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

Tagged Topics

Diversity

Tagged Divisions

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

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nathalie Duval-Couetil, Purdue University, West Lafayette; Michael R. Ladisch, Purdue University, West Lafayette; Soohyun Yi, Purdue University

Tagged Divisions

Entrepreneurship & Engineering Innovation

venturing self-efficacy scale wasused (see Appendix A). It measures venturing self-efficacy based on survey items that reflect theskills needed for developing innovation for the launch of new ventures such as recognizing andevaluating new opportunities, estimating costs of new projects, marketing and selling, andpersonnel selection. It measure technical–functional self-efficacy measures with survey itemsrelated to performing science and technology tasks that play a role in developing innovation.Survey items ask respondents to rate their confidence on a scale of 1 to 10. Pre- and post-measure for both measures were significant, with an increase from 4.92 to 7.62 post forventuring self-efficacy and 6.88 to 8.82 for technology-functional self

Conference Session

STEM Education Tied to Aerospace Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Hansel Burley, Texas Tech University; Terrance Denard Youngblood, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Casey Michael Williams, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Aerospace

, observation b) Significantly more positive self-efficacy when faced with a STEM-related problem. i) Pre/post attitudinal survey; key interviews, observation c) Significantly improved intentions to take STEM-related courses after the program. i) Pre/post attitudinal survey; key interviews, observation d) Significantly improved self-efficacy in regard to 21st century skills 62) SystemsGo’s participants will finish the program with significantly improved 21st century skills, including teamwork and collaboration, communication, leadership, and problem solving. (reaching some pre-determined criterion) a) Exhibit significantly more positive

Conference Session

Industrial Engineering Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul C. Lynch, Penn State University - Erie; Cynthia Bober, Penn State University; Joseph Wilck, United States Air Force Academy

Tagged Topics

Diversity

Tagged Divisions

Industrial Engineering

specific and complex challenges.8,10Inductive teaching methods truly cover a large variety of instructional methods, from inquirylearning, problem-based learning, and project based learning. Often, these methods are deemed“student centered”, as the mastery of the concepts falls on the students to understand theimportance of the material from the problems or projects.11 Overall, inductive teaching styleshave more student benefits than deductive teaching methods. Inductive teaching methods offermore combinations to reach the learning style needs of the classroom and engage students moreactively in the subject matter.Student Perceptions in the ClassroomSatisfaction, self-efficacy, motivation, and classroom environment are the main factors 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

Classroom Practice III: Student-Centered Instruction

Collection

2016 ASEE Annual Conference & Exposition

Authors

Evelyn Hanna Laffey, Princeton University; Maria E. Garlock, Princeton University; Aatish Bhatia, Princeton University

Tagged Divisions

Educational Research and Methods

STEM-literacy for students majoring in engineering, thehumanities, or social sciences. Additionally, the course aims to positively impact students’ affectby attending to their motivation, attitudes, beliefs and self-efficacy towards STEM content andengineering as a creative profession. With fewer than 40% of college students intending onmajoring in STEM graduating, there is a need to address retention and graduation in highereducation1. Furthermore, as noted by the NAE2 and the ASEE3 it is important for all students toappreciate the central role of engineering in all facets of modern life. The civil engineering ideasdisseminated by the Structures course are vital to STEM majors and students majoring in thehumanities and social sciences alike

Conference Session

Systems Engineering Learning Outcomes and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Oscar H. Salcedo, University of Texas, El Paso

Tagged Divisions

Systems Engineering

measurable constructs of affect.Exploring affect in the STEM education literature11, we identified possible constructs. For thepurpose of this study, the constructs of affect are: interest, motivation, attitude, and self-efficacy.Interest reflects the level of student engagement or reengagement with the STEM contentpresented in the Structures course. Motivation triggers or maintains a students’ goal-orientatedbehavior to further engage with STEM content. Students’ attitude, positive or negative, providesan evaluation about the content presented in Structures. Students’ self-efficacy for STEM contentreflects their expectancy about his or her ability to do well on a specific STEM-related task.Utilizing the framework defining STEM-literacy and student

