Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

Tagged Divisions

Educational Research and Methods Division (ERM)

. In addition, some PhDstudents have extensive prior teaching experiences while others have none.While a career in academia typically requires research, teaching, and service, most doctoraldegrees in the United States are conferred at research intensive universities, where researchaccomplishments are prioritized over instructional training for future faculty members [4].However, as some engineering PhD students wish to pursue a more teaching-focused career at aprimarily undergraduate institution, these future faculty members eventually find they did not feeladequately prepared for their career [5].Further investigation on the self-efficacy regarding instruction for engineering PhD students isneeded. Specifically, there is a need to better

Conference Session

Computing and Information Technology Division (CIT) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alejandra Noemi Vasquez, Tufts University; Trevion S Henderson, Tufts University; David Zabner, Tufts University

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Computing and Information Technology Division (CIT)

are poorpredictors of students’ learning gains due, in part, to students’ inability to accurately assess theirlearning as socio-cognitive elements such as a students’ self-efficacy beliefs may distort theirperceptions of their own learning, causing some to overestimate their learning gains while others,with lower self-efficacy beliefs, underreport their learning gains (Lattuca, 2023).We contend that this issue is particularly important in computer science (CS) education, whereautograded assignments are a growing approach to delivering students, instructors, andresearchers feedback on written coding assignments (Haldeman et al., 2018). That is, autogradersmay falsely suggest that students who have developed and implemented working code

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Terkuma Stanley Asongo, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods Division (ERM)

Paper ID #42246Scoping Review of Instruments for Measuring Doctoral Students’ MentoringRelationships with Advisors or MentorsTerkuma Stanley Asongo, University of Massachusetts, Lowell I hold a degree in science education from the University of Agriculture Makurdi in Nigeria. Following that, I completed coursework for a master’s program in research, measurement, and evaluation at the University of Nigeria, Nsukka. I also earned a master’s degree in biomedical science from the Moscow Institute of Physics and Technology. Currently, I am pursuing a Ph.D. in research and evaluation at the University of Massachusetts Lowell

Conference Session

Continuing Professional Development Division (CPD) Technical Session 1

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mary Grace Golden, Purdue University ; Emeline Anne Ojeda-Hecht, Purdue University ; Savannah Meier, Purdue University ; Eric Holloway, Purdue University; Jennifer S. Linvill, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

careerdevelopment, was founded by Robert Lent, Steven Brown, and Gail Hackett [21]. The theory isbased on Bandura’s general social cognitive theory and self-efficacy theory [22], [23]. Bandura[24] describes self-efficacy as dependent on four main factors: personal performanceaccomplishments, vicarious learning, social persuasion, and physiological and affective states.SCCT draws on Bandura’s theories to argue that interests develop from outcomes expectationsand self-efficacy and acknowledges the dynamic nature of interests and expectations asindividuals have new experiences [25]. SCCT is often utilized to understand “why people chooseand persist in their career paths” [26, p. 4]. Additionally, SCCT considers both environmentaland individual factors that

Conference Session

The Best of Computers in Education Division (COED)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Phyllis J. Beck, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education Division (COED)

formative times in their computing education [6, 8]. There have been many attempts at developing novel approaches to support various aspects of programming metacognition, improve self-efficacy, and provide automated feedback and assessment for students in introductory programming courses [5, 6, 8]. Programming metacognition can be broadly defined as how students think about programming and the problem-solving strategies they employ to achieve a goal when given a programming task [9]. However, most of these methods have yet to be successfully scaled and applied in the classroom. Previous studies suffer from issues such as being too small, difficult to validate or replicate, and software that is not shared or is abandoned

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Holly M Golecki, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Karen T. Klebbe, Centennial High School, Champaign IL; Thomas Tran, University of Chicago; Elizabeth Ann McNeela, University of Illinois Urbana-Champaign

