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Reflection and Goal Setting: Methods for Improved Performance and Engagement in Engineering Courses

Conference Session
Student Division (STDT) Technical Session 1: Student Success and Mentoring
Collection
2023 ASEE Annual Conference & Exposition
Authors
Kathryn Christopher, Grand Valley State University and Western Michigan University; C.J. Witherell, Grand Valley State University; Aziz Gram Sarhan
Tagged Divisions
Student Division (STDT)
1980s.THE SMART goal framework, published by George Doren, states that goals should be Specific,Measurable, Attainable, Realistic, and Timely [17]. This overlaps with Latham and Locke’s goal-setting theory but is much more detailed and seems to diverge from their suggestion that goals bedifficult, rather than stating that goals should be both attainable and realistic instead of lofty ordifficult. If we are to follow Bandura’s self-efficacy model, students need “mastery experiences,”which should be somewhat challenging but attainable. The ideal degree of difficulty is likelyindividualistic, but the experience itself can be small or large.Several papers have noted the effect of goal setting on students and engineers [16-22]. However,only two papers
Relevance Score: 0.096955925

Engineering Pathways from High School to Workplace: A Review of the Literature

Conference Session
Student Division (STDT) Technical Session 5: Motivation and Support for Success
Collection
2023 ASEE Annual Conference & Exposition
Authors
D'Andre Jermaine Wilson-Ihejirika, University of Toronto, Canada; Qin Liu, University of Toronto, Canada; Joanna Meihui Li, University of Toronto, Canada; Mustafa Nisar, University of Toronto, Canada; Jiawen Lin, University of Toronto, Canada
Tagged Topics
Diversity
Tagged Divisions
Student Division (STDT)
SystemsTheory recognizes that variation in individuals’ development “exists across time within contexts,and across contexts within time;” as a result, “differences in time and place constitute vitalcontributors to plasticity across the life span” [13]. Given the variations by time and place, weexpect a diverse range of pathways of individuals who are on their way to the engineeringprofession.The Social Cognitive Career Theory (SCCT) [14] posits that one’s learning experiences caninfluence their self-efficacy and outcome expectations, which in turn influences their interests,goals and, ultimately, career choice actions; these learning experiences are affected by personinputs (such as predispositions, gender and race) and contextual affordances (such as
Relevance Score: 0.08114734

Why Should You Join? Exploring the Role of Engineering Clubs on the Undergraduate Engineering Experience

Conference Session
Student Division (STDT) Technical Session 2: Student Success and Resources
Collection
2023 ASEE Annual Conference & Exposition
Authors
Katherine Drinkwater, Duke University; Karis Boyd-Sinkler, Duke University; Rebecca Simmons, Duke University
Tagged Divisions
Student Division (STDT)
institution in theSoutheast United States. Given the exploratory nature of the study, a novel survey tool wascreated that focused on: residual time, club participation, design skills before and after clubparticipation, design self-efficacy, and demographic information, see Appendix A. This researchstudy was approved by the IRB at Duke University (protocol #2023-0178). 1) Survey DesignFor the purpose of transparency, we defined engineering clubs as a subset of clubs whosemembership is primarily engineers, the subject matter is technical, and/or they are a pre-professional organization for engineers. The engineering school at Duke University gives clubsthis designation. We divide engineering clubs into three categories: competition design teams
Relevance Score: 0.07390036

Work in Progress: An Investigation of the Influence of Academic Culture on Engineering Graduates' Workforce Expectations and Subsequent Work Behaviors

Conference Session
Student Division (STDT) Technical Session 5: Motivation and Support for Success
Collection
2023 ASEE Annual Conference & Exposition
Authors
Philippa Eshun; Kacey Beddoes, San Jose State University
Tagged Topics
Diversity
Tagged Divisions
Student Division (STDT)
organizational success. Given that the majority of engineeringgraduates have only extensively been in the educational system [15], it is vital to identifyapproaches that allow them to better thrive in the workplace. Katz found that engineering studentswho had directly engaged with the professional engineering environment through interviews, co-op assignments, and seminars had “expectations [of their workplace responsibilities]…that muchmore closely matched the expectations of the professionals than…the students who had not”engaged with the professional world [29]. Similarly, problem-based learning through a capstonedesign course was shown to increase software engineering students’ confidence in their technicalabilities and improve their self-efficacy
Relevance Score: 0.03363293

Push and Pull: Exploring the Engineering Retention Problem for Underrepresented Groups and Gauging Interest in Interdisciplinary Integration into Undergraduate Curriculum

