Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Lauren Sargent, Purdue University, West Lafayette; Beth M. Holloway, Purdue University, West Lafayette; Susan R. Bayley, Purdue University, West Lafayette; Anna Veronica Walter, Purdue University, West Lafayette

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Diversity

Tagged Divisions

Pre-College Engineering Education

for pre-service teachers, there was no direct measure of self-efficacy, although the investigatorspostulate that confidence is related to self-efficacy [1]. Another study found that there are manyfactors that may encourage or discourage pre-service teachers from implementing open-endeddesign activities during their teacher training [3]. Most commonly cited reasons for notincorporating such projects included lack of host teacher support [3]. It is suggested that usingopen-ended design projects to lead to more formal scientific inquiry may be beneficial for bothelementary students and elementary teachers who lack content knowledge in science [3]. Neitherof these studies directly evaluates the self-efficacy of pre-service teachers, although they

Conference Session

Teacher Attitudes, Beliefs, & Self-efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rebekah J. Hammack, Albert Einstein Distinguished Educator Fellowship Program

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Diversity

Tagged Divisions

Pre-College Engineering Education

instrument used to measure teachers’ perceptions ofengineering and familiarity with teaching engineering, engineering design, and technology. Priorto data analysis in the current study, the internal consistency of the Barriers to Integrating DETsubscale was determined using Chronbach’s α. The Chronbach’s α for the current study of α =0.63 was slightly lower than the value of α = 0.68 reported by Hong et al. [13]. Texas Poll of Elementary School Teachers. The Texas Poll of Elementary SchoolTeachers was a phone interview questionnaire designed to gather information that could be usedto improve science teaching at the elementary level [14]. For the current study, questions 3, 4, 5,6, 9, 10, 26, and 27 of the Texas Poll were modified by replacing

Conference Session

First-year Programs Division: Self Efficacy

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; So Yoon Yoon, Texas A&M University; Jacques C. Richard, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University

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Diversity

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First-Year Programs

. AcknowledgementThis work was conducted under the auspices of the National Science Foundation (NSF) undergrant number EEC-1640521. However, any items expressed in this paper do not necessarilyrepresent the views of NSF or its affiliates.ReferencesBandura, A. (1977). Self-Efficacy: Toward a Unifying Theory of Behaviorial Change. Psychological Review, 84(2), 191-215.Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37(2), 122-147.Engineering Accreditation Commission (2015). Criteria for accrediting engineering programs: Effective for reviews during the 2016-2017 accreditation cycle. Baltimore, MD: ABETFantz, T. D., Siller, T. J., & DeMiranda, M. A. (2011). Pre-collegiate factors influencing the self

Conference Session

Motivation, Attitudes, and Beliefs

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue Polytechnic Institute; Nathan Mentzer, Purdue Polytechnic Institute; Rebecca Kramer-Bottiglio, Yale University

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Diversity

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Educational Research and Methods

Black college oruniversity. Carrico and Tendhar [17] also reported evidence of a significant correlation betweenstudents’ self-efficacy, interest, and goals to pursue engineering. While these two studies usedifferent variables to approximate students’ choice, the predictive utility of self-efficacy andinterest is strengthened when the variables are used together.Using this lens of parallel measures, this paper analyzes the content and year one implementationresults of a 9th-grade design curriculum intended to grow students’ self-efficacy, interest, andcareer choice for engineering. Following our research team’s year-long curriculum developmentprocess, we have now been involved in the implementation process of soft robot design lessonsas they

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzanne Zurn-Birkhimer, Purdue University, West Lafayette (College of Engineering); Mayari I. Serrano, Purdue Polytechnic Institute; Rachel Ann Baker

