Conference Session

Faculty and Student Perspective on Instructional Strategies

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Jill Kidd, Old Dominion University; Krishnanand Kaipa, Old Dominion University; Samuel J. Sacks, Norfolk Public Schools; Stacie I. Ringleb, Old Dominion University ; Pilar Pazos, Old Dominion University; Kristie Gutierrez, Old Dominion University; Orlando M. Ayala, Old Dominion University; Lilian Maria de Souza Almeida, Old Dominion University

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Diversity

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Educational Research and Methods

-Jameni, and C. Angeli, “Effect of robotics on elementary preservice teachers’ self-efficacy, science learning, and computational thinking,” ​Journal of Science Education and Technology, vol. 26, no. 2, pp. 175-192, 2017.

Conference Session

Life After Graduation

Collection

2017 ASEE Annual Conference & Exposition

Authors

Angela Harris, Stanford University; Shannon Katherine Gilmartin, Stanford University; Katherine L. Reinders; Sheri Sheppard, Stanford University

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Diversity

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Educational Research and Methods

jobs andaccepting a job offer. For a subset of codes, two researchers independently coded thedata, and discrepancies were re-evaluated for the application of the appropriate code.We then compared the codes from the open-ended responses to the responses of the jobselection factors ranking (i.e., closed-ended) question. The goal of this comparison was todevelop deeper insights into the limitations of any one measure—and to ultimately makerecommendations for better stand-alone measures. In addition, comparisons were madebetween the job search factors responses and respondent characteristics (backgroundexperiences, socioeconomic and demographic classifications, and job-relatedperceptions). Chi-square tests were used to determine significant

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emily Miller, University of Virginia; Reid Bailey, University of Virginia

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Diversity

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Educational Research and Methods

Association Anonymous New York: Macmillan., 1992, pp. 465-485.[3] M. Borrego et al, "Team Effectiveness Theory from Industrial and Organizational Psychology Applied to Engineering Student Project Teams: A Research Review," J Eng Educ, vol. 102, (4), pp. 472-512, 2013.[4] (). Accreditation.[5] G. L. Stewart, I. S. Fulmer and M. R. Barrick, "An Exploration of Member Roles as a Multilevel Linking Mechanism for Individual Traits and Outcomes," Person. Psychol., vol. 58, (2), pp. 343-365, 2005.[6] S. Sonnentag and J. Volmer, "Individual-Level Predictors of Task-Related Teamwork Processes: The Role of Expertise and Self-Efficacy in Team Meetings," Group & Organization Management, vol. 34, (1), pp. 37-66, 2009.[7] A. Zhang, "Peer

Conference Session

Graduate Education Expectations, Preparation, and Pathways

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kanembe Shanachilubwa, Pennsylvania State University; Catherine G.P. Berdanier, Pennsylvania State University

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Diversity

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Educational Research and Methods

research to this conversation is Borrego’s [24], [25] quantitative workexploring the reasons why undergraduates choose to go to graduate school. They found fivethemes emerged through their Exploratory Factor Analysis: Self-efficacy, Outcomeexpectations, Supports, Barriers, and Choice Actions, while also adding value to engineeringeducation literature by exploring the differences between the goals of those pursuing Mastersdegrees and those intending to pursue a PhD.In the present work, we aim to add to the conversation on the transition from undergraduateto graduate stages of education by examining personal statements written by engineeringawardees of the National Science Foundation (NSF) Graduate Research Fellowship Program(GRFP) in one funding

Conference Session

Alternatives to Traditional Assessment

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eleazar Marquez, Rice University; Samuel Garcia Jr., Texas State University

Tagged Divisions

Educational Research and Methods

findingsreveal that students engaged with course material in more meaningful and thoughtful ways, whichallow them to focus primarily on learning course content. Moreover, students expressed favorableviews towards the inclusion of a point-scale system when compared to the traditional assessmentscales. The results indicated that the point-scale system helped to ‘level the playing field’ andminimize psychological issues such as self-efficacy, anxiety, and motivation that often serve asbarriers to meaningful learning and active engagement.Results also indicated that the new assessment was a bit ambiguous from the perspective ofcategory three, particularly, since students’ actual letter grades were revealed until the last weekof class. Students agreed with

Conference Session

Epistemic Research

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ji Hyun Yu, Purdue University, West Lafayette; Johannes Strobel, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

