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Displaying results 181 - 210 of 230 in total
Conference Session
Professional Development for Teachers and Counselors
Collection
2018 ASEE Annual Conference & Exposition
Authors
Amber L. M. Kendall, North Carolina State University; Laura Bottomley, North Carolina State University; Susan Beth D'Amico, North Carolina State University
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
. 127-150.[9] M. Macia and I. Garcia, "Informal online communities and networks as a source of teacher profesional development: A review," Teaching and Teacher Education, vol. 55, pp. 291- 307, 2016.[10] A. L. M. Kendall and K. B. Wendell, "Understanding the beliefs and perceptions of teachers who chose to implment engineering-based science instruction," in American Society for Engineering Education Annual Conference and Exposition, San Antonio, TX, 2012.[11] E. E. Peters-Burton, S. A. Merz, E. M. Ramirez and M. Sourghi, "The effects of cognitive apprenticeship-based professional development on teacher self-efficacy of science teaching, motivation, knowledge calibration, and perceptions of inquiry-based teaching
Conference Session
Two-Year College Division Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Lynn Van den Broeck, Faculty of Engineering Technology, Leuven Engineering Science and Education Centre (LESEC), KU Leuven; Tinne De Laet, KU Leuven; Carolien Van Soom, KU Leuven, Faculty of Science, LESEC; Marlies Lacante, KU Leuven & University Free State (South Africa); Greet Langie Langie, KU Leuven
Tagged Divisions
Two-Year College
Self-Concept and Relationship with Academic Achievement.” PloS One , vol.9, no.11, 2014.[16] S. Er Nihan,“Mathematics Readiness of First-Year College Students and Missing Necessary Skills : Perspectives of Mathematics Faculty.” Journal of Further and Higher Education pp.1–16, 2017.[17] M. Carr, E. Murphy, B. Bowe, and E. Ni Fhloinn, “Addressing Continuing Mathematical Deficiencies with Advanced Mathematical Diagnostic Testing.” Teaching Mathematics and Its Applications, vol.32, no.2, pp. 66–75, 2013.[18] P. Johnson, and L. O Keeffe, “The Effect of a Pre-University Mathematics Bridging Course on Adult Learners ’ Self-Efficacy and Retention Rates in STEM Subjects”, Irish Educational Studies, 2016.[19] S. Lee, and C.L
Conference Session
Civil Engineering Division Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Suzette R. Burckhard, South Dakota State University; Calvin Wampol, South Dakota State University
Tagged Divisions
Civil Engineering
printer are that itprovides students with complete design freedom to create a variety of models on computersoftware in one afternoon, select the best designs, and create physical models for live testing.Over a period of three years, undergraduate engineering students in a structural materialslaboratory class, designed and 3D printed simple connections, lateral beams, and trusses; andthey conducted stress analyses. As part of the class assignment, students reflected on theirexperiences. Based on students' final written portfolios for the class, the majority indicated thatdesigning with computer software, combined with 3D printing, increased their creativity anddesign confidence, and enhanced their self-efficacy and identity as engineers who
Conference Session
Sustainability in Civil Engineering
Collection
2018 ASEE Annual Conference & Exposition
Authors
Marisa Swift, Purdue University, West Lafayette; Allison Godwin, Purdue University-Main Campus, West Lafayette; Tripp Shealy, Virginia Tech
Tagged Topics
Diversity
Tagged Divisions
Civil Engineering
their careers. Outcome expectations are defined as “beliefsabout the outcomes of various courses of action” [15, p. 458] and differ from goals, which arerelated to one’s intentions to pursue a course of action. For example, a student might have aparticular career interest in an engineering field (e.g., civil engineering, environmentalengineering, etc.) because she has a particular outcome expectation (e.g., solving societalproblems). Outcome expectations have been important in several frameworks used to understandstudents’ career choices and pathways. It is a key feature in social cognitive career theory [16],[17] and expectancy-value theory [18]. In social cognitive career theory, outcome expectationsalong with self-efficacy beliefs and
Conference Session
Creating Equity Through Structure and Pedagogy
Collection
2018 ASEE Annual Conference & Exposition
