 1995, pp.31-38.16. Silva, A., Bispo, A., Rodriguez, D. and Vasquez, F. (2018) "Problem-based learning: A proposal for structuring PBL and its implications for learning among students in an undergraduate management degree program", Revista de Gestão, Vol. 25, No. 2, 2018, pp. 160-177.17. James N. Warnock & M. Jean Mohammadi-Aragh (2016) Case study: use of problem-based learning to develop students' technical and professional skills, European Journal of Engineering Education, Vol. 41, No, 2, 2016, pp.142-153,18. Dunlap, J. (2005) “Problem-based learning and self-efficacy: How a capstone course prepares students for a profession

Conference Session

Engineering Design Graphics Division Technical Session 1: Spatial Visualization

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Lelli Van Den Einde, University of California, San Diego; Nathan Delson, University of California at San Diego; Elizabeth Rose Cowan, eGrove Education

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

spatial skills for engineering students”. International Journal of Science Education. Vol 31(3), pp 459-80, Feb. 2009.[8] L. Van Den Einde, N. Delson, L. Cowan, “Sketching App to Teach Spatial Visualization Skills Suitable for Remote and In-Person Instruction”, Proceedings of INTED 2021, virtual conference, March 8-9, 2021.[9] N. Delson, L. Van Den Einde, E. Cowan, J. Tara “eGrove Education.” [Online] Available www.egrove.education.[10] J. Power, J. Buckley, and N. Seery. “Visualizing Success: Investigating the Relationship between Ability and Self-Efficacy in the Domain of Visual Processing”. 70th ASEE Engineering Design Graphics Division Midyear Conference, Embry-Riddle Aeronautical University, FL, January, 2016.[11

Conference Session

Computing and Information Technology Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shanon Marie Reckinger, University of Illinois at Chicago; Chris Gregg, Stanford University; Bryce E. Hughes, Montana State University Bozeman

Tagged Topics

Diversity

Tagged Divisions

Computing and Information Technology

, 2001). Some of the factors includesattributions where students rated possible reasons for success or failure on the midterm exam to(a) attribution to ability, (b) attribution to task ease/difficulty, (c) attribution to luck, and (d)attribution to effort. They also looked at factors like self-efficacy, previous programmingexperience, gender, and more. The attributions for success/failure were predictive toperformance.This proposed intervention is framed by attribution theory. Attribution theory is aphenomenological approach to the study of behavior. It is approach that focuses on how peopleexplain the reasons for their own and others' behavior. The idea is that two students could take aCS exam and both receive Ds. Student A could be very upset

Conference Session

Studies of Classroom Assessment: Exam Wrappers, Equitable Grading, Test Anxiety, and Use of Reflection

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David A. Copp, University of California, Irvine; Alexander J. Headley, University of Memphis

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

, no. 2, pp. 33–49, 2020.[10] M. M. Gaudier-Diaz, M. Sinisterra, and K. A. Muscatell, “Motivation, belongingness, and anxiety in neuroscience undergraduates: Emphasizing first-generation college students,” Journal of Undergraduate Neuroscience Education, vol. 17, no. 2, p. A145, 2019.[11] N. K. Segool, P. Nathaniel, A. D. Mata, and J. Gallant, “Cognitive behavioral model of test anxiety in a high-stakes context: An exploratory study,” School Mental Health, vol. 6, no. 1, pp. 50–61, 2014.[12] A. Krispenz, C. Gort, L. Schültke, and O. Dickhäuser, “How to Reduce Test Anxiety and Academic Procrastination Through Inquiry of Cognitive Appraisals: A Pilot Study Investigating the Role of Academic Self-Efficacy,” Frontiers in

Conference Session

Academic Success and Retention

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Heather Lee Perkins, North Carolina State University; Justin Charles Major, Purdue University, West Lafayette; Julianna S. Ge, Purdue University, West Lafayette; Matthew Scheidt, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

discuss futureplans for analysis with a larger sample who also provided information about a variety of non-cognitiveand affective (NCA) factors in order to identify significant predictors of engineering student success. IntroductionGrades, and by extension grade point average (GPA), are among the most frequently used indicators ofstudent success in both research and practice. In education research, GPA is often used as a measure ofacademic performance, and has been studied in a variety of settings and alongside a variety of correlates,such as self-efficacy or motivation [1]. In U.S. colleges and universities, grades and GPA are used tomeasure performance in the classroom, determine eligibility for

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rui Li, New York University; Jack Bringardner, New York University

Tagged Divisions

First-Year Programs

school outcomes (Chen and Jang [16];33 Ryan and Deci [17]; Ryan and Grolnick [18]; Ryan, et al. [19]). Feelings of relatedness,34 measured in terms of "school climate" and instructor-student relationships, have been linked to35 outcomes including self-efficacy, engagement, interest in school, higher grades, and retention36 (Furrer and Skinner [20]; Inkelas and Weisman [21]; Inkelas, et al. [22]).37 Relatedness has often been discussed along with autonomy and competence as one of the38 psychological needs for intrinsic motivation [23, 24]. Skinner, et al. [25] argued that "relatedness39 tends to be overlooked as a self-perception in the academic domain." In the past, relatedness is40 normally considered in the context of team