, S. (2007). The cognitive-situative divide and the problem of conceptual change. Educational Psychologist, 42(1), 55-66.36. Schraw, G.J. & Olafson, L.J. (2008). Assessing teachers’ epistemological and ontological worldviews. In M. S. Khine (ed.) Knowing, knowledge, and beliefs: Epistemological studies across diverse cultures (pp.25-44). Netherlands: Springer. Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26. 207-232.37. Olafson, L., Schraw, G., & Vander Veldt, M. (2010). Consistency and development of teachers’ epistemological and ontological world views. Learning Environments Research

Conference Session

Pedagogy and Learning 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, Oregon State University; Jaynie L. Whinnery, Oregon State University; Debra M. Gilbuena, Oregon State University; Milo Koretsky, Oregon State University

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Educational Research and Methods

with aninstructor that is acting as an industry supervisor and project coach to discuss their progress.Students must work together to define an optimal set of process parameters (e.g., temperatures,flow rates, and times) while managing a set of applicable measurement tools and a self-generated, coach-approved budget. In order to complete the process optimization process, thestudents must develop their own strategy for all aspects of the project and produce fivedeliverables. The major components of the Virtual Laboratory project and details aboutopportunities for feedback are summarized in Table 1.Table 1. Overview of the Virtual Laboratory project structure with feedback opportunities Timeline Key Project Milestones Student

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Tirupalavanam G. Ganesh, Arizona State University

Tagged Divisions

Educational Research and Methods

to ensure validity focused onensuring that the instrument was designed to measure what it was supposed to measure: didthe students’ drawings of a scientist depict specific characteristics that are stereotypical of ascientist’s image? To increase the validity of the subject produced drawings, researchersdeveloped coding schemes that attempted to standardize the identification of stereotypicalcharacteristics in the drawings. Codification schemes allow for human ‘raters’ or ‘coders’ tobe trained, and the use of inter-rater reliability measures among raters allowed researchers toeither modify the coding scheme or retrain the raters. Humans as ‘raters’ are fallible;therefore, the use of a score or statistical measure of homogeneity among raters

Conference Session

Educational Research and Methods Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa K. Davids, Embry-Riddle Aeronautical Univ., Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical Univ., Daytona Beach; Yosef S. Allam, Colorado School of Mines

Tagged Divisions

Educational Research and Methods

interplay of self-efficacy, learning goal orientation, and transformational leadership. Teaching and teacher education, 26(5), 1154-1161.Schӧn, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books, Inc.Schӧn, D. A. (1987), Educating the Reflective Practioner: Toward a new design for teaching and learning in the profession. San Francisco: Jossey-BassTom, A. R. (1985). Inquiring into inquiry-oriented teacher education. Journal of Teacher Education, 36(5), 35-44.Valli, L. (1990). Moral approaches to reflective practice. Encouraging reflective practice in education: An analysis of issues and programs, 39-56. Teachers College PressValli, L. (1997). Listening to other voices: A

Conference Session

Mentoring Practices and Project Teams

Collection

2018 ASEE Annual Conference & Exposition

Authors

Suzette R. Burckhard, South Dakota State University; Joanita M. Kant, South Dakota State University; Francis Arpan; Ross Peder Abraham, South Dakota State University; Gregory J. Michna, South Dakota State University

Tagged Divisions

Educational Research and Methods

recipients with demonstrated financial need and academic talent in STEMmajors to better prepare them for the workforce through scholarship funding, mentoring, and 3educational enhancement activities. The intended outcomes were to increase participants’retention, graduation, readiness, and transition to the workforce in their field, or to transitionto graduate school in STEM. The purpose of requiring educational enhancement activities was to help build self-efficacy, community connectivity, and professional identity. Another reason was to increasewhat Sociologist/Anthropologist Pierre Bourdieu [4] refers to as social, cultural, andeconomic

Conference Session

ERM Technical Session 16: Faculty Development and Teaching Contexts

Collection

2019 ASEE Annual Conference & Exposition

Authors

Cassandra Sue Ellen Woodcock, University of Michigan; Nicole Erin Friend, University of Michigan; Aileen Huang-Saad, University of Michigan

