and Reflection Strategies for Creativity in Student Design Projects, In 4th international conference on design creativity, Atlanta, GA.5. Linsey, J. S., Tseng, I., Fu, K., Cagan, J., Wood, K. L., and Schunn, C. (2010) A Study of Design Fixation, Its Mitigation and Perception in Engineering Design Faculty, Journal of Mechanical Design 132, 041003-041003.6. Carberry, A. R., Lee, H.-S., and Ohland, M. W. (2010) Measuring Engineering Design Self- Efficacy, Journal of Engineering Education 99, 71-79.7. Newell, A., and Simon, H. A. (1972) Human problem solving, Vol. 104, Prentice-Hall Englewood Cliffs, NJ.8. Simon, H. A. (1973) The structure of ill structured problems, Artificial intelligence 4, 181-201.9
, 82-91 (2000).28 Zimmerman, B. J. Self-efficacy and educational development. Self-efficacy in changing societies, 202-231 (1995).29 Bandura, A. Self-efficacy: toward a unifying theory of behavioral change. Psychological review 84, 191 (1977).30 Bandura, A. & Walters, R. H. Social learning theory. (1977).31 Schunk, D. H. Self-efficacy and achievement behaviors. Educational psychology review 1, 173-208 (1989).32 Kirton, M. Adaptors and innovators: A description and measure. Journal of applied psychology 61, 622, doi:http://dx.doi.org/10.1037/0021-9010.61.5.622 (1976).33 Diamond, A. & Lee, K. Interventions shown to aid executive function development in children 4 to 12 years old. Science 333, 959-964 (2011).34
activity, but not whether such activities achieved theoutreach goals and objectives [17]. Fantz et al. [2] used formal assessment to determine theinfluence of outreach activities on the engineering self-efficacy of engineering students. Theyfound only seven of 53 activities had a statistically significant difference on self-efficacy ofstudents who did and did not experience the activity. Of those seven activities, five were pre-collegiate hobbies and two were pre-engineering classes. Although there were no significantdifferences in self-efficacy with respect to other activities, many still have merit in the outreachprocess, and assessment results like these are important in planning new programs to ensure themost efficient use of time and
curriculuminvolves instruction on techniques such as sketching in both isometric and perspective spaces,shading, and ray-tracing.This paper observes the impacts of a modified curriculum in and engineering graphics course onstudents’ ability to sketch, self-efficacy in engineering design, and spatial visualization skills.Impact was measured using pre- and post-course assessments and surveys. The pre-to-postcomparisons of the groups of students taught using different methods showed equalimprovements in the spatial visualization of the students. The improvements in sketching abilityof the students in the modified perspective curricula were found to be significantly higher thanthe improvements experienced by students in the traditional curriculum. These
successfully increased women’s participation incomputer science through inclusive pedagogy in college classrooms [13, 14].Although there is increasing interest in learning computer science from both students and parents[15-17] barriers to accessing computer science courses in high schools still remain, includinglack of course offerings and inadequate technology [12, 15, 16, 18]. When students from groupsunderrepresented in STEM choose to enroll in an introductory computer science course, theyseldom find the topics engaging and relevant to their own lives [18-23]. The computing tasksthemselves might not be appropriately leveled, and if students face too much frustration at thebeginning of a course, this can negatively impact their self-efficacy in
(MathEngineering Science Achievement) Community College Program (MCCP) at six colleges in two 1states, examining student experiences via a survey, focus groups, and statistical data analysis.The research explores MCCP influence on student self-efficacy, interest, perception, andpersistence in relation to STEM majors and careers. While none of what follows will come as a surprise to readers, it is worthreviewing the stubborn and troubling gaps in the numbers of underrepresented minorities(URM’s) with majors and careers in STEM fields. URM’s represent over 40% of K-12 students(National Research Council, 2011; National Academy of Sciences, 2016
% lower than males at LSU. The same confidence issues that ethnicminorities feel might explain this small decrease. The stigma that engineering is a maledominated career field can subconsciously affect female students by reducing their confidenceand self-efficacy, and a correlation clearly exists between self-efficacy and success in STEMfields (11, 12).2.3 The LSES Minority Students of low socioeconomic status (LSES) have to overcome many barriers to gettingan education that other students do not face. These students are often solely responsible forpaying their own way through college, having to work full-time jobs while taking a full load ofdifficult classes. These students often have additional financial burdens that can make the path
engineering,while the lowest, 14 %, in computer-science in 2014 [4]. Some prior studies indicatedthat the low representation of females in engineering program was closely associatedwith gender differences observed in students’ learning experience, self-efficacy andlearning outcomes [5][6][7]. Others, moreover, observed that gender differences in termsof students’ self-efficacy, engagement level and performance presented significantchallenges to the teaching and learning process in engineering education [7].Particular challenges for female students have been observed in the team-workingenvironment of a project-based learning process [8]. Project-based Teaching, as one ofthe core teaching methods, has been widely adopted in engineering education
