Conference Session

Construction Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krishna Prasad Kisi, Texas State University; Kimberly Grau Talley P.E., Texas State University; Snigdha Rangineni, Texas State University; Guntulu S. Hatipkarasulu, Texas State University; Bobbi J. Spencer, Texas State University

Tagged Divisions

Construction Engineering

enrolled in theEngineering Technology Department at Texas State University. Freshmen enrolled inConstruction Science and Management, Concrete Industry Management, and Civil EngineeringTechnology will participate in this study. The study will conduct a paired t-test statisticalanalysis to test the first hypothesis –the game-based online animated modules will improveunderstanding and learning of Pre-Calculus concepts among construction science andmanagement majors. Students will be asked to complete identical questionnaires before andafter playing the PCLG to measure immediate changes in self-efficacy, motivation, and Pre-Calculus knowledge. The study will conduct a standard t-test to test the second hypothesis – theexperimental group of students

Conference Session

Construction Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

Test of Scientific Literacy Skills (TOSLS) was developed to measures skill related tomajor aspects of scientific literacy [13]. The TOSLS test had multiple-choice questions, and thestudents were required to circle the best responses to the test items. Also, the test items areclassified into several SL categories and data analysis of these categories gave greater insightsinto specific SL skills. The surveys utilized a 5-point Likert scale that allowed the students toself-report and provide a rating on various SL and self-efficacy statements listed in the survey.The students also provided short statement responses to open ended questions. During focusgroup sessions, the students shared the opinions and suggestions to improve their SL

Conference Session

ConstDiv Technical Session 3 - Social & Leadership

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Iyshea Borders-Taylor; Lewis Waller; Paul Akangah, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

analysis. Majority of CP career decisions occurred at the middle-school age, making it a critical time to introduce age-appropriate construction learningopportunities. The six thematic categories that emerged from students’ reasons for switchingcareer interests were psychological, experiential, academic, physical, social, and economic; andthese reasons corresponded with the educational stages. While pre-college reasons for switchingcareer interests were mostly associated with new knowledge and experiences, college reasonswere associated with barriers that hindered students’ progression. HBCU construction studentshad positive perceptions of their own CPID with a high sense of belonging, self-efficacy, andself-recognition. CPID was neither gender

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Robert B. Pyle, North Carolina A&T State University; Iyshea Borders-Taylor; Christian A. Bock Hyeng, North Carolina A&T State University; Tony E. Graham, North Carolina A&T State University

Tagged Divisions

Construction Engineering

thathuman beings develop their identities in stages [11][12][13][14]). Even at the early stages ofmiddle-school education, the self-efficacy and professional identities of girls were enhancedthrough their engagement in art-modified STEM projects [15] A framework was developed byKegan (1982) and proposed that six stages of identity formation (incorporation, impulsion,imperial, interpersonal, institutional, and interindividual) represented the longitudinaldevelopment of the self from childhood to adult life [16]. The most powerful factors that influencesthe process of socialization and career identity development are role models, mentors, and theaccumulation of individual experiences that shape professional identity through both consciousand

Conference Session

Construction Division Technical Session 2: K-12 through Adult Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert B. Austin, Bowling Green State University

Tagged Divisions

Construction Engineering

value of exerting effort. Construction Management faculty can supportstudents’ motivational beliefs and academic achievement through the use of instructionalpractices that remind students about the important role that effort plays in success [37].There are three main cognitive motivational theories: goal theory, expectancy value theory, andattribution theory that apply to students.In goal theory, motivation is induced by the discrepancy between their current condition asstudents and their future condition (i.e., goal) of being a practicing professional. Self-efficacy, orone’s ability to succeed in a specific situation, plays a significant role in goal theory. A student’sgoals should be challenging but not be perceived as beyond their capability

Conference Session

Construction Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Luciana Debs, Purdue University Programs; Bhavya Rathna Kota, Purdue University at West Lafayette (PPI)

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

that can contribute to its rise and fall.Though not explicitly measured in previous quantitative studies in construction, sense ofbelonging is linked to several other factors, such as classroom environment, self-efficacy, peerrecognition, family and friends support and others [7], [12]. One result obtained in the presentstudy that stands out due to its difference between male and female students is the question aboutstudents’ perceptions of having to constantly prove themselves for peer recognition, with womenindicating a higher agreement than male students. This echoes some of the participants fromMoore and Gloeckner [16], which mentioned having to prove themselves especially for malestudents.Our findings related to females perceiving gender

Conference Session

Construction Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Grau Talley P.E., Texas State University; Bobbi J. Spencer, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

;Cohen, 2007). Mendoza-Denton et al. (2006) indicate that social support can mitigate thesechilling effects. Further, Mendoza-Denton et al. (2006) cited mentoring and cross-groupfriendships (so forming friendships with those in the other group – between genders or betweenethnicities/races, e.g.) as forms of social support that they found to have such a mitigatingeffect. Therefore, the proposed student tutoring and resource center is also planned to providesome social events to encourage student friendships, such as these important cross-groupfriendships in addition to the natural mentoring that can develop through tutoring.Belonging has been tied to self-efficacy and engagement, which also are tied to positive careeroutcomes (aka persistence in

Conference Session

Construction Division Technical Session 4: Capstone, Safety and Beyond

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dorail F. Porter, Associated General Contractors; Andrea Nana Ofori-Boadu, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

opportunities can foster or hinder belongingness and identity development [7].Consistently, education researchers are investigating questions associated with students’ self-identification as professionals in their field of study. Factors such as gender, career goals, careerexposure, and academic success are predictors of this self-identification [9]. Vocational interests,occupational self-efficacy, occupational prestige are closely associated with each other, and withschool, leisure, and actual engagement in corresponding activities [10]. Career identity has beenlinked with career development [6]. The lack of adequate training, time, and incentives couldcreate tension with truly recognizing and forming professional identity. It is important that