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Board 154: Model-building in Engineering Education

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Tobin N. Walton, North Carolina A&T State University; Stephen B. Knisley PhD, North Carolina A&T State University; Matthew B. A. McCullough, North Carolina A&T State University
Tagged Topics: NSF Grantees Poster Session

. c American Society for Engineering Education, 2019 Model Building in Engineering Education This paper reports on research that is part of a lager project taking place at a mid-sizedpublic HBCU funded through the National Science Foundation’s Revolutionizing Engineeringand computer science Departments (RED) program. The purpose of the RED program is toencourage and support innovation projects that develop new, revolutionary approaches andchange strategies that enable the transformation of undergraduate engineering education [1]. Avital component of this particular RED project involves the development and validation ofsurvey-based measures of Engineering Values, Self-Efficacy, and Identity: and a model thatcombines

Relevance Score: 0.12917504

Board 33: Persistence of First-year Engineering Majors with a Design-based Chemistry Laboratory Curriculum In- and Out-of-Sequence

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Corey Payne, University of Florida; Kent J. Crippen, University of Florida; Lorelie Imperial; Chang-Yu Wu, University of Florida; Philip J. Brucat, University of Florida; Maria Korolev, University of Florida
Tagged Topics: NSF Grantees Poster Session

organize and execute the courses ofaction required to produce given attainments” [6](p. 3), is a critical form of motivation and basisfor evaluating persistence. It is one of the strongest predictors for undergraduate studentachievement [7],[8] and a lack of self-efficacy has been shown to foreshadow a change of majorsand leaving engineering for underrepresented students [9],[10]. For engineering students, self-efficacy predicts interest, achievement and persistence in the major [11],[12],[13]. Self-efficacyis most likely to drop during the first two years a student spends at a university [14].This paper reports on a field study of student self-efficacy and persistence across a semester forthree groups taking general chemistry laboratory for

Relevance Score: 0.10948288

Board 138: Understanding Academic Makerspaces through a Longitudinal Study at Three Universities

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Timothy Sawchuk, Georgia Institute of Technology; Ethan Hilton, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology
Tagged Topics: NSF Grantees Poster Session

has on thedevelopment of design skills. In an effort to better understand the impact of involvement inacademic makerspaces, a longitudinal study on students at three different universities has beencarried out over the last four years. Data were collected from students through the use of surveysand collection of GPA and retention data. Students were tracked throughout their respectiveprograms to observe how changes in involvement correlated to changes in factors such as retentionand engineering design self-efficacy. This paper gives an overview of the entire study and presentsresults including trends in voluntary involvement in academic makerspaces over the course of eachprogram and how these trends correlate to other measured

Relevance Score: 0.10805241

Board 153: Continued Assessment of i-Newton for the Engaged Learning of Engineering Dynamics

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Rachel Vitali, University of Michigan; Noel C. Perkins, University of Michigan; Cynthia J. Finelli, University of Michigan
Tagged Topics: NSF Grantees Poster Session

intervention group(Control, Level 1, Level 2) for each of the subfactors being measured by the modified LAESEincluding: 1) engineering self-efficacy (ESE), 2) feelings of inclusion (INC), 3) intention topersist in the field (PER), and 4) course-specific self-efficacy (CSE).From Fig. 2, engineering self-efficacy (ESE) generally has negative gains regardless ofintervention. However, the Level 2 intervention group (Prescribed Experiments) has negativegains that are statistically different from 0 whereas the other two groups do not. All three groupsalso experience significant negative gains in their course-specific self-efficacy (CSE).Persistence (PER) generally has positive gains, though the Level 1 intervention group(Demonstrations) is the only group

Relevance Score: 0.08795565

Board 132: Impact of a Research Experience Program in Aerospace Engineering on Undergraduate Students: Year Two

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University
Tagged Topics: Diversity, NSF Grantees Poster Session

REU affect students’ self-efficacy of making decision about graduate school and success therein? 3. How does the REU affect students’ preferences on research type? 4. How does the REU change participants' perceptions of their research knowledge, skills, and engineering career path?II. MethodA. SettingObjectives of the REU Program. The specific objectives of the REU program at the universitywere to (a) engage a minimum of 10 undergraduates annually; (b) prepare the students forgraduate school through workshops on the Graduate Record Examinations (GRE), increasingawareness of graduate opportunities, strengthening of resumes by publishing research, andimproving written and oral communication; and (c) measure the effectiveness of