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NSF Grantees Poster Session

a pathway to recruit students to robotics and engineering careers.IntroductionPre-college robotics programs are common precursors to majoring in engineering [1]. However,gender disparities persist across engineering disciplines. The fact that girls do not participate inpre-college robotics at the same rate as boys has been proposed as a bottleneck for girls enrollingin engineering majors [2]. When girls are not part of extracurricular robotics programs, they missvital opportunities to develop tinkering self-efficacy and join engineering majors includingmechanical and electrical engineering [3]. Alternatively, bioengineering and biomedicalengineering (BME) programs graduate ~40% women students each year [4]. Diversity in BME iswell studied

Conference Session

First-Year Programs Division Technical Session 7: Retention & Success

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navid Yaghoubisharif, Oregon State University; Shane A. Brown P.E., Oregon State University; Natasha Mallette P.E., Oregon State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FYP)

influencing the self‐efficacy beliefs of first‐year engineering students,” J. Eng. Educ., vol. 95, no. 1, pp. 39–47, 2006.[2] M. W. Ohland, S. D. Sheppard, G. Lichtenstein, O. Eris, D. Chachra, and R. A. Layton, “Persistence, engagement, and migration in engineering programs,” J. Eng. Educ., vol. 97, no. 3, pp. 259–278, 2008.[3] J. J. Appleton, S. L. Christenson, D. Kim, and A. L. Reschly, “Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument,” J. Sch. Psychol., vol. 44, no. 5, pp. 427–445, 2006.[4] J. L. Meece, P. C. Blumenfeld, and R. H. Hoyle, “Students’ goal orientations and cognitive engagement in classroom activities.,” J. Educ. Psychol., vol. 80, no. 4, p. 514, 1988.[5] R

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Betsy Chesnutt, University of Tennessee at Knoxville

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NSF Grantees Poster Session

use in K-12classrooms. A new course model was created that utilized a hybrid community of practice wherestudents learned about engineering education and worked together to support local K-12 schoolsby engaging in service learning. This project explored the ways in which participation in thiscourse impacted pre-service teachers’ perceptions of engineering and engineering teaching self-efficacy. We first administered a survey designed to measure engineering teaching self-efficacyto pre-service teachers at the beginning and end of the course. In addition, pre-service teachersalso completed reflective journals throughout the course in which they were asked to reflect onhow specific aspects of the course impacted their understanding of the nature

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

supportprocess[2]. Outcomes include improvements in student self-efficacy and ultimately in studentpersistence to remain in the major[3]. The Mediation Model of Research Experiences (MMRE)empirically established engineering self-efficacy, teamwork self-efficacy, and identity as anengineer as mediating, person-centered motivational psychological, processes that transmit theeffect of programmatic support activities into an increased commitment to an engineeringcareer[4]–[8]. For the current work, we speculate that students with low measures of engineeringself-efficacy, teamwork self-efficacy, or engineering identity are good candidates for proactiveadvising intervention. Additional measures of non-cognitive and affective attributes may alsoprovide

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Ruben D. Lopez-Parra, Purdue University, West Lafayette; Yuyu Hsiao, University of New Mexico

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NSF Grantees Poster Session

, andpersistence (Table 1). We used the framing agency survey [6, 7], which incorporates research-based measures of design self-efficacy [8, 9] and engineering identity [1, 10].Table 1. Survey questions and constructs measured Construct Items (7-point scale, with ends named in question) Individual consequentiality How responsible or not responsible have you felt: The extent to which an • for making decisions personally? individual reports that the • for coming up with your own ways to make progress on the problem changed, or their design project? understanding changed as a • for the outcomes of the design project? result of decisions made

Conference Session

First-Year Programs Division Technical Session 10: Curricular & Program Design

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jahnavi Dirisina, University of Oklahoma; Randa L. Shehab, University of Oklahoma

