Conference Session

Design in Engineering Education Division: Postcard and Student Essays

Collection

2019 ASEE Annual Conference & Exposition

Authors

Roxana Maria Carbonell, University of Texas, Austin; Madison E. Andrews, University of Texas, Austin; Audrey Boklage, University of Texas, Austin; Maura J. Borrego, University of Texas, Austin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

attitudes and skillsets as they relate to the makerspace. Ourresearch team surveyed 172 undergraduate students in 6 unique courses that incorporate amakerspace based project into their curriculum. These courses varied by student year,department, subject matter, and project complexity. Each student was surveyed at the beginningand end of the semester, before and after they had completed a course project in the makerspace.The survey measured students’ affect towards design, design self-efficacy, technology self-efficacy, innovation orientation, and sense of belonging within the makerspace. Survey itemswere validated through exploratory and confirmatory factor analysis. Subsequently, paired t-testswere used to analyze if, and how, these metrics

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Vicki V. May P.E., Dartmouth College; Ryan Michael Chapman, Dartmouth College

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

.[3] May, Vicki (2014). “Broadening the Path to Engineering,” Huffington Post. http://www.huffingtonpost.com/vicki-may/broadening-the-path-to- engineering_b_4941739.html. March 2014.[4] Mamaril, Natasha A., Usher, Ellen L., Li, Caihong R., Economy, D. Ross, and Kennedy, Marian, S. (2016). “Measuring Undergraduate Students’ Engineering Self-Efficacy: A Validation Study.’ Journal of Engineering Education. Vol. 105, No. 2, pp. 366-395.[5] Hsieh, P., Sullivan, J. R., Sass, D. A., & Guerra, N. S. (2012). Undergraduate engineering students’ beliefs, coping strategies, and academic performance: An evaluation of theoretical models. Journal of Experimental Education, 80, 196–218. http://dx.doi.org

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Joanna Tsenn, Texas A&M University; Heather S. Lewis, Texas A&M University; Astrid Layton, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

help students develop a high level of design self-efficacy, the belief in one’s ability to complete engineering design tasks. Engineers problem-solve by practicing design tasks. As a result, design self-efficacy is a critical component of asuccessful engineer [1]. Preparing students to become successful engineers, in both industry andacademia, therefore demands that design tasks be taught to a level where students may obtainself-efficacy [2, 3]. The importance of design tasks has also been acknowledged by theAccreditation Board for Engineering and Technology (ABET). This work seeks to measure theimpact of different variables on design self-efficacy, based on the specific project experiences ofthe students at the end of their two-semester

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricardo Jose Morocz; Bryan Levy, Georgia Institute of Technology; Craig Forest, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Julie S Linsey, Georgia Institute of Technology

Tagged Divisions

Design in Engineering Education

for students to developtheir design self-efficacy, ability to innovate, and creativity in design.This paper focuses on characterizing university maker space’s users and non-users in terms oftheir engineering design self-efficacy. The results presented in this paper are part of alongitudinal study and will be used to measure the impact of these unique learning environmentson the students’ engineering design self-efficacy over time. To have a clear definition betweenmaker space users and non-users, a survey was developed and implemented to capture astudent’s level of participation. Concurrently, a survey instrument designed by Carberry et al.(2010) was used to gather the student’s engineering design self-efficacy scores. Both surveyswere used

Conference Session

Design Teams 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Amy Trauth, University of Delaware; Marcia Gail Headley, University of Delaware; Sara Grajeda, University of Delaware; Dustyn Roberts P.E., University of Pennsylvania; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

Paper ID #29944Individual Design Experiences Improve Students’ Self-Efficacy onTeam-Based Engineering Design ProjectsDr. Amy Trauth, University of Delaware Amy Trauth, Ph.D., is the Senior Associate Director of Science Education at the University of Delaware’s Professional Development Center for Educators. In her role, Amy works collaboratively with K-12 sci- ence and engineering teachers to develop and implement standards-based curricula and assessments. She also provides mentoring and coaching and co-teaching support to K-12 teachers across the entire tra- jectory of the profession. Her research focuses on teacher

