Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Michael Robert Foster, George Fox University; Gary E. Spivey, George Fox University

Tagged Divisions

Community Engagement Division

. Page 25.1058.12References[1] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). EPICS: Engineering Projects in Community Service.International Journal of Engineering Education, 21(1).[2] Coyle, E. J., Jamieson, L. H., & Oakes, W. C. (2006). Integrating Engineering Education in Community Service:Themes for the Future of Engineering Education. Journal of Engineering Education, Jan 2006.[3] https://engineering.purdue.edu/EPICS/Resources/Forms/design_process_docs.html.[4] Carberry, A. R., Lee, H., & Ohland, M. W. (2011). Measuring Engineering Design Self-Efficacy. Journal ofEngineering Education, 99(1), 71-79.[5] Carberry, A. R., & Swan, C. W. (2011). Developing an Instrument to Measure the Impact of Service onTechnical and

Conference Session

Training and Mentoring of Graduate Teaching Assistants

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Graduate Studies

constructive feedback to the observed teacher on his/her performance.Assessment data was collected in the form of a pre and post perceptions of learning survey.Students’ comments on how the peer learning project had helped them to understand andrecognize themselves as teachers and build self-efficacy are described in this paper, along withassessment results, course materials, the assignment rubric, and survey instruments. Challenges Page 25.1436.2experienced with the project are also discussed. Individuals who are involved with teaching GITsor using peer learning in their courses will be interested in this paper.PurposeA valuable skill for graduate

Conference Session

Mentoring Graduate Students - Diversity and Assessment

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rochelle Letrice Williams, ABET; Eyassu Woldesenbet, Southern University and A&M College

Tagged Divisions

Graduate Studies, Minorities in Engineering

Education, 19, 100-118.9. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.10. Kerlinger, F.N. and Pedhazur, E.J. (1973). Multiple regression in behavior research. New York: Holt, Rinehart, and Winston.11. Thompson, B. (2006). Research synthesis: Effect sizes. In J. Green, G. Camilli, & P. B. Elmore (Eds.). Handbook of complementary methods in education research (pp. 583–603). Washington, DC: American Educational Research Association.12. Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological

Conference Session

Research in Engineering Education I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca Brent, Education Designs, Inc.

Tagged Divisions

Educational Research and Methods

implementationEvaluation activities were designed for each of the three principal components of the project andthe retreat. • Scholars study groups: An online survey collected data on the senior and emerging leaders’ motivation for committing three years to the project and baseline data on their personal and professional goals and leadership self-efficacy. The groups met monthly for facilitated discussions and work on their projects, and each of the first two years of the grant ended with an appreciative inquiry session for each group. (Appreciative inquiry is an evaluation technique to gain insight into the strengths of a project directly from the people involved and have them identify ways to build on those strengths.5

Conference Session

The Role of Engineering in Integrated STEM--uh STEAM--uh Education!

Collection

2012 ASEE Annual Conference & Exposition

Authors

Bettina J. Casad, California State Polytechnic University, Pomona; Mariappan Jawaharlal, California State Polytechnic University, Pomona

Tagged Divisions

K-12 & Pre-College Engineering

Page 25.886.2discovery based approach and a hands-on robotics program will improve students‟ STEMattitudes, math performance, and intentions to pursue STEM education and careers. The theoryof planned behavior5 was used to guide the measurement of students‟ STEM educationoutcomes.A Guided Discovery Approach to STEM EducationTraditional approaches to STEM education can result in disinterested students who may notpursue college-level STEM education and a competitive and hostile educational environment.6We propose that a guided discovery approach is more effective in engaging diverse students inlearning STEM concepts. This engagement will result in increased STEM knowledge andacademic self-efficacy among diverse elementary students.Bruner‟s7

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Karen A. High, Oklahoma State University; Michael W. Keller, University of Tulsa; Ian M. White, University of Maryland; Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; R. Alan Cheville, Oklahoma State University; Jennifer Wolk, University of Maryland, College Park

