Conference Session

Homework, Learning, and Problem Solving in Mechanics

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael K. Swanbom PE, Louisiana Tech University; Daniel William Moller, Louisiana Tech University; Katie Evans, Louisiana Tech University; Timothy Reeves, Louisiana Tech University

Tagged Divisions

Mechanics

better than those receiving face-to-face instruction” [5]. A study of college algebra students at a community college producedsimilar findings, showing that online homework was “just as effective as textbook homework inhelping students learn college algebra and in improving students’ self-efficacy” [6]. It was alsoobserved that “online homework may be even more effective for helping the large population ofcollege algebra students who enroll in the course with inadequate prerequisite math skills.” Someuniversities have found that the use of WeBWorK correlated with small, yet statisticallysignificant improvement in performance on exams relative to classes that did not use it [7, 2].Diverse groups of students seem to react positively to using

Conference Session

K-12 & Pre-College Engineering Division: Professional Development for Students and Teachers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Claire Duggan, Northeastern University; Maureen D. Cabrera, Center for STEM Education; Madeline Jean Leger

Tagged Divisions

Pre-College Engineering Education Division

similar summer research programs offered at universitiesaround the country. The framework of the supporting features of Northeastern University’sprogram is what enables participants to succeed in the labs, build self-efficacy in STEM andprepare them for their academic journey into college. The weekly schedule is supported throughmorning homerooms during which a variety of topics and activities are introduced, in addition tolunchtime technical seminars, and field trips to local companies and research facilities. Utilizingformative evaluations, such as weekly reflections to inform program design and implementation,allows staff to make adjustments that might be necessary to ensure a high level of participant andfaculty satisfaction with the program

Conference Session

Student Success I: Interventions and Programs

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joanna Perry Weaver, University of Louisville; Marci S. Decaro, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville; Patricia A. Ralston, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

encouraging collaboration andreducing competition may increase achievement. Cooperative learning is one such instructionalstrategy that has been shown to improve affective outcomes, such as self-efficacy in students.12Cooperative Learning Group learning can take a variety of forms, and many of the terms to describe these formsare used interchangeably (e.g., cooperative, collaborative and problem-based learning13). Thesegroup learning varieties have been found to increase student motivation and achievement, butdiffer in terms of level of task structure, the assignment of roles to group members, use of sharedmaterials, involvement of instructors, and built-in reflection on the process. One particular grouplearning structure used in the current

Conference Session

Women in Engineering Division Technical Session - Retention Programs for Diverse Students

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel Lauren Shapiro, Northeastern University; Emily Olina Wisniewski, Johns Hopkins University; Emma Kaeli, Northeastern University; Tyler Byrne Cole, Northeastern University; Paul A. DiMilla, Northeastern University; Rachelle Reisberg, Northeastern University

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Minorities in Engineering, Women in Engineering

, were factored intothe statistics. [4] GPA was a greater predictor of retention and eventual graduation for malestudents than female students. Meanwhile, moderate to high levels of achievement increasedlevels of confidence in females but accentuated female students’ social discomfort as a minority,making self-doubt and social discomfort better predictors of graduation rate for females thanGPA. This trend was valid when women were both a numerical minority in classes and werestereotyped, as women often are in engineering programs. [4]The existing literature suggests that factors other than just GPA impact a female student’sdecision to remain in and eventually graduate from an engineering program. For example, self-efficacy, or a specified level

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lisa Shatz, Suffolk University; Kerrie Pieloch, Suffolk University; Emily Shamieh, Latino-STEM Alliance

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

. Surveys of the student attendees as well as some of the presenters wereperformed to assess various measures of self-efficacy. Surveys indicated that the event wassuccessful in promoting self-efficacy.IntroductionThis paper discusses the Robotics Competition and Family Science Fair for grades 4-8 sponsoredby the Latino STEM Alliance, which was held at the end of the school year in an inner cityneighborhood in Boston.. In it, we will discuss the motivation for this event, its planning, itsexecution, its assessment, and next steps in the partnership between Latino STEM Alliance andSuffolk University.BackgroundEvidence has shown that robotics programs can encourage interest among underrepresentedgroups and others in studying STEM 1, 2, 3, 4, 5, 6, 7