Tagged Divisions

First-Year Programs Division (FYP)

their implications towards building a survey instrumentto assess engineering self-concept.Literature ReviewA systematic review [1] distinguished between self-concept and self-efficacy and discussed theresultant operating definitions for the two constructs. This review found evidence that the twoconstructs in focus were often used interchangeably and were considered as the same measure inpractice. This created inconsistencies in understanding of the two constructs. The goal of thereview was to understand how self-concept and self-efficacy were different and to establish theunderlying constructs of engineering self-concept. The researchers sought to build a survey toassess engineering self-concept through this process. The review revealed 6

Conference Session

Aerospace Division (AERO) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Nguyen; Joshua Rovey, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois Urbana-Champaign

Tagged Divisions

Aerospace Division (AERO)

cognitive load, freeing up mentalresources for other tasks and fostering more efficient cognitive processing (Thalmann,Souza, & Oberauer, 2019).BackgroundCourse StructureIn this study, we implemented a structured approach to assess student engagement andlearning outcomes in technical content. Beginning with an initial evaluation of student self-efficacy and interest through surveys, we then administered a pre-course quiz to gaugebaseline understanding. Following this, students engaged with the technical material, afterwhich a mid-course quiz was conducted to evaluate learning progress. Finally, we reassessedstudent self-efficacy and interest after completion of all technical quizzes. This methodologyprovided valuable insights into the

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rebekah J Hammack, Purdue University, West Lafayette; Julie Robinson, University of North Dakota; Tugba Boz, Indiana-Purdue University; Min Jung Lee, University of North Dakota; Ryan G. Summers; Ashley Iveland; Martha Inouye, University of Wyoming; Meghan Macias; Maria Zaman, University of North Dakota; John Galisky, University of California, Santa Barbara; Natalie Johansen, University of Wyoming

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NSF Grantees Poster Session

Dakota Dr. Julie Robinson is an Assistant Professor at the University of North Dakota and the Director of UND’s Center for Engineering Education Research. Her research explores strategies for broadening access and participation in STEM, focusing on culturally relevant pedagogy in science and engineering. She also investigates strategies for increasing representation in STEM through teacher professional learning opportunities and by exploring the impact of group gender composition on girls’ motivation and engagement. Dr. Robinson is a PI and Co-PI on several NSF sponsored grant projects which focus on teacher professional learning and self-efficacy with implementing culturally relevant engineering education, connecting

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cory Lam, University of Washington; Denise Wilson, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

following the COVID-19 pandemic) andremote (during the pandemic) learning settings in mechanical and electrical and computerengineering. Variables representing expectancy, value, and predictors of expectancy and valuewere integrated into hierarchical linear models to understand their influence on cognitiveengagement and to explore whether or not the expectancy-value model was stable over time inthe engineering education context. Consistent with expectancy-value theory, our results indicatedthat expectancy (measured by self-efficacy) and value (as measured by intrinsic and utility value)positively and significantly predicted cognitive engagement for all time periods. Previousacademic achievements as measured by overall GPA was also consistent across

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

differences in these relationships by studentrace and gender. The model includes engineering identity as directly predicted by self-efficacy,interest, and sense of belonging. Sense of belonging is likewise predicted by self-efficacy andinterest, generating additional indirect influences on engineering identity. Finally, a sense ofbelonging is further predicted by cross-racial and cross-gender belonging experiences. The strongrelationships between measures provide insight into the potential for interventions to improveengineering identity in early career engineering students. Future work to analyze the longitudinalchange in measures and identity in association with the intervention will further demonstratevariable relationships. Results provide

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 2

Collection

2024 ASEE Annual Conference & Exposition

Authors

Azadeh Bolhari, University of Colorado Boulder; Angela R. Bielefeldt, University of Colorado Boulder; Richard W Saxton, University of Colorado Boulder; Anvie Gowrishankar, University of Colorado Boulder; Maya Leizerovich, University of Colorado Boulder; Shane Gavney, University of Colorado Boulder