Relevance Score: 0.06834901

Board 61: Insights from the First Two Years of a Project Partnering Middle School Teachers with Industry to Bring Engineering to the Science Classroom

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Andrew L. Gillen, Virginia Tech; Jacob R. Grohs, Virginia Tech; Holly M. Matusovich, Virginia Tech; Gary R. Kirk, Virginia Tech; Holly Larson Lesko, Virginia Tech; Cheryl Carrico P.E., Virginia Tech
Tagged Topics: NSF Grantees Poster Session

processes: Inside the black box,” Public Administration Review, vol. 66, no. s1, pp. 20–32, Dec. 2006.[19] A. M. Thomson, J. L. Perry, and T. K. Miller, “Conceptualizing and measuring collaboration,” Journal of Public Administration Research and Theory, vol. 19, no. 1, pp. 23–56, Nov. 2007.[20] S. Y. Yoon, M. G. Evans, and J. Strobel, “Validation of the teaching engineering self- efficacy scale for K-12 teachers: A structural equation modeling approach,” Journal of Engineering Education; Washington, vol. 103, no. 3, pp. 463–485, Jul. 2014.[21] M. Knight and C. M. Cunningham, “Draw an engineer test (DAET): Development of a tool to investigate students’ ideas about engineers and engineering,” presented at the ASEE Annual

Relevance Score: 0.048820727

Board 70: Impact of "Algae Grows the Future" Project on Promoting Engineering

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Erin Elizabeth Pepe, Rowan University; Stephanie Farrell, Rowan University; Kauser Jahan P.E., Rowan University; Cheryl A. Bodnar, Rowan University; Ashley Ferrante, Rowan University; Adam Anthony Cavallaro; Samantha K. Price; Jeffrey E. Dobkowski, Rowan University; Zachery Dean Miller, Rowan University
Tagged Topics: NSF Grantees Poster Session

groups (a total of 9 participating students). Proper humansubjects’ approval was obtained prior to the conduct of this study. More details on this specificstudy are included in the authors’ peer-reviewed journal article accepted for publication for theInternational Journal of Engineering Education [19].4.1 Survey ResultsTwo validated survey instruments were used in the assessment of the project: (1) students’adaptive learning engagement in science [20]; and (2) the perceived competence scale [21]. Thestatements for the self-efficacy and self-regulation surveys are presented in Table 1.Table 1: Statement for self-efficacy and self-regulation surveys Statement for Average Student Statement for Average Student Responses Responses for

Relevance Score: 0.045928568

Board 155: Engaging Secondary STEM Teachers in Automotive Engineering and Alternative Energy Research at a University Site

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Xia Wang, Oakland University; Anica Gwenell Bowe, Oakland University; Chris J. Kobus, Oakland University
Tagged Topics: Diversity, NSF Grantees Poster Session

Evaluating the performance of Lithium ion Chemistry-H Challenge batteries under cold environment (Grosse Pointe)3. Increase in RET-OU participant self-efficacy to teach engineering. Participants completedpre (n=33) and post surveys (n=30) asking about their self-efficacy to teach engineering in asecondary school setting. Surveys were given on the first day of the summer program and againon the final day of the program. The survey had nine items measuring teacher beliefs about theirpedagogical skills to teach engineering. The survey asked teachers to indicate their level ofagreement on a six point scale (Strongly Disagree

Relevance Score: 0.04197329

Board 93: Toward a National Agenda for Broadening Participation of African Americans in Engineering and Computer Science: A Systematic Review of Workforce Barriers

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Jeremi S. London, Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford P.E., Virginia Tech; Crystal M. Pee, Virginia Tech; Teirra K. Holloman, Virginia Tech; Chanee Hawkins Ash, Virginia Tech
Tagged Topics: Diversity, NSF Grantees Poster Session

constructs that are prevalent in engineering education literature related to careerchoices --namely identity (Ross, Godwin, 2016) and self-efficacy (Hofacker, 2014, 2015)-- arethe topics shared among studies on industry and government. Academia Industry Government Mentoring Workplace Experiences Recruitment, Retention, & Representation Engineering Identity Career Self-Efficacy Career Development & Advancement Pay EquityTable 1. Topical Themes Among Workforce Studies There is last