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., California Polytechnic State University, San Luis Obispo; Jeffrey Boncan Cabanez, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity, NSF Grantees Poster Session

academic excellence. Through the formation of posses and similar cohort programs,universities have been able to successfully aid underrepresented students with their adjustmentinto the academic and social culture of the university.2 The NSF S-STEM program at RobertMorris University is one such academic center where the implementation of a cohort modelsuccessfully helped student self-efficacy and academic progress.3 While the PEEPS at Cal Polydoes not employ alternative admissions models to admit or identify cohort members, our termand acronym, “PEEPS,” captures the idea of a “posse,” “family” or “my peoples” as a group thatsupports and cares for one another.Our primary goal is to recruit, retain, and graduate academically talented, financially

Conference Session

Works in Progress: Faculty Perspectives and Training

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremi S London, Arizona State University, Polytechnic campus; Joi-lynn Mondisa, University of Michigan; Farrah Fayyaz, Ghulam Ishaq Khan Institute of Engineering Sciences and Technology; Tamecia R. Jones, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

Instrument Designed to Investigate Elements of Science Students’ Metacognition, Self-Efficacy and Learning Processes: The SEMLI-S. International Journal of Science Education 30, 1701-1724, doi:10.1080/09500690701482493 (2008).22 Martin, A. J. Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology 33, 239-269 (2008).

Conference Session

Faculty Unite! Effective Ways for Educators to Collaborate Successfully

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer Keshwani, University of Nebraska, Lincoln; Krista Lynn Adams, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators

class projects. Cross-disciplinary experiences betweenengineering and education students have shown potential to help students developcommunication skills [3, 4]. In addition, students develop self-efficacy in their discipline throughparticipating in cross-disciplinary experiences [5]. Cross-disciplinary experiences also helpstudents learn to value expertise outside their area of study and appreciate the limitations andconstraints of information in other fields [6]. Course instructors can also benefit from sharingresponsibility for a course and learning about other disciplines [7].The unfamiliarity of cross-disciplinary activities can lead to frustrations despite their manybenefits. Students often struggle to connect topics from other

Conference Session

Make It!

Collection

2016 ASEE Annual Conference & Exposition

Authors

Bryan Levy, Georgia Institute of Technology; Ricardo Jose Morocz; Craig 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; Shaunna Fultz Smith, Texas State University, San Marcos; Julie S. Linsey, Georgia Institute of Technology

Tagged Divisions

Manufacturing

MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences within these design-based technologies impact self-efficacy and positive attitudes toward failure.Dr. Julie S. Linsey, Georgia Institute of Technology Dr. Julie S. Linsey is an Assistant Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers’ cognitive processes with the goal

Conference Session

K-12 & Pre-College Engineering Division: Robotics in Pre-K-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Shawna Fletcher, Texas A&M University; Susan Haag

Tagged Divisions

Pre-College Engineering Education Division

2013, researchers have evaluated FIRST® roboticsprograms (FLL, FTC, FRC) across the state. As Jr. FLL was not implemented in AZ with asignificant number of teams, researchers did not include Jr. FLL in the assessment measures.The purpose of evaluation was to indicate the 1) overall success and program impact on students,teachers and mentors; 2) the impact of hands-on learning to interest students in STEM subjects;3) the impact of developing workplace skills that can be transferred to the classroom; and 4)impact on career choice.In addition to compiling data to understand increasing students' technical skills and self-efficacy,researchers embedded outcomes that are aligned to the Accreditation Board for Engineering andTechnology (ABET

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jenifer Blacklock, Colorado School of Mines; Stephanie Ann Claussen, Colorado School of Mines

