Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Megan Ngo, Massachusetts Institute of Technology; Emily Welsh, Massachusetts Institute of Technology; Benita Comeau, Massachusetts Institute of Technology; Nicholas Fang, Massachusetts Institute of Technology; John Liu, Massachusetts Institute of Technology; Kachina Studer

is preferencefor AR) 4.2 1.30 5.4 1.525. Conclusion and Future WorkWe created an AR app to open up the “black box” of the SEM and allow students to investigatethe different components and functions of the machine. The app was piloted to a small group ofstudents in Spring of 2021. Students were given pre- and post- assessments to measure changesin their self-efficacy, willingness to re-engage with the content, and fear of making mistakes aswell as their conceptual understanding of the SEM. We found that students who used the AR appdid exhibit a statistically significant increase in willingness to re-engage with the SEM after thecourse. Learner feedback indicates

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jorge Rodriguez-Devora, University of Georgia; Tyler Harvey, Clemson University; Maegan Hinson, Clemson University; Kristin Frady, Clemson University; Bradley Putman, Clemson University; William Ferriell, Clemson University

]. Outreach—specifically, STEM Outreach—is an informal, typically hands-onproject-based learning exercise performed by a STEM or STEM education expert to increaseknowledge of and interest in STEM disciplines [5], [6]. Research has illustrated the positiveeffects an outreach program can have on students, including a bolstered self-efficacy [6] andimproved knowledge of STEM disciplines [3].Although outreach programs have been used at all levels of pre-college education, researchsuggests outreach programs should target younger students, as high school and college agedstudents have already developed perceptions of engineering and their own identities [7]—manifesting itself as yet another barrier to underrepresented groups participating in STEM.Outreach

Conference Session

ECE Division Technical Session 4: Student-centered Learning and Teaching Methodologies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Yuchen Huang, Portland State University; Branimir Pejcinovic, Portland State University

these SCTM practices. Lastly, we used examscores to verify the effectiveness of SCTM implementation.4.1 Student SurveyIn order to assess the effectiveness of the SCTM, we designed Post-Course Student Survey toprobe students’ satisfaction with the learning process for courses with these SCTM practices.The survey was collected for the Fall Term 2021 Digital IC Design 1 (DIC-I) and AdvancedComputer Architecture I (ACA-I) courses. The survey questions are listed below and it containstwo components: A) perceived effectiveness of SCTM instructional techniques used in the class,and B) assessing student self-efficacy, i.e., the perception of their own abilities to perform certaintasks. The survey was modeled after survey developed in [29].Student

Conference Session

LEAD Technical Session 1: Fostering Leadership Identity Development and DEI in Engineering Students and Professionals

Collection

2022 ASEE Annual Conference & Exposition

Authors

Andrea Chan; Cindy Rottmann, University of Toronto; Emily Moore, University of Toronto; Dimpho Radebe, University of Toronto

of engineering students’ leadership construct based on leadership self-efficacy and experience. This construct was chosen as the outcome variable for its assumedassociation with engineering leadership identity [9]. This study did not find gender or race to beassociated with students’ engineering leadership construct. Quantitative results overall have beeninconsistent on the effects of gender on engineering identity. While there has been evidence thatwomen engineering students are less likely to self-identify as an engineer [16], other findingshave suggested there is no difference between women and men in engineering identity orpersistence in engineering study [17], [18].Effects of social location on engineering (leadership

Conference Session

Engineering Ethics Division: Ethics Education Assessment

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kingsley Reeves, University of South Florida; Michelle Hughes Miller, University of South Florida; Grisselle Centeno, Florida Polytechnic University; Elaine Englehardt, Utah Valley University; Michael Pritchard; Susan LeFrancois, Florida Polytechnic University; Ideliz Roman, University of South Florida

internships impact dimensions of the engineeridentity, including experimental competence (i.e., the ability to conduct appropriate experimentsand analyze and interpret the results). Experiential work experiences also enhance work self-efficacy, that is, “an individual’s perceived level of competence or the degree to which she or hefeels capable of completing a task” [12] (p. 602). Similarly, Ralph et al. [13] report one of thebenefits of practicum-education is “developing confidence” as an engineer (p.125). Several studiesalso suggest that co-curricular practice impacts students’ ethical skills and understandings. Gulerand Mert [14] report that internship experiences contributed to students gaining awareness onacting ethically. University of

