Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Carroll; James A. Coller, University of Michigan; Laura K. Alford, University of Michigan; Roxanne Pinsky, University of Michigan; Charles William Schertzing, University of Michigan; Julia T. Toye, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan; Sangam Munsiff, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Student

. Mccormack, Thompson P. Beyerlein, S., S. Howe, P. Leiffer, and P. Brackin. Assessing team member citizenship in capstone engineering design courses. International Journal of Engineering Education, 26(4):771–783, 2010.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue. Women engineering students and self efficacy: A multi-year, multi-institution study of women engineering self-efficacy. Journal of Engineering Education, pages 27–38, Jan. 2009.[14] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner. Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education, pages 39–47, Jan. 2006.[15] G. E. Okudan, D. Horner, B. Bogue, and R. Devon. An investigation of gender

Conference Session

2-Year College Division: Students and the Pipeline

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emily Knaphus-Soran, University of Washington; Roberta Rincon, Society of Women Engineers; Alexandra Schaefer, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Two-Year College

qualitative approachprovides a deeper look into dimensions of this experience for women on the transfer pathway andtheir perception of factors contributing to success.Quantitative methodsSurvey data were collected from 414 students aged 18 or older at three community colleges inTexas between April and September 2019. Select demographics of the sample are shown in Table1, more detailed demographic information can be found in Appendix B. The survey capturedinformation on students’ self-efficacy, inclusion, motivation, and confidence in ECS usingpreviously-validated measures from the Longitudinal Assessment of Engineering Self-Efficacy(LAESE) [12] and the Academic Table 1: Demographic characteristics of survey

Conference Session

Insights for Teaching ECE Courses

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura K. Alford, University of Michigan; Amir Kamil, University of Michigan; Andrew Deorio, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer

CS1 through CS2 to CS3.The survey data was analyzed using a mixed-effects linear model for repeated measures ofquestions on the student’s sense of community in their undergraduate studies up to the point ofwhen they took the survey.The data show that students in all groups report generally positive feelings for every surveyquestions, and that mean values are fairly consistent across groups. However, we did observeseveral statistically significant effects, indicating a change in sense of community andself-efficacy. Overall, students report a small but significant decrease over time in response toquestions related to self-efficacy as they progress through the program. Women in particular showa stronger negative effect compared to men. URM

Conference Session

Pre-college Engineering Education Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Madhurima Das, NuVu Studio

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

accomplish much on their own,stating that it is because the girls aren’t present to lead the group or assign tasks.Student Assessments and Self-Efficacy ScoresAt the end of each session, students spend a whole day on reflection. This reflection includesproviding feedback to their peers and analyzing their own experiences during the session. Thestudents discuss personal reflections and complete a self-assessment of their learning during thesession. The students fill out a survey which asks them to score their skill levels on specific skillsthat were used during the session such as “Brainstorming,” “Sketching,” “Prototyping,” and“2D-Design: Illustrator.” For each skill, they rate their level on a 3-point Likert scale withanswer choices “Lacking

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

Pedagogy and Teaching Preparation in Graduate Programs

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kara Danielle Fong, University of California, Berkeley; Shannon Ciston, Molecular Foundry, Lawrence Berkeley National Laboratory

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

often report low levels ofconfidence in a wide range of teaching skills, from facilitating group discussions to handlingstudent cheating. 2,3 In light of these issues, it is crucial to establish effective programs to train andsupport new GSIs in developing both pedagogical knowledge and practical teaching skills.There exists substantial evidence suggesting that semester- or year-long courses aimed towardtraining GSIs are effective in increasing GSI self-efficacy. 2,3,4 The benefits of these coursesinclude improvements in GSI competency that persist years after the course is completed. 5Numerous works have been published in recent years detailing best practices andrecommendations for the development of these graduate student teaching courses

Conference Session

Pre-college Engineering Education Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Panagiotis Skrimponis, New York University; Nikos Makris, University of Thessaly; Karen Cheng, Columbia University; Jonatan Ostrometzky, Columbia University; Zoran Kostic, Columbia University; Gil Zussman, Columbia University; Thanasis Korakis, New York University; Sheila Borges Rajguru, Rutgers - The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education

research interests include experimentally driven research with several radio access technologies (WiFi, WiMAX, LTE, 5G-NR), conducted under real environment settings, the dis- aggregation of base station units, Multi-access Edge Computing and NFV orchestration using open source platforms.Dr. Karen Cheng, Columbia Engineering Dr. Karen Cheng is an Outreach Program Specialist at Columbia University School of Engineering and Applied Science. A former research scientist turned high school math teacher, she recently completed her Ph.D. in mathematics and STEM teacher education, with research interests in the development of professional motivation and self-efficacy among K-12 STEM teachers in the framework of out-of-school

