Conference Session

International Division Technical Session 5: COVID-19 Pandemic Lessons and Best Practices

Collection

2022 ASEE Annual Conference & Exposition

Authors

Arianna Cooper, Florida International University; Trina Fletcher, Florida International University

Engineers (NSBE). © American Society for Engineering Education, 2022 Powered by www.slayte.comCOVID-19 and U.S. Higher Education: The Realities of Undergraduate International STEMStudents’ ExperiencesWORK IN PROGRESS - STUDENT PAPERAbstract Higher Education is the fifth largest service export sector in the United States, with international students contributing $17.7 billion to the U.S. economy each year. There is a plethora of reasons why students migrate to the U.S. to further their education, including but not limited to: (1) increasing their chances for long-term success and increasing self-efficacy; (2) supporting their family through educational

Conference Session

ERM: Problem Solving and Conceptual Understanding

Collection

2022 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Sheima Khatib, Texas Tech University; Jacob Vaughn, Texas Tech University

affect. Specifically, problem-solving confidence relates to theemotions of the solver with respect to the problem. Confidence is an affective response, incontrast to the cognitive responses associated with metacognitive reflection. Confidence relatesto the “I Can” factor in Wankat and Oreovicz’s [7] problem-solving model. Other engineeringproblem-solving models include being positive, motivated, and confident among thecharacteristics of successful problem solvers [17] [18] and improving the confidence (or self-efficacy) of engineering problem solvers [19] [20]. Lester et al. [21] suggested that “students’success or failure in solving a problem often is as much a matter of self-confidence, motivation,perseverance, and many other noncognitive

Conference Session

Civil Engineering Division - Innovative Changes to the Typical Civil Engineering Coursework.

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jakob Bruhl, United States Military Academy; Andrea Surovek, South Dakota School of Mines and Technology; James Klosky, United States Military Academy

“function effectively on a team” [6]. Technical ability is essential toachieving these outcomes, but creativity also plays an important role. Within the engineeringdesign process, idea generation benefits greatly from individual and team creativity [10]. Morediverse teams tend to deliver more creative and innovative solutions but only when teammembers have high creative self-efficacy and function as part of team in which all membersvalue different perspectives and focus on developing new ideas [11], [12]. This paper is notsuggesting that developing creative skills should supplant the development of technicalcompetence. Instead, we argue that creativity skills should be viewed as equally important toengineering as technical knowledge if our

Conference Session

CIT Division Technical Session #6

Collection

2022 ASEE Annual Conference & Exposition

Authors

Sharon Ferguson, University of Toronto; James Magarian, Massachusetts Institute of Technology; Alison Olechowski, University of Toronto; Katherine Mao, University of Toronto

white STEM professionals [70]. In educational settings,those who have negative experiences with peers and instructors are less likely to be committed toengineering [71]. Further, experiencing discrimination during university has been shown to benegatively associated with self-efficacy and persistence in STEM for women [62], [47]especially if the discrimination was perpetrated by a faculty member [18], [72]. We capture thisdiscrimination and unequal treatment in the toxicity of the environment measure in our model.Early exposure to STEM has been shown to increase students’ likelihood of pursuing a STEMdegree [73]. One study suggests that female STEM students have a poorer understanding of whatan ML/AI career looks like, which may contribute to

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE); Mayari Serrano, Purdue University at West Lafayette (PPI)

leave engineering. The six driving factors they found that led to attritionwere: classroom and academic climate, grades and conceptual understanding, self-efficacy andself-confidence, high school preparation, interest and career goals, and race and gender [4]. Theiranalysis suggested that acting on one or more of these factors could lead to increased retention [4].The Women in Engineering Program (WIEP) at Purdue University was established in 1969 andhas developed a portfolio of programs focused on the recruitment, retention, and engagement ofgirls and women from kindergarten through graduate school and beyond. WIEP offers a supportiveenvironment where female undergraduate engineering students can build a sense of communitywhile developing

Conference Session

ERM: Systematic Reviews!

