Conference Session

Aerospace Division (AERO) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Nguyen; Joshua Rovey, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois Urbana-Champaign

Tagged Divisions

Aerospace Division (AERO)

cognitive load, freeing up mentalresources for other tasks and fostering more efficient cognitive processing (Thalmann,Souza, & Oberauer, 2019).BackgroundCourse StructureIn this study, we implemented a structured approach to assess student engagement andlearning outcomes in technical content. Beginning with an initial evaluation of student self-efficacy and interest through surveys, we then administered a pre-course quiz to gaugebaseline understanding. Following this, students engaged with the technical material, afterwhich a mid-course quiz was conducted to evaluate learning progress. Finally, we reassessedstudent self-efficacy and interest after completion of all technical quizzes. This methodologyprovided valuable insights into the

Conference Session

AERO 5: Student Success

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian D. Ritchie, The Ohio State University

Tagged Divisions

Aerospace Division (AERO)

framework & the 3C’s Assignments Curiosity quiz, discussion, Weeks 2-3 of AU semester and MS Teams posts + Direct Assessments listed below Self-assessment Survey on self-efficacy on 14 Beginning of AU semester, EM learning objectives end of AU semester, end of SP semester Meetings with teams Framing the discussion in From week 5 of AU semester terms of EM and the 3C’s until the end of SP semester when relevant Direct

Conference Session

AERO 3: Innovative Pedagogy and Hands-on Learning 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chadia A. Aji, Tuskegee University; M. Javed Khan, Tuskegee University

Tagged Divisions

Aerospace Division (AERO)

, D., & Layton, R. A.(2008). Persistence, engagement, and migration in engineering programs. Journal of EngineeringEducation, (December), 260–278. https://doi.org/10.1002/j.2168-9830.2008.tb00978[5] Sun, J. C. Y., & Rueda, R. (2012). Situational interest, computer self-efficacy and self-regulation: Their impact on student engagement in distance education. British Journal ofEducational Technology, 43(2), 191–204. https://doi.org/10.1111/j.1467-8535.2010.01157.x[6] Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., &Tonks, S. (2004). Increasing reading comprehension and engagement through concept-orientedreading instruction. Journal of Educational Psychology, 96(3), 403–423.https://doi.org

Conference Session

AERO 1: Rocketry and Space Education

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Juhyun Kim, University of Illinois at Urbana-Champaign; Timothy Plomin, University of Illinois Urbana-Champaign; Heather Ruth Arnett, University of Illinois at Urbana-Champaign; Luisa-Maria Rosu, I-STEM, (Illinois Science Technology Engineering and Mathematics) Education Initiative; Joshua Rovey, University of Illinois at Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Aerospace Division (AERO)

. Current and past implementations of the course indicate thatstudents gain the most from the course when they engage in both the MOOC and the hands-onbuild and launch section, but still gain a great deal of understanding and self-efficacy from theonline course alone. When taking part in the hands-on portion, students become more curiousand ask insightful questions they had not thought of during the earlier sections, indicatingqualitatively an increase in student interest in further pursuing rocketry. These results arecurrently being studied more quantitatively in implementation of the course at the universitylevel.The instructional design is structured as first learning the theoretical concepts via video lessons,and then applying the hands-on kits