Displaying all 21 results
- Conference Session
- Design in Engineering Education Division: Postcard and Student Essays
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Roxana Maria Carbonell, University of Texas, Austin; Madison E. Andrews, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
attitudes and skillsets as they relate to the makerspace. Ourresearch team surveyed 172 undergraduate students in 6 unique courses that incorporate amakerspace based project into their curriculum. These courses varied by student year,department, subject matter, and project complexity. Each student was surveyed at the beginningand end of the semester, before and after they had completed a course project in the makerspace.The survey measured students’ affect towards design, design self-efficacy, technology self-efficacy, innovation orientation, and sense of belonging within the makerspace. Survey itemswere validated through exploratory and confirmatory factor analysis. Subsequently, paired t-testswere used to analyze if, and how, these metrics
- Conference Session
- Design in Engineering Education Division: Design Mental Frameworks
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Joanna Tsenn, Texas A&M University; Heather S. Lewis, Texas A&M University; Astrid Layton, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
help students develop a high level of design self-efficacy, the belief in one’s ability to complete engineering design tasks. Engineers problem-solve by practicing design tasks. As a result, design self-efficacy is a critical component of asuccessful engineer [1]. Preparing students to become successful engineers, in both industry andacademia, therefore demands that design tasks be taught to a level where students may obtainself-efficacy [2, 3]. The importance of design tasks has also been acknowledged by theAccreditation Board for Engineering and Technology (ABET). This work seeks to measure theimpact of different variables on design self-efficacy, based on the specific project experiences ofthe students at the end of their two-semester
- Conference Session
- Design in Engineering Education Division: Student Empathy & Human-centered Design
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Marsha Maraj, Imperial College London; Colin Paul Hale; Andreas Kogelbauer; Klaus Hellgardt
- Tagged Divisions
- Design in Engineering Education
’ perceptions of their experiences withintheir Mechanical Design Project module and use this to examine the following researchquestions: 1. To what extent do students believe that their interactions within this module have resulted in academic self-efficacy, peer learning and team efficacy? 2. How does team efficacy impact peer learning and the academic self-efficacy of students within this module? 4Research MethodologyOur research questions were examined using an anonymously self-administered (online),semi-structured questionnaire which evaluated students’ feedback at the end of theirMechanical Design Project module. Twenty-five closed-ended descriptors were used to mapand measure the three
Gender and Racial Disparities in Students’ Self-confidence on Team-based Engineering Design Projects
- Conference Session
- Design in Engineering Education Division: Design Mental Frameworks
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
significantly higher self-efficacy for tinkering and engineering applications than females. (2) Students from majority groups (i.e., White or Asian) would report significantly higher self-efficacy for tinkering and engineering applications and higher self-confidence in math and science than those from underrepresented minority groups (non-White, non- Asian).MethodsWe developed and validated a composite survey that merged items from the APPLES instrument[6,10,14], which focuses on self-confidence in interpersonal skills, problem solving, and mathand science theory, with an established but unvalidated instrument [15] that measures self-efficacy in “tinkering” – that is, prototyping and modeling – and the application of
- Conference Session
- Best In DEED
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
in making—in tinkering, infiguring things out, in playing with materials and tools” [8, p.528]. Recent studies found thatstudents involved in hand-on design and making exhibited increased motivation, self-efficacy,expectations of success, and interdisciplinary awareness [9-12]. Further work is underway todevelop scales that measure belonging in makerspaces [13] and maker identity [14]. Finally,research has begun to uncover barriers to equity in makerspaces, including ways in which theyare gendered [15-17] and the learning strategies employed by women who make [18]. This study aims to better understand how much and under what conditions students aretransformed through hands-on experience designing and making`. We examine a
- Conference Session
- Design in Engineering Education Division: Design Mental Frameworks
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Jenni Buckley, University of Delaware; Sara Bernice Grajeda, University of Delaware; Amy Trauth, University of Delaware; Dustyn Roberts P.E., Temple University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
and taskorientation in first-year engineering design courses. In Frontiers in Education Conference (FIE),2014 IEEE (pp. 1-4). IEEE.[38] D. Baker, S. Krause, and S. Y. Purzer, “Developing an instrument to measure tinkering andtechnical self-efficacy in engineering,” presented at the 2008 ASEE Annual Conference andExposition, 2008.[39] Ohland, Matthew W., et al. "The comprehensive assessment of team member effectiveness:Development of a behaviorally anchored rating scale for self-and peer evaluation." Academy ofManagement Learning & Education 11.4 (2012): 609-630.[40] Basadur, G. Graen, and M. Wakabayashi, “Identifying individual differences in creativeproblem solving style,” J. Creat. Behav., vol. 24, no. 2, pp. 111–131, Jun. 1990.
