ASEE PEER - Search Results

Displaying all 15 results

Teachers’ Engineering Design Self-Efficacy Changes Influenced by Boundary Objects and Cross-Disciplinary Interactions

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

Relevance Score: 3.625265

Tracking Skills Development and Self-efficacy in a New First-year Engineering Design Course

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

Relevance Score: 3.6240017

An Evaluation of an Engineering Design Class using Mixed Methods Techniques

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

Relevance Score: 0.062427938

An Introductory Design and Communication Course Intended for all Engineering Majors Takes it to the Farm

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

Relevance Score: 0.06021227

Co-Creating Opportunities for Extracurricular Design Learning with Makerspace Students

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.

Relevance Score: 0.057323694

Investigating Why Students Choose to Become Involved in a University Makerspace through a Mixed-methods Study

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

Relevance Score: 0.05730344

A Longitudinal Study Exploring Motivation Factors in Cornerstone and Capstone Design Courses

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

Relevance Score: 0.042041164

Evaluation of a flipped classroom freshman engineering mechatronics design project

Conference Session: Understanding Student Development in Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Bin Lei, Drexel University; Brandon B. Terranova, Drexel University (Eng. & Eng. Tech.)
Tagged Divisions: Design in Engineering Education

. Assignments Design 10 % This grade is determined based on your design performance Performance relative to design specifications at the end of the design process. Final 15 % Oral presentation on design project. Presentation Self-Efficacy 5% Online surveys which will compare knowledge and abilities before Surveys and after the course. Students receive emails prompting to complete these surveys on the designated weeks. Teamwork 10 % These will be two teamwork survey assignments throughout the Assessment quarter, each is available on Blackboard Learn

Relevance Score: 0.0353415

CATME or ITP Metrics? Which One Should I Use for Design Team Development and Assessment?

Conference Session: Teamwork and Student Learning in Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Marnie V. Jamieson, University of Alberta; John M. Shaw, University of Alberta
Tagged Divisions: Design in Engineering Education

and team performance. Appraisers’perceptions of potential aversive consequences to them as a result of giving negative as well aspositive feedback (Napier & Latham, 1986) can also impact the ratings given. Whether or notappraisers are in a low self-efficacy or high self-efficacy environment may impact the behaviourof the appraiser as they determine if the appraisal is going to make a difference to their courseoutcome. “Students are, however, willing to penalize peers who do not contribute but often failto differentiate between higher levels of effort.” (Pond, Rehan, &Wade, 1995) At times,instructors require deeper insight into the team environment in order to mentor the team and tounderstand the peer ratings.CATME tools provide

Relevance Score: 0.025919978

Work in Progress: Building a Functional Cardiograph Over Four Semesters

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

Relevance Score: 0.020809313

How Engineering Design Learning May be Improved: Thoughts, Practices, and Recommendations

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

Relevance Score: 0.020540494

Work in Progress: Building the Undergraduate Chemical Engineering Community by Involving Capstone Design Students in Undergraduate Courses

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

Relevance Score: 0.019437939

Quantifying Changes in Creativity: Findings from an Engineering Course on the Design of Complex and Origami Structures

Conference Session: Student Empathy and Human-Centered Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Justin L Hess, Indiana University-Purdue University, Indianapolis; Anusha Sathyanarayanan Rao, Indiana University-Purdue University, Indianapolis; Grant Fore, Indiana University-Purdue University, Indianapolis; Jiangmei Wu, Indiana University, Bloomington; Andres Tovar, Indiana University-Purdue University Indianapolis; Sohel Anwar, Indiana University-Purdue University Indianapolis
Tagged Topics: Diversity
Tagged Divisions: Design in Engineering Education

matters. (p. 123)A separate but related phenomena to creativity is innovation. Specifically, based on extensiveinterviews with serial innovators, Dyer, Gregersen, and Christensen (the authors of theInnovator’s) DNA postulate that innovators tend to be avid questioners, observers,experimenters, and idea networkers. They framed these four phenomena as the “behavioraltendencies” of serial innovators. In alignment with the Innovator’s DNA, we identify innovationas much more than a function of the brain but also a function of behaviors [7]. In the context ofengineering design, to be an innovative engineer requires the act of doing or creating.We recognize that behavior is fundamentally contingent upon one’s inner drives, motivations,values, self

Relevance Score: 0.018196916

Mapping as Design Thinking: Can GIS Help Engineering Students Approach Design?

Conference Session: Studies in Engineering Design
Collection: 2018 ASEE Annual Conference & Exposition
Authors: Jessie Marshall Zarazaga, Southern Methodist University, Lyle School of Engineering
Tagged Divisions: Design in Engineering Education

50studies, Dean et al. have extracted an overarching consistency from such studies, in whichcreative work is measured using four scales where the originality or novelty of an idea must bebalanced by its flexibility or workability, its relevance to the solution set, and its specificelaboration [20]–[22].In this study, however, we are less interested in the eventual creative product and more interestedin the self-efficacy, or change in design confidence gained by student engineers through theworkshop process. While the metrics described above may serve to uncover changes in creativequalities of consecutive designs, they will not necessarily reveal changes in a student’s creativeapproach, their confidence in approaching open-ended work or their self