Conference Session

Pre-College: Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

S. M. Mizanoor Rahman, New York University; Sonia Mary Chacko, New York University, Tandon School of Engineering; Vikram Kapila, New York University, Tandon School of Engineering

Tagged Divisions

Pre-College Engineering Education Division

. Since educational robotics activities are often designed to promote situated cognitionand learning, we believe that the lack of trust in robotics may adversely affect student’s cognitionand understanding of STEM concepts underlying the robotics lesson. Note that the concept of trustin robots for young age middle school students, who may have less experience with technologiesin general and robots in particular, may differ from the concept of trust in robots for moreexperienced technology persons, including the teachers. Moreover, it may be necessary to examinewhether different STEM disciplines and gender affect students’ trust levels in robots for theirrobotics-aided lessons. The concept of trust in robots may also be connected to teachers’ self

Conference Session

Minorities in Engineering Division Technical Session 6

Collection

2017 ASEE Annual Conference & Exposition

Authors

Darryl Dickerson, Purdue University, West Lafayette (College of Engineering); Tasha Zephirin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

interaction of MEPs and cultural engineering student organizations such asNSBE and the combined impact of their programs, activities, and services warrants furtherinvestigation [16], [18], [19]. Future studies will be conducted to explore how and why the associations present in thisstudy occur at this particular chapter. However, elements that have been identified in theliterature such as participation in social, academic, and professional activities of the chapter, aswell as regional and national conferences, may contribute to outcomes that support persistencesuch as fostering a strong sense of community or “family”, increased self-efficacy, increasedconfidence in technical and non-technical skills and abilities, and a strong social and

Conference Session

Pre-college Engineering Education Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brett Doudican, University of Dayton; Margaret Pinnell, University of Dayton; Brian Lawrence LaDuca, University of Dayton

Tagged Divisions

Pre-College Engineering Education Division

such, teachers need to have access to high quality STEM curriculum that isaligned with the academic content standards or to professional development opportunities thatwill enhance their capacity and self-efficacy in engineering if they are to be successful inimplementing the NGSS.Professional development in STEM is available to teachers through a variety of engineering andeducational professional organizations such as ASM, American Society of EngineeringEducation (ASEE), and through various National Science Foundation sponsored programs.17-20One such program is the National Science Foundation’s Research Experience for Teacher (NSF-RET) program.21 This program seeks to provide authentic engineering research experiences forteachers in university

Conference Session

First-Year Programs: Monday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Emily A. Bovee, Michigan State University; Daina Briedis, Michigan State University; S. Patrick Walton, Michigan State University; Lisa Linnenbrink-Garcia, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

sense of belongingwith their selected major and college (Good, Rattan, & Dweck, 2012). Indeed, feelings ofbelonging are related to overall well-being (Ryan & Deci, 2000) as well as higher levels ofacademic self-efficacy and motivation (Freeman, Anderman, & Jensen, 2007). It is particularlyconcerning that students who belong to groups that are underrepresented in engineering feel lessconnected with their major, which is also generally related to problems with adjustment to thecollege environment (Dennis, Phinney, & Chuateco, 2005). To address the issues of retention inengineering majors, many colleges and universities have implemented programs to supportstudents in their first year (Purdie & Rosser, 2011). This paper will

Conference Session

Quantitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

Educational Research and Methods

Paper ID #18317Cluster Analysis in Engineering EducationMr. Andrew Jackson, Purdue Polytechnic Institute Andrew Jackson is currently pursuing a PhD in Technology through Purdue’s Polytechnic Institute, with an emphasis on Engineering and Technology Teacher Education. His research interests are engineering self-efficacy, motivation, and decision making. Andrew is the recipient of a 2015 Ross Fellowship from Purdue University and has been recognized as a 21st Century Fellow by the International Technology and Engineering Educators Association. He completed his Master of Science in Technology Leadership and Innovation at

Conference Session

CoED: Embedded Systems and Robotics

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ying Lin, Western Washington University; Todd D. Morton, Western Washington University