Authors
Chelsea Nneka Onyeador, Stanford University; Shannon Katherine Gilmartin, Stanford University; Sheri Sheppard, Stanford University; Gloriana Trujillo, Stanford University; Carol B. Muller, Stanford University
Tagged Topics
ASEE Diversity Committee, Diversity
work as a developmental neu- robiologist and was awarded an National Science Foundation GK-12 Fellowship. She became intrigued by pedagogical approaches and how these impact students in the biology classroom during her National Institutes of Health-funded IRACDA Postdoctoral Fellowship at the University of New Mexico. Glori- ana’s interest in biology education research led her to San Francisco State University, where she worked with Dr. Kimberly Tanner on biology department-wide faculty professional development funded by the Howard Hughes Medical Institute. At SFSU, Gloriana’s research sought to understand students’ self- efficacy, sense of belonging, and science identity to ultimately affect change in undergraduate
Conference Session
Creating Equity Through Structure and Pedagogy
Collection
2018 ASEE Annual Conference & Exposition
Authors
Peter Golding, University of Texas, El Paso; Celena Arreola, American Society for Engineering Education; Crystal Fernandez-Pena, University of Texas, El Paso; Mike Thomas Pitcher, University of Texas, El Paso; Cory Brozina, Youngstown State University; Helen Elizabeth Geller, University of Texas, El Paso; Carolina Favela, University of Texas, El Paso; Melissa Stearns
Tagged Topics
ASEE Diversity Committee, Diversity
, and Mathematics(STEM) Ability Awareness program. This work in progress is part of a STEMGROW program [1]that is informed by a theory-to-practice model [2] and uses a funds of knowledge framework [3].The goal is to bring together students already studying STEM fields and learn more about howthey can serve as an an inspiration not only for future students with disabilities, but for all allstudents at EPCC, UTEP, in STEM-fields and beyond. Our work centers on our students’ self-efficacy development and growth pathways. Therefore, we ground our project in the Model of Co-Curricular Support (MCCS) [4], whereby it is posited that there exist four main areas in whichstudents become integrated and educationally engaged within the university. The MCCS
Conference Session
Division for Experimentation & Lab-oriented Studies Technical Session 3
Collection
2018 ASEE Annual Conference & Exposition
Authors
Rika Wright Carlsen, Robert Morris University; Shamika Zyhier, Robert Morris University; Arif Sirinterlikci, Robert Morris University
Tagged Divisions
Experimentation and Laboratory-Oriented Studies
., Implementing Project-Based Learning in Civil Engineering-A Case Study. Journal of Engineering Education Transformations, 2017. 30(3): p. 272-277.3. Chen, P., A. Hernandez, and J. Dong, Impact of Collaborative Project-Based Learning on Self-Efficacy of Urban Minority Students in Engineering. Journal of Urban Learning, Teaching, and Research, 2015. 11: p. 26-39.4. Shekar, A., Project based Learning in Engineering Design Education: Sharing Best Prac-tices, in ASEE Annual Conference. 2014.5. Waychal, P., Team and project based learning: A critical instructional strategy for engineering education. QScience Proceedings, 2015: p. 40.6. Aditomo, A., P. Goodyear, A.-M. Bliuc, and R.A. Ellis, Inquiry-based learning in higher
Conference Session
Girls in Engineering
Collection
2018 ASEE Annual Conference & Exposition
Authors
Rafic Bachnak, Pennsylvania State University, Harrisburg, The Capital College; Susan Kathryn Eskin, Pennsylvania State University, Harrisburg, The Capital College; Sara Love, Penn State Harrisburg
Tagged Topics
Diversity
Tagged Divisions
Pre-College Engineering Education
): p. 117-136.7. Hylton, P.e.a. Science Bound: A Success Story for STEM Education. 2012 Frontiers in Educ. Conf. Proc. 2012. Seattle, WA.8. Pong, W.E., A.G.; Shahnasser, H. ; Chen, C.; Ozer, N.M.; Cheng, A.S.; Jiang, H.; Mahmoodi, H. Enhancing the interest, participation, and retention of underrepresented students in engineering through a summer engineering institute. 2011 Annu. Conf. & Expo. 2011. Vancouver, BC.9. Enriquez A.G.; Pong, W.O., N.M.; Mahmoodi, H.; Jiang, H.; Chen, C.; Shahnasser, H; Patrick,N. Developing a Summer Engineering Program for Improving the Preparation and Self-Efficacy of Underrepresented Students. 21st ASEE Annu. Conf. & Expo. 2014. Indianapolis, IN.10. Bachnak R, G.R., Summer
Conference Session