Tagged Divisions

Design in Engineering Education

., Jariwala, A.S., Fasse, B.B., Linsey, J., Newstetter, W., Ngo, P. and Quintero, C. “The invention studio: A university maker space and culture.” Advances in Engineering Education. (2014).3. Oplinger, J.L., Heiman, A.M, Dickens, M., Foster, C.H., Jordan, S.S., and Lande, M. “Making and engineering: Understanding similarities and differences.” 121st ASEE Annual Conference Proceedings. Paper ID #9985. (2014).4. http://epicenter.stanford.edu/resource/how-to-create-an-on-campus-innovation-space5. https://www.whitehouse.gov/sites/default/files/microsites/ostp/building_a_nation_of_ makers.pdf6. Carberry, A. R., Lee, H. S., & Ohland, M. W. “Measuring engineering design self- efficacy.” Journal of Engineering Education 99(1): 71. (2010).

Conference Session

Biomedical Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mikayle A. Holm, Arizona State University; Sarah E. Stabenfeldt, Arizona State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Biomedical

. Journal of Research in Science Teaching 33.6 (1996): 569-600. Web.[8] Carberry A, Waters C, Krause S, Ankeny C. “Unmuddying” Course Content Using Muddiest Point Reflections.Front Educ. 2013;Oct 23-26:937-942.[9] Krause S, Baker D, Carberry A, Koretsky M, Waters C. Muddiest Point Formative Feedback in Core MaterialsClasses with YouTube, Blackboard, Class Warm-ups and Word Clouds. Am Soc Eng Educ. 2013;ID7130.[10] Mosteller F. The “Muddiest Point in the Lecture” as a Feedback Device. J Harvard-Danforth Cent.1989;(April):10-21.[11] Baker, Thomas R., and Steven H. White. "The Effects of G.I.S. on Students' Attitudes, Self-efficacy, andAchievement in Middle School Science Classrooms." Journal of Geography 102.6 (2003): 243-54. Web.[12] Lim, Siew Yee

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

Tagged Topics

Diversity

Tagged Divisions

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

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Cindy S Ziker, SRI International; Derrick Cornell Gilmore, Kentucky State University; Clay Gloster Jr, North Carolina A&T University (Tech); Kamal S. Ali, Jackson State University; Philip Puthumana, Verizon Foundation

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Sense of Belonging Task Oriented Self-Efficacy Figure 1: MMM Program Theory of ActionTable 1: Standards and Practices aligned with MMM Program Theoretical Underpinnings Common Core NGSS Science & Mathematical Standards for K-12 Engineering Education Engineering Practices Practices Make sense of MS-ETS1-1. Define the criteria and constraints of a Asking questions and problems and persevere design

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 1

Collection

2016 ASEE Annual Conference & Exposition

Authors

Robert Gettens, Western New England University; Andrew Zimbroff, University of Nebraska, Lincoln; Harlan E. Spotts Jr., Western New England University; Cameron Houser, 3 Day Startup; Alexis Taylor, 3 Day Startup; Mary G. Schoonmaker, Western New England University

Tagged Divisions

Entrepreneurship & Engineering Innovation

a successful startup, thanks to 3DS and the community at Western New England University.”Assessment of Participant Learning OutcomesSurvey Methodology This study surveyed 26 students (23 undergraduate and 3 graduate) from diversefields of study. All students participated in the 3DS experiential entrepreneurshipprogram described in the narrative. Respondents were given pre- and post-programingsurveys, which investigated variables shown in literature to be correlated with futureentrepreneurial activity. Using a 5 point Likert scale, participants were asked to self-assess their ability to complete startup-related functions. Previous research has shownsimilar self-efficacy measures to be correlated with future entrepreneurial

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen Secules, University of Maryland, College Park; Andrew Elby, University of Maryland, College Park; Ayush Gupta, University of Maryland, College Park