Conference Session

Minorities in Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mauro Rodriguez Jr, California Institute of Technology; Karen Mariela Siles, IBM Corporation; Dora Louise Renaud, Society of Hispanic Professional Engineers

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

programming, while effective forstandardized, intervention-like programming, is limited in duration and scope in terms ofworkforce development compared to local chapter-based programming. However, localprogramming poses challenges as it is highly dependent volunteers’ self-efficacy and heterogenousin available resources and knowledge capital to obtain national uniformity. To the authors’knowledge, limited to no information about chapter-based programming or its evolution isavailable in the literature from these organizations. It is noted that there have been engineeringeducation research of students’ academic performance in their participation in national engineeringdiversity organizations [3, 4]. This experience report provides a decade-long insight

Conference Session

Preparation for Graduate Research

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bala Ram P.E., North Carolina Agricultural and Technical State University; Tobin N. Walton, North Carolina A&T State University; Stephanie Teixeira-Poit

Tagged Topics

Diversity

Tagged Divisions

Graduate Studies

are unrelated to pastacademic achievement and ability, but are instead cultural, social, and psychological impediments thatresult from students’ experiences within STEM programs and society at large (see Godwin et al., 2016 &Steenbergen-Hu et al., 2018). The construct of Identity has become one of the most useful tools forunderstanding and assessing the experiences of students from underrepresented groups withinundergraduate and graduate STEM programs. Indeed, a strong STEM identity has been shown to bepowerfully related to a students’ interest in STEM fields, beliefs about their own capabilities withinSTEM (i.e., self-efficacy), and motivation to persist to graduation (Collins, 2018). However, research hasalso shown that incompatibility

Conference Session

Minorities in Engineering Division Technical Session 9

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeremi S. London, Virginia Polytechnic Institute and State University; Stephanie G. Adams, University of Texas at Dallas; Julia Machele Brisbane, Virginia Polytechnic Institute and State University; Crystal M. Pee, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

in theworkplace and their career outcomes. Studies have shown that BWEF experience slightly higherstress than other faculty [2,3]. Time constraints on completing activities, promotion concerns, andvariations in expectations contribute to these higher stress levels; this is particularly true for women ofcolor at four-year colleges [3]. Additionally, the findings from other studies report that BWEF tend toencounter unique challenges along the tenure track [3], and have high extended family responsibility[1]. These factors can contribute to a lower self-efficacy, which correlates to feelings of institutionalfit [3]. On the other hand, perceptions of institutional fit can also be positively influenced bymentoring. Before moving on to mentoring

Conference Session

Computers in Education Division Technical Session 10: STEM Outreach

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Afrin Naz, West Virginia University Institute of Technology; Mingyu Lu, West Virginia University Institute of Technology; Tommi Brooke Kenneda, West Virginia University Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Computers in Education

students’ intention to pursue STEM career will be assessed using Social Cognitive Career Theory. Students will take surveys about their intentions to pursue career in STEM disciplines prior to and after participating in the ambassadress program. The model of Social Cognitive Career Theory accounts for the development and influence of students’ self-efficacy, expected outcomes, and interests in STEM professions.Indicator 2 Parents will respond to a survey regarding their conceptions toward STEM before the ambassadress program, after they attend the “Family STEM Night,” and after the ambassadress program. Success will be indicated by positive changes in parents

Conference Session

International Research Experiences Intl Div Tech Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Gloria J. Kim, University of Florida; Yong Kyu Yoon, University of Florida ; Jin-woo Choi, Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

International

while they were in Korea.Specifically, evaluation methods include: 1. Registration form: When the selected five students register, they will complete a form that includes questions (open-ended and Likert scales) about their expectations for the program and research & cultural preparation. 2. Pre-program survey: This survey will include questions about expectations (open-ended and Likert scales) as well as questions that gather baseline data regarding knowledge, perceptions, and self-efficacy. The latter questions will be matched to post-program survey questions. 3. Mid-program survey: This survey will collect formative feedback regarding the program experience and structure. 4. Post-program survey