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rebecca Zarch, SageFox Consulting Group; Alan R. Peterfreund, SageFox Consulting Group; Leticia C. Britos Cavagnaro, Stanford University; Humera Fasihuddin, Stanford University

Tagged Divisions

Entrepreneurship & Engineering Innovation

5% Doctor’s 80%* Percentages reflect some rounding errorEQ1: Factors associated with individual Fellows’ successStudents are exceptional upon entryA partner arm of the Epicenter project has been conducting national research on the entrepreneurialmindset of engineering students through a survey of junior or senior engineering majors1.Constructs were developed for Innovation Self-Efficacy, and Career Goals: Innovation work(Figure 1). Figure 1: Engineering Major’s Survey Constructs Innovation Self Efficacy Construct Career Goals: Innovation work construct How confident are you in your ability to do How important is it to you to be involved in the each of the following at this

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

Tagged Divisions

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

Enhancing Student Success in Two-Year Colleges

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas P Langhoff, Skyline College; Eva Schiorring; Erik N Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College; Tracy Huang, Canada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

create early on-ramps for students to begin the Introduction toEngineering course at the appropriate time to best leverage the study skills gained in thecourse.With the measured gains in student success, self-efficacy, and identifying with their pathin engineering, the curriculum shows success in achieving these main outcomes forstudents. From here the path forward is to continue developing resources to create anequally engaging, motivating, and empowering educational experience for studentstaking the course online. Special attention will be given to getting students connected toeach other and continue building the teamwork and communication skills essential tostrong academic success, rewarding careers, and fulfilling lives.AcknowledgementsThis

Conference Session

Mathematics Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Aimee Cloutier, Texas Tech University; Jerry Dwyer, George Washington University; Sonya E. Sherrod, Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Mathematics

than those for science andengineering—three of the five students indicated a positive change on items pertaining to aninterest in mathematics on at least three survey items, and two students indicated a positivechange in interest toward subject areas and jobs associated with mathematics. There are severalfactors which may have contributed to more positive responses to mathematics questions. First,the questions contained in the “Student Attitudes” section of the survey were designed tomeasure self-efficacy, interest, and usefulness of a particular area of STEM toward their futures.In the mathematics section, all eight survey items assessed self-efficacy. In the science section,five survey items assessed self-efficacy, and three survey items

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Marcia Pool, University of Illinois, Urbana-Champaign; Rohit Bhargava, University of Illinois at Urbana-Champaign; P. Scott Carney, University of Illinois, Urbana-Champaign; Dipanjan Pan, University of Illinois, Urbana-Champaign; Andrew Michael Smith, University of Illinois, Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Framework concepts (motivation, confidence, learning, and professional identity).Through incorporating these concepts, the CSP naturally promotes active learning, introducesundergraduate research in freshman year, and develops peer and faculty mentors to support alearning environment.Table 1. Four concepts positively correlated to persistence in STEM are core to the CSP.Persistence Framework concept Pillar of the CSPMotivation: the intention or desire to pursue Using a personally relevant, societal granda goal 3,7,8 challenge (cancer) as a driving topic for educationConfidence or self-efficacy: the belief that Engagement in research from

Conference Session

Women in Engineering Division Technical Session - Strategies Beyond the Classroom to Tackle Gender Issues

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Madjar, University of Connecticut; Bryan Douglas Huey, University of Connecticut; Leslie M. Shor, University of Connecticut