Conference Session

Civil Engineering Division - Changing How We Teach: Flipping, Project-Based Learning, and More!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Philip Harvey, University of Oklahoma; Chase Hibbard, University of Oklahoma

self-efficacy. Feedback provided by the students will indicate directions forimprovements in the competition to continuously improve it in subsequent years.1 IntroductionShake tables are a fundamental tool for earthquake engineering research [1–3]. In recent years,other successful outreach and educational activities implementing shake tables have shown greatimpact [4, 5]. A perfect example of this is the NSF-supported University Consortium onInstructional Shake Tables developed by Dyke et al. [6, 7]. By partnering with Quanser,bench-scale shake tables were deployed at universities across the country to provide studentsaccess to “hands-on” experiments [8]. However, the cost of these and similar tables (> $10,000[9]) prohibits most K-12

Conference Session

Materials Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nabila Shamim, Prairie View A&M University; Anh Nguyen, Prairie View A&M University; Sheena Reeves, Prairie View A&M University; Ariful Bhuiyan

Deviation Deviation Pre Survey Post Survey Self-efficacy Aware of the topics on 3D printing 3.00 1.10 1.22 0.42 0.002 Aware of the skillsets for digital modeling through the aid of computers. Such as, 3.10 1.22 1.44 0.50 AutoCad, TinkerCad Aware of performance and functional 3.30 1.42 1.33 0.47 constraints of 3D printing Motivation Understand the process of slicing STL files for

Conference Session

Multidisciplinary Engineering Division Technical Session - Machine Learning, IoT, Writing Center Peer Tutors, Conceptual Modeling

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mehrube Mehrubeoglu, Texas A&M University - Corpus Christi; Lifford McLauchlan, Texas A&M University - Kingsville; G. Beate Zimmer, Texas A&M University - Corpus Christi; David Hicks

limitedinteractions between mathematics and engineering departments, and these limited communalactivities can hinder students’ achievement. Students’ self-efficacy in mathematics has a strongrelationship with students’ mathematics achievement, and teacher interaction results in students’higher academic achievement [17].These three concepts prompted the inclusion of a mathematician in the project. The goal is toincrease students’ self-efficacy in mathematics and the transfer of learning from math toengineering. This goal will be achieved by including short mathematics pre-assignments with theSensors and Systems class, taught by an engineering faculty, that tie the mathematics utilized inthis engineering course to the content the students learned in their

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Peter Knox, State University of New York at Binghamton; Kelli Paul, Indiana University-Bloomington; Jungsun Kim, Indiana University-Bloomington; Jing Yang; Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University-Bloomington; Sawsan Werfelli, State University of New York at Binghamton

perspectives of caregiversthemselves. This study explored experiences and shifts in caregiver perceptions of shifts withinthemselves and their children through participation in an out-of-school home-based engineeringprogram. Data were derived from post-program interviews with over 20 participating caregiversfrom three years of the program. Results illuminate various experiences and shifts in caregiverself-perception and understanding of their children’s learning and development. Specifically,these shifts included enhanced self-reflection and introspection, positive shifts in caregiverinteractions with children, and observed increases in self-efficacy and complex thinking withinchildren. Findings contribute to a growing body of knowledge of family

Conference Session

Materials Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch; Mohsen Kivy, California Polytechnic State University, San Luis Obispo; Emily Haykoupian, California Polytechnic State University, San Luis Obispo

engineering education: A case study on creating prosthetic and assistive technologies for the developing world,” Dev. Eng., vol. 3, pp. 166–174, Jan. 2018, doi: 10.1016/j.deveng.2018.06.001.[5] E. E. Virtue and B. N. Hinnant-Crawford, “‘We’re doing things that are meaningful’: Student Perspectives of Project-based Learning Across the Disciplines,” Interdiscip. J. Probl.-Based Learn., vol. 13, no. 2, Sep. 2019, doi: 10.7771/1541-5015.1809.[6] D. Seth, J. Tangorra, and A. Ibrahim, “Measuring undergraduate students’ self-efficacy in engineering design in a project-based design course,” in 2015 IEEE Frontiers in Education Conference (FIE), Oct. 2015, pp. 1–8. doi: 10.1109/FIE.2015.7344247.[7] “Measuring the Effect of Experiential

