Conference Session

Design in Engineering Education Division (DEED) - Design Cognition and Self-Perception in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caleb Z. Smith, Florida Polytechnic University; Elisabeth Kames Ph.D., Florida Polytechnic University

Tagged Topics

Diversity

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Design in Engineering Education Division (DEED)

Self-Efficacy and Demographics of Makerspace Participants Across Three Universities,” Journal of Mechanical Design, vol. 142, no. 10, Oct. 2020, doi: 10.1115/1.4046649.[6] J. A. Marin, J. E. Armstrong, and J. L. Kays, “Elements of an Optimal Capstone Design Experience,” Journal of Engineering Education, vol. 88, no. 1, pp. 19–22, Jan. 1999, doi: 10.1002/j.2168-9830.1999.tb00405.x.[7] A. R. Carberry, H. S. Lee, and M. W. Ohland, “Measuring engineering design self-efficacy,” Journal of Engineering Education, vol. 99, no. 1, pp. 71–79, 2010, doi: 10.1002/j.2168- 9830.2010.tb01043.x.[8] E. Kames, D. Shah, M. Clark, and B. Morkos, “A Mixed Methods Analysis of Motivation Factors in Senior

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Heather Michelle Phillips, University of Pittsburgh; Nicholas Anthony Nobile, University of Pittsburgh; Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Lee Allen Dosse, University of Pittsburgh; Ahmed Dallal, University of Pittsburgh; Mohamed A. S. Zaghloul

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Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

. ©American Society for Engineering Education, 2025 Design Curriculum in Introductory Circuits Laboratory Assignments and the Influence on Innovation Self-EfficacyAbstractThis paper examines the impact of integrated design elements in a second-year introductorycircuits course on students’ innovation self-efficacy (ISE). Building upon a pilot study fromSpring 2024, this research focuses on the implementation of updated laboratory assignments inone section of the course while maintaining the original curriculum in a parallel section. Theupdated curriculum emphasizes experiential learning through active learning engagement,simulation exercises, open-ended design challenges, and reflection. This allows students tonavigate the full

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kayla Arlene Pagan, Florida Polytechnic University; Corey James Kado, Florida Polytechnic University; Grace Noel Sturtevant, Florida Polytechnic University; Elisabeth Kames, Florida Polytechnic University

Tagged Divisions

Design in Engineering Education Division (DEED)

these different factorscontribute to a student's success in engineering design education. These factors will be comparedto the students' success in the cornerstone design course, and their success will be measured usingthe students' final grades in the course.This study aims to address three research questions (RQ):RQ1: How does prior STEM experience impact engineering design self-efficacy, and how doesthis impact student performance in a cornerstone design course?RQ2: What self-efficacy factors are impacted by participation in a cornerstone design course anda student’s approach to a design task?RQ3: In what ways do students' academic majors correlate with self-efficacy factors andteamwork perception for students taking cornerstone?2

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

David Knox, University of Ottawa; Vignesh Kumar Karuppasamy, University of Ottawa

Tagged Divisions

Design in Engineering Education Division (DEED)

collectively account for 48.9% of thevariance within the dataset, with the variable PA0 contributing the largest portion of 19.1%.The factor of greatest significance (PA0) is a latent variable which measured Intrinsic Motivation,Task Value, Learning Beliefs, Self-Efficacy, and Extrinsic Motivation. This latent variable couldbe termed: “Motivation and Perceived Ability”. This latent variable represents a student’s innatedesire to perform well in the course, combined with their own perceived ability to succeed inaccomplishing this goal. The second factor (PA1) is a latent variable that measures CriticalThinking, Peer Learning, and Help-Seeking. We term this latent variable: “CollaborativeCognition”. This latent variable suggests that students who engage

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Erica J Marti, University of Nevada - Las Vegas; David Earl James, University of Nevada - Las Vegas

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

And Technology Freshmen. In 2003 Annual Conference (pp. 8-186).[7] Knight, D. W., Carlson, L. E., & Sullivan, J. F. (2007, June). Improving engineering student retention through hands-on, team based, first-year design projects. In Proceedings of the International Conference on Research in Engineering Education.[8] Michael, J., Booth, J., & Doyle, T. E. (2012). Importance of first-year engineering design projects to self-efficacy: Do first-year students feel like engineers?. Proceedings of the Canadian Engineering Education Association (CEEA).[9] Seth, D., Tangorra, J., & Ibrahim, A. (2015, October). Measuring undergraduate students' self-efficacy in engineering design in a project-based

Conference Session

Design in Engineering Education Division (DEED) - Innovative Assessment Strategies in Design

Collection

2025 ASEE Annual Conference & Exposition

Authors

Emily Houston Monroe, Dartmouth College; Jentry Elizabeth Campbell, Dartmouth College

Tagged Divisions

Design in Engineering Education Division (DEED)

-assessment activity, we looked to what others have done related to‬ ‭confidence achievement from skill-building capstone assignments.‬‭ rofessional development instruction related to student confidence, or self-efficacy, within‬P‭engineering design courses ranges from grade-dependent and single-semester‬‭[15]‬‭to multi-year‬e‭ fforts outside of a single course‬‭[7]‬‭. Validated instruments have been used to measure‬ ‭self-efficacy‬‭[16]‬‭while in some cases a customized‬‭assessment specific to a department or‬ ‭institution was implemented‬‭[10], [17], [18], [19]‬‭.‬‭ ne validated instrument called TRAILS was used by Hebda et. al. to measure confidence‬O‭before, in-process, and after the course, as well as qualitative interviews with

