Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Aturika Bhatnagar, New Jersey Institute of Technology; Prateek Shekhar, New Jersey Institute of Technology; Jeffrey Stransky, New Jersey Institute of Technology

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Educational Research and Methods Division (ERM)

disparities between engineers’ practices and their micro- and macroethics. Dr. Stransky is passionate about developing innovative educational interventions that measurably enhance students’ skills and competencies. https://orcid.org/0000-0002-4247-4322 ©American Society for Engineering Education, 2024 Exploratory Factor Analysis of Students’ Entrepreneurial Self-efficacy: Implications for Survey ValidationINTRODUCTIONHuman skills can take on a variety of forms as they evolve. These various functional domainsrequire unique knowledge and abilities. Given no one can embody all knowledge and abilities,one's perceptions of their efficacy in various activity domains vary one’s efficacy belief

Conference Session

Educational Research and Methods Division (ERM) Technical Session 8

Collection

2024 ASEE Annual Conference & Exposition

Authors

Leonardo Pollettini Marcos, Purdue University; Julie S. Linsey, Georgia Institute of Technology; Melissa Wood Aleman, James Madison University; Robert L. Nagel, Carthage College; Kerrie A. Douglas, Purdue University ; Eric Holloway, Purdue University

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Educational Research and Methods Division (ERM)

Paper ID #41956Defining Measurement Constructs for Assessing Learning in MakerspacesMr. Leonardo Pollettini Marcos, Purdue University Leonardo Pollettini Marcos is a 3rd-year PhD student at Purdue University’s engineering education program. He completed a bachelor’s and a master’s degree in Materials Engineering at the Federal University of Sao Carlos, Brazil. His research interests are in assessment instruments and engineering accreditation processes.Dr. Julie S. Linsey, Georgia Institute of Technology Dr. Julie S. Linsey is a Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

. In addition, some PhDstudents have extensive prior teaching experiences while others have none.While a career in academia typically requires research, teaching, and service, most doctoraldegrees in the United States are conferred at research intensive universities, where researchaccomplishments are prioritized over instructional training for future faculty members [4].However, as some engineering PhD students wish to pursue a more teaching-focused career at aprimarily undergraduate institution, these future faculty members eventually find they did not feeladequately prepared for their career [5].Further investigation on the self-efficacy regarding instruction for engineering PhD students isneeded. Specifically, there is a need to better

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Terkuma Stanley Asongo, University of Massachusetts, Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

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Educational Research and Methods Division (ERM)

Paper ID #42246Scoping Review of Instruments for Measuring Doctoral Students’ MentoringRelationships with Advisors or MentorsTerkuma Stanley Asongo, University of Massachusetts, Lowell I hold a degree in science education from the University of Agriculture Makurdi in Nigeria. Following that, I completed coursework for a master’s program in research, measurement, and evaluation at the University of Nigeria, Nsukka. I also earned a master’s degree in biomedical science from the Moscow Institute of Physics and Technology. Currently, I am pursuing a Ph.D. in research and evaluation at the University of Massachusetts Lowell

Conference Session

Educational Research and Methods Division (ERM) Technical Session 5

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kenneth West, University of Florida; Bruce Frederick Carroll, University of Florida; Jinnie Shin, University of Florida; Kent J. Crippen, University of Florida

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Educational Research and Methods Division (ERM)

supportprocess[2]. Outcomes include improvements in student self-efficacy and ultimately in studentpersistence to remain in the major[3]. The Mediation Model of Research Experiences (MMRE)empirically established engineering self-efficacy, teamwork self-efficacy, and identity as anengineer as mediating, person-centered motivational psychological, processes that transmit theeffect of programmatic support activities into an increased commitment to an engineeringcareer[4]–[8]. For the current work, we speculate that students with low measures of engineeringself-efficacy, teamwork self-efficacy, or engineering identity are good candidates for proactiveadvising intervention. Additional measures of non-cognitive and affective attributes may alsoprovide

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cory Lam, University of Washington; Denise Wilson, University of Washington

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Diversity

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Educational Research and Methods Division (ERM)

following the COVID-19 pandemic) andremote (during the pandemic) learning settings in mechanical and electrical and computerengineering. Variables representing expectancy, value, and predictors of expectancy and valuewere integrated into hierarchical linear models to understand their influence on cognitiveengagement and to explore whether or not the expectancy-value model was stable over time inthe engineering education context. Consistent with expectancy-value theory, our results indicatedthat expectancy (measured by self-efficacy) and value (as measured by intrinsic and utility value)positively and significantly predicted cognitive engagement for all time periods. Previousacademic achievements as measured by overall GPA was also consistent across