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jessica Perez, California State Polytechnic University, Pomona; Faye Wachs, California State Polytechnic University, Pomona; Brooke Jones; Deanna Miranda Barrios; Lily Gossage, California State Polytechnic University, Pomona; Harmony Nguyen, California State Polytechnic University, Pomona

-URMstudents in STEM majors.Past studies conducted on SI for engineering students have consistently found that SI is linked togreater self-efficacy, persistence, and subsequent success in students’ academic programs[9,10,6]. important feature of SI is the supportive and collaborative learning environment sharedbetween the individual leading the session or SI leader and the student seeking support. Not onlydoes this deepen students’ understanding of difficult course concepts, but the learningenvironment inherent in SI ultimately increases student persistence and retention rates thusreflecting students’ success in their programs [1].III. TECHNOLOGY ASSISTED SUPPLEMENTAL INSTRUCTION (TASI)MethodsThis study is part of a larger Hispanic-Serving Institution

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Amie Baisley, University of Florida; Keith Hjelmstad, Arizona State University; Efhalia Chatziefstratiou, Arizona State University

inengineering education as engineering curriculum focuses primarily on the technical skills neededto be an engineer. One route to teaching these reflective skills is with self-assessment (SA). SAhas value in the classroom due to the learning benefits and skills it promotes, includingmetacognition and self-efficacy, while providing the student with a chance to reflect on their ownwork. SA has been used in a variety of settings with different methods of implementation but thereare only a few documented uses in engineering. This study investigates the accuracy of studentself-assessment scores as compared to an instructor score to discuss the value of this exercise forengineering students when the grading scheme is broken down by objectives in three

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lea Marlor, University of Michigan; Cynthia Finelli, University of Michigan; Matthew Graham; Jenefer Husman, University of Oregon; Maura Borrego, University of Texas at Austin; Michael Prince, Bucknell University; Madeleine Smith, University of Oregon

Wave 2 Surveys Wave 4 Surveys Control Group Workshop (After data collection) Figure 1: Research design 1. How an instructor is currently using active learning; 2. An instructor’s self-efficacy in using active learning; 3. The value the place on using active learning in their classrooms; 4. An instructor’s use of strategies

Conference Session

ERM: Exploring Educational Technology in Engineering

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ahmed Ashraf Butt, Purdue University at West Lafayette (COE); Saira Anwar, Texas A&M University; Muhsin Menekse, Purdue University at West Lafayette (COE)

support student learning in an integrated STEM learning environment,” Int. J. Technol. Educ. Sci., vol. 4, pp. 1–11, 2020, doi: https://doi.org/10.46328/ijtes.v4i1.22.[2] J. Vahidy, “Enhancing STEM learning through technology,” echandcurr2019.pressbooks.com. https://techandcurr2019.pressbooks.com/chapter/enhancingstem/ (accessed Jan. 30, 2022)[3] M. Menekse, S. Anwar, and S. Purzer, “Self-efficacy and mobile learning technologies: A Case study of CourseMIRROR,” in Self-Efficacy in Instructional Technology Contexts, C. B. Hodges, Ed. Cham: Springer International Publishing, 2018, pp. 57–74. doi: 10.1007/978-3-319-99858-9_4.[4] A. B. Raupp, “How video games help students level up stem learning,” Forbes.com. https

Conference Session

Biomedical Engineering Division: Supporting and Evaluating Student Learning in BioE/BME Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Emily Dosmar, Rose-Hulman Institute of Technology; Julia Williams, Rose-Hulman Institute of Technology

reviewedthe written work from their own class and identified emergent themes from them that occurred inthe ungraded versions. Two of these themes (student agency and self-efficacy) were overlappingbetween the two courses. The third theme (developing life-long learning) was only present in theMATLAB course. Representative student comments were chosen as examples for the overallthemes identified. While many of the student qualities discussed from this section below cannotbe directly measured, the comments are representative of the general trends observed.Results:Midterm Grade ConferencesAt midterms, there was 55% (20/36) and 38% (14/37) agreement between instructor and studentestimated grades for the Intro to MATLAB programming and First year