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

understanding of the DSP topics covered in lectures, which might not be a good direct measure of student’s understanding of topics. However, it shows a relatively high level of students’ self-efficacy which can improve learning performance9, 10. Students also supported the use of this platform for future DSP offerings except for one student who pointed out that the selected K65 board might be too powerful for most senior design projects. As noted in Section III, we are currently investigating a similar but smaller size MCU board (i.e., the FRDM-K66F development board) as the alternative platform for the DSP laboratory coursework. This board could be a better option for some senior design projects compared

Conference Session

First-Year Programs: Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Matthew W. Ohland, Purdue University, West Lafayette (College of Engineering); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering)

Tagged Divisions

First-Year Programs

pursue undergraduate degrees in STEM fields, and have slightlyhigher undergraduate grade point averages6, while evaluations of FIRST Robotics programs haveshown similar outcomes7,8. One of the few studies exploring the effects of a wide range of pre-college engineering activities measured significantly higher engineering self-efficacy amongstudents who had participated in pre-college engineering classes or had engineering-relatedhobbies9. Overall, relatively little work has been done to broadly understand the effects of pre-college engineering participation on the experiences and success of university engineeringstudents, resulting in limited theory to guide the understanding of this experience.To address these limitations, we developed a

Conference Session

Women in Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Monica Farmer Cox, Ohio State University; Jung Sook Kim, Ohio State University; Matilde Luz Sanchez-Pena, Purdue University, West Lafayette (College of Engineering); Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Ebony Omotola McGee, Vanderbilt University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

them, expectancy, self-concordance, and commitment canbe adopted since WOC faculty in engineering with sustained motivation may be predicted toshow greater goal persistence and attainment .10,11 Buse and Billimoria12 use a mixed methodsapproach in studying the factors related to the retention of women in the engineering profession.They first used a qualitative method to collect narratives of women through interviews. From thenarratives, they argue that one’s personal vision was a contributing factor to persistence. Basedupon this finding, they developed a scale to measure one’s personal vision conceptualized as the“ideal self,” which is comprised of self-efficacy, hope, optimism, and core-identity. They arguethat this ideal self directly

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Jessi L. Smith, Montana State University

Tagged Topics

NSF Grantees Poster Session

interventions to create change.Background – Utility Value Theory Research in social psychology has continually shown that students’ expectancies for success(e.g., self-efficacy) and the perceived value of a particular career predicts motivation to pursuethat career. Classic work within this Expectancy-Value framework (e.g., Eccles et al., 1983) hasexamined this relationship for decades on primarily non-engineering students (e.g., math andbiology, Eccles, 1984; Wigfield & Eccles, 1992; Sullins, Hernandez, Fuller, & Tashiro, 1995).Until relatively recently, the focus of expectancy-value research has centered predominately onthe “expectancy” side of the theory (and has extended into other theories such as social-cognitivecareer theory, Lent

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

ASEE Diversity Committee, Diversity

taxonomy of motivation theorieswhich captures the breadth of motivation in educational research. Eccles and Wigfield groupedtheories into four categories 1) expectancy (e.g., belief about the difficulty of a task and a person’sability to perform it successfully); 2) reasons for engagement; 3) integrating expectancy and valueof a task; and 4) integrating motivation and cognition. This systematic review found that over halfof the articles found did not have a specified framework for their study. Of the papers that used aframework, three were most prevalent including Bandura’s self-efficacy construct68, Deci andRyan’s self-determination theory69, and Eccles and Wigfield’s expectancy-value theory70. Self-efficacy is one’s belief in his or her ability

Conference Session

The Best of First-Year Programs Division

Collection

2017 ASEE Annual Conference & Exposition

Authors

Danielle D. Gagne, Alfred University; Bethany C. Johnson, Alfred University; Steven M. Pilgrim, Alfred University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