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University; Eric Trevor McChesney, University of Pittsburgh; Carlie Laton Cooper, University of Georgia; Allison Godwin, Cornell University; Linda DeAngelo, University of Pittsburgh; Kevin R. Binning

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Diversity

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Educational Research and Methods Division (ERM)

differences in these relationships by studentrace and gender. The model includes engineering identity as directly predicted by self-efficacy,interest, and sense of belonging. Sense of belonging is likewise predicted by self-efficacy andinterest, generating additional indirect influences on engineering identity. Finally, a sense ofbelonging is further predicted by cross-racial and cross-gender belonging experiences. The strongrelationships between measures provide insight into the potential for interventions to improveengineering identity in early career engineering students. Future work to analyze the longitudinalchange in measures and identity in association with the intervention will further demonstratevariable relationships. Results provide

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Rachel E. Durham, Notre Dame of Maryland University; Michael L. Falk, The Johns Hopkins University; Alexis Daniels, The Johns Hopkins University; Allison Reigel, The Johns Hopkins University; Alisha Nicole Sparks, The Johns Hopkins University; Margo K. Williams, The Johns Hopkins University; Emily J Yanisko, American University

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Diversity

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Educational Research and Methods Division (ERM)

design was used where schools were assignedto either treatment or control conditions. Students in treatment schools accessed algebra-for-engineering modules, STEM-professional role model videos, and field trips, while students incontrol schools accessed role model videos and field trips only. Surveys measuring math self-efficacy, and STEM interest, outcome expectations, and choice goals were completed byparticipants in both conditions at the beginning and end of two separate program years, 2021-22and 2022-23. Across both years, quantitative results suggest some positive effects of BOASTparticipation, particularly for STEM choice goals, but benefits depend upon student participationlevels. Qualitative data offer student voice around prior

Conference Session

Educational Research and Methods Division (ERM) Technical Session 18

Collection

2024 ASEE Annual Conference & Exposition

Authors

Navarun Gupta, University of Bridgeport; Junling Hu, University of Bridgeport; Ioana A. Badara, Post University; Buket D. Barkana, The University of Akron; Deana A. DiLuggo, University of Bridgeport

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Diversity

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Educational Research and Methods Division (ERM)

specific questions and aspects of the engineering design process,brainstorming ideas, and actively engaging in research as a team. Observations have revealedstrong student engagement in course activities and evidence of faculty following the ARG model.4.3 EDSE InstrumentThe EDSE instrument is a 36-item questionnaire designed to measure students' self-conceptstoward engineering design tasks. It assesses four areas related to engineering identity developmentusing a scale of 0 to 100 (0 = low level; 50 = moderate level; 100 = high level). The areas assessedinclude: self-efficacy, motivation, expectancy, and anxiety. In each area the following engineeringdesign tasks were assessed: conducting engineering design, identifying a design need, researchinga

Conference Session

Educational Research and Methods Division (ERM) Technical Session 25

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexander Pagano, University of Illinois at Urbana - Champaign; Taylor Tucker Parks, University of Illinois at Urbana - Champaign; Saadeddine Shehab, University of Illinois at Urbana - Champaign

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Educational Research and Methods Division (ERM)

Design at the University of Illinois Urbana-Champaign. Part of our mandate is to support the integration of Human-Centered Design [12]–[17] concepts within the College of Engineering. This study is motivated by the design question,“How might we develop assessment tools to measure student learning of human-centeredengineering design over a four-year undergraduate degree?” To this end, self-efficacy has beenselected as an indicator of learning progress. While not a perfect analog for learning [18], self-efficacy has been shown to track with achievement in a variety of contexts including engineeringeducation [19]–[23]. For our purposes, self-assessment provides an accessible way to collect datawithout significant effort or cognitive load from our

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Laine Schrewe Ph.D., Otterbein University; Elena Joy Caruthers, Otterbein University

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Educational Research and Methods Division (ERM)

these beliefs are shaped by mastery experiences, socialpersuasion, vicarious experiences, and physiological experiences. In turn, these beliefs impactcognitive processes, motivational processes, affective processes, and selection processes [12].Related specifically to this study, self-efficacy can be explained as a measure of how confidentstudents are in their ability to complete their engineering coursework and become an engineer,with implications ranging from how they feel when they are working on their engineeringcoursework to whether or not they ultimately continue to pursue the field. Related to thephysiological experiences component of self-efficacy, stress can impact student’s self-efficacyand has been found to be a concern specifically