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Diversity

Tagged Divisions

Women in Engineering

personal impact of the conferenceand included questions related to conference usefulnesses, self-esteem, self-efficacy, and programlogistics, as well as feedback about the overall conference experience. The Heatherton and Polivy 11State Self-Esteem Scale (SSES) was specifically designed to measure state self-esteem, which isdefined as the temporary fluctuations in self-esteem. The SSES is generally considered to be astable qualitative measure that is psychometrically sound and valid in laboratory, classroom, andclinical settings 11 . Table 1 lists the 14 questions from the SSES utilized by this study to measurethe self-esteem subcategories of academic performance (seven questions) and social confidence(seven questions). A 5-point Likert scale was

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

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Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

aspirations, level of motivation, andacademic accomplishments” [8]. In the context of engineering, this is essential as students navigatetechnically challenging coursework and rigorous workloads. Self-efficacy has a strong relationshipto both learning and achievements. As Mamaril et al. state, it is most effective to measure self-efficacy at both the general engineering field level and the specific technical skill level [9].Evaluating at these different levels yields a more comprehensive understanding of a student’sconfidence in their overall engineering abilities. A major contributor to a student’s self confidence in completing engineering tasks is theirperceived proficiency in technical skills. Usher et al. investigated students in

Conference Session

Minorities in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abisola Coretta Kusimo, Stanford University - Mechanical Engineering Dept.; Marissa Elena Thompson, Stanford University; Sara A. Atwood, Elizabethtown College; Sheri Sheppard, Stanford University

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Diversity

Tagged Divisions

Minorities in Engineering

Engineering Students Through an Intersectional LensAbstractHigh-impact academic experiences, particularly research and internship experiences, havepositive impacts for engineering students on engineering task self-efficacy (ETSE), a measure ofstudents’ perception of their ability to perform technical engineering tasks. However, under-represented racial/ethnic minority students (URM) and women in engineering are found to haverelatively lower self-perceptions across several academic and professional self-efficacymeasures. Previous studies examined the impact of research and internship experiences on ETSEfor students categorized by gender and URM status separately. The current study explores theimpact of these experiences on ETSE for the intersection

Conference Session

Robotics

Collection

2018 ASEE Annual Conference & Exposition

Authors

Abhidipta Mallik, New York University; Sheila Borges Rajguru, New York University; Vikram Kapila, New York University

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Diversity

Tagged Divisions

Pre-College Engineering Education

design tasks also include quantifying and analyzing differences in the self-efficacy held by individuals with a range of engineering experiences. Prior studies on self-efficacyin engineering design tasks have also examined how the self-efficacy values differ with genderand background of the participants [27,33].In this effort, our focus was to measure the change in self-efficacy values before and after thetraining with the objective of improving our PD. For this reason, we did not consider any genderand background related studies, instead we performed a generalized study. This survey had foursections for rating an individual’s perceived confidence, motivation, success expectation, andanxiety in performing several portions of the project-based

Conference Session

Women in Engineering Technical Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

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Diversity

Tagged Divisions

Women in Engineering

Paper ID #21489Improving Middle-School Girls’ Knowledge, Self-Efficacy, and Interests in’Sustainable Construction Engineering’ through a STEAM ACTIVATED! pro-gramDr. Andrea Nana Ofori-Boadu, North Carolina A&T State University Dr. Ofori-Boadu is an Assistant Professor with the Department of Built Environment at North Carolina A & T State University. Her research interests are in bio-modified cements, sustainable development, and STEM education. Dr. Ofori-Boadu has served in various capacities on research and service projects, including Principal Investigator for two most recent grants from the Engineering Information

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tameshia Ballard Baldwin, North Carolina State University; Angelitha Daniel, North Carolina State University; Braska Williams Jr., Newport News Public Schools; LaTricia Walker Townsend, North Carolina State University

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Diversity

Tagged Divisions

Pre-College Engineering Education

InterviewsMSEN teachers, student participants, and mentors participated in either focus groups or interviewsto determine the program’s impact on the items outlined in the evaluation criteria. Semi-structuredinterview protocols were used to guide discussions with participants. Interviews and focus groupswere digitally recorded and transcribed. A reflective analysis process was used to analyze andinterpret interviews and focus groups.Test of Students’ Science KnowledgeA student science content knowledge assessment aligned to the instructional goals of the researchcourse was developed and administered at the onset and conclusion of each part of the course.S-STEM SurveyThe S-STEM Student Survey measures student self-efficacy related to STEM content