Conference Session

NSF Grantees: Workforce Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Danielle Wood, University of Notre Dame; Alisa Zornig Gura, University of Notre Dame; Jay B. Brockman, University of Notre Dame

Tagged Topics

Diversity, NSF Grantees Poster Session

instrument. Aggregation provides increased power for inferential statistics to examinethe outcomes of the intervention on construct(s) of interest – including ones related to self-efficacy and place attachment. It also allows for more robust descriptive statistics to examinedifferences between characteristics of interest.Interviews Exploring Attachment to PlaceGiven our interest in the emergence of attachment to place within the C-EEEM efforts as anoutcome, the research team retained an independent external evaluator [24] specializing inenvironmental sociology to validate and expand on our findings. As noted, qualitative datacollection by internal researchers through the duration of the grant indicated a positive shift bymost interns in place

Conference Session

Pre-college Engineering Education Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

Tagged Divisions

Pre-College Engineering Education

boost students’ interest inSTEM fields is to increase teachers’ perceptions and self-efficacy with engineering and STEMconcepts [6]. While most teachers have the necessary educational background in math andscience, their knowledge and experience related to engineers, engineering and technology arevery limited [7]. This causes a lack of widespread engineering education at the K-12 level.Previous research reveals that teacher professional development programs have a positive impacton the students’ achievement [8, 9] as well as providing benefits to the teachers. With this inmind, STEM focused teacher professional development programs that provide opportunities tothe teachers to engage in authentic STEM and specifically engineering and technology

Conference Session

First-year Programs: Core Skills

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Wujie Zhang, Milwaukee School of Engineering; Gina Elizabeth Mazzone, Milwaukee School of Engineering; Anne Alexander, Milwaukee School of Engineering; Jill Meyer, Milwaukee School of Engineering

Tagged Divisions

First-Year Programs

an understanding of students' chemistry education backgroundas well as their intent of study to be able to analyze the results based on their majors (majors willbe clustered and included in the drop-down list). The questions related to motivation assessmentare selected from the attached reference to mainly focus on the three factors of motivation: self-efficacy (Q4 and 5), active learning strategies (Q6-8), and science learning value (Q9-11). Q11looks particularly at whether the response is major-dependent. The questions with the highestloading of these three factors have been chosen. Moreover, to ensure the survey quality, a reversequestion has also been included (Q5).Voluntary Qualtrics surveys containing an informed consent statement were

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

Women in Engineering Division Technical Session 8

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Astrid K Northrup P.E., Northwest College, Powell WY; Andrea Carneal Burrows Borowczak, University of Wyoming

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

aspirations. Many of these factors can betraced to family origin and early childhood, not just to experiences in school. To this end, theliterature review in this paper explores gender-related factors relevant to females’ college majorchoices, including family influences, self-image and self-efficacy, perception of gender roles,students’ value systems, and outcome expectancies for attaining a college degree. Although several of these factors have been widely studied, and family of originconfiguration in relationship to college major has been studied in other countries (specificallyItaly), there is a gap in the literature for this relationship as concerns US students

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

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

NSF Grantees: Diversity 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Oludare Adegbola Owolabi P.E., Morgan State University; Krishna Bista, Morgan State University; Uttam Gaulee; Ayodeji B. Wemida, Morgan State University; Steve Efe, Morgan State University; Akinyele Oni, Morgan State University; Adedayo Ariyibi, Morgan State University; Caroline Gathigia Ndirangu, Morgan State University; Emmanuel Olamidotun Olanrewaju, Morgan state university; Seong Lee, Morgan State University; Oludayo Samuel Alamu, Morgan State University; Mehdi Shokouhian, Morgan State University; Sotonye Ikiriko, Morgan State University; Antony Kinyua, Morgan State University

Tagged Topics

Diversity, NSF Grantees Poster Session

selection of initial experiments toadapt, the modifications made, and resulting changes in the course delivery. Preliminary resultsusing measures of key constructs associated with student success, such as motivation,engineering identity, and self-efficacy are provided. This project is conducted at a historicallyblack college/university and most participants are from groups historically underrepresented inSTEM.IntroductionAccording to National Science Foundation data, African American students comprise 2% of theB.S. degree recipients in the geosciences, 2.6% in physics and 3.9% in engineering, while Blackscomprise 14.9% of the college-aged population [1]. Thus, there are opportunities to increase therepresentation of African American students in