. However, point values wereincreased for the second Cohort and the data remained collapsible.Finally, it is possible that the measures used in the present investigation are not actuallypredictive of persistence in an engineering program, and therefore the null result we founddepicts the true state of reality. There are myriad components to self-regulation beyond thesubset chosen for this study. For example, self-efficacy, or the personal belief that one can orcannot accomplish particular tasks in particular domains, has been linked to academic outcomes[16], as have implicit theories regarding the source of one’s intelligence in subsequentimplications for outcomes [17, 18]. Nelson and colleagues incorporated knowledge building andclass goal

Conference Session

Research Experiences at Two-year Colleges

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amelito G Enriquez, Canada College; Nicholas Patrick Langhoff, Skyline College; Wenshen Pong P.E., San Francisco State University; Hamid Mahmoodi, San Francisco State University; Xiaorong Zhang, San Francisco State University; Cheng Chen, San Francisco State University; Kwok Siong Teh, San Francisco State University; Zhaoshuo Jiang P.E., San Francisco State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

towardsincreasing the number and diversity of engineering graduates by addressing the retentionproblem in the first two years of college. One of the strategies commonly employed in improvingundergraduate STEM education is providing students access to research experiences. There aremany studies documenting the benefits of research opportunities for undergraduate studentsincluding increased student engagement in their education, enhanced research and laboratoryskills, improved academic performance, increased student self-efficacy, and increasedunderstanding and interest for their discipline. These studies also show that early and multipleexposures to undergraduate research experiences offer the greatest benefit. However, a recentextensive study of Research

Conference Session

Women in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jason Bazylak, University of Toronto; Ruth Childs, University of Toronto; Aimy Bazylak, University of Toronto

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

particular, some reasons provided in the literature paint a highly gendered classification oftalent/capabilities: females are less skilled in science and math, which diminishes femaleconfidence (stereotype threat) [13-15]; females have an inborn disposition for ‘caring’ or‘humanities’ jobs [16], and female secondary students have lower self-efficacy in STEM subjectsand lower interest in engineering [17].The underrepresentation of females in both Canadian and American programs is evident inFigures 1 and 2, but another interesting and yet-to-be-understood phenomenon is theheterogeneous distribution of female enrolment by program. If we understood the causes for therelatively high female enrolment in disciplines such as Chemical Engineering, then we

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Pamela M Leggett-Robinson, Georgia State University-Perimeter College; Brandi Villa, Belay Consulting LLC; Naranja C Davis, Georgia State University Perimeter College

Tagged Topics

Diversity, NSF Grantees Poster Session

and four-year colleges influence student identity, belonging, self-efficacy,and encouragement. The “STEM culture” a student experiences shapes their awareness andunderstanding of standards, expectations, and their sense of belonging in STEM. Moreimportantly, the encouragement or lack thereof within the “STEM culture” of the departmentand/or institution can support or undermine their performance and persistence through their self-concepts and beliefs and their feelings of community and belonging in STEM fields.3-5For historically underrepresented students, such as black students, views of the way race andethnicity function in their college environment are especially important in their social andacademic adjustment.25 Experiencing a college

Conference Session

Writing and Communication

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amanda Simson, University of New Haven; Judy Randi Ed.D., University of New Haven; Amanda Lynn Becker, University of New Haven

Tagged Divisions

Liberal Education/Engineering & Society

perceived utility of differentinstructional strategies, on a scale of 1 to 4, with 4 being the most useful. The results of thisstudy show that students perceived the lecture format (3.76) and feedback on reports (3.71)among the most helpful of the instructional strategies implemented. This may be because thelecture used exemplars of student work to model good communication skills. The use of peermodels may have contributed to students’ motivation and self-efficacy (Schunk 2007).Additionally, the lecture, which was integrated into the engineering course and delivered by theengineering instructor, may have provided students an opportunity to see connections betweenunderstanding of content and expression of that content. Students also cited the small

Conference Session

First-Year Programs: Tuesday 5-Minute Work-in-Progress Postcard Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Brandon B. Terranova, Drexel University; Christopher M. Weyant, Drexel University (Eng. & Eng. Tech.); Steven Wrenn, Drexel Unviersity, Chemical and Biological Engineering Department; Youngmoo Kim, Drexel University, ExCITe Center; Lunal Khuon, Drexel University; Kristin Imhoff, Drexel University (Eng. & Eng. Tech.); Kevin Ayers, Drexel University (Eng. & Eng. Tech.); Antonios Kontsos, Drexel University (Eng. & Eng. Tech.); Leonid Hrebien, Drexel University (Eng. & Eng. Tech.); James E. Mitchell, Drexel University (Eng. & Eng. Tech.)