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ethan Geheb, University of Maine; Asli Sezen-Barrie, University of Maine; Karissa Tilbury

list consists of 4 parent code categories and 21 child codes. The firstparent code, Conceptualizations of Engineering as a Discipline (CED), includes topicsspecifically related to the discipline of engineering. This includes engineering concepts,practices, skills, and ways of thinking. The second parent code, Student Characteristics andOutcomes (SCO), includes topics describing student characteristics and their relation toengineering or STEM topics. Examples include student identity development within STEM,conditional effects of STEM coursework on student learning outcomes or future major/careerchoices, and student attitudes related to STEM topics or activities (self-efficacy, motivation). Thethird parent code, Teacher’s Sensemaking of

Conference Session

ERM: Engineering Identity: (Identity Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Kelsey Scalaro, University of Nevada, Reno; Indira Chatterjee, University of Nevada, Reno; Derrick Satterfield, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey Lacombe, University of Nevada, Reno; Mackenzie Parker, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

, 2012.[9] J. C. Major, A. R. Carberry, and A. N. Kirn, “Revisiting a Measure of Engineering Design Self- Efficacy*,” Int. J. ofEngineering Educ., vol. 36, no. 2, pp. 749–761, 2020.[10] E. Wenger, Communities of Practice Learning: Meaning, and Identity. Cambridge University Press, 1998.[11] J. R. Morelock, “A systematic literature review of engineering identity: definitions, factors, and interventions affecting development, and means of measurement,” Eur. J. Eng. Educ., vol. 42, no. 6, pp. 1240–1262, Nov. 2017.[12] S. L. Rodriguez, C. Lu, and M. Bartlett, “Engineering identity development: A review of the higher education literature,” Int. J. Educ. Math. Sci. Technol., vol. 6, no. 3, pp. 254–265, 2018.[13

Collection

2022 ASEE Annual Conference & Exposition

Authors

Ameerah Muhsinah, Iowa State University of Science and Technology; Lotfi Ben, University of North Texas

. Typical undergraduate students are, however, not prepared for the ambiguity ofthe industry 1 . The lack of self-confidence makes them resistant to take opportunities andlead projects, and their capabilities are sometimes below the expectations of theemployers 2 . Self-confidence, aka self-efficacy, perceived ability, and perceived competence,is a measure of one’s belief in their ability to successfully execute a specific activity 3,4,5 .According to Bandura, the outcomes that people expect depend heavily on theirself-confidence that they can perform the skill 5 .Self-confidence was considered a critical factor that impacts undergraduate students’abilities in programming 6,7 . For instance, Heggen and Meyers 2 studied students’ confidencebefore

Conference Session

Graduate Studies Division Technical Session 2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Jutshi Agarwal, University of Cincinnati; Samieh Askarian, University of Cincinnati; Gregory Bucks, University of Cincinnati; Teri Murphy, University of Cincinnati

self- efficacy, change in attitude towards teaching Participant Teaching Practices Evidence of improvement in participants’ teaching strategies, such as implementing learner centered pedagogy, creating assessment better aligned with learning objectives, course design Student outcomes Evidence of change in student learning achievements, attitude towards learning, retention Student level feedback Feedback from students about teaching in form of comments or end of course evaluations Participant level feedback

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

David Alexander, California State University, Chico; Michael Kotar, California State University, Chico; JoAna Brooks, California State University, Chico

. Course-Based Undergraduate Research Experiences have shown to improve STEMretention and science identity [7], [8], [9]. Rather than identifying a small selective number ofstudents to work in a laboratory doing undergraduate research, the CURE model exposes anentire lecture or lecture plus lab course to research providing research experiences to all students.EM has shown to enhance student learning through supporting individual agency and self-efficacy leading to retention and persistence in STEM fields [10]. The Network for TeachingEntrepreneurship (NFTE) defines EM as: Entrepreneurial mindset is simply the way an entrepreneur thinks and acts. It’s a set of characteristics, behaviors and skills that drive action. A person with an

Conference Session

Project Based and Experiential Learning in Manufacturing

Collection

2022 ASEE Annual Conference & Exposition

Authors

Junkun Ma, Sam Houston State University; Suleiman Obeidat

Could Leave As Many As 2.1 Million Jobs Unfilled By 2030, Deloitte and The Manufacturing Institute Study Finds, https://www2.deloitte.com/us/en/pages/about-deloitte/articles/press-releases/deloitte- manufacturing-skills-gap.html, accessed on February 5, 2022.[3] Weaver, A., & Osterman, P. 2017. Skill demands and mismatch in US manufacturing. ILR Review, 70(2), 275-307.[4] Blotnicky, K., Franz-Odendaal, T., French, F., & Joy, P. (2018). A study of the correlation between STEM career knowledge, mathematics self-efficacy, career interests, and career activities on the likelihood of pursuing a STEM career among middle school students. International journal of STEM education, 5(1), 1–15.[5] Ramezany, Ali. 2017. Critical

