Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

students during the first andfinal week of the semester to assess the gains in each of the mentioned categories. The surveywas comprised of questions from the questionnaire published by Mamaril19 and Carberry et al.20that are used to measure general, skills, tinkering, and design self-efficacy, and students’engineering design motivation and confidence, respectively. The first 18 items were taken fromCarberry et al.20 which uses a 11 point Likert scale ranging from 0 to 100 with ten pointincrements; and shown to have excellent internal group reliability (Cronbach alpha of 0.96 and0.95, respectively) and significantly differentiate motivation, anxiety, and confidence. Thefollowing 14 items were taken from Mamaril19, which uses a six point Likert

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

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Diversity

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First-Year Programs

) and have shown that self-expansion can have many benefits includingsharing of resources and greater self confidence. We call this “closeness,” and have used Aron’sscale to measure student closeness to “others” in the engineering classroom – Professor, TA, LabGroup, Classroom and Friend. A total of 571 complete observations were obtained at threeuniversity locations among students enrolled in the local equivalent course, Introduction to SolidMechanics or Statics. Classroom sizes varied from Large (~400 students) to Medium (125-150students) to Small (75-90 students).Results show that closeness plays an important role in classroom performance, particularly incombination with mechanics self-efficacy (or personal confidence in your mechanics

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

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First-Year Programs

Major? A Qualitative Study of Values and Expectations    1. Introduction    Decision making is a complex phenomenon which has been studied by researchers in variousfields like sociology, psychology, and neurology1. In STEM education, student decision makingis often linked to persistence. Hence, theories like the Social Cognitive Theory (SCT)2,3 andMotivation theory4 are often employed to investigate students’ decision to enroll in a certainmajor. Such studies repeatedly discuss ideas like interest, values, and expectations as factors thatdrive student decision making process.Bandura classifies expectations into performance (self-efficacy) and outcome expectations2. Inturn, outcome expectations comprise anticipation of physical (e.g. monetary

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

primary motivator for emphasizing teamwork in the classroom. It has been shown thatteamwork assignments can increase self-efficacy for most students.5 Improving student efficacyis a critical component to success in education as well as success in industry. A number ofmethods for improving student self-confidence in succeeding have been tested. Two commontechniques that have been implemented in first-year engineering courses are a teamwork trainingsession and the use of teamwork agreements. Teamwork training, seminars, or orientationsattempt to provide students without teamwork experience the knowledge necessary to practiceteam skills. Teamwork agreements, charters, or contracts are used to provide the guidelines thatwould exist in the

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

a desirable trend1,2. Specifically, a study involving one cohort of first-yearengineering students from a large public university showed that first-year engineering students’expectancy-related beliefs, including expectations for success in engineering and self-efficacy inengineering, as well as value related beliefs, including identification with engineering, interest, cost, andutility value decreased over their first year for both male and female students. Within this population,male students reported a higher level of expectation for success than female students; higher expectationfor success tended to predict a higher academic performance over the first year3.Engineering programs have seen a wave of revisions in their first-year programs

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville; Thomas Tretter, University of Louisville

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Diversity

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First-Year Programs

impacted by his/her competency, self-efficacy, andtheir perceived level of control over the task31. Weiner32 states that expectancy will be lower ifthe individual’s perceived ability is low or his/her perceived difficulty of the task is high. Healso states that if an individual assumes that conditions will remain the same and that his pastsuccess was due to ability, he will anticipate success in another similar task. Since manystudents measure success by GPA, first semester GPA was used as a measure of expectancy inthe current study. Further support for using GPA to measure expectancy is given in the literaturereview section.Value Value is related to the incentive or gain from doing or completing a task31. Eccles andWigfield31 list four

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

confidence or self-efficacy.This study focuses on students enrolled in first-year project-based engineering courses at a largepublic university in the Midwestern United States. A mixed-methods approach was used for datacollection and analysis. Pre- and post-course surveys were administered to collect informationabout student demographics and personalities and to measure the students’ engineeringconfidence and self-efficacy. Students were also asked to record the amount of time they spenteach week on different tasks (e.g., project management, using CAD software, communication,and working on written reports) in an Activity Log. Post-course interviews were conducted toallow students to reflect about their team experiences during the semester.Our