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ribhav Galhotra, Nanyang Technological University; Panting Yu, The University of Edinburgh; Jiafei Wang, The Education University of Hong Kong; Ibrahim H. Yeter, Nanyang Technological University

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Educational Research and Methods Division (ERM)

different demographic groups.ResultsThe lowest reliability within this data set, seen in Table 2, is observed in the ‘Test Anxiety’ and‘Help Seeking’ scales. This could suggest that these are less important within the Southeast Asiancontext. Data represented by Pintrich [20] align with the ‘Help-Seeking’ aspect, displaying asimilar alpha coefficient of 0.52. However, on the ‘Test Anxiety’ scale, there is a significantdifference between the study’s 0.56 and Pintrich’s 0.80. That could suggest that test anxiety is notimportant within this region or it has become less important over the last 30 years since theappearance of the MSLQ. Self-efficacy is shown to be a reliable construct, with a measured 0.96alpha coefficient, which is higher in comparison

Conference Session

Educational Research and Methods Division (ERM) Technical Session 14

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sierra Outerbridge, University of Central Florida; Michelle Taub, University of Central Florida; Marino Nader, University of Central Florida; Sudeshna Pal, University of Central Florida; Ricardo Zaurin, University of Central Florida; Hyoung Jin Cho, University of Central Florida

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Educational Research and Methods Division (ERM)

learning strategies. These strategies require further investigation as they areincreasingly important to integrate within the classroom, especially for challenging STEM-basedcourses. By specifically fostering motivation and SRL, students can engage more effectivelywith the material, leading to improved learning outcomes. To investigate these components of thelearning process in engineering, we collected self-report measures of achievement goalorientation (motivation), general self-efficacy (motivation), and motivated strategies for learning(SRL) for 146 undergraduate engineering students in Thermodynamics.To better understand (1) the interconnected nature of these constructs for students and (2) theself-regulatory and motivational profiles of

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Xiao Ge, Stanford University; Mark Schar, Stanford University; Helen L. Chen, Stanford University; George Toye; Sheri D. Sheppard, Stanford University

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Educational Research and Methods Division (ERM)

’ workplace behaviors. The same Likert scale was used.Job roles: A few variables were included to measure job roles, including: working for a medium-or large-size business (relative to all the alternatives, coded as a 0-1 dummy variable), andmultiple choice questions about specific work functions (e.g., working in R&D, Design,Manufacturing, or Management roles) and career choices (e.g., Startup career).Self-efficacy measures: Self-efficacy measures people’s perceived confidence in their ability tosuccessfully perform tasks and activities in certain domains, and have shown to be importantpredictors of their work outcomes [74]. We use pre-established scales as detailed in [61] tocapture participants’ beliefs about their personal efficacies in four

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah A. Wilson, University of Kentucky; Ava Kay Huth, Iowa State University of Science and Technology; Sara Xochilt Lamer, University of Kentucky; Joseph H. Hammer; Matthew Whitwer, University of Kentucky

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Educational Research and Methods Division (ERM)

theoretical framework to identify the beliefs that mostaccurately predict behavior. In December 2021, a survey was conducted in the first-yearengineering program at a large public university with a predominantly White population (n = 452).The self-report survey instrument included measures of mental health help-seeking intention,attitude, perceived norm, personal agency, and outcome beliefs guided by the IBM. Respondentsexhibited high scores on scales measuring their attitude towards seeking help, perceived control,and self-efficacy. This suggests that, on average, first-year engineering students had positiveperceptions of their seeking help, felt in control of their decisions to seek help, and were confidentin their ability to seek help. Students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jasmine Smith, University of Florida; David J. Therriault, University of Florida; Jeremy A. Magruder Waisome, University of Florida

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Educational Research and Methods Division (ERM)

-awareness related to the dimensions of self-reflection and insight. In the literature, thedimension of self-awareness is often assessed as engineering self-efficacy. Self-efficacy is anindividual's belief in their capacity to act in the ways necessary to reach specific goals [20]. Inengineering education, studies have measured self-efficacy among engineering students relatedto engineering design [21], mathematics aptitude [22], and general and skill-specific engineering[23]. Nevertheless, self-efficacy is only one dimension of one’s overall self-awareness. We arguethat you cannot consider a single aspect of an engineer’s being, such as their efficacy, andneglect to assess how that contributes to their overall identity as an engineer (i.e., overall