Conference Session
Student Division (STDT) Technical Session 6: Underserved Student Experiences
Collection
2023 ASEE Annual Conference & Exposition
Authors
Anastasia M. K. Schauer, Georgia Institute of Technology; August Kohls, Carnegie Mellon University; Katherine Fu, Georgia Institute of Technology
Tagged Topics
Diversity
Tagged Divisions
Student Division (STDT)
Retention Problem and Gauging Interest in Interdisciplinary Integration into Undergraduate CurriculumAbstractUnderrepresented minorities (URMs) leave the engineering field at a rate significantly higherthan average. Researchers conclude that low self-efficacy, lack of support, and hostile andbenevolent discrimination are contributing causes. We contend that URMs’ lack of retention inengineering is due to a push by these causes, as well as a pull towards fields that more closelyalign with their identity. To explore further, a Qualtrics survey instrument was developed tounderstand the experiences of people who have fully or partially left the engineering field. Wesurveyed 47 URM and 38 non-URM participants at
Relevance Score: 0.033485573

A Quantitative Study of Factors Predicting High-Achieving Engineering Students’ Progress towards Desired Educational Outcomes

Conference Session
Student Division (STDT) Technical Session 1: Student Success and Mentoring
Collection
2023 ASEE Annual Conference & Exposition
Authors
Ibukun Samuel Osunbunmi, Utah State University; Ning Fang, Utah State University
Tagged Topics
Diversity
Tagged Divisions
Student Division (STDT)
, doi: 10.1111/jcal.12130.[9] C. J. Fong et al., “Meta-Analyzing the Factor Structure of the Learning and Study Strategies Inventory,” The Journal of Experimental Education, pp. 1–21, Jan. 2022, doi: 10.1080/00220973.2021.2021842.[10] M. K. Khalil, S. E. Williams, and H. G. Hawkins, “The Use of Learning and Study Strategies Inventory (LASSI) to Investigate Differences Between Low vs High Academically Performing Medical Students,” Medical Science Educator, vol. 30, no. 1, p. 287, Mar. 2020, doi: 10.1007/s40670-019-00897-w.[11] J. Broadbent, “Academic success is about self-efficacy rather than frequency of use of the learning management system,” Australasian Journal of Educational Technology, vol. 32
Relevance Score: 0.028009815

Reflections on the Process of Growing into Faculty: A Collaborative Experience in Being Apprentices

Conference Session
Student Division (STDT) Technical Session 1: Student Success and Mentoring
Collection
2023 ASEE Annual Conference & Exposition
Authors
Duncan H. Mullins, State University of New York, Buffalo ; AraOluwa Adaramola, Purdue University, West Lafayette
Tagged Divisions
Student Division (STDT)
. F. Tang, and A. Y. N. Cheng, “Preservice teacher education students’ epistemological beliefs and their conceptions of teaching,” Teach. Teach. Educ., vol. 25, no. 2, pp. 319–327, Feb. 2009, doi: 10.1016/j.tate.2008.09.018.[18] H.-J. Kim and S. Im, “Preservice Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics,” Asia-Pac. Sci. Educ., vol. 7, no. 2, pp. 500–521, Dec. 2021, doi: 10.1163/23641177-bja10038.[19] B. Baki̇ oğlu, “Teacher candidates’ teaching-learning conceptions and self-efficacy in organizing out-of-school trips: The mediating role of lifelong learning,” Res. Pedagogy, vol. 11, no. 2, pp. 483–500, 2021, doi: 10.5937/IstrPed2102483B.[20] D. Hardjito, “The Use of
Relevance Score: 0.020265494

Supporting Students with Minoritized Gender Identities in Research: the Design and Assessment of an Initiative in Electrical and Computer Engineering

Conference Session
Student Division (STDT) Technical Session 4: Minoritized Student Experiences
Collection
2023 ASEE Annual Conference & Exposition
Authors
Mei-Yun Lin, University of Illinois, Urbana-Champaign; Hsinju Chen, University of Illinois, Urbana-Champaign; Holly M. Golecki, University of Illinois, Urbana-Champaign; Leah Espenhahn; Erin Marie Raftery; Alyssa Huang; Mayura Kulkarni
Tagged Topics
Diversity
Tagged Divisions
Student Division (STDT)
Culture in US Higher Education: Navigating Experiences of Exclusion in the Academy. Routledge, 2022.[17] J. Maloy, M. B. Kwapisz, and B. E. Hughes, “Factors influencing retention of transgender and gender nonconforming students in undergraduate stem majors,” CBE—Life Sciences Education, vol. 21, no. 1, p. ar13, 2022. [Online]. Available: https://doi.org/10.1187/cbe.21-05-0136[18] E. Kersey and M. Voigt, “Finding community and overcoming barriers: Experiences of queer and transgender postsecondary students in mathematics and other STEM fields,” Mathematics Education Research Journal, pp. 733–756, 12 2021. [Online]. Available: https://doi.org/10.1007/s13394-020-00356-5[19] J. A. Miles and S. E. Naumann, “Science self-efficacy in
Relevance Score: 0.014863796