Tagged Topics

NSF Grantees Poster Session

(NSWCCD). The partnership between University of Maryland andNSWCCD allowed for project mentorship by volunteers from NSWCCD, Lockheed Martin, andby the instructor. Within the scope of the project, students must use mathematical fundamentalsto conduct an engineering design. Examples include calculations for carrying capacity andairfoil selection based on experimentally measured principles of aerodynamics, such askinematic equations of motion, lift, drag, and thrust (Figure UM-1).The inclusion of the design project is motivated by the potential to increase the mathematical andengineering self-efficacy that students receive from the course. It is believed that employing themathematical fundamentals acquired in the course to solve real-world

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Ann F. McKenna, Arizona State University, Polytechnic; Odesma Onika Dalrymple, Arizona State University, Polytechnic

Tagged Divisions

Multidisciplinary Engineering

AC 2012-3218: ELICITING STUDENTS’ INTERPRETATIONS OF ENGI-NEERING REPRESENTATIONSDr. Adam R. Carberry, Arizona State University Adam R. Carberry is an Assistant Professor in the College of Technology and Innovation, Department of Engineering at Arizona State University. He earned a B.S. in materials science engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in chemistry and engineering education respectively. His research interests include student conceptions, engineering epistemological beliefs, self-efficacy, and service-learning.Dr. Ann F. McKenna, Arizona State University, Polytechnic Ann F. McKenna is Chair of the Department of Engineering and the Department of

Conference Session

Engineering Design

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kerry Meyers, University of Notre Dame; Victoria E. Goodrich, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Jay Caponigro, University of Notre Dame

Tagged Divisions

K-12 & Pre-College Engineering

participated in the program more prepared to participate in their Science FairProjects? And is their performance in math and science courses influenced by this experience?This may also include qualitative feedback from the teachers that participated in the pre-activities, I2D2 event, and post-activities.Finally, one other aspect of the program that will be added for the 2012-2013 school yearsurrounds parent involvement. And specifically, exposure of parents to STEM fields and thethought process as well. Numerous studies have been conducted to explore the relationshipbetween parental involvement, support, and views towards their child’s motivation, self-efficacy,and long term aspirations and achievements. For example, Fan and Williams reported

Conference Session

New Classrooms, New Challenges II: Assessing Non-traditional Approaches

Collection

2012 ASEE Annual Conference & Exposition

Authors

Richard L. Zollars, Washington State University; Adam Scott Carter, Washington State University; Christopher Hundhausen, Washington State University

Tagged Divisions

Chemical Engineering

learningaccording to self-efficacy theory.12Unlike typical process simulation packages (HYSYS, ASPEN, PRO/II), in ChemProV thedevelopment of the process flow diagram and the needed balance equations were left entirely tothe students and no numerical solution programming was provided. A number of othereducational software programs for material/energy balance classes have recently appeared, forexample the offerings of Sapling Learning. These tend to be overly prescriptive in the problemsolving procedure employed thus reducing the educational experience for the student. The goalof ChemProV was to provide a scaffold for learning but leave the problem solving strategyflexible enough to accommodate multiple learning styles and approaches. The intent was that

Conference Session

Out-of-School and Informal Activities

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brittany L. Luken, Georgia Institute of Technology; Susan L. Hotle, Georgia Institute of Technology; Laurie Anne Garrow, Georgia Institute of Technology; Christopher Cappelli, Georgia Institute of Technology; Lauren Alise Jones; Margaret-Avis Anyeley Akofio-Sowah, Georgia Institute of Technology; Stefanie Brodie, Georgia Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

creating and operating an airline, includingpurchasing aircraft; determining where and when the aircraft would fly while ensuringsatisfactory maintenance checks; and determining staffing levels, advertising expenditures, andticket prices. Throughout the week, lectures and activities presented by graduate students andprofessors aided the decision-making process of the new airline executives. The camp alsoincluded two field trips to Atlanta’s Hartsfield-Jackson International Airport and the Delta AirLines’ Heritage Museum. The evaluation of this summer program utilized pre-post surveys tomeasure the impact of camp experience on student self-efficacy and STEM interest. Theevaluation was also designed to determine students’ interest and understanding

Conference Session

K-12 and Pre-college Engineering Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Alyssa M. Batula, Drexel University; T. William Mather, Drexel University; Gabe Carryon, Drexel University; Stuart Surrey, Philadelphia High School for Girls; Daniel Edward Ueda, Central High School; Youngmoo Kim, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