Conference Session

Design in Engineering Education Division (DEED) - Best in DEED

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kerry Eller, Duke University; Megan Madonna, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

beginning and end of the semester. The initial reflection assessed theirbaseline engineering self-efficacy, prior experience in global health, and motivation for enrollingin the course. The final reflection examined how their views on global health, engineering, and thedesign process have changed over the course of the semester (see Appendix 1 for details).We have deductively analyzed these reflections through direct content analysis with predeterminedcodes aligned with the course objectives and research objectives. Namely, we looked to identifykey shifts in students' understanding of their roles as engineers, their approaches to global healthchallenges, and their engineering self-efficacy. Coding and analysis were completed in NVivo v14

Conference Session

Design in Engineering Education Division (DEED) - Team-Based and Experiential Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Prarthona Paul, University of Toronto; Anipreet Chowdhury, University of Toronto; Loura Elshaer, University of Toronto; Anushka Sethi, University of Toronto; Hamid S Timorabadi P.Eng., University of Toronto

Tagged Divisions

Design in Engineering Education Division (DEED)

- 364, 2017.[6] T. Esfahani and D. A. Copp, "Undergraduate Engineering Students’ Time Management and Self Efficacy in Different Learning Formats," in American Society of Engineeirng Education Conference Proceedings, Baltimore, 2023.[7] J. E. Mills and D. Treagust, "Engineering Education, Is Problem-Based or Project-Based Learning the Answer," Australasian Journal of Engineering Education, vol. 20, no. 1, 2003.[8] J. Uziak, "A project-based learning approach in an engineering curriculum," Global Journal of Engineering Education, vol. 18, no. 2, pp. 119-123, 2016.[9] I. Osunbunmi and N. Fang, "Work in Progress: An Early Look Into the Systematic Review of Project-Based Learning in Engineering Education," in American Society of

Conference Session

Design in Engineering Education Division (DEED) - Human-Centered Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brock Craft, University of Washington; Alexander Pagano, University of Illinois Urbana-Champaign; Saadeddine Shehab, University of Illinois Urbana-Champaign; Cristian Eduardo Vargas-Ordonez, South Dakota School of Mines and Technology; Hadi Ali, Embry-Riddle Aeronautical University - Prescott; Micah Lande, South Dakota School of Mines & Technology; Georges Y. Ayoub; Sebastian Dziallas, University of the Pacific; Taylor Parks, University of Illinois Urbana - Champaign

Tagged Divisions

Design in Engineering Education Division (DEED)

] ​ Y. B. Kolikant, A. McKenna, and B. Yalvac, “The emergence of a community of practice in engineering education,” New Directions for Teaching and Learning, vol. 2006, no. 108, pp. 7–16, 2006.[22] ​ R. Graham, “The global state of the art in engineering education,” Massachusetts Institute of Technology (MIT) Report, Massachusetts, USA, 2018.[23] ​ C. Henderson, A. Beach, and N. Finkelstein, “Facilitating change in undergraduate STEM instructional practices: An analytic review of the literature,” J Res Sci Teach, vol. 48, no. 8, pp. 952–984, 2011.[24] ​ H. Ali, “Attitude Toward Context and Self-Efficacy in and Willingness for Adaptability of Engineering Faculty in Two Divergent Curricular Change Contexts: A

Conference Session

Design in Engineering Education Division (DEED) - Student Motivation and Learning

Collection

2025 ASEE Annual Conference & Exposition

Authors

Christopher Rennick, University of Waterloo; Silas Ifeanyi, University of Waterloo; Mary A. Robinson, University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

for student reflection and have achieved some level ofintegration and/or embedding into a program [15]. These open-ended events were intended tobuild intrinsic motivation in students through the three mechanisms identified in self-determination theory (viz. satisfying the needs for competence, relatedness, and autonomy) [9]by developing student self-efficacy in engineering design, introducing them to their discipline,classmates, and instructors, and connecting their classroom learning to real-world problems.The event described in this paper is similar to the concept of “designettes” but was of longerduration at 12-16 hours of student contact time [18], and focussed on the latter implementationphases of design, with correspondingly less

Conference Session

Design in Engineering Education Division (DEED) - Teaching Engineering Decision and Process

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fiona C. Zoutendyk, Worcester Polytechnic Institute; Kimberly LeChasseur, Worcester Polytechnic Institute

Tagged Divisions

Design in Engineering Education Division (DEED)

you areasked to solve,” “developing a logical argument to defend a proposed solution”) using a five-point scale from “no gains” to “great gains.” The survey also asks students how much specificaspects of the class helped their learning (eg, attending lecture), allowing us to isolate studentexperiences of the new tool in user testing.The SALG has been used by more than 22,000 instructors to assess nearly half a million studentsand has been validated as a measure of active learning, content mastery, and self-efficacy in thecontext of undergraduate mechanical engineering courses [29]. For this application to systemsthinking, which we believe is novel, we customized questions using the student learningobjectives for the course, as is customary

Conference Session

Design in Engineering Education Division (DEED) - Accessibility and Empathy in Engineering Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Aya Mouallem, Stanford University; Trini Rogando, Stanford University; Sean Patrick Dougherty M.S., LightHouse for the Blind and Visually Impaired; Mirelys Mendez Pons, Stanford University; Sheri D. Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education Division (DEED)

]. Moreover,students with mental and physical disabilities are more likely to report incidents of socialmarginalization and devaluation of professional capabilities [10]. Lezotte et al. explored the“otherness” experienced by students with disabilities and its impact on their sense of self-efficacy, belonging, and engagement in engineering [7].In comparison to the growing bodies of research reporting the experiences of other minoritygroups in engineering, such as gender and race minorities, research pertaining to the experiencesof people with disabilities remains relatively limited [10], [11]. Spingola reported a persistinggap in exploring the intersection of disability experiences and engineering education in ASEEproceedings [12]. Over the past