Conference Session

Design in Engineering Education Division: Capstone Design Projects

Collection

2019 ASEE Annual Conference & Exposition

Authors

Mark David Bedillion, Carnegie Mellon University; Marsha Lovett, Carnegie Mellon University; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology; Cassandra M. Degen, South Dakota School of Mines and Technology

Tagged Divisions

Design in Engineering Education

[17] to assess students’systems thinking skills. In addition to gauging changes in students' systems thinking skills via aconcept inventory, the effects of the learning materials are assessed by studying changes instudents' self-efficacy and surveying students on the appeal of the new learning materials.Results are presented for a class of 37 students that features a mix of undergraduate and graduatestudents. The graduate students form a particularly interesting cohort in that they havepresumably previously taken a conventional capstone senior design course as undergraduatestudents.This paper is organized as follows. First, a description of the course is provided along with aglimpse into the curriculum structure and student backgrounds

Conference Session

Design in Engineering Education Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Michael Delorme, Stevens Institute of Technology (SES)

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Conference and Exposition, Indianapolis, Indiana. 4. Todd, R.H., Sorensen, C.D., & Magleby, S.P. (1993). Designing a senior capstone course to satisfy industrial customers. Journal of Engineering Education, 82(2), 92-100.Dunlap, J.C. (2005). Problem- based learning and self-efficacy: How a capstone course prepares students for a profession Educational Technology Research and Development, 53(1): 65-83 5. Todd, R.H, Magleby S.P., Sorensen, C.D, Swan, B.R., Anthony, D.K. (1995) A Survey of Capstone Engineering Courses Journal of Engineering Education, 84(2): 165-174 6. Griffin, P.M, Griffin, S.O., Llewellyn, D.C. (2004) The Impact of Group Size and Project Duration on Capstone Design Journal of

Conference Session

Design Pedagogy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sudhir Kaul, Western Carolina University; Wesley L. Stone, Western Carolina University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

., 2010, “Measuring engineering design self-efficacy,” Journal ofEngineering Education, 99, pp. 71-79. Page 26.1074.11 AppendixThe rubric used for peer evaluation to determine individual contributions is shown below. Peer Rating of Team Members: ENGR 350 In the table below, write down the names of the individual members of the group in which you worked for the project as part of ENGR 350 this semester. Rate your participation and the participation of each group member. You have to rate the degree to which each member fulfilled his

Conference Session

Idea Generation and Creativity in Design

Collection

2016 ASEE Annual Conference & Exposition

Authors

Keelin Siomha Leahy, University of Limerick; Patricia Mannix-McNamara, Research Centre for Education and Professional Practice

Tagged Divisions

Design in Engineering Education

: http://www.ncca.ie/uploadedfiles/JuniorCycleReview/ESRIComment.pdf23. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H Freeman24. Puccio, G. J., Wheeler, R. A., & Cassandro, V. J. (2004). Reactions to creative problem solving training: Does cognitive style make a difference. The Journal of Creative Behavior, 38, 192-216.25. de Bono, E. (1970). Lateral thinking. London: Penguin Group26. State Examinations Commission. (2009). Chief examiners report on materials technology Wood. Athlone: State Examinations Commission.27. Houtz, J. C., & Krug, D. (1995). Assessment of creativity: Resolving a mid-life crisis. Educational Psychology Review, 7(3), 269-30028. McAuley, E., Duncan, T., &

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eunhye Kim, Purdue University, West Lafayette

Tagged Divisions

Design in Engineering Education

on and explicate their mental models and to adaptexternal knowledge. Bittner and Leimeister (2014) described that if team members are engagedin some activities of self-reflection on and visualizing their understanding before a specific teamtask, the team can develop TMMs more efficiently. In a similar sense, Bierhals et al. (2007)mentioned that each member’s perceived self-efficacy in a specialized domain related to theteam task can positively affect the development of TMMs. Also, Nemanich, Keller, Vera, andChin (2010) determined that team members’ ability to evaluate and assimilate externalknowledge is positively related to the team’s ability to develop TMMs. Furthermore, Kleinsmaanand Valkenburg (2008) described team members’ ability to