Conference Session

WIED: Analysis, Challenges, Success, and Impacts

Collection

2022 ASEE Annual Conference & Exposition

Authors

Malinda Zarske, University of Colorado Boulder; Evan Wetzel, University of Colorado Boulder; Christina Lacerenza, University of Colorado Boulder

© American Society for Engineering Education, 2022 Powered by www.slayte.com Female Student Attitudes Towards Engineering: Are They Influenced by the Roles They Take on Project Teams?Keywords: Women in STEM, Self-Efficacy, Active Learning, First-Year Projects Courses, TeamRoles, Team DynamicsIntroductionThe increase of diversity in STEM fields is a growing conversation and source of concern forengineers. While universities report that the number of women students graduating with anengineering degree has increased, there still exists a surprising lack of women in engineeringcareers nationwide [1]. Strategies such as active learning and collaborative learning have been atthe forefront of

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

K. Jo Min, Iowa State University of Science and Technology; John Jackman, Iowa State University of Science and Technology; Zhuoyi Zhao, Iowa State University of Science and Technology

elements based on animated videosdeveloped for engineering drawing subjects. They found that the multimedia element foranimation videos could increase students’ imagination and visualization [5]. Furthermore,Berney and Bétrancourt investigated whether animation is beneficial overall for learningcompared to static graphics and found a positive effect of animation over static graphics [6]. Wenote that visualization aids themselves are not new (e.g., [7] where the emphasis is on the 2-dimensional static figures and self-efficacy).Work in ProgressWe will conduct our experiment on students in online and on-campus sections. The workflow isshown in Figure 1. Specifically, 1. Students learn the (Q, r) model (i.e., the abstract conceptual, analytical

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Cassandra Birrenkott, South Dakota School of Mines and Technology; Alycia Jensen, South Dakota School of Mines and Technology; Jon Kellar, South Dakota School of Mines and Technology; Michael West, South Dakota School of Mines and Technology; Lisa Carlson, South Dakota School of Mines and Technology; Molly Moore, South Dakota School of Mines and Technology; Jesse Herrera, South Dakota School of Mines and Technology

inOctober 2021. Twenty-five (100%) students completed the survey and will complete the samesurvey in Fall 2022 to assess gain and satisfaction of program elements.The survey instrument had three sections. The first section was based on the LongitudinalAssessment of Engineering Self-Efficacy (LAESE). (see http://aweonline.org/efficacy.html)LAESE is designed to identify longitudinal changes in the self-efficacy of undergraduatestudents studying engineering. The LAESE undergraduate instrument has been tested andvalidated on male and female engineering students. The LAESE questions will be administeredeach fall to determine if self-efficacy increases as they progress through school.The second section was based on the questions in the Clance Imposter

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2022 ASEE Annual Conference & Exposition

Authors

Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Texas Tech University; Kelli Frias

Sciences, vol. 1483,no. 1, pp. 80-97, 2021.[5] C. Elliott, C. Mavriplis, & H. Anis, “An entrepreneurship education and peer mentoringprogram for women in STEM: mentors’ experiences and perceptions of entrepreneurial self-efficacy and intent,” International Entrepreneurship and Management Journal, vol. 16, no. 1,pp. 43-67, 2020.[6] D.A. Erlandson, E.L. Harris, B.L. Skipper, & S.D. Allen, Doing naturalistic inquiry: A guideto methods, NY: Sage, 1993.[7] N.K. Denzin, “The logic of naturalistic inquiry,” Social Forces, vol. 50, no. 2, pp. 166-182,1971.[8] E. Blair, “A reflexive exploration of two qualitative data coding techniques,” Journal ofMethods and Measurement in the Social Sciences, vol. 6, no 1, pp. 14-29, 2015.[9] S. Hennessy, C. Howe

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Changchia Liu, New York Hall of Science; Dorothy Bennett

set of findings emerging frommotivation research that sought to better understand K-12 students’ choice and pursuit of STEMcareers [7], [8]. This body of work has indicated consistently that underrepresented children andyouth are less likely to develop STEM identities or pursue career pathways than non-minoritystudents, especially in the field of engineering [9], and the choices made by children, especiallyunderrepresented children, to pursue various STEM disciplines are strongly associated with theirperceptions of self-efficacy, competence, interest, social support, and the discipline’s costs andbenefits [10], [11], [12]. Yet, despite the recognition of this issue, limited research has beenconducted on young children’s motivation in

Conference Session

Civil Engineering Division - Huh? What Did You Say? What Does That Mean?