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation Division (ENT)

conducted in a single junior-level course for environmentalengineering students. The innovation self-efficacy of participants was measured using a surveythat included items from the Very Brief Innovation Self-Efficacy scale (ISE.6), the InnovationInterests scale (INI), and the Career Goals: Innovative Work scale (IW). The drawings wereanalyzed for Artistic Effort (AE) and Creative Work (CW) by engineering and art evaluators,respectively. The ISE survey results were compared with the AE and CW scores and thecorrelations with travel, gender, and multilingualism on creativity attributes were explored. Astrong correlation between CW scores and AE scores was observed. A negative correlationbetween CW and ISE.6 was found. The CW scores were significantly

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel E. Durham, Notre Dame of Maryland University; Michael L. Falk, The Johns Hopkins University; Alexis Daniels, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Margo K. Williams, The Johns Hopkins University; Emily J Yanisko, American University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

design was used where schools were assignedto either treatment or control conditions. Students in treatment schools accessed algebra-for-engineering modules, STEM-professional role model videos, and field trips, while students incontrol schools accessed role model videos and field trips only. Surveys measuring math self-efficacy, and STEM interest, outcome expectations, and choice goals were completed byparticipants in both conditions at the beginning and end of two separate program years, 2021-22and 2022-23. Across both years, quantitative results suggest some positive effects of BOASTparticipation, particularly for STEM choice goals, but benefits depend upon student participationlevels. Qualitative data offer student voice around prior

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

specific questions and aspects of the engineering design process,brainstorming ideas, and actively engaging in research as a team. Observations have revealedstrong student engagement in course activities and evidence of faculty following the ARG model.4.3 EDSE InstrumentThe EDSE instrument is a 36-item questionnaire designed to measure students' self-conceptstoward engineering design tasks. It assesses four areas related to engineering identity developmentusing a scale of 0 to 100 (0 = low level; 50 = moderate level; 100 = high level). The areas assessedinclude: self-efficacy, motivation, expectancy, and anxiety. In each area the following engineeringdesign tasks were assessed: conducting engineering design, identifying a design need, researchinga

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diana Arboleda, University of Miami; James Giancaspro P.E., University of Miami; Aaron Heller, University of Miami

Tagged Topics

NSF Grantees Poster Session

of course content, andpsychological stressors.3. Research MethodologyThe research approach is to conduct an Ecological Momentary Assessment (EMA) study, whichinvolves frequent self-reporting of participants' behaviors and affect in real-time at periodicintervals [9]. Also known as "experience sampling", this approach utilizes electronic polling (viatext message) to collect students' affect and self-efficacy in real-time on a recurring schedule andaround examination times. Polling can improve student participation and serve as an effectivefeedback loop [10-12].Validated psychometric test instruments were utilized to measure affect, self-efficacy,motivation, and engineering identity. Since changes in affect may serve as the earliest

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrea Ramirez-Salgado, University of Florida; Tanvir Hossain, The University of Kansas; Swarup Bhunia; Pavlo Antonenko

Tagged Topics

Diversity, NSF Grantees Poster Session

: Measures: Self-efficacy, Self-efficacy, interest, interest, outcome expectations, identity outcome expectations, identity Datasources: Data sources: Intrapersonal Intrapersonal factors factors survey, interviews, and focus groups survey, interviews, and focus

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Deepak Ganta, Texas A&M International University; Marcus Antonius Ynalvez, Texas A&M International University; Maria Lopez, Texas A&M International University; Alan Santos, Texas A&M International University; Claudia San Miguel, Texas A&M International University; Sergio Gonzalez Torres, Texas A&M International University

Tagged Topics

NSF Grantees Poster Session

by all the teammembers via a BB Turn-It-In-Dropbox. Team members will assume the roles of director, producer,actors, and film editors in preparing this controversial statement video. All team members mustappear and be heard on the video product. Through these CVP activities, we aim to buildengineering self-efficacy, self-identity, and a sense of belonging through reflective thinking,internalization (about the challenges of engineering life and the journey to becoming a successfulengineer), and collaborative creative work.3. Results and DiscussionThis paper presents results from the first (M1; preintervention) and the last measurement occasion(M3). All statistical results are shown below in Table 1. From data collected through our PSOsurvey

