Conference Session

Engineering Education Research Practices and Community

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Javeed Kittur, Arizona State University; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

studies of new engineering pedagogy that help to improve student engagement and understanding. c American Society for Engineering Education, 2020 Developing an Instrument to Measure Engineering Education Research Self-EfficacyAbstractThis research paper focuses on the design and development of a survey instrument to measureengineering education research self-efficacy (EERSE), or the self-perceived ability to conductresearch in the area of engineering education. A total of 28 items were initially written to measurethis construct along three dimensions: general research tasks such as synthesizing literature andpresenting research findings at a conference (12 items

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew J. Ford, Cornell University; Hadas Ritz, Cornell University; Elizabeth M. Fisher, Cornell University

Tagged Divisions

Educational Research and Methods

and extrinsic motivation.The course-context surveys included questions related to intrinsic and extrinsic motivation,self-efficacy, study habits, task value, and peer learning. We also recorded measures of studentengagement with course content including lecture attendance (proxied by a classroom pollingsystem) and engagement with an online course discussion board.Our unique study design allows us to examine the relationships between motivation, self-efficacy,engagement, and academic performance by comparing the same individual in different contextsrather than relying on group statistics. Extrinsic motivation was strongly correlated betweencourses. Intrinsic motivation, by contrast, was only weakly to moderately correlated betweencourses. Task

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Baker A. Martin, Clemson University; Marisa K. Orr, Clemson University; Rachel McCord Ellestad, University of Tennessee at Knoxville

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Tech. Her research interests include the impact of metacognitive and self-regulated learning development on engineering student success, particularly in the first year. c American Society for Engineering Education, 2020 Impact of Self-Efficacy and Outcome Expectations on First-Year Engineering Students’ Major SelectionAbstractDeciding on a major is one of the critical decisions first-year students make in theirundergraduate study. Framed in Social Cognitive Career Theory, this work investigatesdifferences between measures of self-efficacy and outcome expectations by students intending topursue different engineering majors. Our results show that tinkering self-efficacy

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Tania K. Morimoto, University of California, San Diego; Nathan Delson, University of California, San Diego; Carolyn L. Sandoval, University of California, San Diego

Tagged Divisions

Educational Research and Methods

questions, attainment of the broader objectives is more difficult to measure. In addition, measuring many of these objectives, in particular, creativity and persistence in overcoming obstacles, is not just about measuring a final score, but it is about understanding the students’ learning process along the way. To address this need and better understand the success of achieving the educational objectives of the design course, a weekly reflection that included both multiple choice and free response questions was implemented in an introductory design course. There were 114 students enrolled, and the course consisted of both lectures, as well as labs (which were broken into sections with 24 students maximum). The reflection questions

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabel Hilliger P.E., Pontificia Universidad Católica de Chile; Constanza Melian, Pontificia Universidad Católica de Chile; Javiera Meza, Pontificia Universidad Católica de Chile; Gonzalo Cortés, Pontificia Universidad Católica de Chile; Jorge A. Baier, Pontificia Universidad Catholica de Chile

Tagged Divisions

Educational Research and Methods

difficult courses. In the secondphase, we plan to integrate the factors identified in the first phase into an online survey withmultiple-response questions, aiming to measure how predominant are these factors in alarger population of engineering students. Then, in the third phase, this online survey willbe used to collect data at the same engineering school were the focus groups wereconducted. Finally, the fourth phase of the study will integrate the quantitative results of thesurvey with the grounded theory model to develop a theory that more accurately describeshow different factors influence students’ perspectives on course difficulty, besidesrevealing whether these factors are associated to meaningful learning.Figure 1. Mixed methods-grounded

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constanza Miranda, Pontificia Universidad Católica de Chile; Julián Iñaki Goñi, Pontificia Universidad Católica de Chile; Bruk T. Berhane, Florida International University; Trinidad Sotomayor, Pontificia Universidad Católica de Chile