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

Tagged Topics

Diversity

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First-Year Programs

and metacognition. Thus this response is surprisingwhen looking at the clustering alone. The literature suggests a few possible reasons why thisresponse occurred. First, self-efficacy and test anxiety may play a more distinct role in gradeperformance than many of the other factors investigated in this particular study [12, 13]. Cluster3 participants reported higher levels of self-efficacy, lower levels of test anxiety when comparedto cluster 1. Future work will further investigate how these factors play a role in performance.Second, many SRL theorists believe that participants may have difficulty accurately assessingtheir levels of SRL skills [14-16]. A call for qualitative measures as well as studies conducted intrue learning contexts may

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

research paper examines first-year student performance and retention within engineering. Aconsiderable body of literature has reported factors influencing performance and retention,including high school GPA and SAT scores,1,2,3 gender,4 self-efficacy,1,5 social status,2,6,7hobbies,4 and social integration.6,7 Although these factors can help explain and even partiallypredict student outcomes, they can be difficult to measure; typical survey instruments are lengthyand can be invasive of student privacy. To address this limitation, the present paper examineswhether a much simpler survey can be used to understand student motivations and anticipatestudent outcomes.The survey was administered to 347 students in an introductory Engineering Graphics

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amy J. Hamlin, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

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Diversity

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First-Year Programs

the questiondifficulty increases between the pre- and post-assessment, as was the case with the units inequations question. While the purpose of the survey is to give instructors a quick, baselinecompetency level for students in their classroom, this could be improved by including a greaternumber of questions and ensuring the pre- and post-assessment questions are of similardifficulty.The survey also addressed student confidence in these topics using a simple 5-item Likert scale.There are other scales that measure confidence or self-efficacy in engineering (e.g., LAESE12,Loo and Choy3). Since we were interested in topical confidence, we did not use these scales;however, we may consider incorporating some aspects of these or similar metrics in

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

motivation strategies.H (4): There is no significant difference between male and female students in high school anduniversity in learning strategies.Literature Review Rather than motivation being considered a component of self-regulation, severalinvestigations reported that motivation and self-regulatory strategies which can be developed byMSLQ6. A major implication of the study for learning and instruction is the need to considervalue, cost and self-efficacy separately when examining the impact of motivation on the learningof students 7. The MSLQ is based on important theoretical insights into the nature of learningand the determinants of academic performance8. Despite the relative decrease of values in self-perception, every single feedback

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

reviewed for data for fall 2014 freshman. Quantitativeanalysis, using Excel, identified academic indicators which occurring most frequently amongststudents who left the university after their freshman year.Phase 2: This phase includes both quantitative and qualitative data analysis.o A survey will be administered to all advisors (n=41). Survey participation is voluntary. The survey includes both quantitative and qualitative measures (see Appendix C).  The quantitative data is in the form of Likert-scale questions assessing the advisor’s knowledge of advising approaches and his/her self-efficacy in working with at-risk students. SPSS will be utilized to analyze the data.  The quantitative data is in the form of open

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

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First-Year Programs

potential and details must be refined.References 1. Lincoln, Steven. (2015, May 15). Trustees approve Purdue Polytechnic Institute name. Purdue University News. 2. Laux, D. (2014). A model for measuring student persistence through collaborative learning (Doctoral Dissertation). Retrieved from Digital Repository at Iowa State University. (Paper 14175) 3. Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. 4. Hutchison, M. A., Follman, D. K., Sumpter, M., & Bodner, G. M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University; Keyanoush Sadeghipour, Temple University; Carnell Baugh, Independent; Shawn Fagan, Temple University

