Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricardo Jose Morocz, Georgia Institute of Technology; Bryan D Levy, Georgia Institute of Technology; Craig R. Forest, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

, fostering diverse learningenvironments, and promoting multi-disciplinary teams. We will also investigate the potential ofmaker spaces to positively influence females and minorities and thereby broaden participation inengineering.Impact will be measured through engineering design self-efficacy; retention in the engineeringmajor; and idea generation ability. Impacts will be measured at two levels. The first level of theproject will use a randomly assigned experimental design to assess the impact of early makerspace engagement on females and minorities through longitudinal measurements. In the secondlevel, we compare segment snapshots and longitudinal measurements between extensive makerspace users and those with minimal exposure. We will also

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fabien R Durand, Georgia Institute of Technology; Jin Woo Kim, Georgia Institute of Technology; Dorian Henao; Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Michael Helms, Georgia Institue of Technology

Tagged Topics

NSF Grantees Poster Session

-subjectsand between-groups data. Design self-efficacy, motivation, expectations of success, and theanxiety level of students were measured by Carberry et al.’s Design Self-Efficacy Instrument.Changes in design creativity study were measured using four standard metrics of designcreativity: quantity of ideas, quality, novelty, and variety of solutions generated by students. Theresults from this study have shown that the engineering program measured, increases self-efficacy, expectations of success, and design creativity of students, while decreasing anxiety.However, the motivation of students did not change.Secondly, a two semester study of a senior elective bio-inspired design course explored theeffects of teaching engineering students various bio

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ashley Guy, University of Texas at Arlington; Alan Bowling, University of Texas at Arlington; Panayiotis S. Shiakolas, University of Texas, Arlington

Tagged Topics

Diversity, NSF Grantees Poster Session

large gains over pre-vious curricula 39 . Jara found that students in Automatics and Robotics at the Universityof Alicante significantly improved their efficacy and performance following a “learning bydoing” approach using a remote robotic laboratory called RobUALab 42 . Cannon positivelyreviewed a University of Minnesota robotics day camp for middle school youth designed toinspire minorities and women to pursue careers in STEM through hands-on learning 24 . Thiswork aims to provide additional support for these findings. This work is based on the hypothesis that in addition to engagement, the proposed ap-proach will also positively affect students’ academic success by boosting self-efficacy, theperceived ability to complete a task and reach

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Nancy K Lape, Harvey Mudd College; Rachel Levy, Harvey Mudd College; Darryl H Yong, Harvey Mudd College; Rebecca M Eddy, Cobblestone Applied Research & Evaluation, Inc.; Nancy Hankel, Cobblestone Applied Research & Evaluation, Inc.

Tagged Topics

NSF Grantees Poster Session

in the invertedsection of Engineering 82 were allowed access to the videos.MeasuresStudents in both sections of each course were administered a pretest and posttest attitude survey.The pretest survey contained a total of 28 selected items from established instruments includingfrom the Research on the Integrated Science Curriculum (RISC), Motivated Strategies forLearning Questionnaire (MSLQ), Metacognitive Awareness Scale (Schraw & Dennison), and theSTEM Questionnaires developed by the STEM team at the Higher Education Research Institute(HERI). A factor analysis was conducted on the pretest survey questions to determine whichquestions were most appropriate to represent the various constructs of interest including self-efficacy for

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Holly M Matusovich, Virginia Tech; Rachel E McCord, University of Tennessee, Knoxville; Cheryl Carrico, Virginia Tech; Danielle Almetria Smalls, Virginia Tech Engineering Department; Philip Reid Brown, Virginia Tech Department of Engineering Education

Tagged Topics

NSF Grantees Poster Session

method.Theories that look at the intersection of motivation and cognition include self-regulation13,14 andthe theory of intentional conceptual change3, which guides our overarching study. While thesetheories differ in the type of motivation-related constructs they examine and how they relate tocognition, within each framework motivation, cognition, and learning are interconnected. Forexample, the core of the model for intentional conceptual change is the idea that a student’smotivation for conceptual change will shape the way they approach learning. This model startswith a primary categorization of students’ motivation under Achievement Goals (e.g., mastery,performance) then considers Other Motivational Beliefs (e.g., interest, self-efficacy) and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

