Designing andConducting Mixed Methods Research by J.W. Creswell & V.L. Plano Clark, 2007.ParticipantsThis study will focus on the experiences of first-year engineering students. These students areable to inform our research questions because they are the least removed from their precollegeengineering experiences and from the transition to college engineering programs. To the extentthat self-efficacy is important to persistence in engineering4, the mastery experiences of first-yearstudents will be more closely tied to their precollege experiences, whereas the masteryexperiences of upper-level engineering students will be derived from their college engineeringexperiences.Qualitative Data CollectionWe administered a survey on students’ demographic
retention of women engineers13, 14, careeroutcomes15, and research-based teaching strategies16, 17. Finally, we hypothesized that the i-Newton demonstrations would positively impact students’ intention to persist in the major andtheir sense of inclusion, and we used a modified version of the Longitudinal Assessment ofEngineering Self-Efficacy (LAESE) to study these hypotheses. The LAESE is a validated 29-item instrument that measures four sub-factors: 1) engineering self-efficacy, 2) course specificself-efficacy, 3) intention to persist in the field, and 4) feelings of inclusion13, 18.For our study, students in all sections of ME 240 during the two terms of the project completedthe DCI at the end of the term (allowing us to assess objective #1
engineeringstudents [5]. However, up to date research on this aspect is still not adequate to generate acomprehensive understanding of PBL in engineering context. In 2013, California StateUniversity Los Angeles received a RIGEE grant from NSF to conduct an interdisciplinaryresearch to study the impact of collaborative project-based learning (CPBL) on the self-efficacyof traditionally underrepresented minority groups in electrical engineering courses. The projectgoals include: 1) Improve the understanding of the factors that affect the self-efficacy of minoritystudent groups in Engineering; 2) Develop better ways to measure the impact of collaborativelearning in the developmental stages of the student learning process in addition to the learningoutcomes; 3
measured the students’ degree of self-efficacy to remember and understand course content as well as to solve, analyze, evaluate, andcreate a problem related to soil structure, seepage, effective stress, consolidation, and shearstrength. Students were asked to rate on a five-point Likert scale where ‘1’ stands for “cannot doat all” and ‘5’ stands for “certainly can do”. Second, the ‘Student Self-Efficacy for theApplication of Knowledge’ survey included 21 questions developed by the researchers tomeasure the student’s self-efficacy to accomplish tasks associated with the content in the course.Students were asked to rate the same five-point Likert scale. Lastly, the ‘Self-RegulatedLearning Strategies’ survey included 13 questions that were developed
performance in calculus, studentperformance in core engineering courses, and ultimate graduation rates. The current paper willprovide a longitudinal analysis of student perception data, as measured by end-of-course surveys.In particular, the extent to which reported increases in student motivation and self-efficacy havecontributed to the previously reported increases in ultimate graduation rates will be investigated.The Wright State ModelIt is well known that student success in engineering is highly dependent on student success inmath, and perhaps more importantly, on the ability to connect the math to the engineering1-6.However, first-year students typically arrive at the university with virtually no understanding ofhow their pre-college math
, critical thinking assessments,and metacognition measures. Approximately 72 instruments comprise the Attitudes domain.Thirty (30) instruments are classified in the Behavior domain, including instruments related tomotivation, engineering design self-efficacy, and team effectiveness. The Professional Skillsdomain is comprised of 33 instruments related to critical thinking, writing, teamwork, anddesign. Nine instruments are related to Learning Environment, and four instruments fall underthe Institutional Data domain. Certain instruments, such as the Achievement MotivationInventory, are categorized in more than one domain.Within ASSESS, instruments are searchable by domain as well as by other filtering criteria,including ABET Student Learning Outcomes
main factors: self-efficacy (the degree to which onebelieves that one can succeed at a given activity), outcome expectations (one’s beliefs about theoutcomes of certain behaviors), and personal interest (i.e., intentions). Brown and Lent18 foundthat people choose not to follow certain career paths because of faulty beliefs they may holdabout their own self-efficacy or faulty outcomes expectations. They found that modifying self-efficacy and outcome expectations can help people reconsider previously disregarded careerpathways.Researchers have used SCCT to demonstrate that self-efficacy plays a crucial role in recruitingwomen into college-level STEM programs19-21. Other studies have explored hands-on STEMactivities within the framework of SCCT