Tagged Divisions

Educational Research and Methods

interdisciplinaryengineering field to inform adaptive undergraduate curricular reform. Interdisciplinaryengineering programs and courses, those that focus on solving problems that require skills andtechniques of multiple disciplines [1], have gained traction in engineering education [2], [3].Such programs have also been shown to promote 21st century skills (critical thinking, complexproblem solving, self-efficacy, etc.) [4] and diversity in the engineering pipeline [5]. One fieldthat both embodies the characteristics of interdisciplinary engineering and has motivated thedevelopment of undergraduate specific programming is tissue engineering and regenerativemedicine (TERM). TERM, a subfield of biomedical engineering (BME), brings togetherresearchers from a variety of

Conference Session

Identity and Engineering: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette; Gerhard Sonnert, Science Education Department, Harvard-Smithsonian Center for Astrophysics; Philip Michael Sadler, Harvard Smithsonian Center for Astrophysics

Tagged Topics

Diversity

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Educational Research and Methods

; Philadelphia, PA, 2014.35. Jones, M. G.; Howe, A.; Rua, M. J. Sci. Educ. 2000, 84, 180–192.36. Wang, J.; Werner-Avidon, M.; Newton, L.; Randol, S.; Smith, B.; Walker, G. J. Pre-College Eng. Educ. Res. 2013, 3, 2.37. McIlwee, J. S.; Robinson, J. G. Women in engineering: Gender, power, and workplace culture; SUNY Press, 1992.38. Modell, M.; Reid, R. C. Thermodynamics and its Applications; Prentice-Hall Englewood Cliffs, NJ, 1974.39. Richardson, A. L. Tinkering self-efficacy and team interaction on freshman engineering design teams; ProQuest, 2008.40. Eccles, J.; Harold, R. Teach. Coll. Rec. 1993, 94, 568–587.41. Eshach, H. J. Sci. Educ. Technol. 2007, 16, 171–190.42. Mau, W.-C. Career Dev. Q. 2003, 51, 234–243.43

Conference Session

Career Decisions and Faculty Development

Collection

2018 ASEE Annual Conference & Exposition

Authors

Rohini N. Abhyankar, Arizona State University; Cheryl Carrico P.E., Virginia Tech; Holly M. Matusovich, Virginia Tech; Samantha Ruth Brunhaver, Arizona State University

Tagged Divisions

Educational Research and Methods

manual for qualitative researchers, Thousand Oaks, CA: Sage, 2015.[30] J. W. Creswell, Qualitative inquiry and research: Choosing among five approaches, 3rd ed., Thousand Oaks, CA: Sage, 2013.[31] A. Tashakkori, and C. Teddlie, Mixed methodology: Combining qualitative and quantitative approaches, Volume 46, Thousand Oaks, CA: Sage, 1998.[32] A. Bandura, Self-efficacy: Toward a unifying theory of behavioral change, Psychological Review, vol. 84, no. 2, pp. 191-215, 1977.[33] S. Bubany, T. Krieshock, M. D. Black, and R. McKay, College students’ perspectives on their career decision-making, Journal of Career Assessment, vol. 16, no. 2, pp. 177-197, 2008.[34] G. Lichtenstein, H. G. Loshbaugh, B. Claar, H. L. Chen, K

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Adam Kirn, University of Nevada, Reno

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Diversity

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Educational Research and Methods

Relationship Between Self- Efficacy and Retention in Introductory Physics,” J. Res. Sci. Teach., vol. 49, no. 9, pp. 1096–1121, 2012.[21] B. Rienties and D. Tempelaar, “Turning Groups Inside Out: A Socail Network Perspective,” no. November, 2017.[22] M. L. Loughry, M. W. Ohland, and D. J. Woehr, “Assessing Teamwork Skills for Assurance of Learning Using CATME Team Tools,” 2014.[23] Y. Benjamini and Y. Hochberg, “Controlling the False Discovery Rate: A Practical and Powerful Approach to Multiple Testing,” J. R. Stat. Soc., vol. 57, no. 1, pp. 289–300, 1995.[24] A. Dinno, “Nonparametric Pairwise Multiple Comparisons in Independent Groups Using Dunn ’ s Test,” Stata J., vol. 15, no. 1, pp. 292–300, 2015.[25] C. Smith and S

Conference Session

Motivation, Identity, and Belongingness

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jacqueline Ann Rohde, Purdue University; Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering)