Conference Session

ETD - STEM Issues in ET I

Collection

2022 ASEE Annual Conference & Exposition

Authors

Asif Ahmed, State University of New York, Polytechnic Institute

. Reid, K. J., and Cooney, E. M., “Implementing rubrics as part of an assessment plan”. TheInternational Journal of Engineering Education, 24(5), 893-900, 2008.4. Schaffer, S. P., Chen, X., Zhu, X., and Oakes, W. C., “Self‐efficacy for cross‐disciplinarylearning in project‐based teams”. Journal of Engineering Education, 101(1), 82-94, 2012.5. Ulrich, V., “Rating Capstone Design Students on an Industrial Scale”. In 2008 ASEE AnnualConference, Pittsburg, PA, June 22-25, 2008. (pp. 13-1018).6. Felder, R. M., and Brent, R., “Designing and teaching courses to satisfy the ABETengineering criteria”. Journal of Engineering Education, 92(1), 7-25, 2003.7. Osman, A., Yahya, A. A., and Kamal, M. B., “A benchmark collection for mapping programeducational

Conference Session

WIED: Activities and Programs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Mayari Serrano, Purdue University at West Lafayette (PPI); Suzanne Zurn-Birkhimer, Purdue University at West Lafayette (COE)

education and Work, 23(5):439–449, 2010. [5] Andreas Hirschi. Callings and work engagement: moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of counseling psychology, 59(3):479, 2012. [6] Elisabeth Hovdhaugen. Working while studying: The impact of term-time employment on dropout rates. Journal of Education and Work, 28(6):631–651, 2015. [7] Ligui Lin, Xuejing Cai, and Jun Yin. Effects of mentoring on work engagement: Work meaningfulness as a mediator. International Journal of Training and Development, 25(2):183–199, 2021. [8] Michael F Steger, Bryan J Dik, and Ryan D Duffy. Measuring meaningful work: The work and meaning inventory (WAMI). Journal of career Assessment

Conference Session

Construction Engineering Division Technical Session 4

Collection

2022 ASEE Annual Conference & Exposition

Authors

Chengyi Zhang, University of Wyoming; Xuanyi Zhu; Ashleigh McManus; Bryan Dyer; Scott Arias

: Establishing an Academic Performance Benchmark Given Construction-Education Self- Efficacy, Motivation and Planned Behavior,” International Journal of Construction Education and Research, Vol. 13, no. 4, pp. 284-298, January 2017.[16] N. Lee, and L. W. Lee, and J. Kovel, “An Experimental Study of Instructional Pedagogies to Teach Math-Related Content Knowledge in Construction Management Education.” International Journal of Construction Education and Research, Vol. 12, no. 4, pp. 255- 269, March 15, 2016.[17] T.M. Leathem, and E.M. Wetzel, “Delivering Multi-Disciplinary Experiences in Education: A Study of Construction Program Practices to Meet Accreditation Requirements,” in ASEE Annual Conference &

Conference Session

Mechanical Engineering: Student Growth

Collection

2022 ASEE Annual Conference & Exposition

Authors

J. Hylton, Ohio Northern University; Lawrence Funke, Ohio Northern University

, including personalized, meaningful feedback,clear connections between assessment and stated course objectives, and transparency in the gradingprocess.Carberry [2] began to quantify these benefits, noting positive impacts in both affective and cognitivebehaviors, including an increase in self-efficacy and a sophistication of epistemological beliefs. Furtherresearch outlined by Atwood [1] builds on this finding, with students at both large public institutions andsmaller private colleges reporting a significant boost in self-efficacy and rating the approach as having agreater value than cost. This increased motivation has also been observed to be independent of studentperformance, meaning that the observed effect for high performing students was

Conference Session

DEED Technical Session 10: Empathy and Human-centered Design

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robert Nagel, James Madison University; Melissa Aleman, James Madison University; Collette Higgins, James Madison University

greater independent problem-solvingskills [4]. For those in STEM fields, these findings may not be surprising. Interviews conductedwith people working in the STEM fields reflect the importance of K-12 experiences and howfamilial and educational aspects influenced their career path [5-7].In addition to early childhood programming, high school math achievement appears to be acritical factor in intent for a student to major in a STEM discipline. For example, exposure todifferent math and science courses prior to enrolling into a post-secondary institution isdemonstrated as important for a students’ math self-efficacy [8]. Unfortunately, there is leakagein this mathematics pipeline, and the number of students interested in STEM topics is