Conference Session

Principal Skinner's Secrets: Cultivating STEM in Remote Locations, Steamed Hams!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Frank Bowman, University of North Dakota; Bethany Jean Klemetsrud P.E., University of North Dakota; Emine Ozturk, North Carolina State University; Julie Robinson, University of North Dakota; Erin Lacina

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

to students and Experiences local community Iteration – opportunity to review, revise, improve lessons based on measurable outcomes Focusing pedagogical shifts/PD within one content area creates relevance but allows for impact across all content areas Affective Success/student engagement begets positive affective state leads to States increased self-efficacy Verbal Support and collaboration from administration persuasion On-going touchpoints, check-ins for continuous learning, reflection, collaborationSummer institutesTeacher participants began the [Anonymous

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

Tagged Divisions

Educational Research and Methods Division (ERM)

Design at the University of Illinois Urbana-Champaign. Part of our mandate is to support the integration of Human-Centered Design [12]–[17] concepts within the College of Engineering. This study is motivated by the design question,“How might we develop assessment tools to measure student learning of human-centeredengineering design over a four-year undergraduate degree?” To this end, self-efficacy has beenselected as an indicator of learning progress. While not a perfect analog for learning [18], self-efficacy has been shown to track with achievement in a variety of contexts including engineeringeducation [19]–[23]. For our purposes, self-assessment provides an accessible way to collect datawithout significant effort or cognitive load from our

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laine Schrewe Ph.D., Otterbein University; Elena Joy Caruthers, Otterbein University

Tagged Divisions

Educational Research and Methods Division (ERM)

these beliefs are shaped by mastery experiences, socialpersuasion, vicarious experiences, and physiological experiences. In turn, these beliefs impactcognitive processes, motivational processes, affective processes, and selection processes [12].Related specifically to this study, self-efficacy can be explained as a measure of how confidentstudents are in their ability to complete their engineering coursework and become an engineer,with implications ranging from how they feel when they are working on their engineeringcoursework to whether or not they ultimately continue to pursue the field. Related to thephysiological experiences component of self-efficacy, stress can impact student’s self-efficacyand has been found to be a concern specifically

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Rutwik Dehade, Texas A&M University; Glen Miller

Tagged Topics

NSF Grantees Poster Session

Texas A&M UniversityAbstractThis paper presents the progress made in the first two years of a five-year NSF ER2 (Ethical andResponsible Research) project on ethical and responsible research and practices in science andengineering undertaken at a large public university in the southwestern United States. Overallobjectives of the project include: 1) conduct a survey of incoming freshmen college students toassess their ethical research competency and self-efficacy at the beginning of their tertiaryeducation and during their senior-level capstone course; 2) evaluate the ethical researchcompetency and self-efficacy of university students and identify any significantly contributingfactors to develop an intervention plan to improve their ethical

Conference Session

Mathematics Division (MATH) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zenaida Aguirre Munoz Ph.D., University of California, Merced; Melissa Almeida, University of California, Merced; Comlan de Souza, California State University, Fresno; Keith Collins Thompson, University of California Merced; Khang Tran, California State University, Fresno; Yue Lei, University of California, Merced; Erica M Rutter, University of California, Merced; Lalita G Oka, California State University, Fresno; Maribel Viveros, University of California Merced; Bianca Estella Salazar, University of California, Merced; Changho Kim, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Mathematics Division (MATH)

area involvesuniversities with small proportions of URMs. Thus, continued study of the impact of thesefactors on more diverse student populations is also necessary to better capture the calculusexperience of URM engineering majors. The purpose of the study was to examine student andclassroom-level factors that influence course performance measured by course grade. This studyfocused on two engineering-related psychosocial factors: (1) engineering self-efficacy and (2)engineering sense of belonging, and three mathematics-specific psychological factors which werefer to as math motivators, (1) math interest, (2) self-concept, and (3) anxiety. Classroom levelfactors included active engagement practices, proportion of females, proportion of

