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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Joseph A Lyon, University of Notre Dame; Mayari I. Serrano, Purdue University at West Lafayette (PPI)

taking the course [18], [19]. The MUSIC model of motivationsurvey can be found in the literature [19]. All statements were based on a 6-points Likert scaleranging from strongly disagree (1) to strongly agree (6). One qualitative question was also askedof the students: how has being part of this class changed your perspective on computerprogramming and computation?Data AnalysisThe data was analyzed using two approaches. First, the quantitative data was analyzed usingsimple descriptive statistics and correlation coefficients to understand if the two measures ofmotivation and self-efficacy may be related. Additionally, a thematic analysis process was usedto analyze the qualitative data responses from the students [20].ResultsHow are students

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Charity Obaa Afi Ampomah, Ashesi University; Heather Beem, Ashesi University

Tagged Topics

Diversity

levels of confidence (self-efficacy) in their ability to design, code, and fabricatesolutions, and self-reported levels of self-determination and agency. The post-survey capturedthe same Likert-scale responses for self-efficacy, self-determination, and agency. Itadditionally captured open-ended responses on students’ experiences working on their finalproject, dwelling on how they felt about the project from the beginning until completion.Approval was obtained from the authors’ institution’s review board with an approval ID1282023 to conduct research through this project, maintaining student anonymity throughout.Survey questionsIn designing the items used to measure the three constructs in view, existing scales wereconsidered and, in some cases

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Matthew Cavalli, Western Michigan University; Anetra Grice, Western Michigan University

areconsistent with values measured for similar groups of students during the Fall 2022 semester atWMU [15]. Raw scores for mindset and self-efficacy responses can range from 1-6. Raw scoresfor ICOPPE responses can range from 0-10. With the exception of the Wellness Compositescore and the ICOPPE – Physical wellness score, average responses in Table 3 are in the upperhalf of each range for all groups.Table 3: Comparison of average responses on the start-of-semester survey for beginner students enrolled in ENGR2100, beginner students in the PREP sections of ENGR 2100, and beginner students not enrolled in ENGR 2100. Surveyed Beginner Surveyed Beginner Surveyed Beginner

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Angelika Aldea Tamura, University of California, Davis; Tiffany Marie Chan, University of California, Davis; Xianglong Wang, University of California, Davis

Tagged Topics

Diversity

the Workplace 2023," McKinsey & Company, 2023. [Online]. Available: https://www.mckinsey.com/featured-insights/diversity-and-inclusion/women-in-the- workplace[11] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, "Measuring undergraduate students' engineering self‐efficacy: A validation study," Journal of Engineering Education, vol. 105, no. 2, pp. 366-395, 2016.[12] S. A. Shields, M. J. Zawadzki, and R. N. Johnson, "The impact of the Workshop Activity for Gender Equity Simulation in the Academy (WAGES–Academic) in demonstrating cumulative effects of gender bias," Journal of Diversity in Higher Education, vol. 4, no. 2, p. 120, 2011.[13] M. Leonard, "Everyone Knows Girls Are

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mohammad Heshmati, Mississippi State University; Bill B Elmore, Mississippi State University

experimental procedures.Currently, all projects are undergoing the design phase. Next steps involve purchasing allnecessary equipment, constructing prototypes, and conducting tests to validate the underlyingassumptions for each project. Subsequently, based on the average size of a first-year class, we willacquire the required equipment to ensure readiness for use.Pre- and post-project ABET-based surveys will be assigned to students for each project. This is togauge their understanding of each specific subject, as well as potential improvements in their self-efficacy and sense of collaboration in teams.REFERENCES[1] Howard S. Barrows and Robyn M. Tamblyn, Problem-Based Learning: An Approach toMedical Education, Springer Publishing Company, 1980[2] Erik

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15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Mary Benjamin, Michigan Technological University; Laura Albrant, Michigan Technological University; Michelle E Jarvie-Eggart P.E., Michigan Technological University; Jon Sticklen, Michigan Technological University; Laura E Brown, Michigan Technological University; Leo C. Ureel II, Michigan Technological University

. programming ‘as a whole new language.’ ” Student Engagement and Learning: Observations on how WebTA “Some students found coding Impact on Engagement impacted student engagement and overwhelming, likening it to learning. learning a new language, while others were more receptive.” Student Engagement and Learning: Impact of the tool on students’ “Students in the 2nd semester were Self-Efficacy willingness to engage and their more willing to fail things

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Sukeerti Shandliya, University of Cincinnati; Cedrick Kwuimy, University of Cincinnati

Tagged Topics

Diversity

distinct transformation categories. The studycorrelated these categories with the TROPOS subscales and examines demographic factors.Findings indicate higher TROPOS scores for first-generation students and female studentscompared to their peers.I. IntroductionThe perceptions and belief system of first year engineering students affects their self-efficacy,confidence, sense of belonging, satisfaction and other such constructs which are essential forshaping successful student experiences and outcomes. For example, Hutchison-Green [1] foundthat first year engineering students’ perception of their course success depended on their speed ofsolving problems and the amount of time taken to learn new material in comparison to theirpeers. Further, student

Collection

15th Annual First-Year Engineering Experience Conference (FYEE)

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; David Gray, Virginia Polytechnic Institute and State University

they earned in high school. In some cases, students reactproductively to this lower grade, acknowledging the need for them to adjust their learning andstudy strategies. On the other hand, in some cases, students’ reactions to these lower gradesinclude stress, frustration, weaker engineering identities, lower self-efficacy, and sometimes evenleaving engineering programs [8], [9], [10], [11], [12].Research ContextFirst-Year Engineering CourseThe context of this study is a First-Year, General Engineering (GE) program at a large, public,land-grant university that serves an average of 2,300 students each semester. The GE programcan be taken as a one-semester 4-credit hour course (if specific pre-requisite credits aretransferred in) or as a two