Displaying results 1 - 30 of 33 in total
- 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
- 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
- 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
Gender and Racial Disparities in Students’ Self-confidence on Team-based Engineering Design Projects
- 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 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 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 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 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
- Making, Hacking, and Extracurricular Design
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Ethan Hilton, Georgia Institute of Technology; Megan Tomko, Georgia Institute of Technology; Wendy C. Newstetter, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Julie S. Linsey, Georgia Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
Makerspaces," presented at the International Symposium on Academic Makerspaces, Cleveland, USA, 2017.[8] M. Tomko, R. L. Nagel, M. W. Aleman, W. C. Newstetter, and J. S. Linsey, "Toward Understanding the Design Self-Efficacy Impact of Makerspaces and Access Limitations," in 2017 ASEE Annual Conference & Exposition, 2017.[9] R. Morocz, B. D. Levy, C. R. Forest, R. L. Nagel, W. C. Newstetter, K. G. Talley, et al., "University Maker Spaces: Discovery, Optimization and Measurement of Impacts," in ASEE Annual Conference and Exposition, Seattle, WA, 2015.[10] E. C. Hilton, M. Tomko, A. Murphy, R. L. Nagel, and J. Linsey, "Impacts on Design Self- efficacy for Students Choosing to Participate in a University
- Conference Session
- Best In DEED
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; McKenzie Carol Clark; Beshoy Morkos, Florida Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
two instances in time: their Fall and Spring senior capstone designcourse. The findings from the prior longitudinal study also impelled the authors to implement aqualitative survey to gain insight into the student’s perspective of their motivation. Both of thesurveys measure five factors of student motivation: cognitive value, intrinsic value, self-regulation,self-efficacy, and test/presentation anxiety.This paper presents quantitative and qualitative results to further explore the impact of studentmotivation on their performance in senior capstone design courses. The study also examines thestudent’s motivation factors with regard to their demographic information. This includes thestudent’s gender, age, residency (domestic or international
- Conference Session
- Design in Engineering Education Division: Student Empathy & Human-centered Design
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Anas Chalah, Harvard University; Fawwaz Habbal, Harvard University; Michael Raspuzzi, Harvard University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
”, Self-efficacy beliefs of adolescents 5, 307–337.http://web.stanford.edu/dept/psychology/bandura/pajares/014-BanduraGuide2006.pdf[11] Barr, D. A.; & Burke, J. R. (2013). “Using confidence-based marking in a laboratory setting: A tool for student self-assessment and learning.”The Journal of chiropractic education, 27(1), 21. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3604960/[12] Carberry, A.; Lee, H. & Ohland, M. (2010), “Measuring engineering design self-efficacy”, Journal of Engineering Education 99 (1), 71–79.http://www.ceeo.tufts.edu/documents/journal/carberry_lee_ohland.pdf[13] Fantz, T.; Siller, T. & Demiranda, M. (2011), “Pre-Collegiate Factors Influencing the Self-Efficacy of Engineering Students”, Journal ofEngineering
- Conference Session
- Teamwork and Student Learning in Design
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Elisabeth Kames, Florida Institute of Technology ; Devanshi Shah, Florida Institute of Technology; Beshoy Morkos, Florida Institute of Technology
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
, intrinsic value, and self-efficacy. Motivation is measuredagainst the final grade in the course.The major contribution of this paper is the ability to examine the impact of motivation on gradesin design courses. The motivation and performance is also measured with regard to student gender,residency (domestic or international), family income, and highest degree attained by parents todetermine if a correlation is realized.Additionally, the study focuses on a single cohort of 32 students. This affords the ability for theexamination of the differences in motivation between the students’ freshman and senior year todetermine if this can be correlated to student gender, residency (domestic or international), familyincome, and degree attained by
- Conference Session
- Making, Hacking, and Extracurricular Design
- Collection
- 2017 ASEE Annual Conference & Exposition
- Authors
- Kyle Dukart, University of Minnesota, Twin Cities
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
. This finding is consequential to policy makerslooking at the implications for practice and will be discussed later in the paper.2. EPBEL as an Effective Tool for Increasing Self-Efficacy and MotivationEPBEL provides a particularly engaging experience for students, but another important questionis how it develops self-efficacy. Bandura describes self-efficacy as the measure of “convictionthat one can successfully execute the behavior required to produce the outcomes” desired. 31 TheAcademic Pathways of People Learning Engineering Survey (APPLES) found that high levels ofmotivation and confidence are important indicators for success in engineering and that studentswho participate in extracurricular activities are more likely to have high levels