- Conference Session
- Design in Engineering Education Division: Student Empathy & Human-centered Design
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
. Fivemotivation factors were studied to examine student motivation within and between the cohorts:cognitive value, self-regulation, presentation anxiety, intrinsic value, and self-efficacy. The datawas collected from three cohorts of mechanical engineering senior capstone design students,through three different yearlong senior capstone courses: 2013-2014, 2014-2015, and 2016-2017.The data was analyzed using an ANOVA Single Factor analysis and a t-test for single variance toexamine which factors affected student motivation.The goal of this research is to examine the effect of the student’s choice of project type on theirmotivation and changes in motivation in senior capstone design. This will thereby provideeducators with insight on the impact of the
- Conference Session
- Best In DEED
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Elizabeth Marie Starkey, Pennsylvania State University; Scarlett Rae Miller P.E., Pennsylvania State University; Samuel Todd Hunter
- Tagged Divisions
- Design in Engineering Education
self-efficacy surveys to measure one’s belief in theirengineering [27] and creative [28] ability, since self-efficacy is a strong predictor of futurebehavior [29]. While Table 2 identifies the prior work in the area of product dissection, theimplementation of product dissection in the engineering classroom has not been systematic,leaving us to question how variations in product dissection impact learning, creativity, or bothfor students when used in the classroom. In order to fill this gap in the literature, our researchgroup has conducted numerous studies over the last four years in order to systematicallyinvestigate variations in deployment of product dissection in an engineering classroom. Throughthese studies, a research driven
- Conference Session
- Design in Engineering Education Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- April A. Dukes, University of Pittsburgh; Lucille A. Sowko, University of Pittsburgh School of Nursing; Mark Gartner, University of Pittsburgh; Brandon Joseph Barber, Sawnson School of Engineering University of PIttsburgh; Renee M. Clark, University of Pittsburgh
- Tagged Divisions
- Design in Engineering Education
, which may be influencedby an intense design experience, such as the BioE senior design project described in this paper.Thus, a post survey is planned for the end of the spring 2019 semester to measure potentialchanges in self-efficacy following student completion of the interdisciplinary teamworkexperience over the two semesters. Additionally, at that time, changes in students’ competenciesin collaboration will be assessed using the Interprofessional Collaborative CompetencyAttainment Survey Instrument [18]. This is a 21-question survey instrument that examinesstudents’ pre-class and post-class collaborative competencies in the following interprofessionalcore competency areas [19]: communication, collaboration, roles and responsibilities
- Conference Session
- Best In DEED
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Giovanna Scalone, University of Washington; Aaron Justin Joya, University of Washington; Kathryn Elizabeth Shroyer, University of Washington; Cynthia J. Atman, University of Washington
- Tagged Divisions
- Design in Engineering Education
provide students with standards that they can use to monitor and evaluatetheir learning. For educators, gaining insights into students’ intentional and goal-directedprocesses makes visible students’ orientations, motivation, and intent because they make theirunderstanding related to a task explicit and show how they are translating their tasks into goals[2].From a social cognitive viewpoint [3], self-regulation refers to learning processes that includestrategies for achieving goals on the basis of self-efficacy perceptions. This viewpoint accountsfor self-regulated learning strategies, self-efficacy, and commitment to goals. Thus, implying thatstudents are metacognitively, motivationally, and behaviorally engaged in their own learningprocess
- Conference Session
- Best In DEED
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; McKenzie Carol Clark; Beshoy Morkos, Florida Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
two instances in time: their Fall and Spring senior capstone designcourse. The findings from the prior longitudinal study also impelled the authors to implement aqualitative survey to gain insight into the student’s perspective of their motivation. Both of thesurveys measure five factors of student motivation: cognitive value, intrinsic value, self-regulation,self-efficacy, and test/presentation anxiety.This paper presents quantitative and qualitative results to further explore the impact of studentmotivation on their performance in senior capstone design courses. The study also examines thestudent’s motivation factors with regard to their demographic information. This includes thestudent’s gender, age, residency (domestic or international
- Conference Session
