Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Caroline Crockett, University of Virginia; George Prpich, University of Virginia; Natasha Smith P.E., University of Virginia

Tagged Divisions

Chemical Engineering Division (ChED)

ability in an engineeringlaboratory. This study uses an established survey to assess the experimental self-efficacy (ESE)of students enrolled in a fourth-year chemical engineering laboratory course at the University ofVirginia. The survey measures ESE using four factors: conceptual understanding, proceduralcomplexity, laboratory hazards, and lack of sufficient resources. Results from the ESE surveysuggest that students had higher confidence in their conceptual understanding and their ability toavoid laboratory hazards. This study also analyzes students’ troubleshooting abilities using anexisting chemical reactor system (a water gas shift reaction). Students were asked to use theexperimental equipment to perform an activity. To succeed, students

Conference Session

Laboratory and Research Skill Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico; Madalyn Wilson-Fetrow, University of New Mexico; Stephanie G Wettstein, Montana State University, Bozeman; Catherine Anne Hubka, University of New Mexico; Jennifer R Brown, Montana State University, Bozeman; Eva Chi, University of New Mexico

Tagged Divisions

Chemical Engineering Division (ChED)

high.However, the authors did not find a correlation between self-efficacy and exam grades. While theauthors attributed this to a small sample size, both troubleshooting and the measure of self-efficacy primarily focused on data collection and documentation during experiments (Domain 2).We wonder if high self-efficacy related to Domain 2 might be a weaker correlate of learning thanother domains, in part because students may experience what scholars have named “deceptiveclarity,” a phenomenon in which students underestimate how complex something is based onhaving completed a simplified version of the task [9]. The activities associated with collectingdata and monitoring during the experiment are somewhat more straightforward compared toactivities in

Conference Session

Chemical Engineering Division (ChED) Technical Session 6: First-Year & Sophomore Year Curriculum

Collection

2023 ASEE Annual Conference & Exposition

Authors

Betul Bilgin, The University of Illinois, Chicago; Hasiya Najmin Isa; Emily Seriruk; Cody Wade Mischel

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

end-of-semester presentations with direct feedback from mentors. Based on thefeedback from Fall 2021, the implementation was redesigned and introduced in Spring 2022.Two problems were assigned in Spring 2022 along with mentor interactions and students’presentations.Instrument Development and EmploymentThe study used two survey instruments to measure self-efficacy and engineering identity, whichwere chosen based on literature and piloted in two different courses. The surveys wereimplemented at the beginning and end of the Spring 2021, Fall 2021 and Spring 2022 semesters.Additionally, the study conducted interviews with randomly selected students, stratified bygender, at the beginning and end of both semesters, as well as with two mentors and

Conference Session

Chemical Engineering Division (ChED) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Riley Jackson Fosbre, Washington State University; Bernard J. Van Wie, Washington State University; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University

Tagged Divisions

Chemical Engineering Division (ChED)

are encouraged to draw out the situation when problemsolving rather than hold all the details mentally or in writing. Additionally, having applied theknowledge students learned during lectures and independent study, their observed self-efficacywill be set appropriately. This refers to an individual’s belief in their ability to learn or perform aspecific task and is an important indicator of motivation. Students with higher self-efficacy aremore willing to engage in learning actively, and thus have a higher chance of success. As for the latter point, according to Bandura’s social cognitive theory, learning happensbest as a social activity where information is more readily retained with other individualspresent.3,4 The reason for this is

Conference Session

WIP: Student Success and Sustainability

Collection

2024 ASEE Annual Conference & Exposition

Authors

Susan P. Gentry, University of California, Davis; Glaucia Prado P.E., University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

, students’ SB within a university includes their social andacademic belonging. Social belonging relates to positive social interactions with peers, faculty,and campus community, whereas academic belonging relates to academic performance,academic self-efficacy, curriculum motivation, and perceptions of belonging within aprofessional discipline [4, 5]. SB is, therefore, one of the main contributors to students’ academicsuccess, persistence, and overall well-being. The literature reports that the lack of SB isperceived differently by different student groups and is critical for underrepresented students(e.g., first-generation and low socioeconomic status) to persist in college after the first year ofstudy [6]. In engineering, women and

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Penn State University; Katharine Getz, Penn State University; Mechteld Veltman Hillsley, Penn State University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

achievement in engineering. Journal of Educational Psychology.Zabriskie, C., R. Henderson, and J. Stewart. 2018. “The Importance of Belonging and Self-Efficacy in Engineering Identity.” AERA Open, January. https://par.nsf.gov/biblio/10058182-importance- belonging-self-efficacy-engineering-identity. 12Does endorsement of masculine ideals predict sense of belonging and identity over performance and peer interactions?Appendix A:Questions from each of the five instruments used in this paper in the order presented here. Allquestions had a 7-point Likert scale. Strongly Somewhat