, 2005.[4] R.M. Marra, et al. “Women Engineering Students and Self-Efficacy: A Multi-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy,” Journal of Engineering Education, pp. 27-38, 2009.[5] M. Robinson. “Robotics-driven Activities: Can They Improve Middle School Science Learning?” Bulletin of Science, Technology & Society, 2005.[6] A. Baram-Tsabari & A. Yarden. “Quantifying the Gender Gap in Science Interests,” International Journal of Science and Mathematics Education, 2011.[7] Weinberg et al. “The Impact of Robot Projects on Girls’ Attitudes Toward Science and Engineering,” in RSS Robotics in Education Conference, 2007.[8] M.A. Quiroga, M. Herranz, M. Gómez-Abad, M. Kebir, J. Ruiz, Roberto Colom

Conference Session

Retention of Women Students II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jennifer Wang, University of California, Berkeley; Eli Patten, University of California, Berkeley; Ryan Shelby, University of California, Berkeley; Farzana Ansari, University of California, Berkeley; Lisa A. Pruitt, University of California, Berkeley

Tagged Divisions

Women in Engineering

, service learning, and real world experiencescan help nurture and grow these skills2,3. Through such approaches, students are more engagedand show greater interest6,7.Women in EngineeringHighlighting engineering as contributing to society through service learning is more appealing towomen4,8. Furthermore, Fouad and Singh9 recommend promoting the human-value ofengineering and supporting women’s self-efficacy not only in technical skills, but careermanagement and workplace skills and behaviors to recruit and retain women in engineering.Self-efficacy and confidence are important factors for recruiting and retaining women, as mostwomen who drop out of engineering report lower confidence in engineering skills even thoughtheir competence is comparable

Conference Session

Emerging Information Technologies

Collection

2012 ASEE Annual Conference & Exposition

Authors

Erin Shaw, University of Southern California; Michael Crowley, University of Southern California; Jaebong Yoo, University of Southern California; Hao Xu, University of Southern California; Jihie Kim, University of Southern California

Tagged Divisions

Computing & Information Technology

4: Average number ofmessages per forum, Total number of messages per forum and Number of students participatingin each forum. As education researchers, our aim is to correlate these numbers to grades, andconstructs such as motivation, and self-efficacy, and to study if participation affects learningoutcomes. Each graph shows bars that correspond to numbers of initial posts, responses and totalposts. The instructor suggested that longer threads might mean more student confusion, andgenerally speaking, more activity means more student problems. He commented that he didn’tneed to see all the forums, only the one theoretical (lecture) forum and the four project(assignment) forums were important. The assignments were mutually exclusive, so he

Conference Session

Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Rutgers, the State University of New Jersey; Kimberly A Cook-Chennault, Mechanical and Aerospace Engineering; Linda S. Hirsch, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

engineering 9/16 16/17 Learn about engineering research 10/16 17/17 Engage in engineering research 12/16 16/17 Enhance my knowledge of technology 11/16 17/17 Design an engineering-based lesson for my classroom 11/16 17/17 Form partnerships with other schools 8/16 8/17___________________________________________________________________________________________Teachers also responded to questions about their confidence level or motivation (self-efficacy)for various aspects of their teaching (See Table 3). Paired

Conference Session

Global Engineering Education: Cross-cultural Awareness and Social Impacts

Collection

2012 ASEE Annual Conference & Exposition

Authors

Andrea Mazzurco, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Kavitha D. Ramane, Purdue University

Tagged Divisions

International

Cultural Intelligence: Definition, Distinctiveness, and Nomological Network. In L. Van Dyne and S. Ang (Eds.), Handbook of Cultural Intelligence: Theory, Measurement, and Applications (3-15). M.E. Sharpe, Inc., Armonk, NY. 2008.23 Earley, P., and Ang, S. Cultural Intelligence: Individual Interactions Across Cultures. Stanford University Press, Palo Alto, CA. 2003.24 Lawrence, N. The Effects of Cultural Intelligence, Self Efficacy and Cross Cultural Communication on Cross Cultural Adaptation of International Students in Taiwan. Masters Thesis. National Taiwan Normal University. 2011. Available at http://ir.lib.ntnu.edu.tw/retrieve/49356/metadata_07_12_s_05_0014.pdf25 Ang, S., Van Dyne, L., and Koh, C. Personality