Conference Session

Problem Solving, Adaptive Expertise, and Social Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Janna H. Ferguson, Northeastern University; Jennifer Lehmann, Northeastern University; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Susan Chang, Northeastern University; Reid P. Higginson, Harvard University; Cigdem P. Talgar, Northeastern University

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Diversity

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Educational Research and Methods

], as well as self-efficacy and resilience. Therevised scale included modified items from Fisher and Peterson’s 2001 survey [20], additionalitems of our own construction, and several items based on work by van der Heijden [33],Charbonnier-Voiirin et al., [36], Bohle Carbonell et al., [35], and the General Self-Efficacy Scale(GSES-12) [37], [38].We were guided to include domain skills by the near-consensus in the adaptive expertiseliterature that adaptive expertise is built on top of subject-specific routine expertise. Ourproposed domain skill items address student perception of growth in their field, as well as theirability to pursue expertise and integrate new developments in the field [33], [35]. Innovativeskills by contrast focus on student

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana Engineering Education Research Center; Jessi L. Smith, Montana State University

Tagged Topics

Diversity, NSF Grantees Poster Session

). “The role of interest in understanding the career choices of female and male college students,” Sex Roles, vol. 44, pp. 295-320. 2001.National Academy of Engineering. (2004). “The Engineer of 2020: Visions of Engineering in the New Century,” National Academies Press, Washington, D.C, 2004.Ponton, M. K., Edmister, J. H., Ukeiley, L. S. & Seiner, J. M. (2001). “Understanding the role of self- efficacy in engineering education,” Jnl of Engineering Education, vol. 90, no. 2, pp. 247-251, 2001.Priniski, S. J., Hecht, C. A. & Harackiewicz, J. M. (2017). “Making Learning Personally Meaningful: A New Framework for Relevance Research,” The Jnl of Experimental Education, vol. 86, no. 1, October 18, 2017

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

increases in short and long-term student learning are mediated by experiences thathelp students identify needs and develop design solutions (i.e., developmentally instigativebehaviors). These experiences in turn enhance students’ valuation of engineering, beliefs aboutcapabilities, and identification as an engineer; motivating future behaviors. Like a cyberneticsystem then [29], these processes repeat and are self-regulating. Several basic hypotheses will beused to assess both the validity of the scales used to measure engineering values, self-efficacy,and identity and the plausibility of this theoretical framework. Students who engage in moreengineering related activities (e.g., attending an engineering conference, facilitated study group,or

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Debapriyo Paul, Texas A&M University; Bimal P. Nepal, Texas A&M University; Michael Johnson, Texas A&M University

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Diversity, NSF Grantees Poster Session

summerresidential program geared towards providing high school teachers with insights into the latest inmanufacturing research. The goal was to improve their beliefs and attitudes regarding STEMeducation so that they would feel more capable to impart similar technical information to theirstudents.The next section of this paper (Literature Review) provides an overview of several paperspublished in the area of teaching self-efficacy, its relationship with STEM education, and theinstruments that have been used for its measurement. The Research Design section describes indetail the methodology and instruments used for the purpose of this study. The Data Analysissection provides a description of the data used for this study and the results of the

Conference Session

Construction Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

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Diversity

Tagged Divisions

Construction Engineering

Test of Scientific Literacy Skills (TOSLS) was developed to measures skill related tomajor aspects of scientific literacy [13]. The TOSLS test had multiple-choice questions, and thestudents were required to circle the best responses to the test items. Also, the test items areclassified into several SL categories and data analysis of these categories gave greater insightsinto specific SL skills. The surveys utilized a 5-point Likert scale that allowed the students toself-report and provide a rating on various SL and self-efficacy statements listed in the survey.The students also provided short statement responses to open ended questions. During focusgroup sessions, the students shared the opinions and suggestions to improve their SL