Collection

2022 ASEE Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado Boulder; Cristina Torres-Machi; Qin Lv, University of Colorado Boulder

heart of the model is the idea that expectancy and value lead to student motivation whichis a key ingredient for learning and cognition. This theory suggests that both expectancies forsuccess and subjective task values directly influence the choice of activity, the persistence in it,and the final result (i.e., student performance). Expectancy describes one’s expectation ofsuccess, often framed in terms of self-efficacy. Value represents subjective task value andincludes intrinsic value (i.e., interest and enjoyment), attainment value (i.e., importance), utilityvalue (i.e., usefulness of the task), and relative cost.In order to catalyze changes in student’s attitudes toward data science and explore the hypothesisdriving this research (i.e

Conference Session

College Industry Partnerships Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Stephanie Ivey, The University of Memphis; Aaron Robinson, The University of Memphis; Katie Bowman, The University of Memphis

technical contributors [2, 7-10]. Connections to mentors andexperience with real-world problems that connect the dots between STEM academic content andthe industry practice can also enhance students’ competencies and preparation for future careers[11]. These are all critical components in the development of a STEM identity. Engineering self-efficacy and engineering/STEM identity are both characteristics predictive of success inengineering majors and careers [8]. As alluded to above, this is especially important for studentstraditionally underrepresented in STEM fields and is therefore key to addressing diversity issuesessential for organizational innovation [12].Finally, the benefits of apprenticeships and the application of relevant research

Conference Session

ERM: Mental Health and Wellness

Collection

2022 ASEE Annual Conference & Exposition

Authors

Catherine Spence, Minnesota State University, Mankato; Luke Nyberg; Justine Chasmar, Minnesota State University, Mankato; Jodi Nelson, Minnesota State University, Mankato; Marissa Tsugawa, Utah State University - Engineering Education

theory. In K. R. Wenzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). Routledge/Taylor & Francis Group.[31] Carberry, A. R., Gerber, E. M., & Martin, C. K. (2018). Measuring the innovation self-efficacy of engineers. International Journal of Engineering Education, 34(2), 590-598.[32] Garrison, D. R. (1992). Critical thinking and self-directed learning in adult education: An analysis of responsibility and control issues. Adult education quarterly, 42(3), 136-148.[33] Chakrabarti R. (2021). The Art Of Lifelong Learning: A Practitioner’s View. Forbes. https://www.forbes.com/sites/sap/2021/02/17/the-art-of-lifelong-learning-a-practitioners- view/?sh=be4796f6d060[34

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lois Joy; Nia Yisrael, Jobs for the Future

. Thisstudy fills these gaps with case study research on technology internships at two Floridacommunity colleges. In this research we explore, engineering and information technologyinternship structure; participation; and outcomes on program persistence, program completion,and self-efficacy in future technology and career engagement. Our case study research drawsfrom both qualitative and quantitative data from a range of perspectives including students,faculty/administrators and employers who provided the internships. Findings show that credit-bearing technology internships prepared students to be successful in technology careers,strengthened student self-efficacy and confidence towards their technology education and careergoals, and provided a

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Meena Thiyagarajah, University of Florida; Kent Crippen, University of Florida; Bruce Carroll, University of Florida; Tracy Johns, University of Florida

knowledge by means of systematic review," British journal ofmanagement, vol. 14, no. 3, pp. 207-222, 2003.[8] J. R. Morelock, "A systematic literature review of engineering identity: definitions, factors,and interventions affecting development, and means of measurement," European journal ofengineering education, vol. 42, no. 6, pp. 1240-1262, 2017[9] A. Bandura, Self-efficacy: the exercise of control. New York: W. H. Freeman, 1997.[10] D. Oyserman and M. Destin, "Identity-Based Motivation: Implications forIntervention," The Counseling Psychologist, vol. 38, no. 7, pp. 1001-1043, 2010/10/01 2010, doi:10.1177/0011000010374775.[11] N. A. Engineering and C. U. E. E. W. Continuum, Understanding the Educational andCareer Pathways of Engineers. National