- Design in Engineering Education Division: Student Empathy & Human-centered Design
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
”, Self-efficacy beliefs of adolescents 5, 307–337.http://web.stanford.edu/dept/psychology/bandura/pajares/014-BanduraGuide2006.pdf[11] Barr, D. A.; & Burke, J. R. (2013). “Using confidence-based marking in a laboratory setting: A tool for student self-assessment and learning.”The Journal of chiropractic education, 27(1), 21. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3604960/[12] Carberry, A.; Lee, H. & Ohland, M. (2010), “Measuring engineering design self-efficacy”, Journal of Engineering Education 99 (1), 71–79.http://www.ceeo.tufts.edu/documents/journal/carberry_lee_ohland.pdf[13] Fantz, T.; Siller, T. & Demiranda, M. (2011), “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students”, Journal ofEngineering
- Conference Session
- Design in Engineering Education Division: Student Empathy & Human-centered Design
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Andrew Jackson, Yale University; Nathan Mentzer, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette; Scott R. Bartholomew, Purdue Polytechnic Institute; Greg J. Strimel, Purdue Polytechnic Institute
- Tagged Divisions
- Design in Engineering Education
planned and cyclicallyadapted to the attainment of personal goals” [16, p. 14]; Self-Regulation Theory structuresattention prior to, during, and after performance into three phases. As in design, these phases arecyclical, where information and thoughts shape behavior proactively and reactively [21].Forethought encompasses activities and thought in preparation for a task, such as planning, goalsetting, and non-cognitive factors like self-efficacy. In performance, attention is given to thequality of execution by self-control and focusing strategies, as well as record keeping. The finalphase, self-reflection, includes judgment and reaction elements that assess and explain outcomes,as well as shape future attempts.Self-regulation has been recommended
- Conference Session
- Design in Engineering Education Division: Postcard and Student Essays
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Lee Allen Dosse, University of Pittsburgh; Irene B. Mena, University of Pittsburgh; William W. Clark, University of Pittsburgh
- Tagged Divisions
- Design in Engineering Education
spaceshad a positive impact on many attributes vital to engineering, such as design and analyticalabilities, design self-efficacy, communication skills, management skills, and working effectivelyas a team [6], [8], [9], [10].About the MakerspaceThe makerspace being studied is relatively new, having only opened in 2016. The space isapproximately 1700 sq. ft. and is divided into several distinct areas. The front of the room closeto the entrance has a dual-function whiteboard/table, a couch, and a 60” monitor. It is setup formeetings, training for new users, lectures, planning, and if desired, relaxing. The middle of theroom has several large tables and is designed for testing out ideas and assembling small tomedium sized projects. The area can also
- Conference Session
- Design in Engineering Education Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Ferris Pfeiffer, University of Missouri; Johannes Strobel, University of Missouri; Suzanne Burgoyne, University of Missouri
- Tagged Divisions
- Design in Engineering Education
in the optimization of product development [35, 36]. Similarly, in our work,we have found that senior engineering students’ engineering design self-efficacy wassubstantially increased through particular creativity training [37]; other benefits associated withteaching creativity in the engineering curriculum derive from the overall increase in studentperformance [7, 38]. During this work, our group measured substantial increases in key outcomemeasures of creativity from engineering students who underwent a semester-long senior designcourse using evidence-based methods (that implement specific creativity learning methods intothe traditional engineering coursework) [39-42].None of these studies, however, has focused on the impact of creativity
- Conference Session
- Design in Engineering Education Division: Capstone Design Projects
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Cassandra M. Degen, South Dakota School of Mines and Technology
- Tagged Divisions
- Design in Engineering Education
[17] to assess students’systems thinking skills. In addition to gauging changes in students' systems thinking skills via aconcept inventory, the effects of the learning materials are assessed by studying changes instudents' self-efficacy and surveying students on the appeal of the new learning materials.Results are presented for a class of 37 students that features a mix of undergraduate and graduatestudents. The graduate students form a particularly interesting cohort in that they havepresumably previously taken a conventional capstone senior design course as undergraduatestudents.This paper is organized as follows. First, a description of the course is provided along with aglimpse into the curriculum structure and student backgrounds
- Conference Session