Tagged Divisions

First-Year Programs

. Threedesign-focused mini-projects were piloted during the fall and winter quarters of the 2016 – 2017academic year. A professional skills-focused "micro-project" ran for the first three weeks of thefall quarter, followed by seven weeks of a design-focused "mini-project". Pilot sections in thewinter quarter began with a different seven-week mini-project followed by three weeks ofanother professional skills-focused micro-project. The first three mini-projects developed for thiseffort were titled: Robot Instruments, Heat Engine, and the Supercap Car Challenge. During thefall and winter quarters, students in the pilot sections were given self-efficacy surveys before andafter their projects based on a Likert-type scale. These gauged their impressions of

Conference Session

Minorities in Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

John D. Carpinelli, New Jersey Institute of Technology; Angelo J. Perna, New Jersey Institute of Technology; Linda S Hirsch, New Jersey Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

graduate studies, their engineering skills self-efficacy, andtheir level of school-related self-confidence23. An alumni version of the AGSS has also beendeveloped24.The McNair program recruits rising juniors majoring in the STEM fields that are classified asminorities or being from populations underrepresented in higher education. All students musthave a minimum grade point average of 3.2 (on a 4.0 scale) and must be highly motivated topursue an advanced degree upon completion of their undergraduate programs.Participation in the McNair program begins in the summer between students’ sophomore andjunior years. A competitive application process is used to select up to ten students for eachcohort. Students first participate in a 10-week summer

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Evanoski-Cole, Colorado State University; Kimberly Catton P.E., Colorado State University; Bert Vermeulen, Colorado State University; Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

performance and attitudes towards theengineering core courses of math, physics, and chemistry are also important in understandingstudent retention.6,13 Confidence in math and science has been identified as one of the mostimportant factors in first-year students who are retained in engineering.5,14In addition to the many factors influencing students to persist in engineering, there are alsonumerous and often overlapping factors that affect a student’s decision of what engineeringmajor to study. Students will be more likely to choose a STEM major if they have higherconfidence in their academic abilities.15 In particular, it has been long known that self-confidence and self-efficacy in math is an important factor in choosing and persisting in a

Conference Session

ETD Accreditation and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University

Tagged Divisions

Engineering Technology

engineering degree through student design competition as added value. Considerations and viability. Journal of Engineering Design, 27 (8), 568-589.[6] 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.[7] Jones, B.D., Epler, C.M., Mokri, P., Bryant, L.H. & Paretti, M.C., (2013). The effects of a collaborative problem-based learning experience on students' motivation in engineering capstone courses. Interdisciplinary Journal of Problem-based Learning, 7 (2), 33-71.[8] Welch, R.W. & Estes, A.C., (Year). Project-based

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott Steinbrink, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Theresa Vitolo, Gannon University; Adam Finn Nogaj, Gannon University

Tagged Topics

NSF Grantees Poster Session

methods attempted to improve retention. The majorcauses of attrition are reported to be (1) an unwelcoming academic climate, (2) conceptualdifficulty with core courses, (3) lack of self-efficacy or self-confidence, (4) inadequate highschool preparation, (5) insufficient interest or commitment to engineering or a change in careergoals, or (6) racism or sexism within the field. The SEECS program already has programmaticfeatures which address three of these stated attrition factors, namely (1), (3), and (5).Furthermore, the selection of students for participation in SEECS in part eliminates factor (4).SEECS does, however, suffer attrition related to factor (2), conceptual difficulty in foundationalcourses. In particular, the SEECS faculty members