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Diversity

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First-Year Programs

continued to rise andmost first year engineering students were presenting SAT scores well above the nationalaverage, across gender and ethnicities. In addition, the college used validatedinstruments to assess psychological predisposition, which revealed that 95% of the 1styear students in this study consider themselves to be “gritty” and 86% reported verystrong self-efficacy (belief) in their ability and high school math preparation to studyengineering.However, in contradiction to their above average SAT scores, half of the first yearstudents entering Temple Engineering in Fall 2014 and Fall 2015 tested below Calculus I,only 33% had experienced a high school engineering course or activity, less than 33%had a family member in a STEM field, and only

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robin Fowler, University of Michigan

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Diversity

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First-Year Programs

into groups. In Proceedings of Frontiers in Education Conference. Tempe, AZ, USA.4. Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.5. Marra, R.M., Rodgers, K.A., Shen, D., Bogue, B. (2009). Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy. Journal of Engineering Education, 98, 27-38.6. Hutchison, M. A., Follman, D. K., Sumpter, M., Bodner, G. M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of Engineering Education, 95, 39-47.7. Okudan, G.E., Horner, D., Bogue, B., & Devon, D. (2002). An

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexander E. Dillon, Franklin W. Olin College of Engineering; Jonathan D. Stolk, Southern Methodist University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

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First-Year Programs

existence and influence of motivation have been studied in numerousenvironments including, notably, academic settings. Strong correlations have been foundbetween a person’s motivational state and short, medium, and long-term outcomes suchas performance, satisfaction, and persistence - three goals central to pedagogicalrefinement and revision. Specifically, research conducted over the past three decadesstrongly suggests that motivations are tightly linked to outcomes such as self-efficacy,critical thinking, creativity, self-regulation, and pro-social behavior2-8 - goals that areidentified as critical to the professional success, and in particular, to the success of STEMgraduates.9-13One useful framework for characterizing the dynamics of motivation

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

W. Jackeline Torres, Rice University; Ann Saterbak, Rice University; Margaret E. Beier, Rice University

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Diversity

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First-Year Programs

the role of engineer starters’ early academic experiences,including participation in project-based courses, on retention. Future work will broaden bothpredictors and outcomes. In particular, we plan to assess engineer starters’ attitude toward STEM(e.g., interest, self-concept, self-efficacy) and academic performance and retention. Future workwill include pre-tests and post-tests to control for pre-existing differences in attitude and interestby course enrollment. We will also examine the impact of other early academic experiences onretention, including research experiences and participation in other courses with hands-onlearning components.IntroductionIn order to remain competitive in science, technology, engineering, and mathematics (STEM

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University

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Diversity

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First-Year Programs

institutional data analyst. As a psychometrician, she revised the PSVT:R for secondary and undergraduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudinal Success Inventory) for engineering students. As a program evaluator, she evaluated the effects of teacher professional development (TPD) programs on elementary teachers’ attitudes toward engineering and students’ STEM knowledge through a NSF DRK-12 project. As an institutional data analyst, she is investigating engineering students’ pathways to their success. c American Society for Engineering Education, 2016 Enculturation of Diverse Students to the

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Magdalini Z. Lagoudas, Texas A&M University; Kristi J. Shryock, Texas A&M University

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Diversity

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First-Year Programs

advancement of engineering education. CAEE-TR-10-02. 2010, Center for the Advancement of Engineering Education: Seattle, WA, USA.7. Seymour, E., & Hewitt, N. M., Talking about leaving: Why undergraduates leave the sciences, 1997, Boulder, CO,USA: Westview Press.8. Marra, R. M., Rodgers, K. A., Shen, D., & Bogue, B., Women engineering students and self-efficacy: A multi-year, multi-institution study of women engineering student self-efficacy, Journal of Engineering Education, 2009, Vol. 98, No. 1, pp. 27-38.9. Lord, S. M., Layton, R. A., & Ohland, M. W., Trajectories of electrical engineering and computer engineering students by race and gender, IEEE Transactions on Education, 2011, Vol. 54, No. 4, pp. 610