Tagged Topics

NSF Grantees Poster Session

in a variety of STEM fields and were fromeither 4-year or 2-year institutions. Among the eight REU students, five were females and threewere males.REU Research ProjectsThroughout the 10-week summer program, REU students conducted four research projects,including 1) developing a self-regulation survey instrument for problem solving in engineering;2) studying students’ meta-cognitive strategies when learning engineering with computersimulation and animation; 3) studying students’ self-efficacy, perception of engineering, andengineering interest in the context of Mathematics Engineering Science Achievement (MESA)22 ; and 4) developing an instrument for exploring engineering design knowing and thinking.These four projects are briefly described

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Gordon W Skelton, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

estimated and quantified by using a students’ self-reported Likert scale based on the timelengths and frequencies of each dimension in which students perform. The students’ learning outcome variables will be divided into two main categories: (1)learning performance in terms of deeper understanding of domain knowledge measured by usinga concept inventory, concept map construction, and course quizzes and exams; and (2) learningdisposition in terms of SRL skills, perceived value of SRL assessment, self-efficacy, identity, Page 26.1471.7engagement measured by using different questionnaires developed

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; Richard . Layton, Rose-Hulman Institute of Technology; David Jonathan Woehr, University of North Carolina Charlotte; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

cohesion, team self-efficacy, and satisfaction, and reduce team conflict.Study 6 will explore the effect of structured team experiences and use of a peer evaluation system on team skills and team-member effectiveness. Prior research has found that completing peer evaluations familiarizes students with team skills9,10 and improves new teammates’ satisfaction with those team members on a future team.1Study 7 will explore the effect of five feedback alternatives on team performance, Page 26.1566.4 satisfaction, team cohesion, team efficacy and team conflict: (1) self and peer evaluation data collected but no feedback given, (2) feedback

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew W. Ohland, Purdue University; Misty L. Loughry, Georgia Southern University; David Jonathan Woehr; Richard . Layton, Rose-Hulman Institute of Technology; Daniel Michael Ferguson, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

accurately perceive one’s own skill level.2 Prior research shows that this greater self- understanding is evidence of learning; in other words, these metacognitive gains are evidence of concomitant cognitive gains.7,8Study 4 will determine whether giving students feedback on the degree to which their ratings match those of other raters improves their rating practices.Study 5 will explore the effect of cognitive model development (measured by a knowledge test as in Study 2) on team performance and team-member effectiveness. Training members of teams to develop a more accurate cognitive model of teamwork should increase team performance, team cohesion, team self-efficacy, and satisfaction, and reduce team conflict.Study 6 will explore

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Pearl Chen, California State University, Los Angeles; Anthony Hernandez, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

. Page 26.479.1 c American Society for Engineering Education, 2015 Designing Effective Project-based Learning Experience using Participatory Design ApproachAbstractThis paper presents the progress and findings of the second stage of an NSF sponsoredinterdisciplinary research project that aims at developing guidelines of effective instructionaldesign using collaborative PBL (CPBL) to boost the self-efficacy of minority students inengineering. To achieve the above goal, an exploratory case study was conducted, where we firstutilized an innovative instructional design strategy called Participatory Design Approach toimprove the curricular structure and CPBL model in a pilot course

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University, Great Valley; Senay Purzer, Purdue University, West Lafayette; Daniel Michael Ferguson, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Jessica Menold Menold, Pennsylvania State University, University Park