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, STEP; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Student

as standardizedtest scores, such as the ACT, seem to be the best indicators of academic preparation. Persistswere found to also be more likely to use services and programs such as SI (9). One of the mostimportant psychological factors that affect persistence is self-efficacy, or the confidence astudent has in their own academic abilities (10, 11, 12). One study found that a student’s academicpreparation was not correlated to his belief that they would pass the course (9). High self-efficacycan lead students to perform better than expected as compared to their peers with similar testscores. Along with confidence is how a student sees their own academic abilities with respect totheir peers (9, 11). If a student feels that their prerequisite

Conference Session

Entrepreneurship and Innovation Beyond the Classroom

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alexander Joseph Zorychta, University of Virginia; Elizabeth P. Pyle MBA, University of Virginia

Tagged Divisions

Entrepreneurship & Engineering Innovation

intention is a strong predictor of entrepreneurial behavior [13]. There are threemain factors that affect behavioral intention within Ajzen’s theory of planned behavior:behavioral beliefs, normative beliefs, and control beliefs [14]. Behavioral beliefs are theexpectations an individual has if a certain behavior is performed, normative beliefs are thoseregarding what other people think about something, and control beliefs are those around thedifficulty of the behavior itself [14]. These beliefs can be influenced by aspects of both theindividual, like their traits and previous experiences, and the institution, like resource availabilityand social pressures [15,16].The behavioral beliefs have also been described as self-efficacy, which is “task

Conference Session

Action on Diversity - Institutional Change & Perspectives on Diversity

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mayra S Artiles, Virginia Tech Department of Engineering Education; Raeven Carmelita Waters; Ashley R Taylor, Virginia Polytechnic Institute and State University; Karis Boyd-Sinkler, Virginia Tech; Sarah Anne Blackowski, Virginia Tech; Cynthia Hampton, Virginia Tech; Amy Hermundstad Nave, Virginia Tech; Benjamin David Lutz, Virginia Tech; Walter C. Lee, Virginia Tech

Tagged Topics

ASEE Diversity Committee, Diversity

sample, we noticed aroughly equal split of qualitative and quantitative data. Among the quantitative data sources, themost common data collection tool utilized was surveys administered either in the classroom,online or at an intervention. These surveys most often contained a Likert-type Scale andmeasured different aspects of student performance, such as self-efficacy and grit, or usedquestions from preexisting surveys such as mentor evaluation forms. Other forms of quantitativeinformation came from archival data from school records such as retention rates, completionrates, representation information, job placement rates, as well was individual studentperformance (in the forms of GPA, SAT and ACT scores, among others).Qualitative data came from a

Conference Session

Integrating Liberal Education and Engineering

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Alka Sapat, Florida Atlantic University; David J. Terrell, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Liberal Education/Engineering & Society

gender and ethnic differences in STEM participation (Eccles, 2005). Theyhypothesized that educational, vocational and avocational choices would be most directly relatedto person’s expectations for success and the value they attach to the available options. TheEccles’ theory suggests that choices to engage in activities are shaped by both competence andvalue beliefs. Competence is about acquiring skills and applying them. Competence beliefs havebeen studied more widely than value beliefs among K-12 and engineering students. They aremostly based on the self-efficacy theory (Bandura, 1977). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons. Value beliefs, on the other hand, have notbeen that well studied

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Gisele Ragusa, University of Southern California; John Brooks Slaughter P.E., University of Southern California; Cathalina Juarez, University of Southern California

Tagged Topics

Diversity, NSF Grantees Poster Session

of our research. These data, along with a careful review ofdocuments and websites available from each community college and applicable higher educationliterature as a comparison informed the refinement of the CPPI which was developed, and testedin our previously described STEM community college study.5The Refined College Pedagogical Practice Inventory (CPPI-R): Refinement, testing, and use ofthe CPPI has been informed by measurement research of educational psychologicalresearchers.33 Specifically, the inventory was initially designed with the intent of enabling us toexplore relationships among the dependent and independent variables associated with collegepedagogical practices and to determine potentially predictive factors that relate to