Conference Session

Design Pedagogy 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sonia Travaglini, Stanford University; Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; Swetha Nittala, Stanford University

Tagged Divisions

Design in Engineering Education

Puentedura’s SAMR (Substitution - Augmentation -Modification - Redefinition) framework [1], examining the results of primary research withinstructors and students experiencing these tools and kits, in a Winter 2021 course in theStanford University department of Aeronautical and Astronautical Engineering. The instructorswho developed the course were interviewed using a structured set of questions, and the resultsanalysed through qualitative coding of the transcribed interview content to find common themes.Students studying the course were invited to participate in a pre-and post- course surveydesigned to evaluate and describe their self-efficacy and experiences with the course’s tools andkits. We note that the supplied kits were just one piece of

Conference Session

Assessing Design Course Work

Collection

2009 Annual Conference & Exposition

Authors

Keith Sheppard, Stevens Institute of Technology; Edward Blicharz, Stevens Institute of Technology; Peter Dominick, Stevens Institute of Technology

Tagged Divisions

Design in Engineering Education

followedby awareness building and longer-term goal setting. Page 14.949.2In the previous paper we reported on results from the Freshman Year implementation. Theresults revealed some interesting correlation of poorer performance in the design courses andlower self efficacy with lack of experience prior to college on teams, either in school or extra-curricular. We also showed some support for the use of peer assessment in teaming evaluation inthe early design courses. In this paper we describe the further evolution of the teaming threadinto the Sophomore Year along with the inclusion of self awareness building and personal goalsetting as contributors

Conference Session

Empathy and Human-centered Design 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Xiao Ge, Stanford University; Daigo Misaki, Kogakuin University; Nanami Furue, Tokyo University of Science; Chunchen Xu

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

biomedicalengineering. After cleaning up with attention checks, we have in total 158 Japanese engineeringstudents (7 female, 149 male, mean age = 19.96) and 209 American engineering students (80female, 128 male, 1 other, mean age = 24.3) who have completed the survey. Amongst theAmerican participants were White American: 56%, African American: 10%, Latino American:14% , Asian American: 27%, Native Americans: 2 and Pacific Islander: 1. Based on a singlesubjective socioeconomic status measure (0 - worst off to 10 - best off), we retrieved the subjectivesocioeconomic status, which was comparable between Japanese participants (mean = 6.39, SD =1.94) and American participants (mean = 6.35, SD = 1.72). The participants took the survey in2020 after the COVID-19

Conference Session

Best of DEED

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jessica Menold, Pennsylvania State University, University Park; Kathryn W. Jablokow, Pennsylvania State University; Timothy W. Simpson, Pennsylvania State University, University Park; Emily A. Waterman, Pennsylvania State University

Tagged Divisions

Design in Engineering Education

theimpact of PFX on students’ prototyping awareness.    In this study, students at a large Mid-Atlantic university were taught three prototyping lensesbased on the PFX methodology: (1) Prototyping for Viability, (2) Prototyping for Feasibility, and(3) Prototyping for Desirability. This paper presents preliminary findings on the relationshipbetween these three prototyping lenses and students’ prototyping awareness, which we define asstudents’ ability to identify their mental models during the prototyping process. We useprototyping awareness as a proxy to measure adoption and implementation of PFX methods. ThePrototyping AWareness Scale, or PAWS was created for this study, and we discuss its internalconsistency and future iterations. Data were

Conference Session

Empathy and Human-centered Design 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rohan Prabhu, Pennsylvania State University; Elizabeth Marie Starkey, Pennsylvania State University; Mohammad Alsager Alzayed, Kuwait University

Tagged Divisions

Design in Engineering Education

from our exploratory study, it has some limitations, whichopens up several directions for future work. First, we used the three-component measure ofattitudes towards sustainability proposed in [31] in our study; however, students’ sustainablebehaviors could be influenced by other individual differences such as personality, motivation,and self-efficacy [8], [10]. Therefore, future work must extend our findings towards the study ofother individual differences beyond trait empathy and attitudes, behaviors, and intentionstowards sustainability. This direction of research could also investigate the potential influence ofgender in influencing sustainable design behavior [39]–[41]. Second, we introduced thesustainable design workshop in the last