individually. Constructs on the instrument are assessed on a 7-point Likert scale and scores aredetermined by obtaining participants mean score for items on each sub-scales. We used items onfour motivational sub-scales of the instruments to assess intrinsic and extrinsic goal orientations,task value and self-efficacy for learning and performance. Items were adapted from four of thelearning strategies sub-scales to assess students’ use of cognitive and regulatory learningstrategies (critical thinking, peer learning, metacognitive self-regulation and elaboration).Objectives of the StudyThis work in progress describes a proposal for examining the psychometric analysis of MSLQfor assessing engineering students’ motivation and learning strategies. Although
,2014;Century,Cassata,Freeman,&Rudnick,2012).Inparticular,Centuryetal.defineanarrayofindividual,organizational,andcontextualfactorsthatmayinfluencewhetherindividualusers(e.g.teachers)decidetoadoptandcontinuetoutilizeanintervention.Thesefactorsincludecharacteristicsoftheinnovation,suchasitscomplexity,duration,andscope;characteristicsofindividualuserssuchasmotivation,self-efficacy,attitudestowardtheinnovationandusersperceptionsoftheeaseofusingtheinnovation;andorganizationalcharacteristicsattheschoollevelincludingsharedbeliefsandvalues,resources,andinstructionalleadership.AnindepthexplorationofallofthefactorsinfluencingSTEAMTrunkutilizationisbeyondthescopeofthispaper;however
engineering confidence, but this percentage reached 50% when the camp was male-only (figure 1). Figure 1 Engineering Self-efficacy Self Reports* n for female only = 35 participants, n for male only = 8 participants, n for co-ed = 7 female, 8 male studentsThe final camp session was male-only. STEPS student responses from this session compared tothe mixed-gender session indicates that the absence of female campers led to male self-efficacyincrease of 100%. The study was not designed to measure the effect of female participation onmale student self-efficacy. And while the data sample is small, this is an interesting observation.While having
engineering professionals.Factor analysis of survey items resulted in five analytical constructs: mathematics self-efficacy,design self-efficacy, engineering interest, communication skill, and creativity. Comparisonsbetween students enrolled in PBL and traditional versions of introductory civil engineering arereported elsewhere (Marshall et al., 2017), and survey results are used here primarily to supportfindings from interview data. Epistemological theorists and researchers note the closerelationship between identity and epistemology (Boaler & Greeno, 2000; Danielak, Gupta, &Elby, 2014; Hofer & Pintrich, 1997), and factors of the Engineering Attitude Survey pertaining tostudents’ identities and perception of their own competences within
certain post-requisite courses that we have seen as aresult of R-Calc is now discussed, and is likely influenced by (1) improved grades in the course,(2) increased relevancy of content, (3) active learning, (4) increased self-efficacy, and (5)increased sense of belonging. Other factors may also be relevant.Improved Grades: The literature on first-year academic success as measured by grade pointaverage shows a clear association with retention; for example, see Whalen (2010) and Herzog(2005). Herzog (2005) also found that after GPA, the strongest predictor of retention wasperformance in first-year mathematics courses. The role of first course grade in mathematics wasalso studied by Callahan (2017), who showed that earning a grade of “A” or “B” in
, presentand justify their end products. CS is traditionally presented as a stand-alone subject in current preand post secondary classrooms, however, in reality, CS has become a fundamental component ofmany STEM disciplines – often known as big data. In order to develop a pipeline of K12students with CS skills and competencies, the current K12 STEM teachers need to not onlyacquire those same CS skills but also the pedagogical skills and self-efficacy to teach theirstudents. If a post secondary CS education requires four years of coursework, then how can weexpect our K12 teachers to gain the required STEM subject matter expertise, CS competencies,and educational pedagogy while teaching? The study highlighted in this paper, focuses on thenovel use of a
General Self-Efficacy Scale (NGSES) The NGSES measures the student’s attitude towards their own sense of efficacy.13 Forexample, it tries to capture how easily they may give up or how persistent they see themselves asbeing, and whether they see themselves as someone who usually succeeds or not, or who seeksout challenges or not. A sense of self-efficacy is critical to moral development, because it iscritical to actually following through with moral actions. A person who has a keen sense ofethics will not be an effective ethical actor unless he or she also has a sense that his or her actionscan make a difference and unless he or she will have the perseverance to follow through evenwhen obstacles are encountered. We see the Self-efficacy
toward their backgroundknowledge and abilities to be successful in engineering and found subgroup differences, such asby genders and by persisters/non-persisters (Besterfield-Sacre, Atman, & Shuman, 1997;Besterfield-Sacre, Moreno, Shuman, & Atman, 2001). In the analysis of some freshmen students,students’ self-perceptions including self-efficacy were found to be a positive predictor offreshman retention (Hutchinson, Follman, Sumpter, & Bodner, 2006). Student research wasconducted by a study which consisted of two rounds of surveys from 663 participants to examinethe predictability of course grades and again self-efficacy for learning course materials emergedas one of the important factors key to achievement for the students (Stump