Conference Session

Chemical Engineering Division (ChED) Technical Session 3: Work-in-Progress Part 1

Collection

2023 ASEE Annual Conference & Exposition

Authors

Temileye Omopariola Ibirinde; Adebayo Iyanuoluwa Olude, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Oludare Adegbola Owolabi, P.E., Morgan State University; Niangoran Koissi, Morgan State University; Krishna Bista; Neda Bazyar Shourabi, Pennsylvania State University, Berks Campus; Frank Efe; Jumoke 'Kemi' Ladeji-Osias, Morgan State University

Tagged Divisions

Chemical Engineering Division (ChED)

related to each construct. The MLSQ measures two different scales, motivation and learningstrategy. The motivation scale measures intrinsic and extrinsic goals together with the task value, whichassesses students’ goals, their belief in their ability to succeed in chemistry and their anxiety about achievingtheir desired test scores in chemistry. The learning strategy assesses students’ management of differentresources. The Litman and Spielberger curiosity assessment instruments were used to measure students’ levelof curiosity, self-efficacy, task value, learning strategies and test anxiety (Table 1).Table 1: MLSQ Table Item/Scale Sample Question Code Intrinsic Goal In a class like

Conference Session

Laboratory and Research Skill Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

George Prpich, University of Virginia; Natasha Smith, University of Virginia; Caroline Elizabeth Crockett, University of Virginia; Anukriti Shrestha, University of Virginia

Tagged Divisions

Chemical Engineering Division (ChED)

, highlighting their value in engineering education.References 1. Feisel, L. D., & Rosa, A. J. (2005). The Role of the Laboratory in Undergraduate Engineering Education. Journal of Engineering Education, 94(1), 121–130. https://doi.org/10.1002/j.2168- 9830.2005.tb00833.x 2. Crockett, C., Prpich, G., & Smith, N. (2023, June). Experimental Self-Efficacy and Troubleshooting Ability in a Chemical Engineering Laboratory. In 2023 ASEE Annual Conference & Exposition. 3. Siegmund, B., Perscheid, M., Taeumel, M., & Hirschfeld, R. (2014, November). Studying the advancement in debugging practice of professional software developers. In 2014 IEEE International Symposium on Software Reliability Engineering Workshops

Conference Session

Chemical Engineering Division (ChED) Technical Session 9: Student Experiences in Laboratory Courses

Collection

2023 ASEE Annual Conference & Exposition

Authors

Erick S. Vasquez, University of Dayton; Kelly Bohrer, University of Dayton; Matthew Dewitt, University of Dayton; Soubantika Palchoudhury

Tagged Divisions

Chemical Engineering Division (ChED)

sections to improve studentpreparation with reasonable expectations of required effort. 15References[1] M. A. Vigeant, D. L. Silverstein, K. D. Dahm, L. P. Ford, J. Cole, and L. J. Landherr, “How We teach: Unit Operations Laboratory,” in ASEE Annual Conference & Exposition Proceedings, 2018, pp.1-13. https://peer.asee.org/30587.[2] J. Brennan, S. E. Nordell, and E. D. Solomon, “Impact of Course Structure on Learning and Self-Efficacy in a Unit Operations Laboratory,” in ASEE Annual Conference & Exposition Proceedings, 2017, pp.1-23. https://peer.asee.org/28462[3] E. S. Vasquez, Z. J. West, M. DeWitt, R. J

Conference Session

Cultivating Community, Wellness, and Character Development

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lorena S. Grundy, Tufts University

Tagged Topics

Diversity

Tagged Divisions

Chemical Engineering Division (ChED)

science, students, and teaching,” Science Education, vol. 102, no. 4, pp. 771–795, 2018, doi: 10.1002/sce.21343.[25] J. Watkins, D. Hammer, J. Radoff, L. Z. Jaber, and A. M. Phillips, “Positioning as not- understanding: The value of showing uncertainty for engaging in science,” Journal of Research in Science Teaching, vol. 55, no. 4, pp. 573–599, 2018, doi: 10.1002/tea.21431.[26] J. E. Dowd, I. Araujo, and E. Mazur, “Making sense of confusion: Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class,” Phys. Rev. ST Phys. Educ. Res., vol. 11, no. 1, p. 010107, Mar. 2015, doi: 10.1103/PhysRevSTPER.11.010107.[27] P. K. Lai, A. Portolese, and M. J. Jacobson, “Does