Conference Session

Design Teams 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Peter Schuster, California Polytechnic State University, San Luis Obispo; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Eltahry Elghandour, California Polytechnic State University, San Luis Obispo; Eileen W. Rossman P.E., California Polytechnic State University, San Luis Obispo; Sarah Harding, California Polytechnic State University, San Luis Obispo; Brian P. Self, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

approaches is addressed in question 1,the emotional state of the students during teaming. Table 1 shows that students in the twocohorts experienced similar emotional states during teaming, with the exception of their self-efficacy: 50% more of the students in the student-teamed cohort felt happy that they had somecontrol of the process. This is the only statistically significant difference in the question 1responses, and indicates that the student-formed teaming process resulted in the students feelingmore agency, while not significantly increasing anxiety. Table 1: Team-Forming Survey Results for Question 1 (Emotional State During Teaming) Student-formed Faculty-formed Very stressed

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Chieloka Mbaezue, Stanford University; Eric Reynolds Brubaker, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #31145Understanding a Makerspace as a Community of PracticeChieloka Mbaezue, Stanford University Chieloka Mbaezue is a senior in Mechanical Engineering at Stanford University conducting research to understand how learning happens in makerspaces. Through research, he desires to understand the mechanisms of learning in community in order to democratize the experience of self-efficacy experienced in makerspaces. He hopes to apply his gained understanding to the product development industry in African countries and in the United States, particularly in black communities.Eric Reynolds Brubaker, Stanford University

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher D. Schmitz, University of Illinois at Urbana Champaign; Jake Fava, Siebel Center for Design; Sneha Subramanian, Siebel Center for Design

Tagged Divisions

Design in Engineering Education

Student Attitudes Toward and Understanding of Engineering,” 2017 ASEE Annual Conference & Exposition Proceedings. [12] N. A. Mamaril, E. L. Usher, C. R. Li, D. R. Economy, and M. S. Kennedy, “Measuring Undergraduate Students' Engineering Self-Efficacy: A Validation Study,” Journal of Engineering Education, vol. 105, no. 2, pp. 366–395, 2016. Appendix A INTERVIEW GUIDE○ Introductions ■ Ourselves ■ This project○ Get-to-know-you ■ What year in school are you? ■ Where are you from? ■ What factors contributed to you coming to UIUC? ■ Why did you choose ECE? ● What do you hope to do with your degree after you graduate

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Lisa A. Shay PE, U.S. Military Academy; Tanya Thais Estes, United States Military Academy; David Paul Harvie, United States Military Academy

Tagged Divisions

Design in Engineering Education

posits that contemplation in an elementary andmiddle school setting can improve children’s social and emotional skills [2]. At the undergraduatelevel, Bernadez et al. have found software engineering students to be slightly more efficient indeveloping conceptual models after four weeks of mindfulness training [3]. Rieken et al. havefound positive correlations between mindfulness and innovation self-efficacy in undergraduateengineering students [4]. In the business world, Goleman shows that mindfulness results in“stronger focus, staying calmer under stress, better memory, and good corporate citizenship [5].”And in the military, mindfulness has attracted attention as a way to “to heal trauma-stressedveterans, make command decisions and help

Conference Session

Design Tools & Methodology II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H. Goodridge, Utah State University; Harry B. Santoso, Utah State University

Tagged Divisions

Design in Engineering Education

Solving (Research Agenda for Mathematics Education), vol. 3, R. I. Charles and E. A. Silver, Eds. Reston, VA: National Council of Teachers of Mathematics, 1988, pp. 82-92.[19] Newell, J., Dahm, K., Harvey, R., and Newell, H., “Developing metacognitive engineering teams,” Chemical Engineering Education, vol. 38, no. 4, pp. 316-320, 2004.[20] Bong, M., “Academic motivation in self-efficacy, task value, achievement goal orientations, and attributional beliefs,” The Journal of Educational Research, vol. 97, no. 6, pp. 287-297, 2004.[21] Multon, K. D., Brown, S. D., & Lent, R. W., “Relation of selfefficacy beliefs to academic outcomes: A meta- analytic investigation,” Journal of Counseling Psychology, vol. 38, pp. 30-38, 1991.[22