Conference Session

FPD VI: Presenting "All the Best" of the First-year Programs Division

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lorelle A. Meadows, University of Michigan; Robin Fowler, University of Michigan; Elizabeth S. Hildinger, University of Michigan

Tagged Divisions

First-Year Programs

provide a general overview of student perceptions, the questions on theevaluation fail to address some interesting aspects of student motivation and choice. To addressthis shortcoming, a survey instrument was created and implemented in paper form at the end ofthe Winter 2011 semester in 9 of 11 sections of the course offered that semester, with usableresponses from 420 students (of 499 students enrolled in these sections). Responses wereanonymous and participation was encouraged, but voluntary. The collected data was analyzed inaggregate to determine how students were selecting their section of Engineering 100 and toassess their perceptions of the impact of the specific course they had just completed on theirsense of self-efficacy as an engineer

Conference Session

Linking K-12 to Post-secondary

Collection

2012 ASEE Annual Conference & Exposition

Authors

Monica Letrece Dillihunt, University of Alabama, Huntsville; Derrick Wayne Smith, University of Alabama, Huntsville; Phillip A. Farrington, University of Alabama, Huntsville

Tagged Divisions

K-12 & Pre-College Engineering

class or physics class. While all of the students participated inthe InSPIRESS project not all of them were planning to pursue a STEM career in college if theyplanned to attend college at all.Implementation: The researchers in this study collected multiple measures and utilized a quasi-experimental design to assess the impact of the project’s authentic learning activities on thestudents’ attitudes, motivation and self-efficacy toward engineering.At the beginning of the school year, the students were provided with consent forms explainingthe research study. After receipt of the signed consent forms, the Pre-surveys were administeredby the researchers to students who, along with their parents, agreed to participate in the project.The rest of the

Conference Session

Curriculum Exchange II

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jared P. Coyle, Drexel University; Adam K. Fontecchio, Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

No Not Sure relates to the topics being covered by the Metro Map Survey 1 Survey 2 Visualization Tool. Figure 4 – Engineering Self-Efficacy One element of the surveyfocuses on student professional goals. In this element, students are asked about their educationaland professional aspirations. When asked about the highest level of education that studentsdesired to obtain, responses demonstrated no statistically

Conference Session

Understanding Our Students I

Collection

2012 ASEE Annual Conference & Exposition

Authors

James Herold, University of California, Riverside; Thomas Stahovich, University of California, Riverside

Tagged Divisions

Educational Research and Methods

would be“too burdensome,” although no evidence for this is provided. Because there was nostatistical analysis, the results were inconclusive.Hall and Vance8 investigate the impact that self-explanation has on student performance aswell as self-efficacy in a statistics course. Students in the experimental groupcollaboratively solved problems in teams of three, providing self-explanations of thereasoning behind their answers to one another. Students in a control group solved the sameproblems individually. This study showed that students who generated collaborativeself-explanation perform significantly better at solving problems than students who did not.What these studies have in common is their use of summative performance assessments toshow the

Conference Session

Multidisciplinary Engineering Potpourri

Collection

2012 ASEE Annual Conference & Exposition

Authors

Lawrence E. Whitman, Wichita State University; Don E. Malzahn, Wichita State University

Tagged Divisions

Multidisciplinary Engineering

notconducive to deep learning or a quality product. Students get so good at this “team dance” thatthey are not aware of the important issues that they are avoiding11.Language, self-efficacy, and leadership rolesThe typical model that students have of an engineering leader is that of “the boss.” Students donot differentiate between leadership and management authority. This interpretation affects theirself-perception of their own leadership potential. The concept of leadership is one miss-generalized to all situations. Therefore; since the students cannot see themselves in powerfulpositions until well into the future, they have not considered their own personal skills andabilities (efficacy) in regards to leadership12, 13, 14.The necessary step in the