Entrepreneurship & Engineering Innovation Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Louis A. DiBerardino III, Ohio Northern University; Lawrence Funke, Ohio Northern University; David R. Mikesell, Ohio Northern University
Tagged Divisions
Entrepreneurship & Engineering Innovation
-Olimat, K., 2013. “Inculcating an entrepreneurial mindsetin engineering education: Project approach”. ​Proceedings - Frontiers in Education Conference,IEEE​, pp. 121–126.[16] Duval-Couetil, N., Shartrand, A., and Reed, T., 2016. “The Role of EntrepreneurshipProgram Models and Experiential Activities on Engineering Student Outcomes”. ​Advances inEngineering Education, ​5(1), pp. 1–28.[17] “KEEN Framework,”https://keenwarehouse.blob.core.windows.net/keen-downloads/KEEN_Framework_spread.pdf​.[18] Carberry, A. R., Lee, H. S., and Ohland, M. W., 2010. “Measuring Engineering Design Self-Efficacy”. ​Journal of Engineering Education, ​99(1), pp. 71–79.[19] Hylton, J. B., France, T., and DiBerardino III, L. A., 2017. “Impact of Various Pedagogieson
Conference Session
Aerospace Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Kuldeep S Rawat, Elizabeth City State University; Ellis Eugene Lawrence, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University
Tagged Topics
Diversity
Tagged Divisions
Aerospace
and science. The program must aim to foster students’ interest in coresubjects, engagement in learning activities, and improved self-efficacy, which is central to thedevelopment of students’ academic motivation [10].Studies have shown that rural students are less likely to attend colleges, have greater gapsbetween high school graduation and entering college, and are less likely to be continuouslyenrolled in college [11]. In addition, many rural students don’t see the connection between theirhigh school education and careers. Math and science focused programs can help rural studentsaim high while providing real-world, experiential learning opportunities. These experiences canmotivate students to engage in more rigorous coursework, envision
Conference Session
FPD and DEEDs Joint Postcard Sessions
Collection
2018 ASEE Annual Conference & Exposition
Authors
Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale
Tagged Divisions
Design in Engineering Education, First-Year Programs
studydesign, conclusions cannot be drawn about the impact of this pedagogical strategy, incomparison to other strategies, on student engagement, situated learning and studentperformance. With the longitudinal design, this study will continue to explore the impact of themulti-semester cardiograph project on situated learning, student engagement, studentperformance, and student self-efficacy, which could support student retention in engineeringprograms. The cardiograph project provides students with the practical experience of howdevices are made/work that students and industry desire in Engineering programs.References[1] ASME, "Vision 2030: Creating the Future of Mechanical Engineering Education, Phase 1 Final Report," ASME, New York2011.[2
Conference Session
First-year Programs Division Postcard Session 2: Identity and Sense of Belonging
Collection
2018 ASEE Annual Conference & Exposition
Authors
Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Damji Heo Stratton, Purdue University, West Lafayette; Dayoung Kim, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Divisions
First-Year Programs
,” Foster. Crit. Reflect. adulthood, vol. 1, p. 20, 1990.[30] J. Dewey, Experience and education. New York: Macmillan, 1938.[31] E. Elbers, “Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry,” Educ. Stud. Math., vol. 54, no. 1, pp. 77–99, 2003.[32] A. Y. Lee and L. Hutchison, “Improving Learning From Examples Through Reflection,” J. Exp. Psychol. Appl., vol. 4, no. 3, pp. 187–210, 1998.[33] D. Boud, D., Keogh, R. & Walker, “Promoting reflection in learning: a model,” in Reflection: turning experience into learning, London: Routledge, 1985, pp. 18–40.[34] B. J. Zimmerman, “Self-Efficacy: An Essential Motive to Learn,” Contemp. Educ. Psychol., vol. 25, no. 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Waddah Akili, Iowa State University
Tagged Divisions
Design in Engineering Education