Conference Session

Educational Research and Methods Division (ERM) Technical Session 29

Collection

2024 ASEE Annual Conference & Exposition

Authors

David Paul Harvie, Embry-Riddle Aeronautical University ; Kimberly A. Luthi, Embry-Riddle Aeronautical University ; Monica Surrency, Embry-Riddle Aeronautical University ; John K. Wilson, Embry-Riddle Aeronautical University

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Educational Research and Methods Division (ERM)

, vol. 15, no. 2, pp. 7-15, 2014.[7] S. B. Wilson and P. Varma-Nelson, "Small Groups, Significant Impact: A Review of Peer- Led Team Learning Research with Implications for STEM Education Researchers and Faculty," Journal of Chemical Education, vol. 93, pp. 1686-1702, 2016.[8] S. B. Wilson and P. Varma-Nelson, "Implementing Peer-Led Team Learning and Cyber Peer-Led Learning in an Organic Chemistry Course," Journal of College Science Teaching, vol. 50, pp. 44-50, 2021.[9] J. E. Klobas, S. Renzi and M. L. Nigrelli, "A scale for the measurement of self-efficacy for learning (SEL) at univeristy," Bocconi University, 2007.[10] K. Wilson, K. Luthi, D. Harvie and M. Surrency, "Strategies for Engagement of Non- Traditional Students

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Fanyi Zhang, Purdue University; Beth M. Holloway, Purdue University ; Eric Holloway, Purdue University

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Educational Research and Methods Division (ERM)

-Efficacy (ASE). The ASE evaluates an individual’s confidence regarding theiracademic abilities [30]. This instrument consists of eight items, including “I know how to takenotes [31].” Items were rated from 1 (strongly disagree) to 7 (strongly agree). The developmentstudy provided validity evidence based on reliability coefficients and convergent evidence for theproposed score use. We could not find any follow-up validation studies of the scale, likelybecause academic self-efficacy measurements are often tailored to specific research contexts orpedagogical purposes. In our research, we performed both EFA and CFA to validate the score’sproposed factor structure further and assess individual item loadings.3.3 Data ProcessingAll analyses were

Conference Session

Educational Research and Methods Division (ERM) Technical Session 20

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eduardo Rodriguez Mejia M.Sc., Rowan University; Cheryl A. Bodnar, Rowan University

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Educational Research and Methods Division (ERM)

the median for each EVT prompt and mean for each of the EVT constructs werecalculated. Paired T-tests were used to determine if there were any statistical significance of thedifferences (p value equal or less than 0.05) between the motivation constructs (i.e., interest, attainment, 2utility, self-efficacy, and cost) of students in the pre-writing and writing phase. Lastly, Cohen’s d wasdetermined to measure the effect size of the possible differences.LimitationsThe greatest limitation in this study is the low number of participants due to the limited number ofstudents enrolled in the CEE program under study. The sampling distribution

Conference Session

Educational Research and Methods Division (ERM) Technical Session 7

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mohammad Faraz Sajawal, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

higher self-efficacy in using ChatGPT as a learning tool in comparison with othergender identities. Furthermore, Freshmen engineering students tend to have high perceptions onusing ChatGPT as a learning tool, while junior engineering students have the lowest. Finally,freshmen engineering students tend to have high perceptions on ease of accessing ChatGPT, whilesophomore engineering students have the lowest.Keywords: ChatGPT, concerns with ChatGPT, ethical considerationsIntroductionEngineers working in Open Artificial Intelligence (OpenAI) developed the language model ChatGenerative Pre-Trained Transformer (ChatGPT). It's a kind of artificial intelligence (AI) systemthat can produce text responses to a variety of questions and prompts that seem

Conference Session

Educational Research and Methods Division (ERM) Technical Session 3

Collection

2024 ASEE Annual Conference & Exposition

Authors

Bruce Frederick Carroll, University of Florida; Janice Mejía, Northwestern University; Kent J. Crippen, University of Florida; Sheila Castro, University of Florida

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Educational Research and Methods Division (ERM)