Tagged Topics

Diversity

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Educational Research and Methods

inform ways that students evaluate their belongingness in engineering, as well asways in which educators can help their students feel like they belong.IntroductionBelongingness typically describes a sense of community or affinity towards a certain group, asexpressed by an individual. In this article, we use the term to represent an individual’s judgementof whether they feel welcomed and wanted in engineering. Stronger feelings of belongingnessresult in higher self-efficacy [1], engagement [2], and ability [3]. Conversely, a lack ofbelongingness has been identified as one of the top reasons that students leave a university [4, 5].Belongingness is imbued throughout a student’s educational experience, at both the classroomand university levels [1

Conference Session

Choice and Persistence in Engineering Education and Careers

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joanna Wolfe, Carnegie Mellon University; Beth A. Powell, Tennessee Tech University

Tagged Divisions

Educational Research and Methods

, Z. Dangerous Curves. 2013 February 12, 2013 [cited 2014 22 March]; Available from: http://www.insidehighered.com/news/2013/02/12/students-boycott-final-challenge-professors-grading- policy-and-get.14. Eliot, A.J. and M.A. Church, A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 1997. 72(1): p. 218-232.15. Hutchison, M.A., et al., Factors Influencing the Self‐Efficacy Beliefs of First‐Year Engineering Students. Journal of Engineering Education, 2006. 95(1): p. 39-47.16. Patrick, H., A. Ryan, and P. Pintrich, The differential impact of extrinsic and mastery goal orientations on males' and females' self-regulated learning. Learning and Individual

Conference Session

Experiences of Diverse Students

Collection

2017 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Fear of Failure, Procrastination and Self-Efficacy to Academic Success in College for First and Non First-Generation Students in a Private Non-Selective Institution. 2013.18. Chen X, Carroll D. First-Generation Students in Postsecondary Education A Look at Their College Transcripts Postsecondary Education Descriptive Analysis Report.; 2005.19. Hoffman M, Richmond J, Morrow J, Salomone K. Investigating “Sense of Belonging” in First-Year College Students. J Coll Student Retent Res Theory Pract. 2002;4(3):227-256.20. Foor C, Walden S, Trytten D. “I wish that I belonged more in this whole engineering group:” Achieving individual diversity. J Eng Educ. 2007;(April):103-115.21. Stevens R, O’Conner K, Garrison L

Conference Session

New Learning Paradigms I

Collection

2009 Annual Conference & Exposition

Authors

John Duffy, University of Massachusetts, Lowell; Carol Barry, University Massachusetts Lowell; Linda Barrington, University of Massachusetts, Lowell; Manuel Heredia, University of Massachusetts, Lowell

Tagged Divisions

Educational Research and Methods

, cooperative learning, andrecruitment of under-represented groups in engineering; it also leads to better retention ofstudents, and citizenship (3), as well as helping meet the well-known ABET criteria (a)-(k) (4).Astin et al. (5) found with longitudinal data of 22,000 students that S-L had significant positive Page 14.1055.2effects on 11 outcome measures: academic performance (GPA, writing skills, critical thinkingskills), values (commitment to activism and to promoting racial understanding), self-efficacy,leadership (leadership activities, self-rated leadership ability, interpersonal skills), choice of aservice career, and plans to participate in

Conference Session

Graduate Education

Collection

2017 ASEE Annual Conference & Exposition

Authors

Erika Mosyjowski, University of Michigan; Shanna R. Daly, University of Michigan; Diane L. Peters, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

difficult decisions about how they allocate their time. Financialcost refers to students’ perceived challenges related to both expenses associated with doctoralstudy and opportunity costs related to devoting time to their degree instead of potentially morelucrative employment. Academic cost reflects students’ challenges related to both the culturaland academic demands associated with pursuing a doctoral degree, and does not exclusivelyreflect their sense of self-efficacy in engineering.IV. MethodsLimited empirical literature suggests returning students may face distinct challenges related totheir decisions to pursue engineering doctoral study. Our team’s prior work7, 29 suggests Eccles’expectancy-value theory is a useful lens for examining the

Conference Session

Social Dialogue on Diversity and Inclusion

Collection

2018 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, Purdue University, West Lafayette (College of Engineering); Allison Godwin, Purdue University, West Lafayette (College of Engineering); Gerhard Sonnert, Harvard University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

to create measures of neighborhood socioeconomic status for each student [19]. Otherdemographics of race/ethnicity, gender, and parent education status were collected are presentedwithin this work to inform about the study population and to support our claims of the existingunderrepresentation of minoritized groups in our data and engineering as a whole [9].Students who provided a ZIP Code and were identified as being enrolled in engineering (n = 2,372)were the focus of this study. Each student was then classified as “low,” “middle,” or “high”neighborhood socioeconomic status. Initially, we attempted to separate by average federalrepresentations of individual socioeconomic class; $0 to $39,554 (low), $39,555 to $118,072(middle), and $118,073

