Displaying all 11 results
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- Design Teams 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware; Sara Grajeda, University of Delaware; Dustyn Roberts P.E., University of Pennsylvania; Jenni Buckley, University of Delaware
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- Diversity
- Tagged Divisions
- Design in Engineering Education
Paper ID #29944Individual Design Experiences Improve Students’ Self-Efficacy onTeam-Based Engineering Design ProjectsDr. Amy Trauth, University of Delaware Amy Trauth, Ph.D., is the Senior Associate Director of Science Education at the University of Delaware’s Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 sci- ence and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire tra- jectory of the profession. Her research focuses on teacher
- Conference Session
- Design Methodologies 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrea M. Ragonese, Pennsylvania State University, University Park; Elizabeth Marie Starkey, Pennsylvania State University, University Park
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- Design in Engineering Education
through theimmersion of “creative work…[and] ‘deliberate practice’” [8]. One way to gauge one’s creativeability is through the measure of Creative Self-Efficacy (CSE) [30], [31]. CSE is a measure ofone’s belief in their creative ability and has been shown to be a predictor of future creative success.Not only is CSE important, but short creative activities have been shown to increase CSE.Many tools exist to help people brainstorm ideas such as: brainstorming, Design Heuristics Cards,SCAMPER, and C-Sketch [29],[32]. While product dissection has traditionally been used as alearning tool, it has also been investigated as a creativity tool [21]. Prior research has found thatboth virtual and physical product dissection have a positive impact on
- Conference Session
- Empathy and Human-Centered Design 1
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- 2020 ASEE Virtual Annual Conference Content Access
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- Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced; Marina Shapiro
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- Diversity
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- Design in Engineering Education
], [28].Flipped classroom pedagogies, including POGIL, effectiveness on student outcomes has beendemonstrated thoroughly in the literature through longitudinal studies [18], STEM classes [15],[19], and quantitative studies of exam performance [20]-[25]. The literature shows increases instudent outcomes, student perceptions [12], even in self-efficacy with regards to complicatedsubject matter [25]. The flipped classroom pedagogy equalizes opportunities for students,especially for students of lower socioeconomic status and first-generation students. Incomparison to advantaged students who may have support systems in place to help completehomework and projects with tutors or advice from previous generations of how to navigatehigher education
- Conference Session
- Design Mental Frameworks
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- 2020 ASEE Virtual Annual Conference Content Access
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- Qiushi Li, Shanghai Jiaotong University; Jiabin Zhu, Shanghai Jiao Tong University
- Tagged Divisions
- Design in Engineering Education
in developingengineering students’ multiple skills and abilities, such as independent thinking, criticalthinking, creative thinking and hands-on skills [8]-[10]. For instance, using self-reported questionnaires among senior students ， Marques (2017) pointed out thatengagements in SDPs can strengthen students' soft skills like communication andpublic speaking [9]. Also, Xiong and Liu (2012) suggested that students whoparticipated in SDPs got their critical thinking and engineering design thinkingimproved [13]. In addition, applying self-efficacy scales, Dunlap (2005) measuredstudents' self-efficacy in a capstone environment. Pre- and post- data showed astatistically significant change in student perceptions of personal ability andpreparedness
- Conference Session
- Maker Spaces in Design Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University
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- Diversity
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- Design in Engineering Education
pathway metaphor into an ecosystem. The ecosystemapproach suggests more complex aspects of a system be recognized by offering a holisticunderstanding of educational experiences [22]. Lord et al. argue that the ecosystem approachoffers insights into contextual factors such as multiple influential actors, gatekeepers, powerrelations, tacit knowledge, knowledge transmission, and disciplinary cultures. Much like thispaper, we plan to apply network analysis techniques to makerspaces to provide richer insights.A survey measuring student participation in makerspaces and students’ self-efficacy for designrelated tasks [23] was deployed at Georgia Tech. The results of the study showed that studentswho are voluntary involved (not class-related) in the
- Conference Session
- Capstone Pedgagogy
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- 2020 ASEE Virtual Annual Conference Content Access
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- Stephen Andrew Wilkerson P.E., York College of Pennsylvania; Stephen Andrew Gadsden, University of Guelph; Elyse Hill
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- Design in Engineering Education
capstone design. In themeantime PBO has proven beneficial for this particular capstone design project. Students willbegin delivering data to the farmers for consideration this season.References[1] Zimmerman, Barry J. "Self-regulated learning and academic achievement: Anoverview." Educational psychologist 25.1 (1990): 3-17.[2] Pintrich, Paul R., and Elisabeth V. De Groot. "Motivational and self-regulated learningcomponents of classroom academic performance." Journal of educational psychology 82.1(1990): 33.[3] Schunk, Dale H. "Goal setting and self-efficacy during self-regulated learning." Educationalpsychologist 25.1 (1990): 71-86.[4] Wilkerson, S. A., A. D. Gadsden, and S. A. Gadsden. "An unmanned aerial system for thedetection of crops with