Conference Session

Impact of COVID-19 on Design Education 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joanna Tsenn, Texas A&M University

Tagged Divisions

Design in Engineering Education

wereencouraged to submit FEDC fabrication requests rather than machining parts themselves due tothese protocol constraints.Design Self-Efficacy and Project Feedback Survey InstrumentIn the final three weeks of each semester, the second-semester senior design students are invitedto participate in an online engineering design self-efficacy and project feedback survey. Thesurvey is voluntary and has no impact on the students’ grades.The Carberry Design Self-Efficacy Instrument was used to measure the students’ beliefs in theirdesign abilities. The 36-item survey has been validated for content, criteria, and construct [18].It considers the four task-specific self-concepts of self-confidence, motivation, expectancy ofsuccess, and anxiety towards the task

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University; Vedaraman Sriraman, Texas State University

Tagged Divisions

Design in Engineering Education

notrequired to take the course, rather they chose to take it as an elective to accompany theireducational technology program courses. They were not required to participate in the researchportion of the course; however, all ten participants did sign IRB-approved consent forms toindicate their willingness to participate.Data Collection and AnalysisPre-/Post-test administration of the Engineering Design Self-Efficacy (EDSE) survey instrument(Carberry, Lee, & Ohland, 2010) serves as the primary data set. The EDSE was chosen for thisstudy because it is a validated instrument for measuring task-specific self-concepts, whichCarberry, Lee, and Ohland (2010) state are “any variable concerning the understanding anindividual has of him or herself for a

Conference Session

FPD and DEEDs Joint Postcard Sessions

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jessica Daniels; Sophia T. Santillan, Duke University; Ann Saterbak, Duke University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, First-Year Programs

aspirations, level of motivation, andacademic accomplishments” [8]. In the context of engineering, this is essential as students navigatetechnically challenging coursework and rigorous workloads. Self-efficacy has a strong relationshipto both learning and achievements. As Mamaril et al. state, it is most effective to measure self-efficacy at both the general engineering field level and the specific technical skill level [9].Evaluating at these different levels yields a more comprehensive understanding of a student’sconfidence in their overall engineering abilities. A major contributor to a student’s self confidence in completing engineering tasks is theirperceived proficiency in technical skills. Usher et al. investigated students in

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Marsha Maraj, Imperial College London; Colin Paul Hale; Andreas Kogelbauer; Klaus Hellgardt

Tagged Divisions

Design in Engineering Education

’ perceptions of their experiences withintheir Mechanical Design Project module and use this to examine the following researchquestions: 1. To what extent do students believe that their interactions within this module have resulted in academic self-efficacy, peer learning and team efficacy? 2. How does team efficacy impact peer learning and the academic self-efficacy of students within this module? 4Research MethodologyOur research questions were examined using an anonymously self-administered (online),semi-structured questionnaire which evaluated students’ feedback at the end of theirMechanical Design Project module. Twenty-five closed-ended descriptors were used to mapand measure the three

Conference Session

Design Tools and Skill Development

Collection

2017 ASEE Annual Conference & Exposition

Authors

William H. Guilford, University of Virginia

Tagged Divisions

Design in Engineering Education

found that course evaluations were improved, thatstudents better connect learning to skills, and that students appreciated the opportunity to developa uniform skill set by the end of the semester. This is in contrast to a project-based class whereskills development was not uniform between or within teams, and students did not connectlearning to skills development. We further assessed this pedagogical approach by measuring thepsychological construct engineering design self-efficacy at the beginning and end of thesemester, since there are prior reports of gains in the confidence of students in their fabricationskills as a result of immersive design-build projects [10], [11]. We found that students’ belief intheir abilities improved significantly