Conference Session

Classroom Practice II: Technology - and Game-Based Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kathryn W. Jablokow, Pennsylvania State University; Xiaorui Zhu, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Akshay Nitin Kakde, Pennsylvania State University, Great Valley

Tagged Divisions

Educational Research and Methods

form (see Figure 2) and as a short(1-minute) video, featuring one instructor and several course assistants. Basic Instructions: Build the tallest free-standing tower you can make entirely of shoes. Also think aesthetically: How beautiful is your shoe tower? How much art can you add to it (shapes, colors, etc.)? No other materials are allowed (i.e., no string, tape, glue, etc.). Take a picture, or draw a diagram, or write a description of your tower in words, and submit this together with the reflection questions to receive credit for the normal certificate or the certificate with distinction. Measuring Your Tower: To make the problem more challenging, you must also measure your tower using the following formula. See how high a T-value you can

Conference Session

Studies of Student Teams and Student Interactions

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marcia Gail Headley, University of Delaware; Amy Trauth, University of Delaware; Haritha Malladi, University of Delaware; Jenni Buckley, University of Delaware

Tagged Topics

Diversity

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Educational Research and Methods

Civil En- gineering from North Carolina State University in the USA. Her disciplinary research interests lie in the area of sustainability in asphalt pavements using material considerations, green technologies, and efficient pavement preservation techniques. Her doctoral work focused on improving the performance of recycled asphalt pavements using warm mix asphalt additives. As a postdoctoral scholar at North Carolina State University, she worked on several NCDOT sponsored research projects including developing specifica- tions for crack sealant application and performing field measurements of asphalt emulsion application in tack coats and chip seals. Her undergraduate teaching experience includes foundational

Conference Session

Special Session: Impacts of Service in Engineering

Collection

2010 Annual Conference & Exposition

Authors

Linda Barrington, University of Massachusetts, Lowell; John Duffy, University of Massachusetts Lowell

Tagged Divisions

Educational Research and Methods

understanding of subject matter. They found that service-learning is moreeffective over four years and that the messiness inherent in helping solve real community-basedproblems enhances the positive effects  (Eyler & Giles, 1999).  Astin et al. found with longitudinal data of 22,000 students that service-learning had significantpositive effects on 11 outcome measures: academic performance (GPA, writing skills, criticalthinking skills), values (commitment to activism and to promoting racial understanding), self-efficacy, leadership (leadership activities, self-rated leadership ability, interpersonal skills),choice of a service career, and plans to participate in service after college. In all measures exceptself-efficacy, leadership, and

Conference Session

Research on Diversity, Equity, and Inclusion

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Trina L. Fletcher, Florida International University; Alexandra Coso Strong, Florida International University; Jay Phillip Jefferson, Florida International University; Jade Moten, Florida International University; Sung Eun Park, Florida International University; D'Aundray James Adams, Florida International University

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Diversity

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Educational Research and Methods

self-efficacy and supporting their further classroom experience andprofessional identity.Fletcher et al. [16] illustrates the former and highlights the top HBCU, Spelman College as anexemplary institution. The women-only HBCU historically provides a climate that centers asset-based practices yielding an environment—regardless of external factors— of professionalexcellence and scholarly development. Spelman leverages the strengths and unique features oftheir students by ensuring that they are not only prepared to be in any sector, but they embodyexcellence in their lives. The notions of identity begetting success are complex and present afurther complicated concept when considering the pressures placed on students to navigateacademia

Conference Session

Works in Progress: Curricula and Pathways

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alma H. Rosales, Colorado State University; Andrea M. Leland, Colorado State University; Olivera Notaros, Colorado State University, ECE Department; Richard F. Toftness, IEEE High Plains Section; Thomas J. Siller, Colorado State University; Michael A. De Miranda Ph.D., Colorado State University; Alistair Cook, Colorado State University; Melissa D. Reese, Colorado State University; Zinta S. Byrne, Colorado State University; James Warren Weston, Colorado State University; Anthony A. Maciejewski, Colorado State University

