Conference Session

M2C: Learning by Design 2

Collection

2019 FYEE Conference

Authors

Jonathan R. Brown, Ohio State University; Irina Kuznetcova, The Ohio State University; Ethan Kirk Andersen; Nick H Abbott; Deborah M. Grzybowski, Ohio State University; Christopher Douglas Porter, The Ohio State University Department of Physics

Tagged Topics

Diversity, FYEE Conference - Paper Submission

students’ learning if it is not integrated in the classroombased on sound educational theories [27], [31].We aimed to ensure student engagement and learning by promoting self-efficacy, one’s beliefthat one can successfully complete a specific task [32], [33], because it helps determine whetherstudents engage with tasks, persist when they face difficulties, and finish tasks. Masteryexperiences (actually performing a task and succeeding) can increase self-efficacy [34],especially when they are built on achieving proximal goals - smaller tasks that are almostguaranteed to be completed successfully. Since self-efficacy is domain-specific [35], wehypothesized that low visuospatial self-efficacy could be one of the main reasons of whystudents disengage

Conference Session

M2B: Learning in teams

Collection

2019 FYEE Conference

Authors

Behzad Beigpourian, Purdue University; Matthew W. Ohland, Purdue University-Main Campus, West Lafayette (College of Engineering); Daniel M. Ferguson, Purdue University-Main Campus, West Lafayette (College of Engineering)

Tagged Topics

Diversity, FYEE Conference - Paper Submission

. Resour. Comput., vol. 4, no. 1, pp. 1– 18, 2005.[5] G. S. Stump, J. C. Hilpert, J. Husman, W. Chung, and W. Kim, “Collaborative learning in engineering students: Gender and achievement,” J. Eng. Educ., vol. 100, no. 3, pp. 475–497, Jul. 2011.[6] E. A. Flynn, G. Savage, M. Penti, C. Brown, and S. Watke, “Gender and modes of collaboration in a chemical engineering design course,” J. Bus. Tech. Commun., vol. 5, no. 4, pp. 444–462, Oct. 1991.[7] D. Rosch, D. Collier, and S. Zehr, “Self-vs.-teammate assessment of leadership competence: The effects of gender, leadership self-efficacy, and motivation to lead,” J. Leadersh. Educ., vol. 13, no. 2, pp. 96–124, 2018.[8] D. M. Rosch and D. Collier