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

designed to positively impact the retention of engineeringmajors in early career engineering courses. We build on prior work in this area through our focuson two important aspects of classroom instruction: classroom community and relevancy. In thistwo-year project, faculty from engineering and science education have teamed together to design,implement, and study a number of interventions related to classroom community and relevancy.As proxies for retention, we used three measures to examine specific constructs: engineeringidentity, engineering self-efficacy, and sense of community. In addition, we used the COPUSobservational protocol to examine instructional differences between treatment and controlcourses.In the first two iterations of the

Conference Session

Pre-College Engineering Education Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Srujal Patel, Georgia Institute of Technology; Maria-Isabel Carnasciali, University of New Haven; Melissa L. Whitson, University of New Haven; Daniel Patrick Schrage, Georgia Institute of Technology

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Diversity

Tagged Divisions

Pre-College Engineering Education

-efficacy scale, Riggs and Enochs’ [13]science teaching efficacy beliefs, Bandura’s [14] teacher self-efficacy scale and the Tschannen-Moran and Hoy’s [15] Ohio State teacher efficacy scale.Students' responses to the measures of math/science self-efficacy, math/science outcomeexpectations, and critical thinking were examined over time to see if there were significantchanges from the pre-test completed prior to the camps to the post-test that was completed at theend of the two-week camps. Of the 98 students who completed the pre-test surveys, 67 hadmatching post-test data for analyzing changes on the outcome variables over time. Resultsrevealed that students exhibited statistically significant increases in two of the three variables.Over the two

Conference Session

Entrepreneurship & Engineering Innovation Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Antti Oskari Surma-Aho, Aalto University; Tua A. Björklund, Aalto University; Katja Holtta-Otto, Aalto University

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Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

-sectionally [1], but also showed an increase in innovativeness when it wasmeasured before and after a project course [2] as well as when measured longitudinally for thesame group of students [3]. These mixed results indicate that a deeper understanding is neededabout the factors influencing the development of innovativeness in engineering students.Recently, two constructs have received special attention with regards to engineer innovativeness:empathy and self-efficacy, i.e. feeling and understanding the experiences of others and believingin one’s own ability to perform tasks. Research suggests that empathy in engineering and designcomprises of intrinsic skills, observable actions, and a holistic mindset [4], and can helpdesigners understand and care

Conference Session

Engineering Physics and Physics Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Genaro Zavala, Tecnologico de Monterrey, Monterrey, Mexico and Universidad Andres Bello, Santiago, Chile; Angeles Dominguez, Tecnologico de Monterrey, Monterrey, Mexico, and Universidad Andres Bello, Santiago, Chile

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Diversity

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Engineering Physics and Physics

whoparticipated in a STEM competition. The review of the information gathered with these studentsis particularly critical in our main project since these students have a strong orientation towardSTEM. Students had a choice to participate in up to two subjects out of five available: physics,mathematics, biology, chemistry and computer science. We administered a science andtechnology questionnaire and 657 students out of 721 who participated in the competitionresponded. The survey included 13 questions in a Likert scale regarding self-efficacy andperception of the importance of the subjects presented. In the first section of the questionnaire,students responded to queries that assess physics, biology, chemistry, mathematics and computerscience self

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Madison E. Andrews, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

include 1 mixed-method, 6 qualitative and 6quantitative studies. The sample sizes ranged from 4 to 15,771. All the sources included werepeer-reviewed and framed as research studies, rather than as practitioner papers. Additionally,the quality of each of these studies was systematically assessed. The full texts of the 13remaining qualifying studies were then examined and coded to reveal themes within the existingbody of knowledge.DiscussionAlthough the total number of publications examined was quite small, clear trends existed in thedata collected. The majority of articles measured students’ confidence or some form of self-efficacy in the classroom or the workplace. The quantitative studies measured a variety ofoutcomes, but almost never found