Paper ID #42415Latina Engineering Student Graduate Study Decision Processes—Developmentand Initial Results of a Mixed-Methods InvestigationDr. Bruce Frederick Carroll, University of Florida Dr. Carroll is an Associate Professor of Mechanical and Aerospace Engineering at the University of Florida. He holds an affiliate appointment in Engineering Education. His research interests include engineering identity, self-efficacy, and matriculation of Latin/a/o students to graduate school. He works with survey methods and overlaps with machine learning using quantitative methods and sequential mixed methods approaches.Dr. Janice

Conference Session

Educational Research and Methods Division (ERM) Technical Session 4

Collection

2024 ASEE Annual Conference & Exposition

Authors

Autumn R. Deitrick, Pennsylvania State University; Catherine G. P. Berdanier, Pennsylvania State University

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Educational Research and Methods Division (ERM)

Small and Big-C creativity in Poland,” The International Journal of Creativity &Problem Solving, vol. 19, pp. 7-26, 2009.[45] J. C. Kaufman and R. A. Beghetto, “Beyond big and little: The four c model ofcreativity,” Review of general psychology, vol. 13, no. 1, pp. 1-12, 2009.[46] M. Karwowski, I. Lebuda, and E. Wiśniewska, “Measuring creative self-efficacy andcreative personal identity,” The International Journal of Creativity & Problem Solving, 2018.[47] P. Tierney and S. M. Farmer, “Creative self-efficacy development and creative performanceover time,” Journal of applied psychology, pp. 96, no. 2, 2011.[48] A. Bandura, Social foundation of thought and action: A social cognitive theory, EnglewoodCliffs, NJ: Prentice-Hall, 1986.[49] T

Conference Session

Educational Research and Methods Division (ERM) Technical Session 12

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hank Boone, University of Nevada, Las Vegas; Danxu Wang, University of Nevada, Las Vegas; Emma Regentova, University of Nevada, Las Vegas; Venkatesan Muthukumar, University of Nevada, Las Vegas; SJ Kim, University of Nevada, Las Vegas; Jonathan Hilpert, University of Nevada, Las Vegas

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Educational Research and Methods Division (ERM)

in today will be important for my future goals”. Interest wasdefined as interest in the subject material. An example of Interest is “I found fulfillment in doingengineering ”.Self-perceptions and definitions were operationalized as students’ personal and social attributeswhile learning. Two underlying factors were used to measure self-perception and definitions:Self-efficacy (3 items; α= .83; ω=.86) and Self-concept (3 items; α= .73; ω=.78) [26-28]. All self-perceptions and definitions questions were listed in one block with the following prompt “Pleaseconsider how confident you were today in the camp”. Self-efficacy was defined as students’ self-assessment in solving content related problems. An example of Self-efficacy is “I

Conference Session

Educational Research and Methods Division (ERM) Technical Session 21

Collection

2024 ASEE Annual Conference & Exposition

Authors

Trevion S. Henderson, Tufts University; Collette Patricia Higgins, Tufts University

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Diversity

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Educational Research and Methods Division (ERM)

relationships.The research represents a preliminary analysis of data examining the role of students’ socio-academic relationships in their learning in undergraduate science and engineering education. Thebroader study also examines sociocognitive influences, such as self-efficacy beliefs andacademic adjustment, in students’ socio-academic experiences. While findings from thispreliminary analysis appear to undermine research that has consistently documentedunderrepresented minorities (URM) students’ negative experiences in STEM classroomsbroadly, and within engineering classrooms specifically, we intend to analyze these andadditional data using social network analysis, which we believe may be better suited forunderstanding students’ socio-academic

Conference Session

Educational Research and Methods Division (ERM) Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kevin E Wandke, University of Illinois Urbana-Champaign; Christopher D. Schmitz, University of Illinois Urbana-Champaign; Jonathon Kenneth Schuh, University of Illinois Urbana-Champaign; Yang Victoria Shao, University of Illinois Urbana-Champaign

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Educational Research and Methods Division (ERM)

additional benefit of thevideo project that positively impacted student learning outcomes.As we have only run this project for one semester, we have several ways that we would like toimprove. One major improvement would be the addition of better control cases. In the future, foreach demonstration video we create, we would like to show it to one lecture section of the class.However, we will record student enjoyment and self-efficacy data from both a lecture sectionthat saw the demonstration, and one that did not. This will enable us to better understand theimpact of the video demonstrations, as we will be able to measure the impact of the video, whilecontrolling for the difficulty of the content being presented. We also would like to