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

. TheChronbach alpha reliability of the items was .75 and we averaged them to create an IntrinsicMotivation/Excitement index.Self-efficacy/confidence in STEM activities: To measure the importance of self-confidence weasked students to 1) Assess their STEM abilities; 2) how they are doing in STEM-relatedcourses; 3) Where they position themselves among other students in the courses related to theirmajor. For all items students were asked to use a 7-point Likert scale. The reliability of the threeitems was .70 and we averaged them to form a self-efficacy/confidence in STEM activitiesindex.Career goal – social impact: One of the factors identified as an important determinant of careerchoice is having the potential for social impact. We asked participants to

Conference Session

Software & Web-based Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katie Evans, Louisiana Tech University; Paul Hummel, Louisiana Tech University; Miguel Gates, Louisiana Tech University

Tagged Divisions

Electrical and Computer

average, students in online learningconditions performed modestly better than those receiving face-to-face instruction” [5]. Similarresults were found in a study of college algebra students at a community college [6]. Specifically,online homework was found to be “just as effective as textbook homework in helping studentslearn college algebra and in improving students’ mathematics self-efficacy,” as measured by theMathematics Self-Efficacy Scale. Further, it was observed that “online homework may be evenmore effective for helping the large population of college algebra students who enroll in thecourse with inadequate prerequisite math skills.” Some universities report that students performbetter on exams when using WeBWorK thus boosting student

Conference Session

Instructional and Learning Assessment in Chemical Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jacqueline Gartner Ph.D., Washington State University; Bernard J. Van Wie, Washington State University; Kirk A Reinkens, Washington State University; Stephanie Anne Pitts, Washington State University

Tagged Divisions

Chemical Engineering

discoveries in engineering. 19 I enjoy learning engineering. 9 I am confident I will do well on engineering tests. 14 I am confident I will do well on engineering labs and projects. Self-efficacy 15 I believe I can master engineering knowledge and skills. 18 I believe I can earn a grade of an “A” in engineering. 21 I am sure I can understand engineering. 5 I put enough effort into learning engineering. 6 I use strategies to

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Indiana University - Purdue University, Indianapolis; Brandon Sorge, Indiana University - Purdue University, Indianapolis; Charles Feldhaus, Indiana University - Purdue University, Indianapolis

Tagged Divisions

Pre-College Engineering Education Division

(a survey that measures intrinsic goal orientation, extrinsic goalorientation, task value, control of learning beliefs, and self-efficacy). This study was similar toLawanto and colleagues’ study42 described above, but here the authors did not compare studentmotivations when engaging in two distinct design tasks. Rather, they built a regression model topredict success expectancy. Their results indicated that “students’ intrinsic goal orientation andtask value were significant predictors […] to students’ expectancy for success.”The next article, a 2011 dissertation from Capella University by Martin,41 explored the variablesthat influenced black PLTW students’ self-efficacy using the MSLQ54. Using the casualcomparative method, Martin found that

Conference Session

Developing Quality Experiences that Retain Diverse Engineering Talent

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jamie Bracey, Temple University College of Engineering; Gregory D Jones Jr, Temple University; Nadif Bracey, Morgan State University; Keyanoush Sadeghipour, Temple University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

“grit”, self-determination and social cognitive careertheories are used to explore self-efficacy, goal orientation and perception of institutionalculture as mediators of academic achievement. A significant part of this paper analyzesresponses to interventions designed to support retention of students lacking the mathbackground to “hit the ground running” upon entering a large, public predominantlywhite institution (PWI)’s college of engineering, with a disproportionate number ofminorities in the underprepared category. Targeted retention interventions for first yearstudents yielded statistically significant improvement in math course progression,particularly for minority students. Overall attrition decreased by 10% in two successiveyears