- Conference Session
- Design Teams 2
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- 2020 ASEE Virtual Annual Conference Content Access
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- Peter Schuster, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Eltahry Elghandour, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo
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- Diversity
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- Design in Engineering Education
approaches is addressed in question 1,the emotional state of the students during teaming. Table 1 shows that students in the twocohorts experienced similar emotional states during teaming, with the exception of their self-efficacy: 50% more of the students in the student-teamed cohort felt happy that they had somecontrol of the process. This is the only statistically significant difference in the question 1responses, and indicates that the student-formed teaming process resulted in the students feelingmore agency, while not significantly increasing anxiety. Table 1: Team-Forming Survey Results for Question 1 (Emotional State During Teaming) Student-formed Faculty-formed Very stressed
- Conference Session
- Maker Spaces in Design Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Chieloka Mbaezue, Stanford University; Eric Reynolds Brubaker, Stanford University; Sheri Sheppard, Stanford University
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- Diversity
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- Design in Engineering Education
Paper ID #31145Understanding a Makerspace as a Community of PracticeChieloka Mbaezue, Stanford University Chieloka Mbaezue is a senior in Mechanical Engineering at Stanford University conducting research to understand how learning happens in makerspaces. Through research, he desires to understand the mechanisms of learning in community in order to democratize the experience of self-efficacy experienced in makerspaces. He hopes to apply his gained understanding to the product development industry in African countries and in the United States, particularly in black communities.Eric Reynolds Brubaker, Stanford University
- Conference Session
- Maker Spaces in Design Education
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- 2020 ASEE Virtual Annual Conference Content Access
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- Xinyu Liu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Nicholas Andres Brake, Lamar University; Jiang Zhou, Lamar University; Xianchang Li, Lamar University; Dorothy Sisk, Lamar University
- Tagged Divisions
- Design in Engineering Education
. Throughassembling a 3D printer, each teacher improved their hands-on skills and self-efficacy inproviding guidance to their own students. The teachers also participated in field trips to local companies including C&D Robotics,Metalforms (heat exchanger repair and maintenance), Optimus Steel (Steel mill), and AmericanValve & Hydrant, to name a few. On the final day of the program, the teachers presented their curriculum prototype for thefall semester to the group and received completion certificates. The program assessment was ledby assessment specialist, Julia Yoo, who is associate professor in the department of educationalleadership at LU. The first cohort shared their experience in a local teacher conference inFebruary 2018. Most of
- Conference Session
- Capstone Pedgagogy
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- 2020 ASEE Virtual Annual Conference Content Access
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- Andrew P. Ritenour, Western Carolina University; Chip W. Ferguson, Western Carolina University; Patrick Gardner, Western Carolina University; Brett Ronald Banther, Western Carolina University; Jeffrey L. Ray, Western Carolina University
- Tagged Divisions
- Design in Engineering Education
group (Figure 5). From Figure 4,and as summarized in Table 6, the respondent group as a whole preferred engineering technologyteams for Process Improvement projects, engineering teams for Engineering Analysis projects,and interdisciplinary teams for the remaining Project Categories. These survey results areconsistent with the ASME continuum shown in Figure 1. Additionally, Figure 5 shows thatengineering technology students have a higher level of perceived self-efficacy (averaged acrossall five Project Categories) compared to engineering students. Figure 4. Survey results for whether a team comprised of students from a single discipline (E-only or ET-only) will outperform an interdisciplinary team for the given Project Category. Responses
- Conference Session
- Maker Spaces in Design Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Carolyn Keller, University of Wisconsin, Platteville ; Jodi F. Prosise, University of Wisconsin, Platteville; Philip J. Parker P.E., University of Wisconsin, Platteville
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
people with different skillsets ascompared to laboratories, creating an environment with greater social interaction. Morocz et al(2015) found that influence of peers can decrease anxieties around making because makerspacescan function to level the playing field by modeling different degrees of comfort with differentmaking processes. Further, Bandura’s theory posits that the social interactions can increasestudents’ self-efficacy. Having shared and communal making opportunities dissipates fearsaround making and increases student confidence in the process [1].Engineers in many disciplines are most effective when, in addition to technical knowledge intheir field, they have enhanced knowledge of the capabilities of processes such as milling,welding