Relevance Score: 0.040123627

Board 56: Assessing Interest and Appeal of Engineering in a High School Program Designed to Enhance Entry into Engineering in an INCLUDES Project

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Tirupalavanam G. Ganesh, Arizona State University; Kyle D. Squires, Arizona State University; James Collofello, Arizona State University; Robin R. Hammond, Arizona State University
Tagged Topics: NSF Grantees Poster Session

and low-income students are least likely to matriculate withengineering degrees [3], suggesting these populations may demonstrate decreased self-efficacy.Self-efficacy beliefs are significant predictors of academic success, where STEM-specific self-efficacy beliefs relate to entry and retention in STEM majors [4]. Moreover, it has been foundthat women and minority students are less likely to report interest in STEM fields [4]. Thesefindings are important, because students who express measured interest in STEM are more likelyto major in science and engineering, and are more likely to persist in those majors [1]. The purpose of the current study is to examine the engineering interests held by a diversesample of high school students

Relevance Score: 0.0396929

Board 126: A Nine-year Study of the Impact of Middle and High School Teachers’ Participation in Research Experiences for Teachers Programs: Connections Between Teacher Performance and Student Achievement

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Gisele Ragusa, University of Southern California
Tagged Topics: NSF Grantees Poster Session

for the reader.]1There is a growing national concern over decreases in science achievement in middle and highschool. Paired with it are challenges associated with workforce declines in STEM-relatedcareers. In response, in a recent PCAST report,2 recommendations for recruitment of science andengineering students and corresponding recommendations for increased attention to strategicSTEM-related instruction and teacher professional development have emerged. A significantchallenge facing urban science and math teachers is a low sense of self-efficacy in teachingSTEM content.3 Additionally, a recent large-scale study of teachers revealed that secondaryteachers indicated a strong need for help in the area teaching in science, and that a weakness

Relevance Score: 0.03817375

Board 24: Promoting the Participation of Elementary School African Americans, Hispanics, and Girls in STEM by Expanding Summer Engineering Experiences

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)
Tagged Topics: Diversity, NSF Grantees Poster Session

, Hispanics, and Girls in STEM by Expanding Summer Engineering ExperiencesAbstractPromoting the participation of under-represented minorities in engineering is a nationalimperative. Focusing on elementary school students is critical for broadening participation inengineering, as many children form lasting beliefs about their STEM identities and STEM self-efficacy in elementary school. While there has been a recent surge in efforts to integrateengineering in curriculum in traditional school settings, out-of-school settings continue to playan important role in promoting equity in pre-college engineering experiences. Out-of-schoolsettings in particular can be ideal for providing children with culturally-relevant engineeringexperiences

Relevance Score: 0.036030043

Board 99: Assessing the Results of an Additive Manufacturing Course at Three Large Universities on Undergraduates and High School Students

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Patricia Ann Maloney, Texas Tech University; Weilong Cong, Texas Tech University; Meng Zhang, Kansas State University; Bingbing Li, California State University, Northridge
Tagged Topics: Diversity, NSF Grantees Poster Session

of our project is the assessment strategy. Forboth undergraduates and high school students, we have been able to collect content areaknowledge both before and after completing the class, as well as information about their attitudestowards engineering and self-efficacy beliefs. This has been particularly illuminating in regardsto subgroups like women and students of color. The Knowledge Assessment can be seen inAppendix A. It contains 10 multiple choice and five essay questions to determine studentknowledge about the basics of the course. The Attitudinal Assessment was taken from apreviously validated metric of engineering undergraduates’ attitudes towards engineering andself-efficacy assessment on those skills [14-15]. It can be seen in

Relevance Score: 0.035673108

Board 96: Designing a Middle Grades Spatial Skills Curriculum in Minecraft

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Nicholas Lux, Montana State University; Brock J. LaMeres, Montana State University; Shannon D. Willoughby; Bryce E. Hughes, Montana State University; Barrett Frank
Tagged Topics: NSF Grantees Poster Session

. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in Proceedings Frontiers in Education 35th Annual Conference, 2005, pp. S2C-15.[11] N. Veurink and A. Hamlin, "Spatial Visualization Skills: Impact on Confidence and Success in an Engineering Curriculum," presented at the 2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011. Available: https://peer.asee.org/18591[12] M.-T. Wang and J. Degol, "Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields," Developmental Review, vol. 33, no. 4, pp. 304-340, 2013.[13] D. B. Clark, E. E

Relevance Score: 0.03423416

Board 12: CAREER: Characterizing Latent Diversity Among a National Sample of First-year Engineering Students

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Allison Godwin, Purdue University, West Lafayette; Brianna Benedict McIntyre, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Aaron Robert Hamilton Thielmeyer; Rachel Ann Baker; Jacqueline Ann Rohde, Purdue University, West Lafayette
Tagged Topics: Diversity, NSF Grantees Poster Session

diversity. We developed an instrument for measuringstudents’ latent diversity from a review of the existing literature as well as interviews withundergraduate students. A detailed description of this process can be found in [7]. This surveymeasured students’ epistemic beliefs, innovation self-efficacy beliefs, STEM role identityconstructs, motivation, personality, and background factors such as race/ethnicity, genderidentity, sexual orientation, ZIP code, and parent(s) level of education. Students responded toitems measuring their attitudes and beliefs on a 7-point anchored numeric scale. We administered3,855 paper and pencil surveys to 32 ABET accredited institutions to understand students’ latentdiversity. These schools were recruited from a list

Relevance Score: 0.032891266

Board 137: Critical Thinking Skills in Non-calculus Ready First-year Engineering Students

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, Mid-Atlantic Technology, Research and Innovation Center; Mustapha Alao Animashaun, West Virginia University; Melissa Lynn Morris, West Virginia University
Tagged Topics: NSF Grantees Poster Session

level engineering courses.In this study, first semester cGPA was found to be related to students’ CAT scores. In general,students with higher CAT scores performed better at the end of their first semester in college.ConclusionAlthough this study found a relation between CAT scores and first semester cumulative GPA,the investigators recognize that critical thinking skills, although important, are not the onlydeterminants of students’ success in college. Other factors such as students’ self-efficacy andtheir motivation play a role in students’ academic performance and success in college.AcknowledgementsThis material is based upon work supported by the National Science Foundation (NSF) underGrant number DUE-1504730. Any opinions, findings, and

Relevance Score: 0.031237768

Board 87: Design Process Geometries: Shapes and Learning Trajectories of Engineering Students’ Design Process Concept Maps

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Micah Lande, South Dakota School of Mines & Technology; Yue Liu, Arizona State University
Tagged Topics: NSF Grantees Poster Session

during the design process help accelerate or impede a student’s designlearning? Anything that questions the student’s model of the design process forces a rectifying ofthe mental model and learning happens; through iterations the student can continually refine thecognitive mental model as measure of design competency [13]. In project-based learningenvironments, ambiguity abounds and in a state that lacks certainty students often fumble at whattheir next step is, using their own developing judgment and sense of self efficacy to moveforward.We hypothesize that both the breadth and frequency of iterative steps in the design process givestudents more learning moments to apply their model of the design process, helping to rectifymisconceptions and

Relevance Score: 0.029727591

Board 127: Student Persistence and University Transitions in STEM Majors: Community College Students’ Challenges and Successes

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Gisele Ragusa, University of Southern California
Tagged Topics: Diversity, NSF Grantees Poster Session

been sparse research conducted on non-traditional collegestudents, and in particular those who have career paths in engineering and science. It is howeveruseful to note the important work of Rosenbaum and his colleagues who have studied suchstudents.18 These researchers determined that in general, community colleges performed poorlyin terms of providing out-of-class support to their non-traditional students. Our study measures,build upon the work of Deil-Amen, Rosenbaum and colleagues in addition to our pilotcommunity college engineering and science study that informed this research design.What must be better understood about community college support for studentsCommunity colleges have taken on a “demand absorbing” role, which includes