Conference Session

Educational Research and Methods Division (ERM) Technical Session 27

Collection

2024 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, University of Georgia; Daniel Bayah, University of Georgia; Nathan Mentzer, Purdue University ; Scott R Bartholomew, Brigham Young University; Scott Thorne, Purdue University ; Wonki Lee, Purdue University

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Educational Research and Methods Division (ERM)

, "Design thinking as an approach for innovation in healthcare: Systematic review and research avenues," (in English), BMJ Innovations, vol. 7, no. 2, pp. 491-498, 2021, https://doi.org/10.1136/bmjinnov-2020-000428.[11] R. F. DeVellis, Scale development: Theory and applications, 3rd ed. Thousand Oaks, CA: Sage Publications, 2003.[12] A. Jackson, "Validity evidence for the general engineering self-efficacy and engineering skills self-efficacy scales with secondary students," in Proceedings of the 2018 ASEE Illinois-Indiana Section Conference, West Lafayette, IN, 2018, https://doi.org/10.5703/1288284316863.[13] K. A. Douglas and Ş. Purzer, "Validity: Meaning and relevancy in assessment for engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 28

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mitchell Gerhardt, Virginia Polytechnic Institute and State University; Nicole P. Pitterson, Virginia Polytechnic Institute and State University; Emily Dringenberg, The Ohio State University; Benjamin Ahn, The Ohio State University

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Educational Research and Methods Division (ERM)

.” Ultimately,perceived norms are shaped by an individual’s perception of other’s attitudes toward thebehavior and social expectations about the consequences of the behavior – critical components ofintention.The third component, perceived behavior control, encompasses individuals’ perceptions of theircapacity or control over executing a specific behavior. This concept aligns with the notion ofself-efficacy [36], where actions are contingent upon one’s belief in their capability to performthem, as acknowledged the authors: “It can be seen that our definition of perceived behavioralcontrol…is very similar to Bandura’s conception of self-efficacy” [4, p. 155]. In this manner, theRAA connects to behavioral theories commonly employed in engineering

Conference Session

Educational Research and Methods Division (ERM) Technical Session 13

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hoc T. Nguyen, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

create educational initiatives that improve students'mental health [26]. The study conducted by Hylton et al. (2017) examines the effects of activelearning and flipped classroom pedagogies on motivation and design confidence, which can havea positive effect on mental health in the classroom [27]. The study by Lee et al., (2020) highlightsthe critical role that academic self-efficacy plays in fostering mental health and academic successby examining the relationship between test anxiety and academic self-efficacy as predictors ofacademic performance [28].Exemplar Studies: The conclusions drawn from the two studies discussed in this section providea vital direction for formulating approaches that tackle the substantial influence of exam anxietyon

Conference Session

Educational Research and Methods Division (ERM) Technical Session 16

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Jose Garcia, University of Oklahoma; Javeed Kittur, University of Oklahoma

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Educational Research and Methods Division (ERM)

could spend on research [4].While a career in academia typically requires research, teaching, and service, most doctoraldegrees in the United States are conferred at research intensive universities, where researchaccomplishments are prioritized over instructional training for future faculty members[5]. However, as some engineering PhD students wish to pursue a more teaching-focused careerat a PUI, or a primarily undergraduate institution, these future faculty members eventually findthey did not feel adequately prepared for their career [1].Further investigation on the self-efficacy regarding instruction for engineering PhD students isneeded. Specifically, there is a need to better understand which areas of instruction self-efficacyare related

Conference Session

Educational Research and Methods Division (ERM) Technical Session 11

Collection

2024 ASEE Annual Conference & Exposition

Authors

Denise M. Driscoll, Purdue University ; Kristin M. Everett, Everett Evaluation; Alycia J. Sterenberg Mahon, Everett Evaluation

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Educational Research and Methods Division (ERM)

such as identification, commitment,interconnectedness and cultural intelligence. These concepts draw on extensive research in socialidentity theory, self-efficacy theory, the human need for social connectedness, and research on howcultural intelligence enables people to work more effectively with culturally diverse others.In addition, the COI survey aligns well with the focus of NSF on cultivating an inclusiveprofessional culture within ERCs. This culture is characterized by open-mindedness, fairness,collaboration, respectfulness, and encouragement of professional growth. These factors echoexisting research on inclusive environments and their role in motivating individuals, drivinginnovation, and fostering creativity in diverse teams. Although