Tagged Divisions

Educational Research and Methods

trips and “hands on” learning in the PLI program would be good.” “The PLI should expose students to more business-world processes and thinking (e.g. budgets, product development, and actual ethical situations).” “The PLI program should be made to achieve its good end-goal; it doesn’t do so now.”As a result of the previous assessment measures, strides have been made to make the PLI morerelevant for students. The program now includes more hands-on activities and learning exercises,such as interactive games and case studies that emulate real-world scenarios, as well as field tripsto local companies. A new online assessment process has also been implemented to continuouslyimprove the quality of the workshops and the program

Conference Session

Qualitative Research Methods

Collection

2017 ASEE Annual Conference & Exposition

Authors

Sreyoshi Bhaduri, Virginia Polytechnic and State University; Holly M. Matusovich, Virginia Polytechnic Institute and State University

Tagged Divisions

Educational Research and Methods

motivation and increasedconfidence. On the importance of learning through experiencing small successes in playing theguitar, Greg commented: “You start really slowly and it doesn't sound good at all, but eventually you get the calluses on your fingers, you work over time, you get more coordination, you learn how to read tablature on the internet, that's what I learned from. Then you just get more confidence in yourself and it just builds on itself.”This negative case serves to re-affirm that the causal mechanism is closely related tomotivational constructs such as self-efficacy. Had the small successes not lead to buildingconfidence and interest, Greg would have likely quit learning to play the guitar.RQ3: Comparisons Across

Conference Session

ERM Technical Session 10: Understanding Student Experiences

Collection

2019 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Ohio State University; Stephen Secules, Purdue University, West Lafayette; Amy Kramer P.E., Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

major rolein institutional priorities, individual experience, and engineering culture that necessitates anuanced and holistic research agenda.1.1. Prior Empirical Work on Smartness Relevant in Engineering EducationDespite evidence that smartness is interwoven into disciplinary practice and implicated in issuesof equity and inclusion, there is a limited amount of critical dialogue about it in our community.Some extant work has concluded that intelligence beliefs are linked to self-efficacy and the useof active learning strategies and knowledge building behaviors [18]. A study considering howyoung African American students construct perspectives of science and school related to theirown identity showed that students conceptions of science and

Conference Session

ERM Technical Session 9: Persistence and Retention

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nena E. Bloom, Northern Arizona University; Jennifer Johnson, Northern Arizona University; Jennifer Marie Duis, Northern Arizona University; Pauline Entin, University of Massachusetts Dartmouth

Tagged Topics

Diversity

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Educational Research and Methods

challenges General student challenges Typical challenges experienced by undergraduates Non-traditional students These students had different demographics and needs Supports provided by the program Financial support Financial supports critical for focused participation in higher education; opens academic doors Social activities Transfer students have different personal needs On-campus housing Peer mentor support Mentors are champions who support and value Coordinator support students Confidence Participation in a program supports student self

Conference Session

Student Success II: Self-Regulatory, Metacognitive, and Professional Skills

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ronald R. Ulseth, Iron Range Engineering

Tagged Divisions

Educational Research and Methods

indicating that a traditional engineering education results in little, if any,development of self-directed learning abilities20,35-37. Further, there is a pattern ofresearch that indicates project-based learning can result in SDL development20,21,32,34Guglielmino’s self-directed learning readiness scale (SDLRS) has been validated andwidely used to measure self-directed learning readiness20,21,34-36. SDLRS results TheSDLRS can be used to predict success in PBL36.Explicit self-directed learning skill acquisition and scaffolding should be included in thecurriculum38,39. Student ownership in choice during instruction is key to the motivationalaspect of SDL10,32,37. The basic psychological needs of competence, autonomy, andconnectedness as identified by

Conference Session

Student Experiences and Motivation: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jillian Seniuk Cicek, University of Manitoba; Marcia R Friesen P.Eng., University of Manitoba; Sandra Ingram, University of Manitoba; Douglas Warren Ruth

Tagged Topics

Diversity

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Educational Research and Methods

’ communication and teamwork skills4. It can also enhance students’ intrapersonal skills by promoting self-efficacy, character building, and resilience5. All of these traits are commonly cited desired attributes of a global engineer working in a multi-disciplinary world, and are reflected in engineering accreditation requirements today6-8. Project-based learning in particular can simulate an industry-like environment for students, to facilitate the development of the skills required for practicing professional engineers. In project-based learning, students are formally instructed to ensure they have the foundation of knowledge needed to work on and complete the project assigned9,10. Emphasis is