Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer S Mullin, UC Davis

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First-Year Programs

Paper ID #29475Developing Technical Self-efficacy through a Maker-inspired DesignProjectDr. Jennifer S Mullin, UC Davis Jennifer S. Mullin is an Assistant Professor of Teaching in the Department of Biological and Agricultural Engineering at UC Davis. Her work concerns the intersection between design, communication and prob- lem solving skills in engineering by enhancing all three through informed instructional choices using a ”learn-by-doing,” hands-on approach. c American Society for Engineering Education, 2020Developing Technical Self-efficacy through a Maker-inspired Design ProjectAbstract:This

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Megan Gray, Duke University; Ann Saterbak, Duke University; Sophia T. Santillan, Duke University; Michael Rizk, Duke University; Jessica Sperling, Duke University

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Diversity

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First-Year Programs

, teen pregnancy prevention/positive youth development programming, and public health eval- uation.Dr. Ann Saterbak, Duke University Ann Saterbak is Professor of the Practice in the Biomedical Department and Director of First-Year En- gineering at Duke University. Saterbak is the lead author of the textbook, Bioengineering Fundamen- tals. Saterbak’s outstanding teaching was recognized through university-wide and departmental teaching awards. In 2013, Saterbak received the ASEE Biomedical Engineering Division Theo C. Pilkington Out- standing Educator Award. For her contribution to education within biomedical engineering, she was elected Fellow in the Biomedical Engineering Society and the American Society of

Conference Session

First-Year Programs: Maker Spaces in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brian Scott Robinson, University of Louisville; James E. Lewis, University of Louisville; Nicholas Hawkins, University of Louisville; Teresa Lee Tinnell, University of Louisville

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First-Year Programs

Hawkins is a Graduate Teaching Assistance in the Engineering Fundamentals Department at the University of Louisville. A PhD student in Electrical and Computer Engineering, he received both his B.S. and M. Eng. from the University of Louisville in the same field. His research interests include power electronics and controls, as well as engineering education for first-year students.Ms. Teresa Lee Tinnell, University of Louisville Terri Tinnell is a STEM Education Curriculum and Instruction PhD Candidate and Graduate Research As- sistant at the University of Louisville. Research interests include: interdisciplinary faculty development, first-year engineering student retention, STEM teacher education, and collaborative, team

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Charles Bartolini, University of Notre Dame; Carson Lee Running, University of Notre Dame; Xiaojing Duan, University of Notre Dame; G. Alex Ambrose, University of Notre Dame

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First-Year Programs

Education, Schooling, & Society and Computing & Digital Technologies Departments. In addition, he is a faculty fellow of the Institute for Educational Initiatives and Notre Dame Initiative for Global Development. In both his research and his teaching, Alex works to advance his mission: to fight for and create the conditions necessary for the liberation of learning and the alleviation of unnecessary anxiety and harm in education, for both students and faculty. Alex envisions his role as that of a learning experience architect, pioneering more inclusive and authentic assessment through technology. His current research focuses on applied learning research, design, and evaluation, including learning analytics, flexi

Conference Session

First-Year Programs: Metacognition, Self-Efficacy, and Motivation #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Melissa Lynn Morris, University of Nevada, Las Vegas; Joseph Dygert, West Virginia University; Robin A.M. Hensel, West Virginia University

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Diversity

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First-Year Programs

likelihood to accomplish a task.Physiological states that are experienced by an individual during an activity such as emotions orstress also have been shown to impact one’s self-efficacy [15].In an effort to relate the self-efficacy aspect of cognitive career theory to engineering students’ andengineers’ perceptions of important skills and abilities Winters et al. [9] conducted a longitudinalstudy. This research study questioned engineering students about their perceived importance ofvarious abilities such as math, science, and business. The individuals were surveyed throughouttheir undergraduate education and then again four years post-graduation. The researchersdetermined that as students’ progress through their undergraduate engineering education

Conference Session

First-year Programs: Cornucopia #1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stacie Edington, University of Michigan; Claudia G. Cameratti-Baeza, University of Michigan; Raven Knudsen, Kennesaw State University; Frank J. Marsik, University of Michigan

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First-Year Programs

Gilleran (Graduate Student Instructor)and the team of Departmental Ambassadors who enabled us to implement these changes. Specialthank you to our collaborators from Michigan Engineering Alumni Engagement. We gratefullyacknowledge funding and staff support through the University of Michigan Foundational CourseInitiative.References[1] P. O'Keeffe, “A sense of belonging: Improving student retention.” College Student Journal, vol. 47, pp. 605-613, December 2013.[2] T.F. Smith, D. Wilson, D.C. Jones, M. Plett, R.A. Bates, and N.M. Veilleux, “Investigation of belonging for engineering and science undergraduates by year in school,” In American Society for Engineering Education. American Society for Engineering Education, 2012.[3