Displaying all 5 results
- Conference Session
- Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Kenya Crosson, University of Dayton; Elizabeth Generas, Wright State University; Leanne Petry, Central State University; Melissa Karlin, St. Mary's University; Margaret Pinnell, University of Dayton; Camryn Lanise Justice, University of Dayton
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
not Hispanic or Latinx. More participants were also fromPWI institutions rather than HSI, MSI or HBCU schools in this year 1 cohort.Students’ Self-Efficacy Outcomes. The impact of this REU program on students’ self-efficacy andfeeling more confident in STEM was also measured in the anonymous online survey based on themodified TIDES questions. Three-quarters of the students reported increased confidence in overcomingproblems with teachers, understanding articles with STEM content, pursuing a career in STEM, andperforming well in a STEM career.Retention in STEM and Future Career Aspirations Outcomes. While only year 1 results are available,literature from REU experiences consistently demonstrate gains in research skills, academic preparation
- Conference Session
- Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Olga Pierrakos, Wake Forest University
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
successful implementationinclude relevance, student engagement, scaffolding, assessment, reflection, faculty support, andtechnology integration (Tembrevilla, Phillion & Zeadin, 2024). Studies have shown thatexperiential learning positively impacts cognitive outcomes in technology and engineeringteacher preparation (Ernst, 2013) and enhances students' performance in constructionengineering education (Lee et al., 2008). Furthermore, contextual supports and barriers influencechoice behavior in engineering majors through self-efficacy (Lent et al., 2003).Piaget's Constructivist Learning Theory (PCLT) supports experiential learning in highereducation and engineering by emphasizing active student involvement and knowledgeconstruction (Genalo et al
- Conference Session
- Cooperative and Experiential Education Division (CEED): Models, Methods & Frameworks for Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sophia Vicente, Elizabethtown College; Sara A. Atwood, Elizabethtown College; Rebecca Holcombe
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
used a mixed methods research or design-based research approach,and two papers were literature reviews. Furthermore, research frameworks utilized by researchpapers focused on coops or cooperative education included: 1. Engineering identity 2. Motivation theory 3. Self-efficacy 4. Mental HealthFinding 2: Learning and Skill Development The second major finding from our review is that there were many descriptive andresearch papers focused on learning, most of which focused on students’ learning and skilldevelopment of professional skills. The most common professional skills discussed included:communication, leadership, engineering ethics, time management, and general workplaceknowledge. In contrast, there was only one
- Conference Session
- Cooperative and Experiential Education Division (CEED): Assessment, Curriculum & Instructional Design
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Eric Dino Andrews , E.I.T., BPR Surveying; Sherin Ashraf-Hanna E.I.T., ECS Mid-Atlantic; Paul John Ackerman Jr., York College of Pennsylvania
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
coursethat includes twelve weeks of surveying laboratory, where students gain familiarization withfield surveying tasks and utilizing Autodesk® Civil 3D®. With the increase in the size andcomplexity in Autodesk® Civil 3D® Fundamentals software tutorial, course evaluations showeda decline in student self-efficacy. The 2024 tutorial is now just under 1000 pages, 18 chapters inlength. Students commented that the Civil 3D® tutorial was overwhelming due to the abundanceof tasks required for each chapter and that the tasks outlined in the tutorials were too advancedfor an entry level Civil 3D® user. In addition, students noted even when they completed thetutorial, they were not confident in their ability in using the program outside of the course.Students
- Conference Session
- Cooperative and Experiential Education Division (CEED): Identity, Motivation & Belonging in Experiential Learning
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Neeko Bochkarev, Minnesota State University, Mankato; Emilie A Siverling, Minnesota State University, Mankato; Ellen Patricia Thompson, Minnesota State University - Iron Range Engineering; Michelle Soledad, Virginia Polytechnic Institute and State University; Catherine McGough Spence, Minnesota State University, Mankato
- Tagged Topics
- Diversity
- Tagged Divisions
- Cooperative and Experiential Education Division (CEED)
development of a measure of engineering identity,” in ASEE Annual Conference & Exposition, 2016. Accessed: Jan. 13, 2025. [Online]. Available: https://par.nsf.gov/biblio/10042227[9] C. Zabriskie, R. Henderson, and J. Stewart, “The importance of belonging and self-efficacy in engineering identity,” AERA Open, 2018, Accessed: Jan. 13, 2025. [Online]. Available: https://par.nsf.gov/biblio/10058182[10] C. E. Foor, S. E. Walden, and D. A. Trytten, “‘I Wish that I Belonged More in this Whole Engineering Group:’ Achieving Individual Diversity,” J. Eng. Educ., vol. 96, no. 2, pp. 103–115, Apr. 2007, doi: 10.1002/j.2168-9830.2007.tb00921.x.[11] K. L. Meyers, M. W. Ohland, A. L. Pawley, S. E. Silliman, and K. A. Smith