, B. and Schunk, D. (1989). Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. New York: Springer-Verlag.18. Elliot, A. J. and Murayama, K. (2008). On the Measurement of Achievement Goals: Critique, Illustration, and Application. Journal of Educational Psychology, 100(3), pp. 613-628.19. Elliot, A. J. (1999). Approach and Avoidance Motivation and Achievement Goals. Educational Psychologist, 34(3), pp. 169-189. 9 20. Boud, D., Keogh, R. and Walker, D. (1985). Promoting reflection in learning. Reflection: Turning experience into learning, 18-40.21. Zimmerman, B. J. (2000). Self-Efficacy: An Essential Motive to
capabilities, will be assessed through self-report surveys. Students’ evaluation of theclass (course quality, self-report of learning, etc.) will be assessed through standard end of courseevaluation questions. In addition, they will complete pre and post measures of on theirperceptions of the value of engineering (the intrinsic value subscale of Li et al., 2008) andengineering design self-efficacy (Carberry, Lee, & Ohland, 2010). Table 2: Evaluation plan Evaluation Question Instruments Analysis/Timeline Do students learn Classroom Classroom measures will be analyzed specific course content measurements (tests, formatively, during the course, to assess
designed to assist students with self-efficacy beliefs and personal goals.At this University all engineering and computer science students take an introduction toengineering course that covers the engineering process, teamwork, communication skills, thedifferent branches of engineering, ethics, and co-curricular and extracurricular opportunities.Section sizes are ~30 students, so students can build community with peers and their professor.The professor of the Introduction to Engineering course is the academic advisor for his/her set ofstudents. Students declare or confirm their major by the end of the first semester. Resources tohelp students choose a major include laboratories, advisor meetings, student panels, a semester-long team project
, Honolulu, Hawaii: ASEE, 2007-2972.[11] De-Juan, A., Fernandez Del Rincon, A., Iglesias, M., Garcia, P., Diez-Ibarbia, A. & Viadero, F., (2016). Enhancement of mechanical engineering degree through student design competition as added value. Considerations and viability. Journal of Engineering Design, 27 (8), 568-589.[12] Seth, D., Tangorra, J. & Ibrahim, A., (Year). Measuring undergraduate students' self- efficacy in engineering design in a project-based design courseed.^eds. Frontiers in Education Conference (FIE), 2015. 32614 2015. IEEEIEEE, 1375-1382.[13] Hadim, H.A. & Esche, S.K., (Year). Enhancing the engineering curriculum through project-based learninged.^eds. Frontiers in Education, 2002. FIE 2002
further internships, transfer preparedness, teamwork ability, and senseof self-efficacy.1. IntroductionDespite years of investments and resources devoted by the federal government and institutions ofhigher education towards broadening participation of underrepresented minorities (URMs) inscience, technology, engineering, and mathematics careers, significant progress has not beenachieved. For instance, since 2000, underrepresented minorities’ shares in engineering andphysical science degrees have been flat despite a rapid increase in their representation of theoverall US population. In fact, even though URMs currently constitute 30 percent of the USpopulation, they account for only about 12.5 percent of baccalaureate degrees awarded inengineering1
engineering identity show significant differences as well.Engineering recognition and performance/competence beliefs in year four are higher than inyears one or two. The lack of significant differences for interest may be explained by studentpersistence. Students who are interested in engineering careers choose engineering as a majorand remain in engineering so long as that interest is sustained26–29. Consistent with other work,performance/competence beliefs which are a broader subject-related (rather than task-related)measure similar to self-efficacy does increase over students’ undergraduate engineeringeducation30,31. Previous work showed that recognition beliefs were the most significant predictorof engineering choice31. This paper does indicate
; Clauss, 2010). Some correlation would seem to be prerequisitefor application of the survey response data to other teaching goals such as formative assessment,learner self-efficacy development, and course design evaluation. Another potentially interestingapproach would be to compare survey response data to an alternative assessment measure suchas the Statics Concept Inventory (Steif, 2005). This potential correlation could be interesting toexplore in the future.It is important to note that in this study, students were encouraged to use the survey as a tool toidentify focus areas for their exam preparation efforts. If students successfully followed thisadvice, then their exam scores should be generally higher than their survey scores
-Year, Multi-Institution Study of Women Engineering Student Self-Efficacy.” Journal ofEngineering Education 98(1): 27-38.Stewart-Gambino, H. and J. S. Rossmann. 2015. “Often Asserted, Rarely Measured: The Valueof Integrating Humanities, STEM, and Arts in Undergraduate Learning.” National Academies ofSciences, Engineering and Medicine.Michelfelder, D. and S. A. Jones. “From Caring About Sustainability to Developing Care-FulEngineers.” 2016. In New Developments in Engineering Education for Sustainable Development.Eds. Walter Leal Filho and Susan Nesbit. Switzerland: Springer International Publishing, pp.173-184.