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Amy Trauth, University of Delaware; Sara Bernice Grajeda, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

significantly higher self-efficacy for tinkering and engineering applications than females. (2) Students from majority groups (i.e., White or Asian) would report significantly higher self-efficacy for tinkering and engineering applications and higher self-confidence in math and science than those from underrepresented minority groups (non-White, non- Asian).MethodsWe developed and validated a composite survey that merged items from the APPLES instrument[6,10,14], which focuses on self-confidence in interpersonal skills, problem solving, and mathand science theory, with an established but unvalidated instrument [15] that measures self-efficacy in “tinkering” – that is, prototyping and modeling – and the application of

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Eric Reynolds Brubaker, Stanford University; Vikas Rammohan Maturi, Stanford University; Barbara A. Karanian, Stanford University; Sheri Sheppard, Stanford University; David Beach, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

in making—in tinkering, infiguring things out, in playing with materials and tools” [8, p.528]. Recent studies found thatstudents involved in hand-on design and making exhibited increased motivation, self-efficacy,expectations of success, and interdisciplinary awareness [9-12]. Further work is underway todevelop scales that measure belonging in makerspaces [13] and maker identity [14]. Finally,research has begun to uncover barriers to equity in makerspaces, including ways in which theyare gendered [15-17] and the learning strategies employed by women who make [18]. This study aims to better understand how much and under what conditions students aretransformed through hands-on experience designing and making`. We examine a

Conference Session

Design Mental Frameworks

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Devanshi Shah, University of Georgia; Elisabeth Kames, Florida Polytechnic University; Beshoy Morkos, University of Georgia

Tagged Divisions

Design in Engineering Education

The MSLQ survey used in the previous study was an adapted version of Pintrich’s MSLQconsisting of only five factors of motivation; cognition, intrinsic value, self-regulation,presentation anxiety, and self-efficacy. This is abbreviated compared to the original MSLQdesigned by Pintrich and his team which measured a total of fifteen factors of motivation. Whilethis approach is designed to target factors that are illustrated by Pintrich to influence the successof students in STEM fields, it is also important to understand and identify possibleinterdependency of the five factors in the adapted version. In this paper, we seek to study the dependency of earlier listed motivation factors to establishunderstanding at a finer resolution –to the

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sheri Sheppard, Stanford University; Helen L. Chen, Stanford University; George Toye, Stanford University; Felix Kempf, King's College London; Nada Elfiki, Stanford University

Tagged Divisions

Design in Engineering Education

5 1.8% Missing 7 2.6%2.2 Survey Design and Key VariablesThe research team worked closely with the course teaching team to align the pedagogical goals,milestones, strategies, and assignments to the survey measures and questions. The surveyinstrument addressed three general topics related to: 1) education and career pathways; 2)innovation, entrepreneurship, and design self-efficacy measures; 3) the learning experience ofthe course. This paper primarily addresses the first two areas.Education and Career Pathways (31 survey items)One major challenge faced by our research team was how to efficiently ask about the careerpaths and plans that students have pursued since

Conference Session

Design in Engineering Education Division: Design Mental Frameworks

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jenni Buckley, University of Delaware; Sara Bernice Grajeda, University of Delaware; Amy Trauth, University of Delaware; Dustyn Roberts P.E., Temple University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

and taskorientation in first-year engineering design courses. In Frontiers in Education Conference (FIE),2014 IEEE (pp. 1-4). IEEE.[38] D. Baker, S. Krause, and S. Y. Purzer, “Developing an instrument to measure tinkering andtechnical self-efficacy in engineering,” presented at the 2008 ASEE Annual Conference andExposition, 2008.[39] Ohland, Matthew W., et al. "The comprehensive assessment of team member effectiveness:Development of a behaviorally anchored rating scale for self-and peer evaluation." Academy ofManagement Learning & Education 11.4 (2012): 609-630.[40] Basadur, G. Graen, and M. Wakabayashi, “Identifying individual differences in creativeproblem solving style,” J. Creat. Behav., vol. 24, no. 2, pp. 111–131, Jun. 1990.