Conference Session

First-Year Programs Division Technical Session 4A: Retention Programs and Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Megan McSpedon, Rice University; Ann Saterbak, Rice University; Michael Wolf, Rice University

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Diversity

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First-Year Programs

of the academic rigor and transition issues they are facing. Thecombination of rigorous coursework, the freedom to try and fail, and significant peer and staffsupport allows for the failure and mastery experiences needed to develop self-efficacy and agrowth mindset.19, 24Other aspects of RESP were also designed based on a number of best practices in the field.Research demonstrates study groups are a crucial aspect of success in undergraduate STEMprograms.25 Because most students in RESP were among the most capable in their high school,few arrive at Rice having worked extensively in groups of equally capable peers. Additionally,students from groups traditionally underrepresented in STEM fields may resist asking for help soas not to confirm

Conference Session

First-Year Programs Division Technical Session 6: Design and Design Chanllenges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Benjamin Emery Mertz, Arizona State University

Tagged Divisions

First-Year Programs

apply what they learn immediately in the context of the project. Theseelements of just-in-time learning and increased emphasis on a “discipline project” level projectbased learning strategy were added to the course in an attempt to increase student motivation toapply these fundamental design concepts in a manner that would improve their ability to applythem and transfer this knowledge into other contexts14-16.To assess the effectiveness of these changes, the students’ knowledge of the design processneeds to be evaluated. Different instruments are available in the literature to assess differentaspects of the engineering design process. For example, Carberry et al.17 developed aninstrument to measure engineering design self-efficacy. McKenna and

Conference Session

First-Year Programs Division Technical Session 5B: Work-In-Progress: 5 Minute Postcard Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anita Vila-Parrish, North Carolina State University; Tameshia Ballard Baldwin, North Carolina State University; Lina Battestilli, North Carolina State University; Hailey Queen, North Carolina State University; Jessica Young Schmidt; Susan Carson, North Carolina State University

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Diversity

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First-Year Programs

North Carolina State University. She earned a B.S. in Biological Engineering from North Carolina State University and an M.S. and Ph.D. in Biological Systems Engineering from Virginia Polytechnic Institute and State Uni- versity. Dr. Baldwin’s primary focus is working across the Colleges of Engineering and Education on engineering education related initiatives. She teaches undergraduate courses in the First Year Engineering Program and in the Department of STEM Education. Dr. Baldwin’s research interests include self- efficacy, motivation and persistence of underrepresented populations in STEM and engineering design in K-12.Dr. Lina Battestilli, North Carolina State University Lina Battestilli is Teaching

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anne Dudek Ronan P.E., New York University; Jack Bringardner, New York University

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Diversity

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First-Year Programs

altogether.These include concerns over the ability to earn a degree, self-efficacy, or the effort required toattain a degree.10 Another study revealed the desire for a student to fit in the standard definitionof an engineering student or self-identify as part of the program.11 Others have addressedparental pressure or financial need as issues for wanting to study engineering.12 Since many ofthese negative motivators are less apt to be addressed by curriculum changes, this paper willfocus on positive motivators.Positive motivations can be further classified into a spectrum of altruistic reasons. Evidence hasshown that social responsibility can play a large role in students motivation to choose a major.13The most common responses from students was a desire

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ryan W. Krauss, Southern Illinois University - Edwardsville; Ryan Fries, Southern Illinois University - Edwardsville; Cem Karacal, Southern Illinois University - Edwardsville

Tagged Divisions

First-Year Programs

0.1 0.0 Persisted in Discontinued Engineering Figure 2: Bernoulli persistence data for 2012 cohort.While the NFS version has a higher persistence percentage, the statistical significance of thisdifference needs to be assessed. For this analysis, n1 = 71, p1 = 0.437, n2 = 86, and p2 = 0.384.The statistical significance depends on the z score for the difference p1 − p2 . The null hypothesissays this difference should be zero. The z score measures how many standard deviations awayfrom zero the observed difference is. The null hypothesis analysis also depends on the persistencefraction for both