Conference Session

ENT Division Technical Session: Creativity and Innovation

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Simon Jakob Barth, Stanford University; Sheri Sheppard, Stanford University; Shannon Katherine Gilmartin, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Entrepreneurship & Engineering Innovation

-efficacy was analyzed regarding URM and FGC status [7]. Self-efficacy refers to anindividual’s belief and confidence about his or her ability “to organize and execute courses ofaction required to attain designated types of performances” [44]. Consequently, innovationself-efficacy does not measure realized behaviors but only one’s belief in the ability toperform these. Since EMS 1.0 was exclusively distributed to undergraduate engineeringstudents, actual behaviors as employees could not be determined. This earlier study does notfind any significant differences in innovation self-efficacy between people of URM or FGCstatus and the ones who are not part of these groups.Beyond these personal factors, this paper investigates differences in individual

Conference Session

Pre-college Engineering Education Division Technical Session 7

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Reagan Curtis, West Virginia University; Darran Cairns, University of Missouri - Kansas City; Johnna Bolyard, West Virginia University

Tagged Divisions

Pre-College Engineering Education

think it is important that students have learning opportunities to…Lead others to (11 items) accomplish a goal. Teacher Leadership I think it is important that teachers …Take responsibility for all students’ learning. Attitudes (6 items) STEM Career I know…About current STEM careers. Awareness (4 items)The Teacher Efficacy and Attitudes Toward STEM (T-STEM) Survey is intended to measurechanges in teachers’ confidence and self-efficacy in STEM subject content and teaching, use oftechnology in the classroom, 21st century learning skills, leadership attitudes, and STEM careerawareness [37]. The 63 items across 7 subscales utilize a 5 point Likert-type response formatwhere higher numbers indicate more positive

Conference Session

NSF Grantees: S-STEM 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Katherine Goodman, University of Colorado Denver; Stephanie S. Ivey, University of Memphis; Craig O. Stewart, University of Memphis; Shani O'Brien, University of Colorado Denver; Maryam Darbeheshti, University of Colorado Denver; William Schupbach, University of Colorado Denver; Karen D. Alfrey, Indiana University - Purdue University Indianapolis

Tagged Topics

Diversity, NSF Grantees Poster Session

engineering classes leading to a high probability of student success, and conduct formative and summative evaluations with special focus on determining effectiveness and impact of the project activities, strategies, and adjustments; 5. Conduct a research study that will focus on developing an evidence-based understanding of factors influencing development of STEM identity and the resulting impact on student success, attitudes, workforce readiness, and STEM self-efficacy, with particular attention to impact on first-generation and underrepresented students. 6. Conduct formative and summative evaluations of the project that explore the extent to which each objective is being met. A particular impetus will be

Conference Session

Developing Technological Literacy in Students

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin Lee Clough, University of Southern California; Patricia Chaffey, University of Southern California; Gautam Salhotra, University of Southern California; Colin G. Cess, University of Southern California; Rey Pocius, University of Southern California; Katie Mills, University of Southern California

Tagged Topics

Diversity

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

practice between early elementary teachers, K-12 STEMCenter staff and Ph.D. student volunteers could boost in-service, inner city teacher ability andself-confidence to teach coding and introduce robots as authentic, real-world digital learningopportunities. Based on the teacher responses to surveys administered pre- and post-PD sessionsby an independent external evaluator, the results show this to be true.Overall, the first- and second-grade teachers who participated in the BOTS program held apositive perception of these activities, as measured in the surveys from the four PD sessions.These surveys show that teachers felt more confident in implementing the material in theclassroom and demonstrated improved self-efficacy navigating through Code.org

Conference Session

Work in Progress: Assessment, Evaluation and Hands-on Activities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Justin F Shaffer, Colorado School of Mines; Jordan Lopez, Colorado School of Mines; Alexander Luther Ellis, Colorado School of Mines

Tagged Divisions

Chemical Engineering

study support this notion as only 10.0% of students’ comments noted that biology isuseful for their career.Future work on this project will involve analyzing the semantic differential scale data and alsorepeating the thematic analysis with other cohorts of students. Additional types of attitudestowards biology will also be explored, including utility value (and the other values involved withexpectancy value theory) and self-efficacy towards biology. This will be an important area toexplore because even though emotions do not seem to be the reason while anecdotallyengineering students may not be enjoying biology, these other psychological aspects couldpotentially explain this observation.References[1] I. Ajzen, "From intentions to actions: A