Tagged Topics

ASEE Diversity Committee, Diversity

Tagged Divisions

Educational Research and Methods

(recently) sexual minorities within higher educationSTEM programs. Likewise retention research highlighting additional corroborating factors instudent struggles, such as self-efficacy and cognitive attributes4,5,6, has informed the efforts ofsome of these support programs in affective and academic dimensions. Qualitative researchstrands that look at identity and marginalization have documented struggles from the studentperspective, noting how aspects of self can contribute to or come into conflict with one’sprogress and prosperity within a STEM major7,8,9. This research often employs a metaphor of“cultural mismatch” or “identity mismatch” to help extend the empathy and perspective ofpractitioners and those involved in the day to day of STEM in

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathleen Quardokus Fisher, Oregon State University; Laura Hirshfield, University of Michigan; Amanda Siebert-Evenstone, University of Wisconsin - Madison; Golnaz Arastoopour Irgens, University of Wisconsin - Madison; Milo Koretsky, Oregon State University

Tagged Divisions

Educational Research and Methods

Laura Hirshfield is a postdoctoral researcher and lecturer at the University of Michigan. 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.Amanda Siebert-Evenstone, University of Wisconsin - MadisonGolnaz Arastoopour, University of Wisconsin - Madison Golnaz Arastoopour is a Ph.D. student in Learning Sciences at the University of Wisconsin-Madison. Before becoming interested in education, Golnaz

Conference Session

Writing and Communication I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nancy B. Barr, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

ensure they receiveeffective instruction when resources, especially time, were limited? The answer was to betterutilize an existing resource – the GTAs who assessed student work.Evolution of GTAs and Writing in EngineeringIn the last fifty years, the literature on GTA training has evolved from non-existent to discipline-specific, with the need for such training undisputed but the content of the training of moreinterest lately [5-9]. In addition, GTA self-efficacy, which involves “beliefs in one’s capabilitiesto organize and execute the courses of action required to produce given attainments” [10], hasalso been the subject of research [11-12]. Additional research has been done in training GTAs toteach writing in composition courses [13-15] and

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Cindy Waters, North Carolina A&T State University; William Joseph Stuart P.E., Oregon Institute of Technology; Eugene Judson, Arizona State University; Casey Jane Ankeny, Arizona State University; Bethany B. Smith, Arizona State University

Tagged Divisions

Materials

that they are capable of completing a learning task (self-efficacy) and the degree to which they think that the activity is valuable to their long-term future.Students interested short-term value of their learning are more likely to use strategies thatfacilitate quick learning, rather than deep understanding, and will be less motivated to learn. Thiswas also demonstrated in the results of the SCMC where student strongly agreed with the impactof contextualization on future classes, program goals and future careers. Another measure of achievement was the change in final exam score distribution for thefour instructors in the JTF project as shown in the four distributions in Figure 5. Four the fourdistributions for the four instructors

Conference Session

Environmental Engineering Division: Sustainability and Hands-On Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado - Boulder; Sharon A. Jones P.E., University of Portland; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Kathryn Schulte Grahame, Northeastern University; Andrew Gillen, Northeastern University

Tagged Divisions

Environmental Engineering

measuring self-efficacy for the students in thevarious courses at each institution ranged from 56 to 68. These scores tended to vary widelybetween individuals; at institution B the average individual confidence scores ranged from 13 to100 (Table 4). For incoming first year students to feel fully confident (score=100) in their abilityto identify, understand, and assess the social, economic, and environmental elements, risks,impacts, and interdependencies as related to engineering projects seems to represent naïveunderstanding of the true complexities of these challenges. Thus, the sophomore students atinstitution C may have been better calibrated to their own knowledge and limitations when theyrated these items (with an average score of 56

