Collection

2024 ASEE-GSW

Authors

Tonia Haikal, Texas A&M University; Robert Harold Lightfoot Jr, Texas A&M University

LLM, like ChatGPT, into educational settings has the potential to enhancemotivation and self-efficacy among students1, but excess use of these resources can yield adverseeffects. Students' cognitive skills rely on their self-efficiency and self-motivation. Studies haveshown that the lower their motivation and self-efficacy to acquire cognitive skills, the higher theiravoidance of tasks. In contrast, those with higher motivation, self-efficacy, and self-motivation arelikely to engage with tasks using their knowledge and expand their borders7. LLMs could restrictstudents from reflecting on their learning process; instead, students might overlook their strengthsand areas for improvement. LLMs could suppress the development of a growth mindset8

Collection

2024 ASEE-GSW

Authors

Helen Elizabeth Geller, University of Texas at El Paso; Peter Golding P.E., University of Texas at El Paso; Alejandro Gonzalez; Annalisa Perez, University of Texas at El Paso

Tagged Topics

Diversity

. Michalsky, “Peer mentoring in mathematics: Effects on self- efficacy and achievement” Journal of Educational Psychology, 109(6), 767-778, 2017. Dual-Form Mentoring Model: Near-peer mentoring 4. C.M. Eddy & K.A. Hogan, “Peer mentoring in a university first-year science course: impact on academic performance and perceived experiences.” Journal of College Science Teaching, 49(2), 38-44, 2019. combined with reverse mentorship was employed. Near- 5. D. Yomtov, S. Plunkett, & R. Efrat “Can Peer Mentors Improve First-Year Experiences of University Students?” Journal

Collection

2024 ASEE-GSW

Authors

Kendra L Wallis, The University of Texas at Arlington

assessments such as ungrading are often seen as moreequitable.53 Students report the increased self-efficacy demonstrated when students feel empoweredto affect their own grade.54 This also explains the commonly used “inclusive assessment”terminology to describe many of these methods that essentially focus on student learning of specificoutcomes. Summary and ConclusionsThis review emphasizes the importance of considering how student achievement is assessed. Activelearning techniques and alternative assessment methods have been shown to improve outcomes forall students. Experiential learning comes in many forms and there are many options forimplementing active engagement into courses. Similarly, assessment methods that

Collection

2024 ASEE-GSW

Authors

Kenneth R. Leitch P.E., West Texas A&M University

education use to identify at risk students include socio-economicbackground, gender, ethnicity, age, study habits, self-efficacy, academic interest, ACT/SAT scores,and GPA.6, 7, 8, 9 Higher education institutions often allocate a multitude of resources to assiststudents who struggle academically; either relying on academic probation standards or self-identification for identifying students who need these resources. Students report that lack of supportfor rigorous courses as one of the reasons they move out of STEM majors.7 Proceedings of the 2024 ASEE Gulf-Southwest Annual Conference West Texas A&M University, Canyon, TX Copyright  2024, American Society for