Conference Session

First-Year Programs: Retention & Bridge Programs #2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Zahrasadat Alavi, California State University, Chico; Kathleen Meehan, California State University, Chico; Kevin Buffardi, California State University, Chico; Webster R. Johnson, California State University, Chico; Joseph Greene, California State University, Chico

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

• I am confident with Precalculus • I am confident with Calculus • I enjoy math • I can apply my math skills to computing and engineering projectsThe post-bootcamp survey included these same ratings so we could investigate potential changesin their attitudes. Fourteen (n=14) of the seventeen bootcamp participants (82%) completed bothsurveys and consented to include their data in our formative assessment. We performed aWilcoxon-Mann-Whitney test to compare pre- and post-bootcamp ratings to test the hypothesisthat the bootcamp would improve students’ self-efficacy. Table 1 shows the mean (M) andstandard deviation (sd) for each item’s rating, as well as the p-value of the hypothesis test.Overall, the average

Conference Session

Making Mechanics Courses Fun and More Effective

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah Wodin-Schwartz P.E., Worcester Polytechnic Institute; Caitlin A. Keller, Worcester Polytechnic Institute; Kimberly Lechasseur, Worcester Polytechnic Institute

Tagged Divisions

Mechanics

was designed to assess improvements in studentlearning and self-efficacy for those participating in the redesigned Introduction to Statics course.Of the 90 students enrolled in the course, 61% (n=55) participated in with complete pre- andpost-course survey responses. Of participating students, 60% are underrepresented minoritystudents (with one or more of the following identities: women, non-binary gender, Black,Latinx). The remaining 40% are white men. At the time of taking the course, 78% ofparticipating students were in their second year of college, 14% were in their third year, and 8%were in their fourth year.Data were collected using a retrospective survey. The Student Assessment of their LearningGains (SALG) was administered at the end

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

Pre-college Engineering Education Division Technical Session 10

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kristin Maria Repchick, Industrial/Organizational Psychology Consultant; Lauren Q. DiBianca Frye, Forsyth Country Day School; Elise Barrella P.E., Wake Forest University

Tagged Divisions

Pre-College Engineering Education

challenges in childhood are not likely topossess the level of resilience they need to effectively deal with failures and setbacks [1].Resilience can be defined as the “process of, capacity for, or outcome of successful adaptationdespite challenging or threatening circumstances” [5]. Developmental researchers have arguedthat youth mainly develop resilience by successfully navigating and overcoming adversesituations [2]. Experiences resulting in successful adaptation can inspire confidence to overcomefuture challenges and equip students with resources on an individual level (e.g. psychologicalresources such as self-efficacy or adaptability [5]). These individual resources, consisting ofaptitudes, motivation and behaviors, are of key importance because

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bryce E. Hughes, Montana State University; Shannon D. Willoughby; Brock J. LaMeres, Montana State University; Barrett Frank, Montana State University; Elaine Marie Westbrook, Montana State University; Nick Lux, Montana State University

Tagged Topics

NSF Grantees Poster Session

poster.FundingThis project is funded by the National Science Foundation under Award XXX- XXXXXX. Anyopinions, findings, and conclusions or recommendations expressed in this material are those ofthe authors and do not necessarily reflect the views of the National Science Foundation.References[1] 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. [Online]. Available: https://peer.asee.org/18591.[2] E. Towle, J. Mann, B. Kinsey, E. J. O. Brien, C. F. Bauer, and R. Champoux, "Assessing the self efficacy and spatial ability of engineering students from multiple disciplines," in

Conference Session

Cooperative and Experiential Education Division Technical Session 1 - Skill and Competency Development through the Co-op Experience

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nassif E. Rayess, University of Detroit Mercy; David Pistrui, University of Detroit Mercy; Ron Bonnstetter, Target Training International; Eric T. Gehrig, Target Training International

Tagged Divisions

Cooperative and Experiential Education

personalities and psyches. Adding to the mix is thatmany programs have a required co-op rotation that adds an entire range of influences, many ofwhich are unforeseen and out of the control of the engineering programs.Co-op education has been shown to have numerous effects on students. Co-op education hasbeen shown to have an academic effect, with co-op students getting higher grades in somecourses, particularly in those based on soft skills [1]. Co-op education has also been shown tohelp in self-efficacy, particularly in work-related activities and has also shown to have a positiveeffect on retention [2]. Co-op education has also been shown to have a positive effect on startingsalaries (nearly 10%) [3]. The goal of this study is to gauge the effect of