evidence of the effectiveness of the productarchaeology framework. This project uses existing survey instruments, including the Engineer of2020 survey and the engineering design self-efficacy instrument to assess positive studentattitudes and perceptions about engineering. Our assessment plan also uses two newly-developed design scenarios. These scenarios require students to respond to open-endeddescriptions of real-world engineering problems to assess students’ ability to extend and refineknowledge of broader contexts. Emerging pre-test/post-test comparison data reveal that theproduct archaeology activities lead to more positive student ratings of both their own knowledgeof broader contexts and their self-efficacy regarding engineering design
may have had adifferent level of understanding of trusses than students in the control section, but the CATS didnot include any questions specific to trusses. Future assessment efforts would benefit from usingadditional tools to measure content knowledge.Social Cognitive Career Theory (SCCT)Social Cognitive Career Theory19 has been adapted from the more general Social CognitiveTheory20 to specifically consider the way that the social cognitive variables (self-efficacy,outcome expectations, and goals) interact with other variables in the environment to describecareer development. SCCT is composed of three overlapping models that describe how people1) develop interests in specific careers, 2) make choices about and take actions in pursuit
Design self- Efficacy. Journal of Engineering Education. pp. 71 - 79. 6. Eris, Ozgur, Chachra, Debbie, Chen, Helen, Sheppard, Sheri, Ludlow, Larry, Rosca, Camelia, Bailey, Tori, Toye, George. 2010. Outcomes of Longitudinal Administration of the Persistence in Engineering Survey. Journal of Engineering Education. pp. 371-395. 7. Hartman, Harriet, Hartman, Moshe. 2006. Leaving Engineering: Lessons from Rowan University’s College of Engineering. Journal of Engineering Education. pp. 49 – 61. 8. Hutchison, M. A., Follman, D. K., Sumpter, M., and Bodner, G. M. 2006. Factors Influencing the Self- Efficacy Beliefs of First-Year Engineering Students. Journal of Engineering Education. 91:1, pp. 39
laboratory classes has an impact on students’ attitude, interests, confidence and self-efficacy in STEM and ultimately on graduation rates of STEM majors.At the University of Michigan, the introductory laboratory components of both biology andchemistry are taught independently from the lecture courses. Introductory Chemistry laboratory(Chem 125/126) is 2 credits and is broken down into lecture (1 hr.), and a combined discussionand laboratory session (3 hrs.). There is no prerequisite for this course and the Chemistry lecturecourse (Chem 130) is not required to be taken concurrently, although this is strongly advised.The lab focuses on hands-on experience including experimental design, data analysis, and oralcommunication skills. It is
with scaffolding procedures. The scores from the survey were used as the quantified index of students’ utilization and compliance of prompt-based cooperation scaffolding. Self-Report Survey on students’ experience and satisfaction on the assigned collaborative learning. MSLQ: Motivated Strategies for Learning Questionnaire (MSLQ) by Pintrich et al. 26 contains self-reported questionnaires on motivation, self-efficacy, cognitive strategy use, metacognitive strategy use, and management of efforts. This instrument will be adopted to measure the change of students’ cognitive strategies and metacognition, motivation, and self- efficacy. Concept inventory: A concept inventory is a criterion-referenced test designed to evaluate
careers. Inresponse, in a recent PCAST report1 recommendations for recruitment of science and Page 24.1042.3engineering students and corresponding recommendations for increased attention to strategicSTEM-related instruction and teacher professional development have emerged. A significantchallenge facing urban science teachers is a low sense of self-efficacy in teaching STEMcontent.2 Additionally, a recent large-scale study of teachers revealed that secondary teachersindicated a strong need for help in the areas of English Language Development (ELD) andcontent teaching in science, and that a weakness of existing professional development was in
ofdeveloping student writing skills. The students were administered pre and post surveys. The firstsurvey consisted of twelve questions used to measure student preferences for instructionalpedagogy or student preferences for teaching methods and resources used to help teach classes.This survey used a Likert scale using the rankings of Strongly disagree (1), Disagree (2), Neutral(3), Agree (4), and Strongly Agree (5). PRISM statistical software was used to perform thestatistical analysis of survey data to calculate significance in compared data using a two-tailed t-test. The ABET survey consisted of eleven questions to measure student self-efficacy for theircompetencies in the Accreditation Board for Engineering and Technology (ABET) criteria areas
by multiple analyses26.Students’ goal orientations will be measured using the Intrinsic and Extrinsic Goal Orientationssubscales of the Motivated Strategies for Learning Questionnaire (MSLQ)27. The MSLQ is aLikert-scaled instrument that has high internal consistency, reliability, and predictive validity32,33 . The MSLQ will be administered to students enrolled in the courses described in section 3 bothat the start and end of each academic term. The SIMS will be administered on a weekly basis toobtain a granular view of student motivational responses to the desktop CNC integration.Self-efficacy and use of higher-level cognitive strategies: Students’ self-efficacy within open-ended design situations will be gauged using the self-efficacy