Conference Session

Lessons Learned through Community Engagement of Engineering Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Malinda S. Zarske, University of Colorado, Boulder; Derek T Reamon, University of Colorado, Boulder; Angela R. Bielefeldt, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder

Tagged Divisions

Community Engagement Division

skills, first-year engineering project-based learning (PBL) courses have reported increased gains inknowledge across genders and effectiveness in improving students’ self efficacy and confidencein using the engineering design process.1–4Related research suggests that incorporating service-learning into existing engineering curriculaincreases student learning. In a service context, the needs of the community define the design Page 25.1157.2tasks and provide students with a sense responsibility for being members of a larger community.5Often combined with project-based learning in engineering to form project-based service-learning (PBSL), studies

Conference Session

Middle School Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

Linda S. Hirsch, New Jersey Institute of Technology; Suzanne L. Berliner-Heyman, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology

Tagged Divisions

K-12 & Pre-College Engineering

develop negative impressions about careers in STEM15-16.The academic curriculum for the EMBHSSC focuses on 21st century skills, self-efficacy andteam work. At NJIT the curriculum has a space theme and is aligned with New Jersey CoreCurriculum Content Standards. Students study the properties of space, analyze and predict howobjects move on earth and in space, investigating how people live and survive in space. Inaddition to classroom lessons, students participate in hands-on activities, laboratory experiments,team-build exercises, and go on field trips. Students visit research facilities where they areintroduced to engineers and have the opportunity to see first-hand the career options available tothem if they should choose to study engineering.2

Conference Session

Experiential Learning Programs and the Transition to Industry

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cheryl A. Carrico P.E., Virginia Tech; Katherine E. Winters, Virginia Tech; Samantha Ruth Brunhaver, Stanford University; Holly M. Matusovich, Virginia Tech

Tagged Divisions

College Industry Partnerships

function of many interacting factors. For the early career choice, the SCCTmodel indicates learning outcomes, self-efficacy, outcome expectations, and interests are keyfactors in determining initial goals 6. Figure 1 (used with permission) shows the SCCT model 6, 7.The choice of an engineering career is related to the individual’s belief that he or she has 1) theskills, knowledge, and support to be an engineer, 2) belief and confidence to be an engineer, 3)expectations of the rewards of an engineering career, and 4) an interest to do the kinds of thingsthat engineers do. Page 25.1326.3 Figure 1: Lent, Brown, and Hackett’s SCCT

Conference Session

Broadening Participation

Collection

2012 ASEE Annual Conference & Exposition

Authors

Meagan C. Ross, Purdue University, West Lafayette

Tagged Divisions

K-12 & Pre-College Engineering

. (2006). PISA Database: Interactive Data Selection (United States by Sex) Retrieved 11/24/2010, from http://pisa2006.acer.edu.au/interactive.phpPage, M. C., Bailey, L. E., & Van Delinder, J. (2009). The Blue Blazer Club: Masculine Hegemony in Science, Technology, Engineering, and Math Fields. Forum on Public Policy Online.Pajares, F. (1996). Self-Efficacy Beliefs and Mathematical Problem-Solving of Gifted Students. Contemporary Educational Psychology, 21(4), 325-344. doi: DOI: 10.1006/ceps.1996.0025Pajares, F. (Ed.). (2005). Gender Differences in mathematics self-efficacy beliefs. Boston: Cambridge University Press.Parker, W., & Jarolimek, J. (1997). Social studies in elementary education: Prentice-Hall

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

Tagged Topics

NSF Grantees Poster Session

inquiry activities, students withdrawing orreceiving a D or F dropped from 33% to 18%14. These results impact one of the major concernsof engineering education, that of retention. Motivational and affective beliefs that students bringto learning contexts directly affect their persistence and effort15. Two aspects of motivation havebeen shown to impact learning the most. These are the degree to which students think that theyare capable of completing a learning task (self-efficacy)16 and the degree to which they think thatthe activity is valuable to their long term future17, 18. Students interested short-term value of theirlearning are more likely to use strategies that facilitate quick learning, rather than deepunderstanding, and will be less

Conference Session

FPD V: Increasing Engagement and Motivation of First-year Students

Collection

2012 ASEE Annual Conference & Exposition

Authors

Katherine S. Zerda, University of Houston; Diana G. de la Rosa-Pohl, University of Houston; Stuart A. Long, University of Houston; Fritz J. Claydon, University of Houston