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kristin E. Sherwood, Stony Brook University; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

TransitionAbstractPeer mentoring has been shown to be an effective means of improving the retention of women inengineering, but few studies have explored the impact of participation on the development of theleadership abilities of undergraduate women. Transitioning to a leadership mentality as a peermentor has the potential to foster self-efficacy in science, technology, engineering, andmathematics (STEM) and socially stable academic relationships that may be replicated in post-graduate study and/or the workplace. This one-year study explored the experiences of junior andsenior female students in STEM majors (N=11) serving as mentors to first-year students in theWomen in Science and Engineering Honors Program (WISE) at Stony Brook University, a largeresearch

Conference Session

Women in Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Malle R Schilling, University of Dayton; Margaret Pinnell, University of Dayton

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Diversity

Tagged Divisions

Women in Engineering

,engineering, and math (STEM) a function of objectively measured math competencies. Second,students are more likely to select math and science courses when they are confident in theirability to do well in these courses. In other words, students with greater self-efficacy in scienceand math are more likely to choose these courses. Third, the value a student places on particularschool subjects are important for their career trajectory. Finally, the perception of strong socialsupport for achievement is vital when a student is considering a career choice, which isparticularly true for females [7].Through the use of implicit and self-report measure, it was found that elementary school femalessupported the stereotype that math is for males, demonstrating

Conference Session

Women in Engineering Division Technical Session 5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer A Gatz, Stony Brook University ; Angela M Kelly, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

be measured in terms of gradeperformance and intellectual development during the college years [22]. While ability has beenpositively associated with college persistence, commitment to the goal of completion is the mostinfluential factor in determining persistence [22]. A feeling of success and congruence in theacademic environment may lead to increased motivation to study, which may lead to betterperformance, increased academic self-efficacy, and institutional commitment [23]. Learningcommunities are a way to combine academic and social aspects of an institution to help increaseacademic performance and retention, particularly in the transition from high school to college[24]. Learning communities that include mentoring encourage personal

Conference Session

Developing Teaching and Mentoring Skills

Collection

2018 ASEE Annual Conference & Exposition

Authors

Hyun Hannah Choi, University of Illinois, Urbana-Champaign; Yuting W. Chen, University of Illinois at Urbana-Champaign; A. Mattox Beckman Jr., University of Illinois, Urbana-Champaign; Lucas Anderson, University of Illinois at Urbana-Champaign; Blake Everett Johnson, University of Illinois, Urbana-Champaign; Matthew D. Goodman, University of Illinois, Urbana-Champaign; Chris Migotsky, University of Illinois; Nicole Johnson-Glauch

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Diversity

Tagged Divisions

Graduate Studies

join our GTA training.Program EvaluationAligned with the goals of the program to improve teaching ability and based on the assumptionthat students may not see the connection between teaching and transferable professional skills,this program evaluation was designed to: 1) measure changes in students’ perceptions of theirconfidence in teaching and 2) estimate changes in students’ viewpoints toward teaching as anopportunity to enhance transferable professional skills. To these ends, we administered twosurveys before and after the course: the STEM GTA Teaching Self-Efficacy Scale 5 and a modifiedskills perception inventory. 6 This section discusses the demographics of the students whoparticipated in this evaluation and their responses to the

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jonathan D. Stolk, Franklin W. Olin College of Engineering; Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Michael D. Gross, Wake Forest University

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Diversity

Tagged Divisions

Educational Research and Methods

/perceived confidenceand interest/values in STEM has progressed over the past two decades, studies of students’motivational orientations (intrinsic versus extrinsic) in STEM are quite limited.Perceived confidence and self-efficacy strongly influence academic motivations [44] and serveas mediators of learning engagement and persistence [8]. As such, STEM educators areconcerned with how learners cultivate a strong sense of efficacy and expectations of success.Indeed, measurement of self-efficacy and perceived competence represents an area of notableprogress in STEM education research. Gendered patterns in learners’ perceived competence andself-efficacy within gender-role stereotyped domains such as mathematics and engineering arewidely reported [45