Tagged Divisions

Educational Research and Methods

research questions: How is entrepreneurship taught? What content should beprovided to students? How should we evaluate results? In sum, there is a double gap to addressin entrepreneurship education: 1) What is the value of entrepreneurship beyond creatingbusinesses? 2) How should it be taught and measured? Both questions are deeply intertwined andwill require the integration of findings both in entrepreneurship literature and also incontemporary learning theory.Mäkimurto-Koivumaa and Belt (2016) propose a competency model for entrepreneurshipeducation in non-business programs. In their analysis, engineering competencies that go beyondthe traditional basic sciences are consistent with recent conceptualizations of the entrepreneurialmindset. For

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Juebei Chen, Aalborg University; Anette Kolmos, Aalborg University; Xiangyun Du, Qatar University

Tagged Divisions

Educational Research and Methods

professional competences [13]. By exposing students tocomplex, real-world and ill-structured problems in collaborative learning environment, PBL enablesstudents not only to learn professional knowledge and engineering skills, but also to gain themembership in an engineering community and develop their sense of belongings as future engineers[2][13][14]. With positive peer perspectives on the values of professional competences provided byteam members, students could reach higher levels of engineering identity and better learningoutcomes in PBL environment [15]. Compared with traditional learning methods, PBL significantlyincreased engineering students’ self-efficacy and enable students to create engineering identity viaworking in engineering project

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hindolo Michael Kamanda, University of Georgia; Davis George Anderson Wilson, University of Georgia; Joachim Walther, University of Georgia; Nicola W. Sochacka, University of Georgia; Stephen Secules, Florida International University; James L. Huff, Harding University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

students,Bottesi, et al. [25] found that anxiety and intolerance of uncertainty can lead to negative beliefsand outcomes expectations that can affect student performance [see also: 26]. A study ofengineering students [20] found that low stress levels and positive outcome expectationsincreased students’ self-efficacy, a factor that, in turn, significantly predicted academicachievement. Related studies identified stress as a key predictor for low student engagement andpersistence [27] as even students with high ability in science often leave STEM majors due tosignificant accompanying pressure and accompanying physical and psychological distress [28,29].Minority students can be disproportionately impacted by such emotional experiences due to

Conference Session

Student Perceptions of Self-efficacy, Success, and Identity

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Louis Nadelson, University of Central Arkansas; Idalis Villanueva, Utah State University; Jana Bouwma-Gearhart, Oregon State University; Estefany Soto, University of Central Arkansas ; Cindy Ann Lenhart, Oregon State University; Kate Youmans, Utah State University; Yoon Ha Choi, Oregon State University

Tagged Divisions

Educational Research and Methods

the responses from anyparticipant who had not completed at least 90% of the survey items. We then imported the datainto SPSS for further conditioning, including replacing missing values with the series mean andreverse coding the responses to any items that were negatively stated. Once our data set wascomplete, we calculated the composite scores for our subscale measures of growth mindset, goalorientation, knowledge of engineering as a profession, motivation, and belongingness. Wecalculated the subscale composite scores by averaging the participant responses to the associateditems. Once completed, we used a combination of responses to single items and compositescores for analysis.ResultsOur first research question asked: what are students

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brittany C. Bradford, Rice University; Margaret E. Beier, Rice University; Megan McSpedon, Rice University; Michael Wolf, Rice University

Tagged Divisions

Educational Research and Methods

course gradesbeyond standardized test scores [15]; further details on exam content are outlined in a relatedscale development study [16]. This measure is discussed further in the Method section.Interpretations of Past EventsStudents’ self-efficacy is their belief in their ability to perform tasks as well as desired [10]. Self-efficacy informs students about desirable courses of action and increases the likelihood that theywill act [17]. People tend to form goals and engage in tasks aligned with those activities in whichthey feel the most efficacious [18]. Academic self-efficacy beliefs may be the result ofperceptions of past performance in academic domains [19].Reflecting the predictions of the expectancy-value model, high school STEM