Tagged Divisions

First-Year Programs

.” “The MacGyver projects were fun and effective ways to introduce basic concepts of engineering.” “The projects taught me a lot about teamwork.” “Working in groups because it teaches communication and group skills” Page 25.749.7Figure 2. Persistence of FTIC Engineering students from the AY 2007 cohort enrolled inProject-based First-Year engineering courses compared to peers enrolled in non-PBL lectureformat introductory courses.Additional surveys indicate that PBL students perceive that they have gained both in technicalcompetencies and in self-efficacy through their experiences in class. They express that they aremore

Conference Session

Advances in Communication Instruction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Marie C. Paretti, Virginia Tech; Andrea M. Motto, Virginia Tech ; Kelly J. Cross, Virginia Tech

Tagged Divisions

Liberal Education/Engineering & Society

communication orWAC faculty to help identify expectations, perceptions of quality and criteria for effectivecommunication, areas of overlap, skills that are not being addressed, and opportunities forreinforcement or development as students move through the curriculum. A richer understandingof faculty motivation with respect to these issues, to be developed in the next phase of this study,holds strong promise for identifying strategies and tools to support this dialogue. For example,research shows that faculty are uncomfortable teaching skills for which they also have low self-efficacy 34. Building faculty self-efficacy may be a critical part of such dialogs.Teaching teamworkThe findings surrounding teamwork, in contrast, show a strong need for more

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2012 ASEE Annual Conference & Exposition

Authors

David G. Rethwisch, University of Iowa; Melissa Chapman Haynes, Professional Data Analysts; Soko S. Starobin, Iowa State University; Frankie Santos Laanan, Iowa State University; Tom Schenk Jr., Northwestern University

Tagged Divisions

K-12 & Pre-College Engineering

. 9 We also conducted some analysis that included additional mathematics and science courses(e.g., algebra 2, chemistry). PLTW students were much more likely to enroll in higher levelmathematics and science courses, which support the findings from Bottom & Uhn (2007). It ispossible, but we cannot conclusively determine, that PLTW’s pre- and co-requisites lead studentsto enrolling in more mathematics and science courses in high school. It is also possible thatPLTW’s program encourage students to enroll in additional coursework due to other factors,such as self-efficacy or student engagement. Notwithstanding the reason, it is clear that these additional mathematics and science coursesplay an important role in the growth of test

Conference Session

Assessment and Impact

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mary Raber, Michigan Technological University; Susan L. Amato-Henderson, Michigan Technological University

Tagged Divisions

Multidisciplinary Engineering

Ph.D. in experimental psychology from the University of North Dakota. Her research focuses on assessment of educational outcomes in higher education as related to STEM learning, with a focus on the effects of various experiences on in- dividuals’ self-efficacy, entrepreneurial intentions, creativity, and other related constructs, as well as the effects of an individual’s values and professional role orientation on STEM learning, retention, persis- tence, and ethics. Page 25.219.1 c American Society for Engineering Education, 2012 Assessing the Impact of Faculty

Conference Session

FPD IV: Innovative Curriculum Elements of Successful First-year Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Brian M. Argrow, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Daniel W. Knight, University of Colorado, Boulder; Nathan E. Canney, University of Colorado, Boulder; Suzana Brown, University of Colorado, Boulder; Adam J. Blanford, University of Colorado, Boulder; Corrina Ladakis Gibson, University of Colorado, Boulder; Eric Donnelly Kenney

Tagged Divisions

First-Year Programs

least to you, and why?”; “Recall Majors EssayAssignments #1 and #2, will the chats that you had with classmates impact your decision foryour major choice? How?”; “Have you made a major choice? Why or why not?”By Week 6 most first-year students have received grades for the first set of calculus, physics, andchemistry exams. For some students, their first exam scores in these basic science and mathcourses are their first taste of the reality of college-level academic expectations, and it is wellknown that this is when many students choose to leave the College, who might otherwise besuccessful given the time to develop strategies for academic success and self-efficacy.5,6Recognizing this critical juncture in the students’ first year, the plenary