Conference Session

Design in Engineering Education Division: Student Empathy & Human-centered Design

Collection

2019 ASEE Annual Conference & Exposition

Authors

Devanshi Shah, Florida Institute of Technology; Elisabeth Kames, Florida Institute of Technology ; McKenzie Carol Clark, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

. Fivemotivation factors were studied to examine student motivation within and between the cohorts:cognitive value, self-regulation, presentation anxiety, intrinsic value, and self-efficacy. The datawas collected from three cohorts of mechanical engineering senior capstone design students,through three different yearlong senior capstone courses: 2013-2014, 2014-2015, and 2016-2017.The data was analyzed using an ANOVA Single Factor analysis and a t-test for single variance toexamine which factors affected student motivation.The goal of this research is to examine the effect of the student’s choice of project type on theirmotivation and changes in motivation in senior capstone design. This will thereby provideeducators with insight on the impact of the

Conference Session

DEED Melange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Matthew T. Siniawski, Loyola Marymount University; Adam R. Carberry, Arizona State University

Tagged Divisions

Design in Engineering Education

hashigher value (2.94 + 0.87) than cost (2.03 + 0.78) on a 4-point scale (p <0.001). Students at thesmall, liberal arts college responded with generally higher ratings for both value and cost, with alarger average difference between combined value and cost (1.0 and 0.81, respectively), thanstudents at a large, public university. Additionally, students reported higher self-efficacy indesign-based objectives after the course, with an average self-efficacy increase of 15-20 pointson a 100-point scale.IntroductionStandards-based grading (SBG) is an alternative grading system that involves and depends ondirectly measuring the quality of students’ proficiency on well-defined course learning outcomes,i.e., standards.1-3 Student development toward

Conference Session

Design Across Curriculum 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christopher Rennick, University of Waterloo; Carol Hulls P.Eng., University of Waterloo; Andrew Gryguć, University of Waterloo

Tagged Divisions

Design in Engineering Education

affect, is self-efficacy asdescribed in Bandura’s Social Cognitive Theory [5]. According to this theory, peoples’ beliefs intheir capabilities vary across domains and situations, and can develop through 4 mechanisms: 1. Mastery experiences: achieving success on a challenging task 2. Social modeling: seeing similar people achieve success 3. Social persuasion: being convinced by others that one can succeed; and 4. Physical and emotional statesSelf-efficacy can have significant impacts on student resilience, persistence, and attitude during aproblem solving session; as Bandura describes: “How people perceive the structuralcharacteristics of their environment—the impediments it erects and the opportunity structures itprovides

Conference Session

Design Methodologies 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

J. Blake Hylton, Ohio Northern University; Patrick James Herak, Ohio State University; Todd France, Ohio Northern University; Sherri Youssef, Ohio State University

Tagged Divisions

Design in Engineering Education

(strongly agree). The instrument is scored by simple summationof student responses. Scores on the individual scales and subscales should be compared to themaximum possible score, which is seven times the number of items in the scale. All items, broken downby scale and subscale, are listed in the Appendix.The 2014 Standards for Educational and Psychological Measurement (AERA, APA, & NCME, 2014) wereused as a framework for gathering evidence of validity for the self-efficacy instrument, following thevalidation process presented by Cook (2016). A summary of validity evidence used is presented in Table1 and discussed in detail below. Table 1: Evidence of validity, definitions from Cook (2016, p3) Type of Evidence Definition

Conference Session

DEED Postcard Session 2 and Presentation of Student Essay Competition Winners

Collection

2017 ASEE Annual Conference & Exposition

Authors

Austin Talley P.E., Texas State University, San Marcos; Kimberly Grau Talley P.E., Texas State University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

other courses includingvideo content and be less resistant to this form of instruction.To get insight into the effects of the courses focus on learning and applying design theory, aninstrument was used to measure participant engineering design self-efficacy. The instrumentwas designed and validated by Carberry et al [20]. The tool measures individual’s self-efficacytowards engineering design tasks. Self-efficacy is an individual’s belief in their ability tocomplete a specific task [21]. This instrument examines four aspects of an individual’s self-efficacy: 1) Confidence, 2) Motivation, 3) Expectation of Success and 4) Anxiety towardscompleting engineering design [20]. The instrument was administered at the beginning and endof the Hybrid2