. Competence can be related to having a desireto master certain skills, and can promote intrinsic motivation when accompanied by a sense ofautonomy. Competence is also the belief in one’s self-efficacy to meet thechallenges. Relatedness can be thought of as a sense of purpose of pursuing certain actions orbeing connected to others in a social framework. Intrinsic motivation has been linked to variouseducational outcomes across the age span from elementary school to college students [27]. Theresearch findings suggest that intrinsically motivated students are more likely to stay in school[28] , and achieve positive academic performance as measured by standardized achievement testsand by teachers’ ratings [24,25,26,27,28,29,30].Key Features of the
the building of confidence in conducting research 65. These instruments have been developed by an external evaluator and will be collected by PI.• Course evaluations: The standard questionnaire administered by Rowan will be collected by the course instructor and will serve to provide student feedback on the experiments. Data will be collected by PI.• Surveys of K-12 educators and other partners: Reflective journals and surveys that measure teachers’ self-efficacy, concerns on adoption of the modules, and their students’ career aspirations towards engineering and perceived impact on students’ knowledge and attitudes will be administered. These instruments have been tested and validated by INSPIRE (external evaluator) and
cognitive psychology and neuroscience.14-174.1. Assessment StrategyWe adopted the following assessment strategy:Student Motivation. To examine how the EGC framework influences student motivation andsubsequent academic achievement, we assess students’ perceived competence in andinterest/value for engineering. Perceived competence was measured using the 5-item self-efficacy scale from the Patterns of Adaptive Learning Survey (PALS).18 A sample item includes‘I’m certain I can master the skills taught in my engineering courses.’ Personal interest wasassessed using an 8-item scale developed by Linnenbrink-Garcia and colleagues.19 Sample itemsinclude ‘Engineering is exciting to me’ (enjoyment) and ‘Engineering is practical for me toknow’ (value). Finally
biomedical # of students enrol- concentration Measurement ofFunding from courses ling into single Increase secondary Self efficacy forNSF Workshop courses of the con- students under- STEM and Career material for centration standing and inter- aspirations (for secondary # of students est in STEM ca- secondary and school teach- Improved and new- reers post-secondary
annual conference. Assessment Surveys have been developed in conjunction with a PhD student in psychology and an outside evaluator. Pre-‐program surveys have been given to the supplemental instructors, peer mentors, current transfer students and students at LSU. BRCC surveyed continuing and graduating STEM students in April 2013. These surveys helped to develop topics and components for trainings and the transfer programs. Feedback after the program will also be used in the planning of the next year’s programs. Additionally, pre-‐training surveys were given to the SIs and peer tutors to obtain a baseline of their self-‐ efficacy
thatthe tool is a support, and not an obstacle for either instructors or learners, and that it will enhancelearning in the classroom. Our goal is to prove this key hypothesis and iteratively improve thetool and platform. Through this study, we are interested in identifying the extent to whichteachers and students accept the tool, and determine what proportion of the acceptance can beattributed to various characteristics of the model. A survey tool will be used and the responses toeach question will be based on a 5 or 7 point Likert scale. The questions in the survey will berelated to the nine variables – performance expectancy, effort expectancy, attitude towards usingpen-based tool, social influence, facilitating conditions, self-efficacy
Framework for Pedagogical Agent as Learning Companions”, Educational Technology Research and Development, Vol. 54, No. 6., December 2006, pp. 569-596.39. Dede, C., “Transforming Education for the 21st Century: New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes”, Commissioned by the NCSU Friday Institute, 2007, http://www.tdhah.com/site_files/Teacher_Resources/MUVE/MUVE%20Documents/Dede_21stC- skills_semi-final.pdf40. Gardenfors, P. and Johansson, Cognition, Education, and Communication Technology, Routledge, 2005.41. Marra, R. and Bogue, B., “Women Engineering Students Self Efficacy – A Longitudinal Multi- Institution Study”, http://www.x-cd.com/wepan06/pdfs/18.pdf42. Akl, R., Keathly, D., and Garlick
Technology Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies and is proficient in experimental design, database management and statistical analysis including instrument development, psychometrics and statistical programming. She has helped in the coordination and development of STEM educational programs many of which included a focus on