Conference Session

Student Approaches to Problem Solving

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Vanessa Svihla, University of New Mexico; Amber Gallup, University of New Mexico; Sung "Pil" Kang, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

the content against bothprior analysis and relevant literature. Content validity through expert review We drafted materials for expert review, including a 1-page definition of framing agency and its sub-constructs, a version of the survey, and a scoring sheet. Given the relatively novel nature of the construct (e.g., as compared to developing a scale for self-efficacy in a new domain), we were concerned about the possibility of inclusion bias (i.e., in not having true expertise due to the newness of the construct, would experts tend to rate every question as relevant?). We developed 17 distractors to evaluate experts’ tendency to include constructs that may be interesting but not included as

Conference Session

Approaches to Assessment and Student Reflection

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sabrine Griffith, Harvey Mudd College; Spencer Rosen, Harvey Mudd College; Eleanor Byrnes, Harvey Mudd College; Laura Palucki Blake, Harvey Mudd College; Matthew Spencer, Harvey Mudd College

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

moving fromconcrete experiences into reflective observation is essential for learning.This learning was assessed by direct assessment of students’ performance on an in-lab exam thatassessed both theoretical and experimental skills, surveys of self-efficacy administered beforeand after the treatment, coding student answers to reflection questions in the lab manuals, andcounting the number of answers to interactive questions to determine compliance.Significant results from the experiment indicated that students in the treatment group took longerto complete the lab, felt greater time pressure, performed more poorly on the in-class evaluation,and had fewer metacognitive gains than the control group. The treatment appears to haveincreased the

Conference Session

Data-informed Approaches to Understanding Student Experiences and Outcomes

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Harrison Douglas Lawson, Michigan State University; Amalia Krystal Lira, Michigan State University ; Alexandra A. Lee, Michigan State University; Minhye Lee, Daegu National University of Education; Lisa Linnenbrink-Garcia, Michigan State University; S. Patrick Walton, Michigan State University; Daina Briedis, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

(7.5%), Latinx (4.8%), Asian (20.9%), Multiracial (2.2%), Alaska Native (0.2%), andNative Hawaiian or Other-Pacific Islander (0.1%). The surveyed students included both studentsenrolled in engineering majors and students who, at one point, were engineering majors but wereno longer enrolled in engineering.Measures: Academic Self-efficacy. Five questions measured engineering self-efficacy [19]. Theresponses were recorded using a 5-point Likert-type scale. These measures were collectedannually over four years (T1 ⍺ = .87, T2 ⍺ = .90, T3 ⍺ =.91, and T4 ⍺ =.90). A sample item forengineering self-efficacy is “I’m certain I can master the content in the engineering-relatedcourses I am taking this semester.” Prior Achievement. Prior

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Saira Anwar, Purdue University, West Lafayette; Muhsin Menekse, Purdue University, West Lafayette; Ahmed Ashraf Butt, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

constructs on 120 first-year engineeringstudents' academic performance in a required engineering course while accounting for their priorsuccess. The motivational constructs include students' self-reported achievement goals (masterygoals, performance goals, and mastery avoidance), self-efficacy beliefs, and task value. Wecollected the data by administering surveys at the beginning of the course. We used AGQ-R forachievement goals and subscales of the MSLQ survey for students' course-related beliefs aboutself-efficacy and task value. Also, SAT scores and prior GPA determined students' prior success.We used students' scores in three exams as a measure of their academic performance in thecourse. We used stepwise hierarchical regression to identify the

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wonki Lee, Purdue University, West Lafayette; Jeffrey F. Rhoads, Purdue University, West Lafayette; Edward J. Berger, Purdue University, West Lafayette; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

their learning [1], [2]. TheMSLQ is one of the most extensively used scales designed to assess self-regulated learning [3].Pintrich and colleagues developed the MSLQ [2] to measure three components (motivation,metacognition, and behavior) of self-regulated learning [2]. It has been widely validated anddeployed in university engineering education settings. The MSLQ has two parts: Motivation and Learning Strategies. Motivation scales arecomposed of three dimensions (value, expectancy, and affective) with 31 items subdivided intosix subscales: intrinsic goal orientation, extrinsic goal motivation, task value, control beliefs,self-efficacy for learning and performance, and test anxiety. The learning strategies scalemeasures two dimensions