Tagged Topics

NSF Grantees Poster Session

.  Dissemination Partners include the Journal of Engineering Entrepreneurship [JEEN], The NSF sponsored Epicenter Project - The National Center for Engineering Pathways to Innovation at Stanford University and Venture Well, and ASEE‘s Entrepreneurship and Innovation Division.Instrument Development Process (Penn State team leads)  Instrument research. In 2013/2014, 39 validated instruments that measure constructs related to one or more of our 20 characteristics of engineering innovativeness were identified from the Entrepreneurship, Information Processing, and Motivation/Self Efficacy literature. The constructs underlying these instruments were critically reviewed in terms of the elements of cognitive function they

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Audrey Briggs Champagne, University at Albany. State University of New York; Laura Hirshfield, University of Michigan; Erick Jacob Nefcy, Oregon State University

Tagged Topics

NSF Grantees Poster Session

courtesy faculty member at Oregon State University.Dr. Laura Hirshfield, University of Michigan Laura Hirshfield is a postdoctoral researcher with a joint appointment between Olin College of Engineer- ing and University of Michigan’s Center for Research on Learning and Teaching in Engineering (CRLT- Engin). She received her B.S. from the University of Michigan and her Ph.D. from Purdue University, both in chemical engineering. She then transitioned into the engineering education field by completing a post-doctoral appointment at Oregon State University investigating technology-aided conceptual learning. She is currently doing research on self-efficacy in project-based learning and is seeking a faculty position.Mr. Erick

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California

Tagged Topics

NSF Grantees Poster Session

described STEMcommunity college study.3 The College Pedagogical Practice Inventory (CPPI): Refinement, testing, and use of theCPPI has been informed by measurement research of educational psychological researchers.31Specifically, the inventory was initially designed with the intent of enabling us to explorerelationships among the dependent and independent variables associated with collegepedagogical practices and to determine potentially predictive factors that relate to students’college going persistence and graduation. Content-wise, the CPPI contains the followingsubsections: (1) socio-demographic items that determine student background, personalstructures, non-college and precollege experiences and student history, (2) items related to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Jana Bouwma-Gearhart, Oregon State University; Shane A. Brown P.E., Oregon State University; Thomas Dick, Oregon State University; Susie J Brubaker-Cole, Oregon State University; Ann Sitomer, Oregon State University; Kathleen Quardokus Fisher, Oregon State University; Julie Risien, Oregon State University ; David L. Little II, Oregon State University; Christina Smith, Oregon State University; john David ivanovitch, Oregon State university

Tagged Topics

NSF Grantees Poster Session

student growth concerning: conceptual learning via concept inventory and Concept Warehouse questions; student measures of interactive engagement and frequent formative assessment viewed through the Interactive, Constructive, Active, and Passive framework (ICAP);15 student social network development related to participation in ICAP activities; and other student outcomes measures (such as content self-efficacy) based on faculty particular interest in students in their classrooms.7. Utilize and facilitate individualized portions of above data collection processes with faculty regarding student growth to inform reflection and change to practice.8. Develop ICAP and social network student instrument mentioned above utilizing established

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Juan C. Lucena, Colorado School of Mines

Tagged Topics

Diversity, NSF Grantees Poster Session

FoK play in enhancing students’ self-efficacy, whichultimately influences their desires and abilities to complete and succeed in engineering programs.We are also beginning an international collaboration investigating the role of socioeconomicclass for teaching and learning about engineering design and community engagement.The next steps in research on FoK must go beyond simply “recognizing” them to consider howthey can be converted into social and cultural capital.16 Possible steps include mentoringprograms between universities and community colleges to help LIFG students transitionsuccessfully and a university outreach program to assist LIFGs in enhancing their résumés byhighlighting their FoKs and their relevance for engineering and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Wilson, University of Washington; Rachel Roberts, School of Environmental and Forest Sciences, University of Washington; Cheryl Allendoerfer, University of Washington; Mee Joo Kim, University of Washington- Seattle

Tagged Topics

NSF Grantees Poster Session

Paper ID #13798A Sustainability Toolbox for Engineers: Exploring how Students are likely toEngage in Sustainability EducationDr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability.Rachel Roberts, School of Environmental and Forest Sciences, University of