- Design in Engineering Education Division: Design Mental Frameworks
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Eunhye Kim, Purdue University, West Lafayette
- Tagged Divisions
- Design in Engineering Education
on and explicate their mental models and to adaptexternal knowledge. Bittner and Leimeister (2014) described that if team members are engagedin some activities of self-reflection on and visualizing their understanding before a specific teamtask, the team can develop TMMs more efficiently. In a similar sense, Bierhals et al. (2007)mentioned that each member’s perceived self-efficacy in a specialized domain related to theteam task can positively affect the development of TMMs. Also, Nemanich, Keller, Vera, andChin (2010) determined that team members’ ability to evaluate and assimilate externalknowledge is positively related to the team’s ability to develop TMMs. Furthermore, Kleinsmaanand Valkenburg (2008) described team members’ ability to
- Conference Session
- Design in Engineering Education Division: Design Methodology
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Lisa A. Shay PE, U.S. Military Academy; Tanya Thais Estes, United States Military Academy; David Paul Harvie, United States Military Academy
- Tagged Divisions
- Design in Engineering Education
posits that contemplation in an elementary andmiddle school setting can improve children’s social and emotional skills [2]. At the undergraduatelevel, Bernadez et al. have found software engineering students to be slightly more efficient indeveloping conceptual models after four weeks of mindfulness training [3]. Rieken et al. havefound positive correlations between mindfulness and innovation self-efficacy in undergraduateengineering students [4]. In the business world, Goleman shows that mindfulness results in“stronger focus, staying calmer under stress, better memory, and good corporate citizenship [5].”And in the military, mindfulness has attracted attention as a way to “to heal trauma-stressedveterans, make command decisions and help
- Conference Session
- Design in Engineering Education Division: Design Methodology
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Waddah Akili, Iowa State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self-efficacy, satisfaction with the curriculum, attitudes towards team work,instructors teaching practices, and the impact of the “hybrid” curriculum( project/problem-based) on the instructional environment. The results of the Louvain assessment are extremelysupportive of the “hybrid” (project/problem-based) curriculum. Students in the “hybrid”curriculum expressed their satisfaction with the new curriculum, because: they received a lot ofsupport from the instructors, saw more connections between theory and practice became morewilling to use autonomous learning strategies, and were less reliant on rote memorization relativeto students in
- Conference Session
- Design in Engineering Education Division: Design Methodology
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Kathryn W. Jablokow, Pennsylvania State University; Aditya Vora, Pennsylvania State University; Daniel Allen Henderson, Pennsylvania State University; Jennifer Bracken, Pennsylvania State University; Neeraj Sonalkar, Stanford University; Stephen Harris, Community College of the Air Force
- Tagged Divisions
- Design in Engineering Education
gather thestudents’ perceptions. Others have used Likert-type scales in the context of design assessment; afew examples include a decision-making tool for prototyping9, self-efficacy surveys in a designcourse10, and learning outcomes surveys for pre-capstone teams11.Despite the ubiquity of Likert-type scales within the design literature, there are a number of keychallenges that researchers have experienced while using them. Studies have found that peopleanswering questions using Likert scales may preferentially choose options on the ends of the scaleinstead of choosing less extreme answers12. Other studies have shown that misuse (ormisunderstanding) of the midpoint on the Likert scale can confound results; if someone wants toavoid a question, or
- Conference Session
- Design in Engineering Education Division Poster Session
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Mohamed Galaleldin, University of Ottawa; Hanan Anis, University of Ottawa; Patrick Dumond, University of Ottawa
- Tagged Divisions
- Design in Engineering Education
them to an authentic and iterative engineering design activity helps studentsincrease their self-efficacy and confidence in relation to their design skills.This paper addresses the research gap in the Maker Movement literature about the impact thatthe integration of making activities into cornerstone design courses has on engineering students.The existing literature lacks studies that aim to determine specific impacts of maker education onstudents’ technical or soft skills [16]. This study follows fourth-year mechanical engineeringstudents in their capstone design course and explores the effects of different students’ learningexperiences on the outcome of their capstone design project. Students who took one or both ofthe courses discussed