Conference Session

Capstone Design I

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Capstone Courses, 2008 Annual Conference Proceedings, American Society for Engineering Education, Pittsburgh.2. Carberry, Adam R., Hee-Sun Lee, and Matthew W. Ohland (2010). Measuring Engineering Design Self- efficacy, Journal of Engineering Education, v99n1, pg 71-79.3. Douglas, Elliot P., Mirka Loro-Ljungberg, Azria T Malcolm, Nathan McNeill, David J. Therriault, Christine S Lee (2011). Moving Beyond Formulas and Fixations: Exploring Approaches to Solving Open-Ended Engineering Problems, 2011 Annual Conference Proceedings, American Society for Engineering Education, Vancouver.4. Atman, Cynthia J., Robin S. Adams, Monica E. Cardella, Jennifer Turns, Susan Mosborg, Jason Saleem (2007), Engineering Design

Conference Session

Best of DEED

Collection

2013 ASEE Annual Conference & Exposition

Authors

Denny C. Davis, Washington State University; Ronald R Ulseth P. E., Iron Range Engineering

Tagged Divisions

Design in Engineering Education

also provide asound basis for reliable peer assessment of teammate performances [31].Roles are not the same as responsibilities, but they are related. Both are important to teamperformance and to member self-efficacy [18]. Here we define roles and responsibilities as: • Roles are job titles or names given to the type of contribution a person makes (e.g., team leader, project manager, website developer, sponsor liaison) • Responsibilities are lists of tasks for which a person is held accountable (e.g., posting meeting minutes within 12 hours of meeting adjournment, coordinating design activities associated with power system design, oversight of market research

Conference Session

Maker Spaces in Design Education

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Xinyu Liu, Lamar University; Xuejun Fan, Lamar University; Julia Yoo, Lamar University; Nicholas Andres Brake, Lamar University; Jiang Zhou, Lamar University; Xianchang Li, Lamar University; Dorothy Sisk, Lamar University

Tagged Divisions

Design in Engineering Education

. Throughassembling a 3D printer, each teacher improved their hands-on skills and self-efficacy inproviding guidance to their own students. The teachers also participated in field trips to local companies including C&D Robotics,Metalforms (heat exchanger repair and maintenance), Optimus Steel (Steel mill), and AmericanValve & Hydrant, to name a few. On the final day of the program, the teachers presented their curriculum prototype for thefall semester to the group and received completion certificates. The program assessment was ledby assessment specialist, Julia Yoo, who is associate professor in the department of educationalleadership at LU. The first cohort shared their experience in a local teacher conference inFebruary 2018. Most of

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gail Baura, Loyola University Chicago; Leanne Kallemeyn, Loyola University Chicago; Noe Arroyo; Vincent C.F. Chen, Loyola University Chicago; Allan Beale

Tagged Divisions

Design in Engineering Education, First-Year Programs

studydesign, conclusions cannot be drawn about the impact of this pedagogical strategy, incomparison to other strategies, on student engagement, situated learning and studentperformance. With the longitudinal design, this study will continue to explore the impact of themulti-semester cardiograph project on situated learning, student engagement, studentperformance, and student self-efficacy, which could support student retention in engineeringprograms. The cardiograph project provides students with the practical experience of howdevices are made/work that students and industry desire in Engineering programs.References[1] ASME, "Vision 2030: Creating the Future of Mechanical Engineering Education, Phase 1 Final Report," ASME, New York2011.[2

Conference Session

The Best of Design in Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Cory A. Hixson, Virginia Tech; Marie C. Paretti, Virginia Tech; James J. Pembridge, Virginia Tech