fundamentals , and some may have “second thoughts” about the time and effortrequired by projects and the interpersonal conflicts they experienced in team work, particularlywith teammates who fail to devote the time and effort required to get the job done properly. Inaddition, if the project work is done entirely in groups, some of the students may be lessequipped to work independently.Intertwining PBL with Problem-Based( The Hybrid Approach):Curricula with highconcentration of Project Based Learning intertwined with Problem Based Learning wereassessed at the University of Louvain(30). The assessment measures included pretests andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self
Conference Session
Active learning in BME, Session II
Collection
2018 ASEE Annual Conference & Exposition
Authors
John R Clegg, University of Texas, Austin; K. R. Diller, University of Texas, Austin
Tagged Divisions
Biomedical Engineering
“alittle bit” more like and engineer on the 7-point Likert scale were separated as “low identifiers,”and those who said “more” or “much more” of an engineer were labeled as high identifiers.In contrast with what the expectation of an engineering student, these “high identifiers” preferredproblems that were more creative, cumulative, and qualitative, that had more answers that arecorrect. They were more comfortable, engaged, interested, motivated, and assured of self-efficacy in solving engineering challenges. Our observation herein is somewhat preliminary, asthe size of the low-identifying sample was small. We cannot conclude whether the challenge-based instruction model shifted the class preferences of high-identifying students toward those
Conference Session
System 1 in Engineering Education and Research
Collection
2018 ASEE Annual Conference & Exposition
Authors
James L. Huff, Harding University; Kanembe Shanachilubwa, Harding University; Stephen Secules, University of Georgia
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
lonely position, disconnected from her femalenon-engineering friends and a close female parent. Does being a “smart engineer” mean all of these non-engineers that she cares about are not smart? Perhaps in direct contradiction to what one would expectabout positive self-efficacy and identity in engineering, she stands in solidarity with her female non-engineering network as a support mechanism. And yet, Rebecca also enjoys a sense of solidarity withmale engineering peers. Here, once again, the label of “smart engineer” would be a dangerous identity toembrace, if smartness and high grades could come at the expense of social connections to these malepeers who underperformed Rebecca. One could argue that Rebecca’s actual self-efficacy and
Conference Session
Expanding Diversity, Equity, and Inclusion in Engineering Cultures from a Theoretical Perspective
Collection
2018 ASEE Annual Conference & Exposition
Authors
Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdín, Purdue University, West Lafayette; Rachel Ann Baker; Allison Godwin, Purdue University, West Lafayette; Thaddeus Milton
Tagged Topics
ASEE Diversity Committee, Diversity
, students’ sense of self-efficacy and task value. Self-efficacy isdefined as a students’ beliefs about their capabilities to succeed in a given task [18], and taskvalue refers to beliefs students’ hold about the potential importance, utility, and enjoymentassociated with an academic task [19]. Both motivational factors were found to predict classroomengagement and achievement [17].The seminal work of Seymour and Hewitt [20] found that a lack of belongingness drove manytalented women, as measured by grade point average, to switch out of their STEM undergraduateprograms to non-STEM programs. In their study, Seymour and Hewitt [20] noted that the culturein various STEM programs undermined women’s sense of belonging. Similar results have beenfound in
Conference Session
Aerospace Division Technical Session 1
Collection
2018 ASEE Annual Conference & Exposition
Authors
Tian Tian, University of Central Florida; Ronald F. DeMara P.E., University of Central Florida
Tagged Topics
Diversity
Tagged Divisions
Aerospace
constructive influences on attitudes and beliefs associatedwith academic integrity, self-efficacy for course material. Using this multi-faceted perspective,previously untapped gains for learning outcomes, participation, and retention can be harvestedand parameterized into best practices for digitally-enabled STEM learning.3.0 Selected Related WorksTrends of increasing enrollment, reduction in costs of PCs, and the success of CBA in otherdisciplines have been motivating recent research in CBA within Engineering [4-6]. For example,the authors’ Engineering-specific 120-seat Engineering-specific testing center, called Evaluationand Proficiency Center (EPC), supports assessment and enhanced remediation [7]. Conversely,the 80-seat Computer-Based Testing
