Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Katherine E Winters, Virginia Tech; Holly M Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Helen L. Chen, Stanford University; Ken Yasuhara, University of Washington, Center for Engineering Learning & Teaching (CELT); Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

as juniors and then again fiveyears later as practicing engineers. Brunhaver et al. found a distinction between the ways inwhich technical skills and professional skills are developed and used. They also found that Page 23.621.3participants talked about skills differently over time with working engineers ascribing differentdetails or meanings to skill categories such as communication and interpersonal skills. In thispaper, we seek to extend the timeframe and examine the earlier college years through earlyprofessional practice for some of the same participants. Therefore, we draw on a sample thatreflects freshman year in college through four

Conference Session

Engineering Identity 1

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lorraine N. Fleming, Howard University; Kalynda Chivon Smith, Howard University; Dawn G. Williams, Howard University; Leonard B. Bliss, Florida International University

Tagged Divisions

Educational Research and Methods

that provided challenging coursework,professors who were invested in their success, peers who were like family, and the reputation oftheir institution for graduating well-prepared minority students in engineering. Data analysisfound that the majority of the students reported having an engineering identity. Furthermore, theexperiences of these minority students impacted their engineering identity in ways that have notbeen cited in previous research.IntroductionIncreasingly, engineers are becoming a part of a global community, and thus diversity acrossrace, ethnicities and gender is becoming more prevalent in the United States. How studentsbegin to identify as engineers may be impacted by their race, gender or ethnicity. As such, it isimportant

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip Reid Brown, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

c American Society for Engineering Education, 2013 Unlocking Student Motivation: Development of an Engineering Motivation SurveyAbstract Student motivation is an important part of a student’s engagement in learning.Researchers and educators across broad educational contexts have identified and investigated avariety of specific motivation-related constructs related to learning. However, few studies havedeveloped and tested survey instruments for measuring motivation constructs within engineeringeducation in a valid and reliable way. This study describes the development and piloting of sucha survey, situated in expectancy-value theory, through numerous steps of validity and reliabilitytesting. The

Conference Session

Motivation and Self-Efficacy

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rachel McCord, Virginia Tech; Holly M Matusovich, Virginia Tech

Tagged Divisions

Educational Research and Methods

Page 23.392.1 c American Society for Engineering Education, 2013 Developing an Instrument to Measure Motivation, Learning Strategies and Conceptual ChangeAbstract Recent studies have shown that some students are graduating from engineering programswhile still holding onto misconceptions in areas such as statics, electricity and magnetism, andthermodynamics. While considerable research has been devoted to promoting conceptualunderstanding, few studies have focused on the intentional ways that students can engage inlearning that can affect conceptual change. Intentional strategies include motivational factors andthe learning strategies students use. In an effort to understand

Conference Session

Issues in Advising and Mentoring

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emily L. Allen, San Jose State University; Francisco Castillo, College of Engineering, San Jose State University; Eva Schiorring

Tagged Divisions

Educational Research and Methods

, paradigms and advising syllabus concept have been used to develop aprofessional development curriculum for faculty advisors in our College of Engineering. Theprimary assumption of this program is that advising is a form of teaching, and that faculty canlearn to use effective advising techniques through their involvement in a community of advising.The program and initial results are described below.The Designated Faculty Advisor Development Program at San José State UniversityFor the past three years, the College of Engineering at San José State University has beenengaged in a significant effort to improve faculty advising 32 because we believe it will improveretention and graduation rates and because it will ultimately result in better educated

Conference Session

Educational Research and Methods (ERM) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, Purdue University, West Lafayette; Mary K. Pilotte, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Monica Farmer Cox, Purdue University, West Lafayette

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Educational Research and Methods

. Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of Page 23.557.1 engineering education assessment tools. She is a National Science Foundation Faculty Early Career (CA- REER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE). c American Society

Conference Session

Preparing for Practice

Collection

2013 ASEE Annual Conference & Exposition

Authors

James Huff, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; William C. Oakes, Purdue University, West Lafayette; Robin Adams, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

were representedamong the students enrolled in the course, and approximately 70% of these were engineeringmajors. The program began in 1995 through university’s electrical and computer engineeringdepartment, and more than 3,000 alumni have graduated from EPICS in its 17 years of existence.This service-learning program has been nationally recognized8 and cited by others as anexemplar for providing a platform of real-world, engineering experience for students5, 8, 22, 23.While several in engineering education have championed EPICS and similar programs forproviding such an authentic design experience, no prior studies have investigated how suchexperiences shape the design knowledge, ability, and identity of alumni of such programs. Weconducted