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Oleksandr Kravchenko, Old Dominion University; Konstantin Cigularov, Old Dominion University; Phillip Dillulio, Old Dominion University

Tagged Divisions

Educational Research and Methods

individual needs and concerns.” All school demands were measured on a 5-point Likert-type scale. While different variables had different response options, for all school demands a higherscore indicated a greater perceived demand. Personal resources. Personal resources were measured with five variables consisting often items. The personal resources of mastery goal orientation, performance approach goalorientation, self-esteem, and academic self-efficacy, and self-efficacy to graduate with anEngineering degree were each measured with two items. For example, mastery goal orientationwas measured with the items “I want to learn as much as possible from my ODU classes” and “Idesire to completely master the material presented in my ODU classes

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Manuel Jimenez, University of Puerto Rico, Mayaguez Campus; Luisa Guillemard, University of Puerto Rico, Mayaguez Campus; Sonia M. Bartolomei-Suarez, University of Puerto Rico, Mayaguez Campus; Oscar Marcelo Suarez, University of Puerto Rico, Mayaguez Campus; Aidsa I. Santiago-Roman, University of Puerto Rico, Mayaguez Campus; Nayda G. Santiago, University of Puerto Rico, Mayaguez Campus; Carla López del Puerto, University of Puerto Rico, Mayaguez Campus; Pedro O. Quintero, University of Puerto Rico, Mayaguez Campus; Nelson Cardona-Martínez, University of Puerto Rico, Mayaguez Campus

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

shapeinterventions aimed at impacting SCCT factors and studying their effect on LIATS success.Success in our case is defined by the student ability to complete an engineering degree within133% of the nominal program time and inserting into the grad school or the engineeringworkforce during the first-year post-graduation. Metrics to measure students’ advancementtowards such a goal include retention, time-to-graduation, completion rates, and post-graduationchoices.The main question driving this research is: How effective is the L-CAS model at improvingengineering LIATS success as a consequence of developing awareness of their career paths,improving self-efficacy beliefs, developing leadership skills, and going through a sequence ofcourses designed to develop

Conference Session

Cognitive Skills Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Cory Willis, University Of Maine; Brett D. Ellis, University of Maine

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

unlabeled axes. Aquestion form of this inquiry could be “Do students interpret and recognize characteristics ofpotentially misleading bar and line graph axes?” The methods employed included havingsubjects draw conclusions based on complete or incomplete bar and line graphs and provide theconfidence in their answer. Sub-questions included “Do students accurately measure theirconfidence and self-efficacy regarding their ability to interpret and recognize characteristics ofpotentially misleading bar and line graph axes?” and “What, if any, differences exist betweenstudents from Maine and the general population regarding ability to interpret and recognizecharacteristics of potentially misleading bar and line graph axes?”Study of factors influencing

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Caroline Bolton, Bucknell University; Elif Miskioğlu , Bucknell University; Kaela M. Martin, Embry-Riddle Aeronautical University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

identity (overall and by dimension).Scope of workOur interest in the intersection of identity and motivation leads us to a mixed-methods approachin which we couple a quantitative measure of engineering identity (Engineering IdentityInstrument) with a qualitative investigation of motivation. Specifically, we interpret motivationthrough the lens of student responses to failure, and frame our results in the context ofachievement goal, self-efficacy, and attribution theories. Students who are motivated byachievement attribute effort as the cause of success or failure. When faced with failure, studentsof this mindset put forth more effort to overcome the situation. However, students are alsomotivated by their own perception of success and failure. This

Conference Session

Experiences of Underrepresented Students in Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

exam performance [24]-[29]. The literature shows increases instudent outcomes, student perceptions [14], even in self-efficacy with regards to complicatedsubject matter [29]. 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, disadvantaged students are able to take advantage of the relocation of thehomework and projects inside the classroom and benefit from interaction with the professor inthe classroom. The flipped class allows both subsets of