Conference Session

Women in Engineering Division Technical Session 4

Collection

2018 ASEE Annual Conference & Exposition

Authors

Angela M Kelly, Stony Brook University; Doreen Aveni, Stony Brook University; Monica Bugallo, Stony Brook University

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

uniqueresearch experiences must be identified for 100 students in laboratories across campus.Furthermore, the arrangement of internships depends upon strengthening and expanding thenetwork of regional industries, companies, and health services organizations. This requiresconsiderable work, however, our extensive faculty network and alumni have been supportive inproviding resources and opportunities for current WISE students.Preliminary FindingsTo measure the effectiveness of the new WISE curriculum in meeting its goals, incomingfreshmen (N = 58) were surveyed at the end of the fall semester in 2017. Baseline data werecollected to explore the following research question: How does participation in the WISEcurriculum impact students’ self-efficacy, career

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, University of Michigan; Katie A. Shoemaker, University of Michigan; Lisa R. Lattuca, University of Michigan

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Diversity

Tagged Divisions

Educational Research and Methods

social pressure tosucceed in engineering. Students were asked to respond on a 5-point Likert scale (1=StronglyDisagree and 5=to Strongly Agree)to the survey item that read, “I would be embarrassed if Ifound out that my work in my science or engineering major was inferior to that of my peers.”Finally, since Ajzen argued that perceived behavioral control is highly compatible withBandura’s concept of perceived self-efficacy, we measured perceived behavioral control using asubscale of our engineering self-efficacy measure. Items in the subscale of Engineering MajorConfidence were measured on a five-point Likert scale (i.e., Strongly Disagree to StronglyAgree). Example items included, “I can succeed in an engineering major” and “Someone like mecan

Conference Session

Women in Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer Blue, Miami University; Amy Summerville, Miami University; Brian P. Kirkmeyer, Miami University; Brielle Nikole Johnson

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

mindset, self-efficacy,and on the regrets that they may feel after they take their first exam. These measures of self-perception often have enough of an effect on students that they affect student performance andpersistence in a major and, sometimes, in a career.A. Mindset People can have either fixed or growth mindsets. Someone with a fixed mindset believesthat intelligence is both stable and uncontrollable, while someone with a growth mindsetbelieves that intelligence can improve [3]. Students with fixed mindsets may interpret one lowexam grade as evidence that they are not smart enough to learn the material in a course, whilethose with growth mindsets are more likely to keep trying to learn. Consequently, people with1 Miami

Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Osazuwa John Okundaye Jr, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, Texas A&M University; Francis Quek, Texas A&M University

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Diversity

Tagged Divisions

Engineering Technology

://teilab.tamu.edu c American Society for Engineering Education, 2018 Motivating STEM Participation through a “Making as Micro- Manufacture (M3)” ModelAbstractThe objective of this paper is to outline a new model for motivating STEM participation anddeveloping self-efficacy among high-schoolers, and to detail the major implementation activitiesinvolved, preliminary impressions/results, and lessons learned.In this model titled, “Making as Micro-Manufacture (M3),” high-variability low-volumeproducts were manufactured in real-world settings and for a real-life purpose. The modelcombined “Making” with engineering concerns attendant to manufacturing at micro scales (tensto hundreds of parts) along with

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

’ conceptual understanding ofengineering concepts [13-15]. Other tools collect intermittent peer evaluations [16], andstudent self-efficacy in design skills [17]. However, these tools do not give a direct measureof students’ design process learning, nor do they collect the process-related data needed foreducators to investigate the effect of the students’ experiential learning of design processes.There are also instructor self-efficacy tools that cover general teaching tasks [18], specificacademic areas such as science [19] and the teaching of design engineering within STEM andthird level education [20, 21]. However, these tools are only intended to measure instructors’perception of their own teaching abilities and cannot provide a direct measure of