Conference Session

Reflection

Collection

2017 ASEE Annual Conference & Exposition

Authors

Amber Dale Levine, Stanford University; Tua A. Björklund, Aalto University Design Factory; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University

Tagged Divisions

Educational Research and Methods

confounding factor of altered behavior.To extend Clausen’s research, Traugott and Katosh also investigated the ‘stimulushypothesis’ as compared to two alternative hypotheses about the cause of the intervieweffect proposed in 1973: a ‘self-concept hypothesis’ and a ‘alienation reductionhypothesis.’10 Both involved changes in the individual’s psychological attitudes due tothe personal contact of the interview. To test this effect, political self-efficacy andpolitical alienation were measured on each survey; taking additional surveys did notchange either measure, so these hypotheses were rejected. Traugott and Katoshconcluded that there was an interview effect and it was caused by Clausen’s stimulushypothesis, as supported by the cumulative effect of

Conference Session

Engineering Leadership Development: Theories, Models, Frameworks, and Tools

Collection

2017 ASEE Annual Conference & Exposition

Authors

William J. Schell IV P.E., Montana State University; Bryce E. Hughes, Montana State University

Tagged Divisions

Engineering Leadership Development Division

of leadership identity, and, second, theywould be more likely to view themselves as a leader (Komives et al., 2005). The assumption thenis that the recognition required to view oneself as exercising leadership, regardless of position,requires both self-efficacy and sense of confidence built from developing competence inengineering knowledge and skills, as well as a strong sense of belonging in the community ofpractice. This sense of self-efficacy around engineering leadership then propels students into thefinal two stages of leadership identity development—generativity and synthesis—where theyhave assumed leadership roles and are now concerned with mentoring and preparing newstudents for entry into the engineering community of practice. At

Conference Session

Project-Based Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Huihui H Wang, Jacksonville University; Steven Christopher Davis, Jacksonville University; Emre Selvi, Jacksonville University; Laura C. Atkins, Jacksonville University

Tagged Divisions

Educational Research and Methods

institution’s recruitment, retention, and graduation rates such asEPICS (Engineering Projects in Community Service, started at Purdue University and now anational program), SLICE (Service-Learning Integrated throughout a College of Engineering) atUniversity of Massachusetts Lowell, and the Global Perspective Program at WorcesterPolytechnic Institute [3]. Researchers from four different institutions—Michigan TechnologicalUniversity, Tufts University, University of Colorado Boulder, and James Madison Universityconducted a longitudinal study to measure the impacts of service learning on engineeringstudents’ learning using five indicators, i.e. self-efficacy, motivation and retention, engineeridentity, attitudes on learning, cultural competency and mental

Conference Session

Community Engagement Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Francis Xavier McAfee, Florida Atlantic University; Diana Mitsova, Florida Atlantic University; Summer Scarlatelli, Museum of Discovery and Science

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

-value theory to explain persistence. Eccles’ theory factors in genderand ethnic differences in STEM participation (Eccles, 2005). They hypothesized thateducational, vocational, and avocational choices would be most directly related to person’sexpectations for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons

Conference Session

Multidisciplinary Course Efforts

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ravi T. Shankar, Florida Atlantic University; Teresa J. Sakraida, Florida Atlantic University, Christine E. Lynn College of Nursing; Francis Xavier McAfee, Florida Atlantic University

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

for success and the value they attach to the available options. Simply put, theEccles’ theory suggests that choices to engage in activities are shaped by competence and valuebeliefs. Competence is about acquiring skills and applying them. Competence beliefs have beenstudied more widely than value beliefs among K-12 and engineering students. They are mostlybased on the self-efficacy theory (Bandura, 1997). Self-efficacy is enhanced by positivefeedback, better performance, and social comparisons. Value beliefs, on the other hand, have notbeen that well studied. Whereas competency beliefs look at a person’s ability to engage in anactivity, value beliefs consider the desire and/or importance of engaging in the activity.The value system refers to