Conference Session

Student Division Technical 4: Student Experience & Competencies

Collection

2022 ASEE Annual Conference & Exposition

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David Knight, Virginia Polytechnic Institute and State University; Walter Lee, Virginia Polytechnic Institute and State University

STEM,” J. Negro Educ., pp. 491–504, 2011.[41] R. Maccabe and T. D. Fonseca, “‘Lightbulb’ moments in higher education: peer-to-peer support in engineering education,” Mentor. Tutoring Partnersh. Learn., vol. 29, no. 4, pp. 453–470, Aug. 2021, doi: 10.1080/13611267.2021.1952393.[42] S. Ayllón, Á. Alsina, and J. Colomer, “Teachers’ involvement and students’ self-efficacy: Keys to achievement in higher education,” PLoS One, vol. 14, no. 5, p. e0216865, May 2019, doi: 10.1371/journal.pone.0216865.[43] W. Boles and K. Whelan, “Barriers to student success in engineering education,” Eur. J. Eng. Educ., vol. 42, no. 4, pp. 368–381, Jul. 2017, doi: 10.1080/03043797.2016.1189879.[44] J. Malm, L. Bryngfors, and

Conference Session

ERM: Conceptualizations of Engineering and Engineering Education

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nikita Dawe, University of Toronto; Lisa Romkey, University of Toronto; Amy Bilton; Kimia Moozeh, University of Toronto

to self-efficacy (confident). Together,these represent a lifelong learning orientation. Although the original TLO tool was developed foruse by students in specific undergraduate courses [10], it is grounded in rich theory and builds oninstruments that have been modified for the workplace (e.g. [29]) and thus seems applicable toour work.5.1.2 Career EnablersAs described, a recurring theme in our data was “the benefits of lifelong learning formultidisciplinary work and innovation.” Engineering education literature focuses on the role oflifelong learning in keeping skillsets up-to-date in response to technological change [7] but this istypically conceptualized in relation to a disciplinary knowledge base. In addition to this role, weidentified

Conference Session

CIT Division Technical Session #2

Collection

2022 ASEE Annual Conference & Exposition

Authors

Robin Hensel, West Virginia University; Katerina Goseva-Popstojanova, West Virginia University

example, focusingon how that learning will be evaluated for a grade [7]. These pre-graduation professionaldevelopment opportunities promote occupational socialization by creating environments inwhich students engage directly with practicing professionals and learn the expectations and worknorms of the cybersecurity profession [8]. Differences between the participation of ACCESSscholars and other cybersecurity students in these professional development opportunities arepresented.Expected persistence and academic success can be measured in multiple ways considering theeffects of motivation, self-efficacy, grit, and achievement. This work uses GPA to measureacademic success and grit and its sub-scores to predict expected persistence.3.0 MethodologyA

Conference Session

ERM: Let's Talk about Tests! (Tests Part 1)

Collection

2022 ASEE Annual Conference & Exposition

Authors

Nelson Granja, Universidad San Francisco de Quito; Miguel Andrés Guerra, Universidad San Francisco de Quito; Vanessa Guerra, University of Virginia

,” in 2000 Annual Conference, 2000, pp. 5–469.[20] R. O. Mines, “The Impact of Testing Frequency and Final Exams on Student Performance,” p. 8, 2014.[21] K. Gannon, “What Is the Purpose of Final Exams, Anyway?,” p. 4, 2018.[22] C. Armitage, “Extended time limits on university examinations,” pp. vii; 55 leaves ; 30 cm., 1999, doi: 10.11575/PRISM/18065.[23] G. O’Sullivan, “The relationship between hope, eustress, self-efficacy, and life satisfaction among undergraduates,” Soc. Indic. Res., vol. 101, no. 1, pp. 155–172, 2011.[24] F. Gonçalves, D. Carneiro, P. Novais, and J. Pêgo, “EUStress: A Human Behaviour Analysis System for Monitoring and Assessing Stress During Exams,” in Intelligent Distributed