Tagged Divisions

Design in Engineering Education

theories to general teacher motivation is growing. Recentstudies have applied motivational frameworks to address teachers’ use (or non-use) ofcooperative learning 7. In this study, Abrami and colleagues developed an instrument to addressteachers’ implementation (or avoidance) of cooperative learning. The underlying motivationaltheories in consideration were the expectancies, values, and costs of implementing cooperativelearning. Another study of teacher motivation discusses the limitations of applying a singlemotivational theory to teacher motivation and thus, presents a model that integrates multiplemotivational theories and frameworks. This study by Neves de Jesus and Lens integratesexpectancy-value theory, goal value theory, self-efficacy

Conference Session

Capstone Design

Collection

2014 ASEE Annual Conference & Exposition

Authors

Gene Dixon, East Carolina University

Tagged Divisions

Design in Engineering Education

Engineering Capstone Courses, Proceedings of the 2008 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education, American Society for Engineering Education, Pittsburgh.3. Carberry, Adam R., Hee-Sun Lee, and Matthew W. Ohland (2010). Measuring Engineering Design Self- efficacy, Journal of Engineering Education, v99n1, pg 71-79.4. Duesing, Paul, David Baumann, David McDonald, Morrie Walworth, Robert Andersen (2004). Learning and Practicing The Design Review Process In Senior Capstone Design Classes, Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition, American Society for Engineering Education Salt Lake City.5

Collection

2018 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

fundamentals , and some may have “second thoughts” about the time and effortrequired by projects and the interpersonal conflicts they experienced in team work, particularlywith teammates who fail to devote the time and effort required to get the job done properly. Inaddition, if the project work is done entirely in groups, some of the students may be lessequipped to work independently.Intertwining PBL with Problem-Based( The Hybrid Approach):Curricula with highconcentration of Project Based Learning intertwined with Problem Based Learning wereassessed at the University of Louvain(30). The assessment measures included pretests andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self

Conference Session

Design in Engineering Education Division: Design Methodology

Collection

2019 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self-efficacy, satisfaction with the curriculum, attitudes towards team work,instructors teaching practices, and the impact of the “hybrid” curriculum( project/problem-based) on the instructional environment. The results of the Louvain assessment are extremelysupportive of the “hybrid” (project/problem-based) curriculum. Students in the “hybrid”curriculum expressed their satisfaction with the new curriculum, because: they received a lot ofsupport from the instructors, saw more connections between theory and practice became morewilling to use autonomous learning strategies, and were less reliant on rote memorization relativeto students in

Conference Session

Capstone Pedgagogy

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew P. Ritenour, Western Carolina University; Chip W. Ferguson, Western Carolina University; Patrick Gardner, Western Carolina University; Brett Ronald Banther, Western Carolina University; Jeffrey L. Ray, Western Carolina University

Tagged Divisions

Design in Engineering Education

group (Figure 5). From Figure 4,and as summarized in Table 6, the respondent group as a whole preferred engineering technologyteams for Process Improvement projects, engineering teams for Engineering Analysis projects,and interdisciplinary teams for the remaining Project Categories. These survey results areconsistent with the ASME continuum shown in Figure 1. Additionally, Figure 5 shows thatengineering technology students have a higher level of perceived self-efficacy (averaged acrossall five Project Categories) compared to engineering students. Figure 4. Survey results for whether a team comprised of students from a single discipline (E-only or ET-only) will outperform an interdisciplinary team for the given Project Category. Responses

Conference Session

Project-Based Learning

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering; Jefferey E. Froyd, Texas A&M University; Thomas A. Litzinger, Pennsylvania State University, University Park; Dan Ewert, Minnesota State University, Mankato, Iron Range Engineering; Bart M. Johnson, Itasca Community College

Tagged Divisions

Design in Engineering Education

]Coutinho, S. (2008). Self-Efficacy, metacognition, and performance. North American Journal ofPsychology, 10(1), 165-172. [11] Schoenfeld, A. H. (1987). What's all the fuss about metacognition? In A. H. Schoenfeld (Ed.), CognitiveScience and Mathematics Education (pp. 189-215). Hillsdale, NJ: Erlbaum. [12] Selden, A., Selden, J., Hauk, S., & Mason, A. (2000). ‘Why can’t calculus students access their knowledgeto solve nonroutine problems? In E. Dubinsky, A. H. Schoenfeld & J. J. Kaput (Eds.), CBMS Issues in MathematicsEducation: Research in Collegiate Mathematics Education IV. Providence, RI: American Mathematical Society. [13] Weber, K. (2001). Student difficulty in constructing proofs: The need for strategic knowledge