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrea M. Ogilvie P.E., Virginia Tech; David B Knight, Virginia Tech Department of Engineering Education; Maura J. Borrego, University of Texas, Austin; Arturo A Fuentes, University of Texas, Rio Grande Valley; Patricia A. Nava, University of Texas, El Paso; Valarie E. Taylor, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

adaptation of theLaanan-transfer students' questionnaire,13,14,15 a survey from the NSF-funded Prototype toProduction study,16 and Measuring Constructs of STEM Student Success Literacy: CommunityCollege Students’ Self-Efficacy, Social Capital, and Transfer Knowledge.17,18 For a fulldescription of the survey development process, steps that were put into place to support constructvalidity, and individual campus customization procedures, please see our work in progress paperfrom the 2015 Frontiers in Education (FIE) Conference titled Transfer Student Pathways toEngineering Degrees: A Multi-Institutional Study Based in Texas.19 Table 1. Project four-year institutions and partner community colleges. Four-Year Institution

Conference Session

K-12 & Pre-College Engineering Division Poster Session: Works in Progress

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sahid Linés Rosado Lausell, University of Illinois, Urbana-Champaign; Kevin Pitts, University of Illinois, Urbana-Champaign; Jana Sebestik, University of Illinois, Urbana-Champaign; George Reese, University of Illinois, Urbana-Champaign; Adam Poetzel, University of Illinois

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

; Middle School Student Interactions. Students in attendance during the fourth Saturday were asked if they enjoyed interacting and working with the undergraduate student volunteers. In the future, we hope to encourage more robust mentor/mentee relationships by allowingfor more interactions outside of the program. These strategies could include a PenPal program, ora visit day on campus so students can see what a typical day at a university looks like for theirmentors.Future Plans Research shows that providing long-term engagement is crucial in moving youth fromsimply having an interest in science to actually having the skills, knowledge, and self-efficacy topursue careers in science13

Conference Session

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

Collection

2016 ASEE Annual Conference & Exposition

Authors

Armanda Gonzalez, University of Michigan; Joanna Mirecki Millunchick, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

increase academicengagement,1 standardized test performance,2 and reduce drop-out rates.3 On the collegelevel, it has been shown4 that there is a positive correlation between participation in suchactivities, self efficacy, and academic engagement. Nonetheless, there is little in theliterature about the benefits of participating specifically in professional engineeringsocieties and student design teams in college.We conducted an observational study to address the paucity of data in this realm.Specifically, we used quantitative data (admissions and demographic data, and academicrecords) to determine what kind of students tend to participate in engineering-based co-curricular activities, and whether that participation is related to college success

Conference Session

Classroom Practice I: Active and Collaborative Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Dawn Laux, Purdue University, West Lafayette; Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

field of computing.Mr. Andrew Jackson, Purdue University, West Lafayette Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute. His previous middle school teaching experience informs his role as a graduate teaching assistant for TECH 120, an introductory course in design thinking. He recently completed his Master of Science in Technol- ogy Leadership and Innovation from Purdue University with a thesis investigating middle school engi- neering self-efficacy beliefs. His research interests are engineering self-efficacy, creativity, and decision making.Prof. Nathan Mentzer, Purdue University, West Lafayette Nathan Mentzer is an assistant professor in the College of Technology

Conference Session

Innovation in Engineering Leadership Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cindy Rottmann, University of Toronto; Robin Sacks, University of Toronto; Mike Klassen, Institute for Leadership Education in Engineering, University of Toronto; Doug Reeve, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Engineering Leadership Development Division

academicengagement among engineering students at four American universities and found that while therewas no significant relationship between student involvement and academic engagement for thesample as a whole, the relationship did reach statistical significance when they paid attention tostudent self-efficacy levels and co-curricular activity types 28. Academic activities (designcompetitions, faculty led groups, informal study groups and professional engineering societymembership) made more of a positive difference for engineering students with high levels ofacademic self-efficacy, while non-academic activities (music, social networks, religiousactivities, fraternities, sports, student government and international student groups) made more ofa positive

Conference Session

Student and Other Views on Engineering Leadership

Collection

2016 ASEE Annual Conference & Exposition

Authors

Meg Handley, Pennsylvania State University, University Park; Dena Lang, Pennsylvania State University, University Park; Andrew Michael Erdman, The Pennsylvania State University