Conference Session

Experiential Learning in ET Programs II

Collection

2024 ASEE Annual Conference & Exposition

Authors

Paul Davidson, University of Illinois at Urbana - Champaign; Travis Johnson, University of Illinois at Urbana - Champaign; Molly H. Goldstein, University of Illinois at Urbana - Champaign; Brandon Hollenback, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology Division (ETD)

overall planning, organizing,and time management. With that desire, we have reason to research if these project managementskills and concepts are being taught effectively enough to prepare students for senior-levelcapstone courses and future careers. Degree programs that do not heavily focus on managementprinciples may impact students' abilities to obtain manager-style roles. Outside the classroom,there are opportunities to obtain this experience, such as through internships and studyingabroad. Data collected stem from a self-efficacy questionnaire administered to 811 students andvoluntarily completed by 361. The survey was issued at the beginning of the semester for ninefall courses through 15 different majors and intended to take approximately

Conference Session

Graduate Studies Division (GSD) Technical Session 6: Programs in Graduate Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, Germany; Neha B. Raikar, University of Maryland, Baltimore County; Yarazeth Medina, University of Maryland, Baltimore County

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Diversity

Tagged Divisions

Graduate Studies Division (GSD)

item-difficulty. SD P(i) = standard deviation of item-difficulty. Md P(i) = median of item-difficulty.In result, only one item (V13), with item-difficulty P(13) = .79, is in the desired value-range todifferentiate between participants. The other items are agreed to unilaterally throughout, meaningthat all participants show very high ratings in teaching self-efficacy.4.2.2. Corrected item-total correlationsThe part-whole-corrected item-total correlation r(i,total-i) of an item i indicates how much theitem i measures the same psychological construct as the other items combined (total-i). Valuesbetween 0.4 and 0.7 are preferred [15]. Table 4 gives an overview of item-total correlations ofthe 18 items taking the sub-scales and the aggregate scale

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ribhav Galhotra, Nanyang Technological University; Panting Yu, The University of Edinburgh; Jiafei Wang, The Education University of Hong Kong; Ibrahim H. Yeter, Nanyang Technological University

Tagged Divisions

Educational Research and Methods Division (ERM)

different demographic groups.ResultsThe lowest reliability within this data set, seen in Table 2, is observed in the ‘Test Anxiety’ and‘Help Seeking’ scales. This could suggest that these are less important within the Southeast Asiancontext. Data represented by Pintrich [20] align with the ‘Help-Seeking’ aspect, displaying asimilar alpha coefficient of 0.52. However, on the ‘Test Anxiety’ scale, there is a significantdifference between the study’s 0.56 and Pintrich’s 0.80. That could suggest that test anxiety is notimportant within this region or it has become less important over the last 30 years since theappearance of the MSLQ. Self-efficacy is shown to be a reliable construct, with a measured 0.96alpha coefficient, which is higher in comparison

Conference Session

Milhouse's Moment: Engineering Inclusivity, Everything's Coming Up Milhouse!

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Nhu Tran, University of British Columbia; Jessica Wolf, University of British Columbia; Shouka Farrokh, University of British Columbia; Katherine Lyon, University of British Columbia; Robyn Newell, University of British Columbia; Jenna Felice Usprech, University of British Columbia; Karen C. Cheung, University of British Columbia; Agnes Germaine d'Entremont P.Eng., University of British Columbia

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

”). We excluded these because they do not appear to be directly measuring factors thatmight lead to the pursuit of STEM in the future. Another group of papers measured contentlearning that occurred during outreach (such as math skills or geophysics concepts). While thismay influence self-efficacy measures and/or better prepare students should they choose to enterSTEM, it is not directly measuring factors that most authors focus on as proxies for change toeducational and career paths. We have not included tests of content knowledge in thedescriptions of the outreach evaluation.Table 3: Examples of commonly referenced constructs in the papers, and our definitions.Construct DefinitionsAttitude What an individual