Conference Session

Civil Engineering Division Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ghulam H. Bham, University of Alaska, Anchorage; Dan Cernusca, Missouri University of Science & Technology

Tagged Divisions

Civil Engineering

suchfactors and make changes according to these findings. However, in our case, the tested onlinemodules were not strongly tied to a significant grading measure. Therefore we decided to useself-efficacy as an indicator for students’ learning outcomes. Along with the fact that thisvariable was proved in prior research as being a strong proxy for students’ learning outcomesanother advantage of using self-efficacy is the fact that it is easy to measure using a self-reporting survey. Therefore, for each cycle of implementation we measured these variables andmade changes that reduced the complexity and increased students’ self-efficacy. Most of thesechanges are likely to be valid in other cases of initial implementations of a new online learningmodule

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chuang Wang, University of North Carolina at Charlotte; Kimberly A Warren, University of North Carolina at Charlotte

Tagged Divisions

Civil Engineering

a freshman, 56 were junior, and 21 were senior.The distribution of age was approximately normal with a mean of 22 years and a standarddeviation of 4 years.Assessment Instruments Quantitative instruments include 1) pre and post student surveys, 2) short answer quizzes,3) content module tests, and 4) the final exam. Three surveys were administered in class (preand post) to measure the student’s self-efficacy related to the content of the course and their useof self-regulated learning strategies (described in more detail below). A short-answer, pre-quizwas administered during the first class to measure the student’s content knowledge and skills