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Waddah Akili, Iowa State University

Tagged Divisions

Design in Engineering Education

Problem-Based (The Hybrid Approach): Curricula with highconcentration of Project -Based Learning intertwined with Problem -Based Learning wereassessed at the University of Louvain.(30) The assessment measures included pretests andposttests of students’ basic knowledge, understanding of concepts and the ability to apply them.Also, students’ self-efficacy, satisfaction with the curriculum, attitudes towards teamwork,instructors’ teaching practices, and the impact of the “hybrid” curriculum (project / problem-based) on the instructional environment. The results of the Louvain assessment are extremelysupportive of the “hybrid” (project / problem-based) curriculum. Students in the “hybrid”curriculum expressed their satisfaction with the new curriculum

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Warren F. Smith, UNSW, Canberra, Australia; Zahed Siddique, University of Oklahoma; Farrokh Mistree, University of Oklahoma

Tagged Divisions

Design in Engineering Education

expertise development and innovationinclude self-efficacy [24], self-determination [25], and self-regulation [26]. Together they comprisean integrative framework to investigate, understand and promote innovation, learn to learn, andlearn to create [22]. There are two levels of competencies in any professional field, field-specific taskcompetencies, and generalized skill sets, or meta-competencies. The task-specific competenciesare benchmarks for graduates in a given field, that define them as well-prepared to meet jobdemands and excel in the future [27, 28]. The general (meta) competencies are skill sets that enablethem to function globally, such as in the ability to work with others, function in systems andmeet organizational demands, and

Conference Session

Design in Engineering Education Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary S Carpenter Ed.D., CCD - Custom Curriculum Design; Chris Yakymyshyn; Logan Edward Micher; Ashly Locke, Florida Polytechnic University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

introduce skills, tools, and some engineering basics, followed by 8 weeks forstudent teams to design, build and demonstrate a prototype device. The authors noted that thechoice of project had a pivotal role in the student experience, with overly challenging orunconstrained projects having a negative impact on student interest in engineering.In an effort to acquaint freshmen with the various areas of mechanical engineering at TheCitadel, Rabb et al.12 modified an Introduction to Mechanical Engineering course to combineindividual and teamwork projects and assignments, many of which were small, hands-onactivities. Following the opinion of Vogt13 that “student self-efficacy had very strong effects oneffort and critical thinking where academic

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan Anderson, Montana State University; Abigail M. Richards, Montana State University

Tagged Divisions

Design in Engineering Education, First-Year Programs

sense of community is particularly important for first yearstudents to aid in retention efforts, and professional persistence is related to one’s identity as anengineer. The formation of an engineering identity plays a part in both interest in engineeringand contributes to perseverance in the major [7, 8, 9, 10]. Exposure to mentors and/or rolemodels within the STEM discipline has a positive impact on an academic sense of belonging, aswell as a positive impact of academic self-efficacy [11], while others have noted that poorfaculty-student relationships negatively impact a sense of belonging and the persistence in themajor [12, 13]. Curricular integration within various engineering departments combined withpeer-peer interactions, specifically

Conference Session

DEED Postcard Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Peter Rogers, The Ohio State University; Denny C. Davis, The Ohio State University; Sarah Winfree, The Ohio State University ; Kaycee Ash, The Ohio State University; Lin Ding, The Ohio State University

Tagged Divisions

Design in Engineering Education

9 3 9 3 Consistent 3 9 9 1 9 9 9 9 9 TOTAL SCORE 189 161 149 89 96 120 108 120Step 3: Construct for OutcomeMotivation learning has multiple dimensions and progresses through successive stages ofdevelopment or levels of achievement. Motivation in higher education is often described by goalorientation, task value, and self-efficacy [14]. Self-determination is also important to studentmotivation [15]. Assuming that motivation is best described as affective in nature, a construct isderived from an affective