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

Tagged Topics

Diversity

Tagged Divisions

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

K-12 & Pre-College Engineering Division Evaluation: Exploring the Impact of Summer Programs on K-12 Youth (Part 2)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Guo Zheng Yew, Texas Tech University; Paula Ann Monaco, Texas Tech University; Aimee Cloutier, Texas Tech University; Audra N. Morse P.E., Texas Tech University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

groups in STEM fields such as black, Hispanic, and femalestudents. A persistent gender gap exists for STEM majors and careers which involve rigorousmath and science such as engineering6. Currently, the national average for women enrolled inundergraduate engineering programs is roughly 18%5 and is 20% at Texas Tech University. The difficulty of recruiting and retaining women in engineering stems from a variety offactors which can be summarized by several themes: low self-efficacy in STEM4,12, differingexpectations for male and female students2, curricula which do not emphasize real-worldproblem solving7, and a lack of institutional commitment to diversity11. Outreach efforts whichaddress some or all of these factors have been effective for

Conference Session

Out-of-school-time Engineering: Implications for Underrepresented Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela Clinkscales Verdell, Mississippi State University; Jason M. Keith, Mississippi State University; James Warnock, Mississippi State University; Vemitra White Alexander, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

. Seminar topics such as Campus Orientation and Resources (e.g., Financial Aid, Co-op,Housing, etc.) in some cases provide a point-of-contact for future reference. Time Managementand Study Skills along with Personal and Professional Development (e.g., “Presentation of Self”)are provided to increase student academic acculturation and self-efficacy. Coping Skills (e.g.,anxiety and stress management, etc.) help students to adjust to the mental workload required ofengineering students. Through the use of project based learning, students are introduced to thefield of engineering. Participants complete a real world simulated team-based project such as theSouthern Company Transmission Line Development. Through this project students were requiredto conduct

Conference Session

Capstone and Collaborations in Civil Engineering

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University

Tagged Divisions

Civil Engineering

Communicate a design 9 RedesignThe survey items shown in Table 2 were also given to recent graduates (2014 and 2015) withoutthe inclusion of the PA items since this group did not complete the pre-capstone project.Hypotheses Upon completion of the pre-capstone project, students will not have significantly high engineering design (ED) and engineering design process (EDP) self-efficacy. The students given the pre-capstone project will not have significantly different mean ranks in engineering design confidence and preparedness to conduct engineering design than students not given the project.Data AnalysisStudents’ ED and EDP measures were averaged and compared to the rankings defined byCarberry et al.11 (high, moderate, and low levels of

Conference Session

Graduate Student Needs and Experiences, Exploring Graduate Funding and Undergraduate Research Experiences

Collection

2016 ASEE Annual Conference & Exposition

Authors

Timothy Kinoshita, Virginia Tech; Catherine T. Amelink, Virginia Tech; David B Knight, Virginia Tech

Tagged Divisions

Graduate Studies

the learning community.Grundy13 found that graduate research assistants increased their self-confidence toward researchby working alongside fellow researchers. Similarly, research assistantships have been found tocontribute to the development of graduate students’ identities as researchers.16 Such beliefs alsohave been connected to research interests and performance attainments in graduate students.Studies on faculty mentoring of graduate teaching assistants have positively related to self-efficacy for instruction.17 In addition, Connolly and Lee18 found significant relationshipsbetween doctoral student participation in teacher development training and college-teaching self-efficacy.Teaching and research assistantships have been found to

Conference Session

Division Experimentation & Lab-Oriented Studies: Laboratory Pedagogy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julianne Vernon, University of Michigan; Deborah E. Goldberg, University of Michigan; John P. Wolfe, University of Michigan

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

laboratory classes has an impact on students’ attitude, interests, confidence and self-efficacy in STEM and ultimately on graduation rates of STEM majors.At the University of Michigan, the introductory laboratory components of both biology andchemistry are taught independently from the lecture courses. Introductory Chemistry laboratory(Chem 125/126) is 2 credits and is broken down into lecture (1 hr.), and a combined discussionand laboratory session (3 hrs.). There is no prerequisite for this course and the Chemistry lecturecourse (Chem 130) is not required to be taken concurrently, although this is strongly advised.The lab focuses on hands-on experience including experimental design, data analysis, and oralcommunication skills. It is