Conference Session

Design Methodologies 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrea M. Ragonese, Pennsylvania State University, University Park; Elizabeth Marie Starkey, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

through theimmersion of “creative work…[and] ‘deliberate practice’” [8]. One way to gauge one’s creativeability is through the measure of Creative Self-Efficacy (CSE) [30], [31]. CSE is a measure ofone’s belief in their creative ability and has been shown to be a predictor of future creative success.Not only is CSE important, but short creative activities have been shown to increase CSE.Many tools exist to help people brainstorm ideas such as: brainstorming, Design Heuristics Cards,SCAMPER, and C-Sketch [29],[32]. While product dissection has traditionally been used as alearning tool, it has also been investigated as a creativity tool [21]. Prior research has found thatboth virtual and physical product dissection have a positive impact on

Conference Session

Design Methodologies 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jenn Campbell, University of Virginia; Leidy Klotz, University of Virginia

Tagged Divisions

Design in Engineering Education

that expectations of success will be impacted mainly by factors contributing to astudent’s self-efficacy and outcome expectations. Sense of belonging will most directly impactexpectations of success, but the tenets of improv and psychological safety are also expected toindirectly influence a student’s expectations of success.Expectations of success will be measured using two questions about success beliefs [56]. Sincethis outcome is more distal, we anticipate smaller effect sizes than those for the more proximaloutcomes of psychological safety and sense of belonging. However, we still expect to seesomewhat higher expectations of success for students on teams in the improv training conditionthan in the other two conditions.3.3.4 Intent to

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Timothy F. Wheeler, Pennsylvania State University, University Park; Mary Lynn Brannon, Pennsylvania State University, University Park

Tagged Divisions

Design in Engineering Education

) and analysis of the students’ final project reports at the endof the senior capstone course . The instruments have been developed and tested with theassistance of an assessment expert and measurement expert from the teaching and learningcenter in the College of Engineering. The development of the assessment plan began with apilot of the 200-level course in the Fall 2011 semester and will continue through the 2013-2014 academic year. After that, the assessments will be incorporated routinely into the courseactivities.The comprehensive assessment plan includes several pre-post surveys that target confidence,professional identity, self-efficacy, and also gather demographic information and provideinformation for formative improvement of the

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martina Margaret Moyne, University College Dublin; Maxwell Herman, Harvard University; Conor Walsh P.E., Harvard University; Donal Padraic Holland, University College Dublin

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

’ conceptual understanding ofengineering concepts [13-15]. Other tools collect intermittent peer evaluations [16], andstudent self-efficacy in design skills [17]. However, these tools do not give a direct measureof students’ design process learning, nor do they collect the process-related data needed foreducators to investigate the effect of the students’ experiential learning of design processes.There are also instructor self-efficacy tools that cover general teaching tasks [18], specificacademic areas such as science [19] and the teaching of design engineering within STEM andthird level education [20, 21]. However, these tools are only intended to measure instructors’perception of their own teaching abilities and cannot provide a direct measure of

Conference Session

Design in Freshman and Sophomore Courses

Collection

2012 ASEE Annual Conference & Exposition

Authors

Gail Hohner, University of Michigan, Ann Arbor; Shanna R. Daly, University of Michigan; Jennifer Wegner, University of Michigan; Moses K. Lee, University of Michigan; Amy Frances Goldstein, University of Michigan