Conference Session

Mechanical Engineering: DEI, Flipped Classrooms

Collection

2022 ASEE Annual Conference & Exposition

Authors

Frederic-charles Krynen, Stanford University; Shima Salehi, Stanford University; Carl Wieman

.[21] C. J. Ballen, C. Wieman, S. Salehi, J. B. Searle, and K. R. Zamudio, “Enhancing diversity in undergraduate science: Self-efficacy drives performance gains with active learning,” CBE—Life Sciences Education, vol. 16, no. 4, ar56, 2017.[22] D. L. Schwartz, J. M. Tsang, and K. P. Blair, The ABCs of how we learn: 26 scientifically proven approaches, how they work, and when to use them. WW Norton & Company, 2016.[23] D. M. Belenky and T. J. Nokes-Malach, “Motivation and transfer: The role of mastery-approach goals in preparation for future learning,” Journal of the Learning Sciences, vol. 21, no. 3, pp. 399–432, 2012.[24] S. Salehi, C. J. Ballen, G. Trujillo, and C. Wieman, “Inclusive Instructional

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Lorelle Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Darnishia Slade, Michigan Technological University; Logan Burley, University of Michigan

Paper ID #38328Recognition of Subtle Bias Tempers Explicit GenderStereotyping Among STEM StudentsDarnishia Lashalle Slade Darnishia Slade-Morris is a PhD student in Michigan Technological University's Applied Cognitive Sciences and Human Factors Program. Her research focus includes self-efficacy, mental toughness, and microaggressions. Darnishia is also the Pavlis Educator and Manager of Global Engagement Programs in the Pavlis Honors College at Michigan Tech. She’s a foodie who enjoys spending time with friends and family as well as impromptu road trips!Logan C Burley Logan is currently working as a project

Conference Session

Mechanical Engineering: Design and Labs

Collection

2022 ASEE Annual Conference & Exposition

Authors

Adam Wickenheiser, University of Delaware; Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware

-baseddesign projects provide students with mastery experiences in their disciplines, support thedevelopment of collaboration and communication skills, and engage the novice engineer inhigher levels of thinking [11,12]. There is a growing body of research suggesting that team-based engineering design projects must be carefully designed and implemented to ensuremeaningful and equitable experiences for individual learners [12-17], particularly as it relates totask choice and self-efficacy around hands-on prototyping tasks [13,16,17]. Equitable learningexperiences on team-based projects can be promoted through various pedagogical strategies,including scaffolded assignments, regular peer evaluations, and more frequent opportunities forindividual and team

Conference Session

Educational Research and Methods (ERM) Division Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Joan Wawire, University of Houston; Jerrod Henderson, University of Houston; Brian McGowan, American University; Kristin Schaefer, University of Houston; Le Shorn Benjamin

identities are closely tied toengineering as a choice [3]. Performance/Competence is related to students’ self-efficacy beliefswhich have been shown to be important for identity development and engineering as a major ofchoice [24], [25]. Last, recognition refers to how others (e.g., parents, teachers, peers,instructors) view students and how this is important to engineering identity [3], [8], [26]. Theseconstructs lay the groundwork for how we position this work in progress.3. MethodologyWe approached this exploratory study from a constructivist epistemological perspective [27]using narrative inquiry [28]. Narrative inquiry is a research methodology to understand theindividual experiences of participants via conversations that are situated and

Conference Session

Inclusivity at Two Year Colleges

Collection

2022 ASEE Annual Conference & Exposition

Authors

Janet Yowell, University of Colorado Boulder; Gabe Hanzel-Sello; Gary Barnak, Saddleback College; Michael Venn, Community College of Baltimore County

of developmental students bypromoting teamwork, peer-to-peer learning, self-efficacy, and study skills [36] - [39]. These bestpractices are integral to the success of STEM Core.STEM Core’s Strategies to Address Challenges in Broadening ParticipationCommunity colleges provide an affordable, local option for education and training. IPEDS datafrom 2018 analyzed by the American Association of Community Colleges [40], [22] show that41% of all undergraduate students are enrolled at community colleges. In addition, affordabletuition and open-access admission allow community colleges to provide important academicsupport and a “home” for underrepresented, low-income, and first-generation students. Forexample, additional data from the NACME 2014