Conference Session

Spatial Visualization Within Engineering Design Graphics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wilhelm Alex Friess, University of Maine; Eric L. Martin, University of Maine; Ivan E. Esparragoza, Pennsylvania State University, Media; Oenardi Lawanto, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Engineering Design Graphics

building blocks for the development of self-efficacy 44.Further indication of this effect is the subsequent formation of a 3D printing club by anumber of the students in the class, in order to continue their design activities in anextracurricular fashion.No specific assessment of self-efficacy (in particular in relation to the reported genderdifferences) was conducted, as the survey instrument of this work in progress wasdesigned to only probe for student preferences. Future work however will considerexpanding the analysis to include these assessments.Conclusion and future workThe intention of this work-in-progress was to qualify changes in SV caused by thegeometric design projects and the 3D printing interventions, and the student survey

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; Maja J. Mataric, University of Southern California

Tagged Topics

NSF Grantees Poster Session

theirteachers’ participation in the RET programs. Students gained science and engineeringknowledge, increased their science interest and motivation, and demonstrated gains in scienceliteracy as well. Introduction and program needThere is a growing national concern over decreases in science achievement in middle and highschool. Paired with it are challenges associated with workforce declines in STEM-relatedcareers. In response, in a recent PCAST report1 recommendations for recruitment of scienceand engineering students and corresponding recommendations for increased attention to strategicSTEM-related instruction and teacher professional development have emerged. A significantchallenge facing urban science teachers is a low sense of self-efficacy in

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

Tagged Topics

Diversity

Tagged Divisions

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

SDR & Programming in ECE Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Wesley G. Lawson, University of Maryland, College Park; Stephen Secules, University of Maryland, College Park; Shuvra Bhattacharyya, University of Maryland, College Park, and Tampere University of Technology; Ayush Gupta, University of Maryland, College Park

Tagged Divisions

Electrical and Computer

alternative course better represents real world engineering.Initial Findings from 2015 cohortInitial analysis of the 2015 cohort has shown tentative gains on self-efficacy and identitymeasures for alternative over traditional course students, however with the inclusion of a finalquestion asking students to identify their prior programming background, race, and gender (anintuition about the importance of these categories came about from our qualitative researchfindings) we noticed that many more of the 14 students who had taken the survey from thetraditional course had no prior programming background, and had correspondingly lower self-efficacy responses on all measures. We intend to continue pursuing the analysis on the 2015cohort stratified by

Conference Session

Student Success III: Affect and Attitudes

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paul M. Yanik, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Chip W. Ferguson, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

in response to thestudents’ journal entries. Section 5 presents and discusses survey data collected from thestudents on the relative usefulness of the remediation measures. Finally, Section 6 includesconclusions taken from the work.2. Program Description and Cohort DemographicsThe SPIRIT Program (Scholarship Program Initiative via Recruitment, Innovation andTransformation) at WCU, funded by the National Science Foundation, aims to provide assistanceto academically gifted and financially needy students who are seeking degrees in engineering orengineering technology in the host department. The program7 promotes student self-efficacy andretention through intensive mentoring by four program directors, undergraduate research withfaculty guidance

Conference Session

Mechanics Classroom Demonstrations

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joel Alejandro Mejia, Angelo State University; Wade H Goodridge, Utah State University; Benjamin James Call, Utah State University - Engineering Education; Steven David Wood, Utah State University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

simplicity of the modeland the potential for learning. Some of the participants indicated the benefit of “having thephysical experience” and “looking at if it was stretching or compressing.” Other participantsexpressed what they observed while working with the physical manipulative such as “I can takemy work from paper to real life,” “I can see the effects of forces at different points,” and “I canlook for deformation and I can feel confident assuming directions using the model.” The latterhas large potential impacts upon self-efficacy for those who crave a visual confirmation of whatthey analytically prove. One of the participants mentioned that “it took me going throughmultiple homework problems to figure out what I could figure out here in just a