Tagged Divisions

Engineering Leadership Development Division

competencies. Reviewing research on self-confidence and self-efficacy may provide further insights into building confidence in engineeringleaders that can be easily demonstrated during a career fair event 34.Study Limitations The qualitative design of this study focused on generating themes from the perspective ofrecruiters regarding behaviors during a career fair that demonstrate the potential for engineeringleadership. The recruiters selected for this study were chosen based on their involvement inhiring engineers for entry-level positions and included large public companies. Collecting fromthis sample allowed for a greater diversity of engineering disciplines, but did not account for theneeds of smaller organizations. The data collection

Conference Session

K-12 & Pre-College Engineering Division: Outreach in K12 through College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Margaret Pinnell, University of Dayton; Elizabeth S Hart, University of Dayton; Laura Kozuh Bistrek, University of Dayton; Shaquille T. Tensley, University of Dayton

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

, conducteda longitudinal study to determine if a summer camp was effective in increasing the interest andunderstanding of the engineering profession and in developing self-efficacy in engineering forfemale camp participants. Results of this study showed that this camp was successful in meetingthese goals and also served as a successful recruitment tool for the host university.38 Otherresearch suggests that engineering projects that show the humanitarian side or social relevance ofengineering have been effective at attracting and retaining females.52-54Although many universities are engaged in engineering outreach, there are several barriers thatmake it difficult for universities to offer effective outreach to a large number of K-12 students

Conference Session

Student Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Galczynski, University of Maryland - College Park

Tagged Divisions

Student

expectations toward performance and acquisition of skills. Eachstudent’s perception of engineering identity and engineering self-efficacy seems to influencehow students measure their performance and standing within the discipline which in turninfluences their overall development of their particular engineering identity. This cyclical loopof expectations and identity development also seems to affect the navigational pathways thatstudents plan to take as undergraduate engineering students, for better or worse.Suggestions for future workWhile the information obtained from these interviews has shed light onto the field ofengineering identity formation in relation to student expectations, there is much more work thatcould be done to better understand this

Conference Session

Research Methods I: Developing Research Tools and Methods

Collection

2016 ASEE Annual Conference & Exposition

Authors

Julie Thomas, University of Nebraska - Lincoln; Nicole M. Colston, Oklahoma State University; Tyler Ley P.E., Oklahoma State University; Beverly DeVore-Wedding, University of Nebraska - Lincoln; Leslie R. Hawley, University of Nebraska - Lincoln; Juliana Utley, Oklahoma State University; Toni Ivey, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

persistence in an academic area is primarily influenced by twothings: expectancy for success and subjective task value. It has been a relatively consistentfinding that expectation for success (confidence or self-efficacy) will predict children’sachievement, while subjective task value (usefulness or enjoyableness) will predict children’spersistence and selection in any given subject.20In one application, Simpkins et al.21 explored the relationship between students’ interest andpersistence in science classes and students’ interest and understanding of science careers.Researchers concluded science activity predicted expectancy and subjective task value (confidentstudents also considered science careers) and proposed that exposure might increase

Conference Session

K-12 & Pre-College Engineering Division: Fundemental and Evaluation: Embedded Programs in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Pre-College Engineering Education Division

the interrelationship among individual, environmental, andbehavioral variables that have key impacts on academic and career choice5. Additionally, TPBsuggests that any behavior, like STEM choice and performance, can be explained by a person’sintentions to engage in the behavior. The predictors of a behavior are an evaluation of thebehavior, perceived social pressure to perform the behavior (viz, teamwork) self-efficacy inrelation to the behavior, also known in TPB as behavioral control, and intention to perform thebehavior6. SCCT, self-efficacy, outcome expectations, and goals operate together with personalcharacteristics and environmental contexts to help shape academic and career development7.While it is claimed that SCCT is comprised of