Conference Session
Practice III: Multimedia Learning
Collection
2018 ASEE Annual Conference & Exposition
Authors
John T. Solomon, Tuskegee University; Eric Hamilton, Pepperdine University; Vimal Kumar Viswanathan, San Jose State University; Chitra R. Nayak, Tuskegee University; Firas Akasheh, Tuskegee University
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
use of concepts [14, 15]. Many studies report that such methods have reducedfailure rate in comparison to instruction methods that merely rely on traditional lectures for contentdelivery and classroom management [16]. A sizable literature indicates that student engagement in classrooms has strong correlation totheir academic and professional success [17-20]. Student engagement in engineering classroomsis a challenge for several reasons. These include lack of preparation, self-efficacy, perceivedability, socio-economic factors and less-effective course delivery methods [21-28]. Additionally,each of these can contribute to a sense of alienation that exacerbates disengagement. Engineeringcourses require continuous development of sophisticated
Conference Session
The Evolving Classroom
Collection
2018 ASEE Annual Conference & Exposition
Authors
Simon Thomas Ghanat P.E., The Citadel; James Kaklamanos, Merrimack College; Corrie Walton-Macaulay, Bucknell University; Suresh Immanuel Selvaraj, University of Evansville; David A. Saftner, University of Minnesota, Duluth; Chris Swan, Tufts University; Tanya Kunberger P.E., Florida Gulf Coast University
Tagged Divisions
Civil Engineering
, Florida Gulf Coast University c American Society for Engineering Education, 2018 Paper ID #21712Dr. Kunberger is an Associate Professor in the Department of Environmental and Civil Engineering inthe U. A. Whitaker College of Engineering at Florida Gulf Coast University. Dr. Kunberger received herB.C.E. and certificate in Geochemistry from the Georgia Institute of Technology and her M.S. and Ph.D.in Civil Engineering with a minor in Soil Science from North Carolina State University. Her areas ofspecialization are geotechnical and geo-environmental engineering. Educational areas of interest are self-efficacy and persistence in
Conference Session
NSF Grantees Poster Session
Collection
2018 ASEE Annual Conference & Exposition
Authors
Tommaso A. Vannelli, Whatcom Community College; Eric Davishahl, Whatcom Community College; Michael Jason Babcock, Whatcom Community College; Dan Hanley, Western Washington University; Ed Harri, Whatcom Community College
Tagged Topics
Diversity, NSF Grantees Poster Session
. over the academic year) for the SEECRS scholars and a comparison group comprised of thescholars’ peers in the Associate in Science- Transfer (AS-T) degree program at WCC. We usedtwo instruments that will allow us to make valid claims about the extent of students’ STEMidentity. First, we used a modified version of the 12 items from the Science IdentityQuestionnaire [22] that asks about students’ connections to various STEM communities and theextent to which they view themselves as a “STEM person”. Second, we used a modified versionof the Chemistry Motivation Questionnaire [23], which includes 30 items that measure thefollowing six student factors: intrinsic motivation, extrinsic motivation, self-efficacy, self-determination, goal-orientation
Conference Session
First-year Programs Division: Retention
Collection
2018 ASEE Annual Conference & Exposition
Authors
Ordel Brown, Northwestern University; Robin A.M. Hensel Ed.D., West Virginia University; Melissa Lynn Morris, West Virginia University; Joseph Dygert, West Virginia University
Tagged Divisions
First-Year Programs
increasing attention from many stakeholders in academia includingfaculty, staff, administrators and students. Its significance goes beyond the benefits for theacademic institutions to encompass national concerns.At a large land-grant university in the mid-Atlantic region, between 2003 and 2012, an averagethirty percent of first-year engineering students left engineering before their second year. Athree-year study (2007-2010) implemented to gain insight into this attrition rate, showed thatstudents left primarily because of lack of interest in and knowledge about engineering and theinstitution, disconnection from the engineering profession, low self-efficacy and academicdifficulty. Underrepresented minority (URM) students left at a disproportionately