Conference Session

Community Engagement Division Technical Session 1 - STEM Outreach

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kathleen Smits, The University of Texas at Arlington; Michelle Schwartz, The University of Texas at Arlington; Nathaniel Steadman, The University of Texas at Arlington

ofstudents to develop the necessary identities needed to be successful and persevere in STEM [1],[24]. Generally, schools lack sufficient programming which includes qualified teachers andfunding for potential STEM candidates to develop STEM identities [23]. Middle school teacherstend to be insufficiently qualified and found to lack confidence in their abilities to teach STEMsubjects [27]–[30]. In addition, schools lack the necessary resources for teachers to improve theirown self efficacy. In an online survey conducted by Hammack and Ivey, elementary teacherswere asked about their own perceptions of incorporating STEM into their classroom curriculum,to which many responded positively to the idea but felt they were unable to due to the lack

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Aubrey Wigner, Colorado School of Mines; Sarah Kuang, Michigan State University; Kevin Miceli, Michigan State University

/ perseverancethrough andlearn from Resiliencefailure Value creation with new Solution Seeking products, services, etc. Self-efficacy Leadership Displayed sharedand leadership/cooperatipresentation onskills Displays succinct presentation skillsIn the above examples of “The” Entrepreneurial Mindset, multiple approaches andconceptualizations are revealed

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

S. Catherine Key, North Carolina Central University; Aileen Reid, University of North Carolina, Greensboro; Eric Saliim, North Carolina Central University; Tanina Bradley

describes the targeted infusionof “making” into undergraduate STEM education as an approach to encourage innovation whilebuilding capacity in the 21st-century technical STEM skills of engineering and design.“Making’ has the potential to impact self-efficacy and building capacity in technical STEMskills among underrepresented and underserved science majors. To investigate how “making”experiences are received by Underrepresented Minority (URM) students at an HistoricallyBlack College or University (HBCU), we applied and received funding through the NationalScience Foundation HBCU-UP Targeted Infusion Project (TIP) mechanism. The infusionincluded “making” instructional practices and Course-based Undergraduate ResearchExperiences (CUREs) into two

Conference Session

Intersections of Identity and Student Experiences: Equity, Culture & Social Justice Technical Session 10

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kaylla Cantilina, University of Michigan; Robert Loweth, University of Michigan

-aggressionsthat impact their health, sense of belonging, self-efficacy, and persistence. Some types of harmsare not explicitly obvious to outside observers, such as alienation, stereotyping, thinly veiledsexist and/or racist comments, and being passed up for opportunities because of their race orgender [20], [24], [26]–[28]. Even worse are instances of harassment and assault and theimproper ways that higher education institutions commonly handle such cases [29], [30]. Simplyput, the diversity problem in engineering higher education is self-perpetuating: the climate isinhospitable for marginalized students, so many of them do not persist in engineering.The absence of people of color as faculty is also a problem deeply rooted in a history of racismand

Conference Session

Assessment in Mechanics Courses

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jiehong Liao, Florida Gulf Coast University; Galen Papkov, Florida Gulf Coast University; Ashraf Badir, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

knowledge, monitoring, and control and discovered that students whoidentify successful learning strategies are more likely to meet their learning goals. In fact,Bandura [16] suggests there is a relationship between self-efficacy and performance and de laFuente et al. [17] found evidence that, by providing mastery experiences, students gained anincrease in self-efficacy which, in turn, resulted in better academic performance.Moneva and Tribunalo [18] observed a direct correlation between students’ self-confidence andtheir ability to perform tasks such that the more self-confidence a student possessed, the lessanxiety they had towards doing assigned tasks and the more likely they were to succeed at thetasks at hand. The current study focused on self