- Conference Session
- Empathy and Human-Centered Design 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Abbas Ghassemi, University of California, Merced; Christopher A. Butler, University of California, Merced; Marina Shapiro
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
], [28].Flipped classroom pedagogies, including POGIL, effectiveness on student outcomes has beendemonstrated thoroughly in the literature through longitudinal studies [18], STEM classes [15],[19], and quantitative studies of exam performance [20]-[25]. The literature shows increases instudent outcomes, student perceptions [12], even in self-efficacy with regards to complicatedsubject matter [25]. The flipped classroom pedagogy equalizes opportunities for students,especially for students of lower socioeconomic status and first-generation students. Incomparison to advantaged students who may have support systems in place to help completehomework and projects with tutors or advice from previous generations of how to navigatehigher education
- Conference Session
- Capstone Design
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Ben David Lutz, Virginia Tech; Mike Ekoniak, Virginia Tech; Marie C Paretti, Virginia Tech; Courtney S Smith-Orr, Virginia Tech
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
tasks are generallygood predictors of subsequent performance on those tasks 27 and are positively correlated withdifferent identity-related constructs like attainment value and identification. 28 Consequently,self-efficacy or other perceptions of competence for performing engineering tasks seems apotentially important outcome for capstone design in terms of both performance and identitydevelopment.Discussion and ImplicationsAs the results above indicate, students in this study described outcomes from the capstone designexperience that align with various facets of their identity as engineers. Their sense of enteringinto a community as colleagues represents an interpersonal component, in which experiencedengineers recognize them as engineers. The
- Conference Session
- Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams
- Collection
- 2015 ASEE Annual Conference & Exposition
- Authors
- Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering
self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing
- Conference Session
- Maker Spaces in Design Education
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Colton Daniel Brehm, Texas A&M University; Julie S. Linsey, Georgia Institute of Technology; Astrid Layton, Texas A&M University
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
pathway metaphor into an ecosystem. The ecosystemapproach suggests more complex aspects of a system be recognized by offering a holisticunderstanding of educational experiences [22]. Lord et al. argue that the ecosystem approachoffers insights into contextual factors such as multiple influential actors, gatekeepers, powerrelations, tacit knowledge, knowledge transmission, and disciplinary cultures. Much like thispaper, we plan to apply network analysis techniques to makerspaces to provide richer insights.A survey measuring student participation in makerspaces and students’ self-efficacy for designrelated tasks [23] was deployed at Georgia Tech. The results of the study showed that studentswho are voluntary involved (not class-related) in the
- Conference Session
- Empathy and Human-centered Design 1
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Xi Wang P.E., University of Mount Union; Minhao Dai, Kennesaw State University; Gabriella Cataloni, University of Mount Union
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
real-world problems. When students work on real-world problems,they are more motivated because real-world problems usually have proximal and tangible goalswhich often lead to higher self-efficacy and control among students. The pedagogy in this courseachieved the goal because the real-life-based design project and related activities were implicatedin personally meaningful tasks.On the other hand, students were not highly motivated by being able to connect information fromdisparate contexts and make reflective judgments through critical thinking. Nowadays, engineersare required to be flexible and creative with a good understanding of human-centered design andan ability to work in multidisciplinary contexts. In school, design and other
- 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
- 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
- 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 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
- 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
- Design Methodologies 2
- Collection
- 2021 ASEE Virtual Annual Conference Content Access
- Authors
- Hannah D. Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona
- Tagged Topics
- Diversity
- Tagged Divisions
- Design in Engineering Education
Proceedings, 2018, doi: 10.18260/1-2--30204.[56] J. A. Mejia, D. Ruiz, V. Popov, A. Esquinca, and D. Gadbois, “Board 104: Asset-based Practices in Engineering Design (APRENDE): Development of a Funds-of-Knowledge Approach for the Formation of Engineers,” in Proceedings of the ASEE Annual Conference & Exposition, 2019.[57] S. L. Dika, M. A. Pando, B. Q. Tempest, and M. E. Allen, “Examining the Cultural Wealth of Underrepresented Minority Engineering Persisters,” J. Prof. Issues Eng. Educ. Pract., vol. 144, no. 2, pp. 1–9, Apr. 2018, doi: 10.1061/(ASCE)EI.1943-5541.0000358.[58] S. L. Dika, M. A. Pando, B. Q. Tempest, K. A. Foxx, and M. E. Allen, “Engineering self- efficacy, interactions with faculty