Conference Session

Continuing Professional Development Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach

Tagged Divisions

Continuing Professional Development

Likert 31 Adulthood Emerging Adulthood (IDEA) 31 Outcomes Self-Efficacy Engineering Design Self-Efficacy Likert 9 Instrument 41 Groupings Demographic Questions Varied 14 Total 105 ItemsThe expectancy-value is measured using the Engineering Expectancy and Value Scale (EEVS).The instrument is composed of 9 Likert-type items developed by Eccles and Wiggfield 42

Conference Session

Continuous improvement of programs, practices and people.

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Nutwell, Ohio State University; Ann D. Christy P.E., Ohio State University

Tagged Divisions

Continuing Professional Development

. Resour. Dev. Rev., vol. 6, no. 3, pp. 263–296, 2007.[24] M. M. Jameson and B. R. Fusco, “Math anxiety, math self-concept, and math self-efficacy in adult learners compared to traditional undergraduate students,” Adult Educ. Q., vol. 64, no. 4, pp. 306–322, 2014.[25] C. E. Kasworm, “Emotional challenges of adult learners in higher educaiton,” New Dir. Adult Contin. Educ., vol. 2008, no. 120, pp. 27–34, 2008.[26] M. Ambrose, S. Bridges, M, DiPietro, M., Lovett, M., Norman, How learning works. San Francisco: Jossey-Bass, A Wiley Imprint, 2010.[27] B. D. Jones, “Motivating Students to Engage in Learning : The MUSIC Model of Academic Motivation,” Int. J. Teach. Learn. High. Educ., vol. 21, no. 2, pp. 272–285, 2009.[28] M

Conference Session

Continuing Professional Development Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Moses Olayemi, Purdue University, West Lafayette; Collins N. Vaye, Florida International University; Viyon Dansu, University of Nebraska - Lincoln; Jennifer Deboer, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Continuing Professional Development

assignificant predictors of teacher self-efficacy and job satisfaction in South Africa [49].Aconsistent theme in these articles was the need to revisit the underlying reasons that teachersjoin the profession to start with.Long-term teaching practices. The next systemic reform recommendation advocates theextension of government-sponsored teaching practice for STEM educators to betterappreciate the requirements of the teaching profession in schools. The recommendation waswidely encouraged by 91.8% of the sample population that was involved in the mixedmethods study [50]. The authors investigated school administrators’ perceptions of theemployability of preservice science, technology, and mathematics teachers through teachingpractice in Nigeria. The