Conference Session

Sense of Belonging and Diversity in Engineering Programs, Courses, and Teams

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sandra M. Way, New Mexico State University; Stephanie M. Arnett, New Mexico State University; Jeremy J. Brown, New Mexico State University; Miquela K. Gorham; Lorissa Humble, New Mexico State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and whether or not the individual is a first-generation college student.Model 2 adds the measure of commitment to an engineering career, career commitment, to thecontrol variables and finally, Model 3 adds the three social psychological measure belonging,scientific self-efficacy and engineering identity.We compare the statistical results of similar models before (Model 2) and after (Model 3) theinclusion of the career commitment variable in order to examine the possibility that careercommitment may mediate the relationship between engineering identity and sense of belongingand our academic outcomes. A variable is mediating a relationship when a prior effect between apredictor and outcome variable is significantly reduced when the third

Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roxana Maria Carbonell, University of Texas at Austin; Audrey Boklage, University of Texas at Austin; Patricia Clayton, University of Texas at Austin; Maura J. Borrego, University of Texas at Austin

Tagged Divisions

Educational Research and Methods

questions that examine the following factors: affect towards design, technology self-efficacy, innovation orientation, design self-efficacy, and a sense of belonging to themakerspace. As these surveys continue, this research team plans on conducting further analysisto explore the student experience in these courses. In addition to these quantitative measures,future research should conduct in-depth interviews with students and TAs about theirexperiences. Finally, a comparative case study amongst faculty members would be useful inexamining different approaches to iteration and pedagogy to further establish best practices.ReferencesAmerican Society for Engineering Education. (2016). Envisioning the future of the maker movement: Summit Report

Conference Session

Understanding Student Behavior and Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Arif Mohaimin Sadri, Florida International University

Tagged Divisions

Educational Research and Methods

through formation of student learning communities," in AIP Conference Proceedings, 2010, pp. 85-88. 5[20] J. Bruun and E. Brewe, "Talking and learning physics: Predicting future grades from network measures and Force Concept Inventory pretest scores," Physical Review Special Topics-Physics Education Research, vol. 9, p. 020109, 2013.[21] R. Dou, E. Brewe, G. Potvin, J. P. Zwolak, and Z. Hazari, "Understanding the development of interest and self-efficacy in active-learning undergraduate physics courses," International Journal of Science Education, vol. 40, pp. 1587-1605, 2018.[22] J. P. Zwolak, R. Dou, E. A. Williams, and E. Brewe, "Students’ network integration as

Conference Session

Team Facilitation and Effectiveness

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

P.K. Imbrie, University of Cincinnati; Jutshi Agarwal, University of Cincinnati; Gibin Raju, University of Cincinnati

Tagged Divisions

Educational Research and Methods

skills require adequate and intentional planning beyond forming students into groups.Research indicates that the effects of TBL on student learning and self-efficacy of studentsduring TBL implementations can be contradictory. While student performances, measured withgrades, show higher or similar trends as traditional learning, perceptions and student attitudes ofTBL are often negative or mixed, as reported in the meta-analysis of effect of TBL by Swansonet. al. [12] In addition, faculty are facing challenges in evaluating teamwork skills and assessingeffective teams because of misconceptions about the aforementioned levels of teamwork and thelack of experience stemming from the history of traditional lecture classrooms. [17].According to

Conference Session

Approaches to Encouraging Student Engagement

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brantly Edward McCord, Purdue University, West Lafayette; Ronald Erdei, University of South Carolina; David M. Whittinghill, Purdue University, West Lafayette; Marisa Exter, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

. A graduate of Purdue University (PhD 2016), his research focuses primarily on reducing barriers to the learning process in college students. Topics of interest include computer science pedagogy, collabo- rative learning in college students, and human-centered design. Of particular interest are the development and application of instructional practices that provide benefits secondary to learning (i.e., in addition to learning), such as those that facilitate in learners increased self-efficacy, increased retention/graduation rate, increased matriculation into the workforce, and/or development of professional identity.Dr. David M Whittinghill, Purdue University-Main Campus, West Lafayette (College of Engineering) Dr