Relevance Score: 0.027743483

Board 158: Engagement Patterns Across Race, Gender and Family Income in Engineering Classrooms

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Denise Wilson, University of Washington; Lauren Summers, University of Washington; Joanna Wright, University of Washington
Tagged Topics: Diversity, NSF Grantees Poster Session

courses, students were incentivized witha nominal amount of extra credit for the course in which they were recruited. All studentscompleted an electronic survey online and outside of class. Surveys were collected withidentifying information so that duplicates could be removed before aggregating data for analysis.All results were cross-sectional. In the survey, students reported their perceptions of variousitems related to engagement, belonging, effort, peer harassment, task value, self-efficacy, TA andfaculty interactions, and other measures of course achievement as well as multiple demographicitems.InstrumentsThe part of the study reported in this paper focuses on a five primary engagement variables andfour demographic measures (gender, race

Relevance Score: 0.02679633

Board 108: Evaluation of Collaborative REU Exploring the Energy Spectrum from Body-heat Harvesting to Smart Grid Technology

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Megan Patberg Morin, North Carolina State University; Elena Nicolescu Veety, North Carolina State University; Pam Page Carpenter
Tagged Topics: Diversity, NSF Grantees Poster Session

process,communication skills, and research self-efficacy [2-4].In order to provide multidisciplinary, authentic research opportunities for undergraduate studentsat all academic levels, from institutions without significant resarch activity, and from groupstraditionally underrrepresented in STEM, two NSF-funded Engineering Research Centers(ERCs) put forth a joint Research Experiences for Undergraduates (REU) site addressing theNational Academy of Engineering’s grand engineering challenges [5]. This REU experience isdesigned to give students a multidisciplinary perspective on the global energy challenge. In-depth research topics ranging from nano-scale human body energy harvesting all the way tomanaging distribution of energy on the grid are

Relevance Score: 0.025917253

Board 101: Assessing Educational Pathways for Manufacturing in Rural Communities: An Investigation of New and Existing Programs in Northwest Florida

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Marcia A. Mardis, Florida State University; Faye R. Jones, Florida State University
Tagged Topics: Diversity, NSF Grantees Poster Session

, and A. Crick, "Does entrepreneurial self-efficacy distinguish entrepreneurs from managers?," Journal of Business Venturing vol. 13, pp. 295-316, 1998.[29] J. Cheng, "Intrapreneurship and exopreneurship in manufacturing firms: An empirical study of performance implications," Journal of Enterprising Culture, vol. 9, no. 2, pp. 153-171, 2001.[30] E. J. Douglas and J. R. Fitzsimmons, "Intrapreneurial intentions vs.entrepreneurial intentions: Distinct constructs with different antecedents," Small Business Economics, vol. 41, no. 1, pp. 115-149[Online]. Available: http://www98.griffith.edu.au/dspace/bitstream/handle/10072/55296/80979_1.pdf?sequen ce=1[31] Enterprise Florida. (2008). Statewide

Relevance Score: 0.025009472

Board 125: Exploring the Impact of University Engineering Role Models on Elementary Students (NSF ITEST Project)

Conference Session: NSF Grantees Poster Session
Collection: 2019 ASEE Annual Conference & Exposition
Authors: Merredith D. Portsmore, Tufts University; Adam V. Maltese, Indiana University; Karen Miel, Tufts University; Kelli Paul, Indiana University
Tagged Topics: NSF Grantees Poster Session

instruments to make questions more readable for andrelevant to elementary students. For engineering identity items, we drew on social identity theory[11]–[13] to select items which assess the recognition, interest, and performance/competencefactors of identity. Based on literature review and participant responses, we added items to assessoutcome expectations and STEM fascination. To assess engineering identity, we drew from the16-item revised Engineering Identity Development Scale (EIDS) [14], the Engineering Interestand Attitudes Survey (EIA) [15], STEM Fascination and Competence/Self-efficacy Scales[16][17], the STEM Career Interest Survey (STEM-CIS) [18], the Modified Attitudes TowardScience Inventory (M-ATSI) [19], and the Persistence Research in