Tagged Divisions

Design in Engineering Education

also compare 35 incoming students who did not participate in the program. Thisprogram is the initial activity in an undergraduate multidisciplinary design program whichincludes many co-curricular enrichment activities as well as an academic minor. We intend tostudy this group of students through their engineering education and evaluate them periodically.We use both the self-efficacy survey from Carberry, Lee and Ohland (Measuring EngineeringDesign Self-Efficacy) as well as the concepts in design survey from Oehlberg and Agogino(Undergraduate Conceptions of the Engineering Design Process: assessing the Impact of aHuman-Centered Desgin Course – which is an extension of Mosborg S., et.al., Conceptions ofthe Engineering Design Process: An Expert

Conference Session

Best In DEED

Collection

2019 ASEE Annual Conference & Exposition

Authors

Elizabeth Marie Starkey, Pennsylvania State University; Scarlett Rae Miller P.E., Pennsylvania State University; Samuel Todd Hunter

Tagged Divisions

Design in Engineering Education

self-efficacy surveys to measure one’s belief in theirengineering [27] and creative [28] ability, since self-efficacy is a strong predictor of futurebehavior [29]. While Table 2 identifies the prior work in the area of product dissection, theimplementation of product dissection in the engineering classroom has not been systematic,leaving us to question how variations in product dissection impact learning, creativity, or bothfor students when used in the classroom. In order to fill this gap in the literature, our researchgroup has conducted numerous studies over the last four years in order to systematicallyinvestigate variations in deployment of product dissection in an engineering classroom. Throughthese studies, a research driven

Conference Session

Design Assessment

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jennifer S. Mullin, University of California, Davis; Jean S. VanderGheynst, University of California, Davis

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education

the design project and overarching goal of growing the course, aneducational research plan was initiated during fall 2017 in order to better understand thestudents’ educational needs and interests around the communication and design objectives.Data collection included two instructor-developed surveys, one to determine the students’ in-coming technology skills and prior experience working with a design team. The other instructor-developed survey asked students to self-rate their technology skills and to share particularproblems on the farm they found interesting to help with the team assignments.Students were invited to take the Engineering Design Self-Efficacy (EDSE) instrument, a 36-item instrument designed to measure individuals' self

Conference Session

Teams and Teamwork in Design

Collection

2010 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University

Tagged Divisions

Design in Engineering Education

AC 2010-1446: THE MERIT KIT: METHODS FOR EVALUATING ROLES ANDINTERACTIONS IN TEAMSSenay Purzer, Purdue University Senay Purzer is an Assistant Professor in the School of Engineering Education at Purdue University. She is also the Co-Director of Assessment Research for the Institute for P-12 Engineering Research and Learning (INSPIRE). She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. Her creative research focuses on collaborative learning, design & decision-making, and the role of engineering self-efficacy on student achievement

Conference Session

The Best of Design in Engineering Education

Collection

2009 Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Scott Johnson, University of Illinois

Tagged Divisions

Design in Engineering Education

they have enough knowledge (i.e., declarative,procedural, and conditional knowledge) to respond to such task. Self-appraisal includes“judgments about one’s personal cognitive abilities, task factors that influence cognitivedifficulty or cognitive strategies that may facilitate or impede performance.”4, p. 17 Self-appraisal has a motivational aspect. Students’ motivational components, such as Page 14.1089.3intrinsic goal orientation, self-efficacy, task value, and learning beliefs play an important role inself-directed learning. In this study, the self-appraisal aspect was identified by students’ self-confidence and self-efficacy to

Conference Session

Making, Hacking, and Extracurricular Design

Collection

2018 ASEE Annual Conference & Exposition

Authors

Victoria Bill, New York University, Tandon School of Engineering; Anne-Laure Fayard, New York University, Tandon School of Engineering

Tagged Divisions

Design in Engineering Education

.[11] Carberry, A. R., Lee, H. S., & Ohland, M. W. (2010). Measuring engineering design self‐efficacy. Journal ofEngineering Education, 99(1), 71-79.[12] Martinez, L. J., & Sullivan, P. A., & Pines, E. (2017, June), Integration of Engineering Capstone within aMakerspace Environment Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio.[13] Nickols, F. (2003). Communities of practice. A start-up kit.