Conference Session

Computers in Education 11 - Modulus 3

Collection

2022 ASEE Annual Conference & Exposition

Authors

Inesmar Briceno Rivero, Universidad Andres Bello; Maria Elena Truyol, Universidad Andres Bello

tools that teachers themselves point out, whichis done by applying a test know as "Critical success factors in accepting the use of technology inthe classroom" [21]. This test, which has been validated by the authors, is made up of differenttest items probing on different dimensions. The following dimensions have been considered forthis study: • Performance expectations (PE): the degree to which any given individual believes that the use of technology will improve their activity performance. • Effort expectation (EE): includes aspects related to how easy and usable technology is and defined as how easy to use individuals may find the technology to be. • ICT compatibility and self-efficacy (CS): represents the teacher's

Conference Session

Faculty Development Division Technical Session 1

Collection

2022 ASEE Annual Conference & Exposition

Authors

Darby Riley, Rowan University; Cayla Ritz, Rowan University; Cheryl Bodnar, Rowan University; Kaitlin Mallouk, Rowan University

ASEE Meeting, June 2000.[7] P. R. Lowenthal, M. L. Wray, B. Bates, T. Switzer, and E. Stevens, (2012). “Examining Faculty Motivation to Participate in Faculty Development”, International Journal of University Teaching and Faculty Development, vol. 3, no. 3, pp. 149–164, 2012.[8] A. B. Raneri, “Exploring Self-Efficacy of Faculty Participating in a Professional development Certification Program”, Doctoral Dissertation, Education, University of Florida, Gainesville, FL, 2017.[9] M. Borrego, J. E. Froyd, and T. S. Hall, “Diffusion of engineering education innovations: A survey of awareness and adoption rates in U.S. engineering departments”. Journal of Engineering Education, vol. 99 no. 3, pp. 185–207

Conference Session

NSF Grantees Poster Session

Collection

2022 ASEE Annual Conference & Exposition

Authors

Audrey Rorrer; David Pugalee, University of North Carolina at Charlotte; Praveen Ramaprabhu; Terry Xu, University of North Carolina at Charlotte; Mesbah Uddin, University of North Carolina at Charlotte; H. P. Cherukuri, University of North Carolina at Charlotte; Kamalapriya Srinivasan

program outcomes, for which the PAtENT pathway model offersinnovative assessment options. The project has begun tracking patent applications from baselinethrough the project, by discipline, student and faculty, which is now available for the AssessmentOffice to utilize. Student learning outcomes can be developed to align with the patent pathway,and larger study of doctoral student mindsets are being informed via the PAtENT surveys (whichmeasure self- efficacy, entrepreneurialism, and other professional skills.DiscussionThough this current research component is a small study, it is informative about the views facultyand students have about our alternate pathway for doctoral candidates in STEM programs. Theresearch informs the project and provides

Conference Session

Mechanical Engineering: Demos and Interactives

Collection

2022 ASEE Annual Conference & Exposition

Authors

Haejune Kim, Texas A&M University; Phapanin Charoenphol, Texas A&M University

undergraduate education," AAHE Bulletin, pp. 3-7, 1987.[7] K. Altaii, C. J. Reagle, and M. Handley, "Flipping an engineering thermodynamics course to improve student self-efficacy," American Society for Engineering Education, 2017.[8] R. D. Manteufel and A. Karimi, "Active learning in thermodynamics by leaving the front of the classroom," ASEE Gulf-Southwest section annual conference, 2017.[9] M. Plumley, A. Foley, and E. Greene, "Practical demonstration units, using common components, for an introductory thermodynamics course," American Society for Engineering Education, 2009.[10] D. R. Sokoloff and R. K. Thornton, "Using interactive lecture demonstrations to create an active learning environment," (in English), Aip

Conference Session

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

Collection

2022 ASEE Annual Conference & Exposition

Authors

Saharnaz Baghdadchi, University of California, San Diego; Theresa Meyerott, University of California, San Diego; Paul Hadjipieris

assessing not only what they learnedbut how they learned [2], [3]. Specifically, SDL allows students to create their learning goals,diagnose resources required to meet those goals, and finally self-assess against the goals theycreated [4]. Seminal studies on SDL suggest the importance of the instructor to design learningenvironments in which students can choose their path in a safe and supported space [5], [6].Further, the intentional design of these environments is essential for students to develop theirSDL skills and self-efficacy in the college classroom [7], [8]. The SDL research reveals whenstudents apply SDL techniques they can apply their learning strategies to gain a deeperconceptual comprehension of the problems they are trying to solve