Conference Session

Perspectives and Evaluation of Engineering Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Isabella Stuopis, Tufts University; Kristen B. Wendell, Tufts University; Melissa R. Mazan, Tufts University

Tagged Divisions

Educational Research and Methods

of knowledge development, identification with thediscipline, and navigation through benchmarks. Each of these three dimensions becomes morecomplex over the course of an undergraduate career, as the knowledge to which engineeringstudents are held accountable becomes more aligned with ill-structured workplace problems [10]and identity formation becomes a “double-sided” process requiring both self-efficacy and beingrecognized by others as belonging to the engineering community [9]. Grounded in this multi-dimensional perspective on the undergraduate engineering trajectory, we examined the influenceof the capstone project not only on traditional engineering expertise but also on the waysstudents were identifying with the discipline and navigating

Conference Session

Student Motivation, Identity, and Resilience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brianna Benedict McIntyre, Purdue University, West Lafayette; Kayla R. Maxey, Purdue University, West Lafayette; Dina Verdin, Purdue University, West Lafayette; Allison Godwin, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

: ConflictingFeminisms and Self-determination, and The Nature of Engineering: Authoring DisciplinaryNarratives. Within the “Vulnerability and Strength Regarding Math” narrative, the Emiliaexercised her agency by pursuing engineering as a career choice, despite her low mathematics self-efficacy, discouraging conversations with family members, and rigor culture that suggested thatstudents must excel in mathematics to be a good engineer. In addition to rejecting the “culturalmotif” associated with engineering, the student also made a conscious effort to network withprofessional engineers to understand what aspects of engineering required math. The studentdemonstrated their agency by asking questions and taking action to resist the dominant narrativeof what it

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou

Tagged Divisions

Educational Research and Methods

scorestend to increase with increasing frequency of participation. Nevertheless, we see no statisticallysignificant differences between the regular, super, and selective groups for most of the outcomes,suggesting that the highly active or officer level involvement isn’t related to gains in outcomescompared to more moderate (regular, non-officer). The only outcome for which this is not true isGPA, which is doesn’t change significantly between different clusters of participants.IntroductionIt is well established that participation in co-curricular experiences in college has significantimpact on student outcomes.[1], [2] It has been shown that co-curricular activities that are relatedto the academic endeavor are positively related to self-efficacy in

Conference Session

Student Experiences with Undergraduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wookwon Lee P.E., Gannon University; Nicholas B. Conklin, Gannon University

Tagged Divisions

Educational Research and Methods

is also regarded as acomplex repository of knowledge and skills for planning, implementing, monitoring, evaluating,and continually improving the learning process. Self-regulated learning has been studied over morethan two decades in general classroom settings and various assessment methods exist in theliterature. It is commonly agreed that self-regulation is a good predictor of student’s academicsuccess. For instance, relationships were examined in [1] among motivational orientation, self-regulated learning, and classroom academic performance, and their regression analyses revealedthat self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. In recent years, studies on SRL have been extended to

Conference Session

Degree Pathways and Cocurricular Experiences

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Joanna Mirecki Millunchick, University of Michigan; Yixian Zhou, University of Michigan

Tagged Divisions

Educational Research and Methods

. 2016-June, 2016.[16] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study,” J. Eng. Educ., vol. 105, no. 2, pp. 366–395, 2016.[17] S. R. Porter and M. E. Whitcomb, “Non-response in student surveys: The role of demographics, engagement and personality,” Res. High. Educ., vol. 46, no. 2, pp. 127– 152, 2005.[18] C. A. Lundberg, L. A. Schreiner, K. Hovaguimian, and S. Slavin Miller, “First-Generation Status and Student Race / Ethnicity as Distinct Predictors of Student Involvement and Learning,” NASPA J., vol. 44, no. 1, p. 57, 2007.[19] M. C. Manley Lima, “Commuter Students’ Social Integration : The Relationship