Conference Session
Electrical and Computer Division Technical Session 5
Collection
2018 ASEE Annual Conference & Exposition
Authors
Branimir Pejcinovic, Portland State University; Robert B. Bass, Portland State University; Phillip Wong, Portland State University
Tagged Divisions
Electrical and Computer
0 Strongly Disagree Neutral Agree Strongly Disagree Agree Figure 4. Student self-efficacy regarding their ability to define and implement a project management plan. Done in ECE 101, Fall’17. N = 58.3.2. Project Management Assessment Using TrelloWe could use various Scrum “artifacts”, e.g., schedules, user stories, and kanban boards, toassess team project management, but we will focus on kanban boards and use a rubric forevaluating the Trello boards. Our initial observations of first-year students show that they needclose guidance and supervision, such as through the use of
Conference Session
Undergraduate Peer Educators: Mentoring, Observing, Learning
Collection
2018 ASEE Annual Conference & Exposition
Authors
YunJeong Chang, University of Virginia; Rider W. Foley, University of Virginia
Tagged Topics
ASEE Board of Directors
Tagged Divisions
Liberal Education/Engineering & Society
. vol. 11, pp. 815–829, 2011.[4] D. R. E. Cotton, R. George and M. Joyner, “Interaction and influence in culturally mixedgroups,”. Innovations in Education and Teaching International., vol. 50, 272-283, 2013.[5] A. W. Astin, Assessment for Excellence: The Philosophy and Practice of Assessment andEvaluation in Higher Education, Washington, DC: American Council on Education/Oryx PressSeries on Higher Education, 1991.[6] E. L. Deci and R. M. Ryan, Intrinsic motivation and self-determination theory in humanbehavior. New York, NY: Plenum Press, 1985.[7] J.M. Keller, “Development and use of the ARCS model of motivational design,” J.Instructional Dev. vol. 10, 2-10, 1987.[8] A. Bandura, Self-efficacy. New York, NY: John Wiley & Sons, Inc., 1977.[9
Conference Session
FPD and DEEDs Joint Postcard Sessions
Collection
2018 ASEE Annual Conference & Exposition
Authors
Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University
Tagged Divisions
Design in Engineering Education, First-Year Programs
sense of community is particularly important for first yearstudents to aid in retention efforts, and professional persistence is related to one’s identity as anengineer. The formation of an engineering identity plays a part in both interest in engineeringand contributes to perseverance in the major [7, 8, 9, 10]. Exposure to mentors and/or rolemodels within the STEM discipline has a positive impact on an academic sense of belonging, aswell as a positive impact of academic self-efficacy [11], while others have noted that poorfaculty-student relationships negatively impact a sense of belonging and the persistence in themajor [12, 13]. Curricular integration within various engineering departments combined withpeer-peer interactions, specifically
Conference Session
Motivation, Identity, and Belongingness
Collection
2018 ASEE Annual Conference & Exposition
Authors
Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, North Carolina State University
Tagged Divisions
Educational Research and Methods
of belonging and STEM identity to students’ evaluations of theirengagement and self-efficacy in the classroom, and so it was suggested that priming students tothink about their engineering identity may impact their responses to items querying their degreeprogress or future goals [20].To determine if the final survey should use counterbalancing to prevent earlier questions frombiasing responses to later items, the PANAS was used to screen for differences in mood, eitherpositive or negative, between students who completed the different pilot surveys. The I-PANAS-SF is a short form of instrument that has been developed and tested with an internationalpopulation; it consists of ten items (comprised of five positive and five negative emotion
Conference Session
Minorities in Engineering Division Technical Session 4
Collection
2018 ASEE Annual Conference & Exposition
Authors
Monique S. Ross, Florida International University; Trina L. Fletcher, University of Arkansas at Pine Bluff; Vishodana Thamotharan, Florida International University; Atalie Garcia
Tagged Topics
Diversity
Tagged Divisions
Minorities in Engineering
