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Building Self-efficacy and Interest in Engineering Through Design

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

Relevance Score: 4.3491383

The Effects of COVID-19 on Mechanical Engineering Senior Capstone Design Student Self-efficacy and Projects

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

Relevance Score: 3.6259487

Impact of Educators Changing Student Motivation: A Study of Transient Factor Correlation and Orthogonality

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

Relevance Score: 0.098059475

Decades of Alumni: What Can We Learn from Designing a Survey to Examine the Impact of Project-based Courses Across Generations?

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

Relevance Score: 0.08352235

Assessing the Impact of Transitioning Introductory Design Instruction to an Online Environment

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

Relevance Score: 0.07458512

Towards Development of an Engineering Design Value-expectancy Scale (EDVES)

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

Relevance Score: 0.07304573

Work in Progress: A Framework for an Improv Intervention to Increase Psychological Safety and Sense of Belonging on Student Engineering Design Teams

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

Relevance Score: 0.065808505

Emergency Transition of Intro Communication and Design Course to Remote Teaching

Conference Session: Best in DEED
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Clay Swackhamer, University of California, Davis; Jennifer Mullin, University of California, Davis
Tagged Divisions: Design in Engineering Education

weeks prior to the start of the spring 2020 quarter presented aunique challenge for the instructional team who had no prior experience teaching virtually. Thispaper highlights aspects of the instructional transition to an emergency remote virtual format inthe spring of 2020. While the instructor made key decisions on the use of virtual tools out ofnecessity, such as use of synchronous versus asynchronous activities, the instruction team wasinterested in understanding student-learning outcomes. Student data collected during remoteoffering, pre/post Engineering Design Self-Efficacy (EDSE) surveys along with an end ofquarter reflection assignment, provided a starting point for understanding the students’ learningexperience. Presented in this paper

Relevance Score: 0.05532084

A Comparative Analysis of Teacher and Student Perceptions of Sources of Motivation in Freshman Engineering Design Courses at Liberal Arts Universities

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

Relevance Score: 0.03089382

Student Perceptions of an Iterative or Parallel Prototyping Strategy During a Design Competition

Conference Session: Making in Design Education
Collection: 2021 ASEE Virtual Annual Conference Content Access
Authors: Alexander R. Murphy, Georgia Institute of Technology; Danielle M. Saracino, Georgia Institute of Technology; Beyza Akgun, Georgia Institute of Technology; Katherine Fu, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology
Tagged Divisions: Design in Engineering Education

(considereda virtual design problem), greater solution divergence, and improved self-efficacy [10, 11].Notably, Dow et al. also investigated these effects for physical prototyping, but withinconclusive results [11]. The parallel prototyping strategy employed by Dow et al. shows somebenefits over an iterative strategy, but there is a lack of supporting empirical evidence. The workin this paper aims to provide evidence for the benefits and limitations of these two prototypingstrategies through an undergraduate engineering design project for physical products.Beyond an iterative or parallel approach, researchers have outlined other strategies for aneffective prototyping process. Menold et al. [28-30] developed “Prototype for X (PFX)”, aframework for

Relevance Score: 0.03019854

Augmenting Activities in Engineering Courses with Tools, Technology, and Kits for Remote Experiential Learning

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

Relevance Score: 0.024410363

Culturally Responsive Engineering Education: Creativity Through “Empowered to Change” in the U.S. and “Admonished to Preserve” in Japan

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

Relevance Score: 0.024207205

Student Reflections on Sustainability and Empathy: The Outcomes of a Sustainability Workshop in First-year Design Courses

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

Relevance Score: 0.023226857

Design-learning Preferences of First-year Electrical and Computer Engineering Students

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

Relevance Score: 0.022677597

Resilience and Innovation in Response to COVID-19: Learnings from Northeast Academic Makerspaces

Conference Session: Impact of COVID-19 on Design Education 1
Collection: 2021 ASEE Virtual Annual Conference Content Access
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

. Previously developed instruments could be utilizedto look at impact on design self-efficacy with students who have access to an academicmakerspace at different stages in their undergraduate career [15].References[1] E. Halverson and K. Sheridan, “The Maker Movement in Education,” Harvard Educational Review, vol. 84, pp. 495–504, Dec. 2014, doi: 10.17763/haer.84.4.34j1g68140382063.[2] S. Carlson, “The maker movement goes to college”, Chronicle of Higher Education, vol. 61, A26– A28, 2015.[3] V. Wilczynski and R. Adrezin, “Higher Education Makerspaces and Engineering Education,” presented at the ASME 2016 International Mechanical Engineering Congress and Exposition, Feb. 2017, doi: 10.1115/IMECE2016-68048.[4] M. M. Hynes

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Asset-based Approaches to Engineering Design Education: A Scoping Review of Theory and Practice

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