Conference Session

Impact of COVID-19 on Design Education 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Divisions

Design in Engineering Education

. Previously developed instruments could be utilizedto look at impact on design self-efficacy with students who have access to an academicmakerspace at different stages in their undergraduate career [15].References[1] E. Halverson and K. Sheridan, “The Maker Movement in Education,” Harvard Educational Review, vol. 84, pp. 495–504, Dec. 2014, doi: 10.17763/haer.84.4.34j1g68140382063.[2] S. Carlson, “The maker movement goes to college”, Chronicle of Higher Education, vol. 61, A26– A28, 2015.[3] V. Wilczynski and R. Adrezin, “Higher Education Makerspaces and Engineering Education,” presented at the ASME 2016 International Mechanical Engineering Congress and Exposition, Feb. 2017, doi: 10.1115/IMECE2016-68048.[4] M. M. Hynes

Conference Session

Asset Sourcing for Remaking Engineering Learning

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chelsea Haines Lyles, Virginia Polytechnic Institute and State University; Lisa D. McNair, Virginia Polytechnic Institute and State University; David Reeping, University of Michigan

Tagged Divisions

Culture & Social Justice in Education, Equity

. Sense of belonging is positivelyassociated with retention and persistence [10], self-efficacy [11], and a successful transition tocollege [12]. When sense of belonging is lacking, students’ academic performance suffers [9].Sense of Belonging in Online EnvironmentsPilcher [13] extended Strayhorn’s [7] sense of belonging work and applied it to a review of theliterature on establishing community in online learning spaces. Two models of communitydevelopment in online learning spaces emerged in Pilcher’s [13] literature review: (1) aconceptual framework called Community of Inquiry (COI), which explains that teaching, social,and cognitive presence contribute to community development, and (2) a measurement modelcalled Rovai’s Classroom Community Scale

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

Systems Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tahsin Mahmud Chowdhury, Virginia Polytechnic Institute and State University; Sreyoshi Bhaduri, McGraw Hill ; Homero Murzi, Virginia Polytechnic Institute and State University

Tagged Divisions

Systems Engineering

senior design or capstone projects,” ASEE Annual. Conf. Expo. Conf. Proc., vol. 2018-June, no. July, 2018.[20] S. Gillespie and A. Maccalman, “A Case Study in Developing an Integrated Data and Model Management System for the Development of a Complex Engineered System,” in 2018 IEEE Technology and Engineering Management Conference, 2018.[21] K. Laitinen and M. Valo, “Meanings of communication technology in virtual team meetings: Framing technology-related interaction,” Int. J. Hum. Comput. Stud., vol. 111, pp. 12–22, 2018.[22] R. Khan, C. Whitcomb, and C. White, “Self-efficacy analysis of student learning in systems engineering,” ASME Int. Mech. Eng. Congr. Expo. Proc., vol. 5, 2016.[23] E

Conference Session

Multidisciplinary Endeavors: Mechatronics, Robotics, and Technology

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alyson Grace Eggleston, The Citadel; Robert J. Rabb P.E., The Citadel

Tagged Divisions

Multidisciplinary Engineering

: A case for the assertion-evidence approach,” International Journal of Engineering Education, 29(6), 1564-1579, 2013.[11] L. Reave. “Technical communication instruction in engineering schools: A survey of top- ranked US and Canadian programs.” Journal of Business and Technical Communication, 18(4), 452-490, 2004.[12] M. Schuurman, M. Alley, M. Marshall, C. Johnstone, “The effect of a targeted speech communication course on the public speaking self efficacy of engineering undergraduates. In Proceedings from the 2008 ASEE Annual Conference & Exposition, Pittsburgh, Pennsylvania, 2008, June. Retrieved from https://peer.asee.org/3210.[13] C. A. Twigg, C. A. “Redefining Community: Small Colleges in

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Proceedings, 2018, doi: 10.18260/1-2--30204.[56] J. A. Mejia, D. Ruiz, V. Popov, A. Esquinca, and D. Gadbois, “Board 104: Asset-based Practices in Engineering Design (APRENDE): Development of a Funds-of-Knowledge Approach for the Formation of Engineers,” in Proceedings of the ASEE Annual Conference & Exposition, 2019.[57] S. L. Dika, M. A. Pando, B. Q. Tempest, and M. E. Allen, “Examining the Cultural Wealth of Underrepresented Minority Engineering Persisters,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 2, pp. 1–9, Apr. 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000358.[58] S. L. Dika, M. A. Pando, B. Q. Tempest, K. A. Foxx, and M. E. Allen, “Engineering self- efficacy, interactions with faculty

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada - Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

selected to receive NSF S-STEM funded scholarships. Annualscholarships starting at $4,500 are renewable for up to 5 years and incrementally increase by$1,000 per year through year four. Students must retain in engineering and maintain acumulative GPA of at least 3.0 to renew the scholarships.2.0 MethodologyStudent participants who receive NSF S-STEM funded scholarships are required to participate insurveys, one-on-one interviews, and focus groups each semester of their undergraduateeducation. The students provide quantitative data by completing a modified version of theLongitudinal Assessment of Engineering Self-Efficacy (LAESE) survey, the twelve questionGRIT survey, and a shortened version of the Motivated Strategies for Learning Questionnaire