engineering design in middle schools. International Journal of Engineering Education, 23(5), 874–883. 4. Litzinger, T. A., Wise, J. C., & Lee, S. H. (2005). Self-directed learning readiness among engineering undergraduate students. Journal of Engineering Education, 94(2), 215–221. http://doi.org/10.1002/j.2168-9830.2005.tb00842.x 5. Raelin, J. A., Bailey, M. B., Hamann, J., Pendleton, L. K., Reisberg, R., & Whitman, D. L. (2014). The gendered effect of cooperative education, contextual support, and self- efficacy on undergraduate retention. Journal of Engineering Education, 103(4), 599–624. http://doi.org/10.1002/jee.20060 6. Schuurman, M. K., Pangborn, R. N., & McClintic, R. D. (2008). Assessing
Conference Session
Mentoring Practices and Project Teams
Collection
2018 ASEE Annual Conference & Exposition
Authors
Emily Miller, University of Virginia; Reid Bailey, University of Virginia
Tagged Topics
Diversity
Tagged Divisions
Educational Research and Methods
Association Anonymous New York: Macmillan., 1992, pp. 465-485.[3] M. Borrego et al, "Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review," J Eng Educ, vol. 102, (4), pp. 472-512, 2013.[4] (). Accreditation.[5] G. L. Stewart, I. S. Fulmer and M. R. Barrick, "An Exploration of Member Roles as a Multilevel Linking Mechanism for Individual Traits and Outcomes," Person. Psychol., vol. 58, (2), pp. 343-365, 2005.[6] S. Sonnentag and J. Volmer, "Individual-Level Predictors of Task-Related Teamwork Processes: The Role of Expertise and Self-Efficacy in Team Meetings," Group & Organization Management, vol. 34, (1), pp. 37-66, 2009.[7] A. Zhang, "Peer
Conference Session
Student Empathy and Human-Centered Design
Collection
2018 ASEE Annual Conference & Exposition
Authors
Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis
Tagged Topics
Diversity
Tagged Divisions
Design in Engineering Education
matters. (p. 123)A separate but related phenomena to creativity is innovation. Specifically, based on extensiveinterviews with serial innovators, Dyer, Gregersen, and Christensen (the authors of theInnovator’s) DNA postulate that innovators tend to be avid questioners, observers,experimenters, and idea networkers. They framed these four phenomena as the “behavioraltendencies” of serial innovators. In alignment with the Innovator’s DNA, we identify innovationas much more than a function of the brain but also a function of behaviors [7]. In the context ofengineering design, to be an innovative engineer requires the act of doing or creating.We recognize that behavior is fundamentally contingent upon one’s inner drives, motivations,values, self
Conference Session
Studies in Engineering Design
Collection
2018 ASEE Annual Conference & Exposition
Authors
Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering
Tagged Divisions
Design in Engineering Education
50studies, Dean et al. have extracted an overarching consistency from such studies, in whichcreative work is measured using four scales where the originality or novelty of an idea must bebalanced by its flexibility or workability, its relevance to the solution set, and its specificelaboration [20]–[22].In this study, however, we are less interested in the eventual creative product and more interestedin the self-efficacy, or change in design confidence gained by student engineers through theworkshop process. While the metrics described above may serve to uncover changes in creativequalities of consecutive designs, they will not necessarily reveal changes in a student’s creativeapproach, their confidence in approaching open-ended work or their self
Conference Session
Seeking Resilience and Learning to Thrive Through Engineering Education
Collection
2018 ASEE Annual Conference & Exposition
Authors
Julianna Sun Ge, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette
Tagged Divisions
Liberal Education/Engineering & Society
education literature search findings,professional reports, and validity checks with faculty, the list in Table 1 is neither exhaustive norfinal. Rather, this list serves as the first attempt to operationalize various academic and personalcompetencies relevant to thriving in the engineering context. Described in more detail in theFuture Research section, more research is needed to refine and validate this conceptualframework for engineering thriving.Table 1. Competencies important to engineering student success, as identified in publishedresearch papers in Engineering Education and professional reports (such as ABET and NSF) Competency Definition Academic Self-efficacy