Possible Solution(s) Solution(s) Construct PrototypeFigure 2: Design Process Model Utilized with Participating TeachersData CollectionWe focus this evaluation on analysis of surveys (T-STEM), content knowledge tests (DTAMS),and focus groups each completed both before and after professional development, as well asteacher-generated engineering design lesson plans and observations as teachers implementedlessons in their classrooms.The Teacher Efficacy and Attitudes Toward STEM (T-STEM) 15 Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning
beliefs about competence in a domain; it is notnecessarily task-specific. Students’ expectancy is based partly on their self-efficacy14 in additionto their perceptions about the difficulty of the goal, their prior experience, and peerencouragement from others19 . Students with high self-efficacy use more cognitive andmetacognitive strategies as well as self-regulatory strategies such as planning, monitoring, andregulating20 .Future Time PerspectiveFuture Time Perspective (FTP) theory takes into account aspects of achievement motivation thatpertain to students’ perceptions of the time dimension of tasks and goals21-23 . FTP integratesperceptions about the future into present task completion and motivational goal setting. FTPprovides insight into
. This finding is consequential to policy makerslooking at the implications for practice and will be discussed later in the paper.2. EPBEL as an Effective Tool for Increasing Self-Efficacy and MotivationEPBEL provides a particularly engaging experience for students, but another important questionis how it develops self-efficacy. Bandura describes self-efficacy as the measure of “convictionthat one can successfully execute the behavior required to produce the outcomes” desired. 31 TheAcademic Pathways of People Learning Engineering Survey (APPLES) found that high levels ofmotivation and confidence are important indicators for success in engineering and that studentswho participate in extracurricular activities are more likely to have high levels
an issue not only with competency,but also with a lack of self-efficacy in math, science, and engineering which creates anxiety. According to Beck-Winchatz and Riccobono (2007), the majority of students with VI arefollowing general education curricula. However, less than 30 individuals with VI earned ascience and engineering research doctorate on average each year from 2001 to 2009 compared to25,600 people without a disability on average per year during the same time period (NSF, 2012).Lack of higher level degrees in the science and engineering fields do not reflect the fact thatstudents with VI have the same spectrum of cognitive abilities as sighted peers (Kumar,Ramasamy, & Stefanich, 2001) and with appropriate accommodations can
. Theinitiative was assessed by participant engagement with the topics and qualitative journalresponses to the discussion prompts.Our effort for this project consists of two main goals: Goal 1: To encourage female students to remain in STEM fields through supportivedialogue. Goal 2: To promote collaboration, self-efficacy and leadership while providing strategiesfor females to change the culture.Each of these goals are in line with new ABET criteria focused on educating the “wholeengineer.” To measure our progress toward these goals, we have begun to capture studentengagement via qualitative journal responses. In the future, we plan an additional survey and alimited number of interviews about the project. Journal data is derived from
for Engineering Education, 2017 The Influence of Gender Grouping on Female Students’ AcademicEngagement and Achievement in Engineering and Biology: A Case of Small Group Work in Design-Based Learning (Work in Progress) IntroductionDuring the past 30 years, much attention has been drawn to the lack of women in STEMfields and the need to attract and retain them in these fields. In the relevant literature, theinfluence of gender grouping on variables such as female students’ interest, self-efficacy,participation/engagement and achievement in STEM subjects has been a salient line ofresearch. However, researchers have arrived at mixed findings. Also, while researchers haveinvestigated the influence of