the course was completed (p < 0.05). This demonstrates a subjectiveimprovement that could correlate positively with self-efficacy and other attitudes about thedifficulty of the material.With respect to the changes in knowledge ratings, Group 2 had greater gains than Group 3 by asignificant margin for both modules (p < 0.05). This may be explained in part by the awarenessof graduate students regarding the subject matter to come, given their higher pre-survey ratingsthan that of the undergraduates. Based on the means for the post-survey ratings, Group 2participants did not appear to experience such a surge in their knowledge that they differed in anobvious way from where Group 3 was upon both groups completing the post-survey, so the
, USA: The National Academy of Engineering, 2005.[29] E. Cady, N. L. Fortenberry, M. Drewery, and S. A. Bjorklund, "Validation of surveys measuring student engagement in engineering, Part 2," in ASEE Annual Conference and Exposition, Austin, TX, USA, 2009, pp. 14.1344.1-14.1344.20.[30] M. A. de Miranda, K. E. Rambo-Hernandez, and P. R. Hernandez, "Measuring Student Content Knowledge, iSTEM, Self-Efficacy, and Engagement through a Long-Term Engineering Design Intervention," in ASEE 123rd Ann. Conf., New Orleans, LA, USA, 2016, 10.18260/p.25694.[31] A. M. Pettigrew, R.W. Woodman, & K.S. Cameron, “Studying Organizational Change and Development: Challenges for Future Research,” Academy Of Management Journal, 44(4), 697-713
available to our students. The non-competitive natureof the course has led to students regularly seeking and finding strong help from peers in additionto feedback in the large number of office hours available. Following each of the first two exams(first-chance on exam 1 and exam 2), an email is sent targeting those students with strongattendance and homework grades who performed below an 80% on the recent exam. The emailrecognizes that the student is working diligently, but likely not satisfied with the exam grade.The email goes on to invite the student to a study group with the instructor where students cangain corrective feedback and then participate in peer-led team learning activities [8] to enhancecomprehension and improve self-efficacy. After
attempting tosolve a problem for which they had not yet been given any instruction to see what behaviors theyactually exhibited in such situations. These observations were also conducted pre- andpost-course.In the focus groups, students were asked questions that addressed four themes: • Strategies: What are some strategies you use when you need to learn new concepts or apply concepts to a new problem? • Self-Efficacy: What do you do when you get stuck on a homework problem or project? • Group Benefits: If you study with other students, describe how you interact with group members when you study. • Novel Problems: How well do you do when the homework problem looks completely different from problems the
Inventory Assessment Instruments for Electromagnetic Education,” in Proc., IEEE Antennas and Propagation Society Int. Symp., San Antonio, Texas, 2002.13. Hake, R., “Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses,” Amer. J. of Phys., Vol. 66, No. 64, 1998.14. Camtasia Studio 8.0, TechSmith, available at http://www.techsmith.com/camtasia.html, accessed January 3, 2014.15. Stickel, M., Liu, Q., and Hari, S., “The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students’ Self-Efficacy,”, Proceedings 2014 ASEE Annual Conference & Exposition, Indianapolis, IN, June 2014
0 Strongly Disagree Neutral Agree Strongly Disagree Agree Figure 4. Student self-efficacy regarding their ability to define and implement a project management plan. Done in ECE 101, Fall’17. N = 58.3.2. Project Management Assessment Using TrelloWe could use various Scrum “artifacts”, e.g., schedules, user stories, and kanban boards, toassess team project management, but we will focus on kanban boards and use a rubric forevaluating the Trello boards. Our initial observations of first-year students show that they needclose guidance and supervision, such as through the use of
objectives, andhighly favorable perceptions of MPCT‟s relevance to real-life applications. During the Spring 2009 term, the evaluation was broadened to include instruments that examine changesin interest, self-efficacy and competence related to mathematics. Approximately 60 students completed pre-and post-course questionnaires assessing attitudes towards math and computer science. These questionnairesincluded multiple-choice and open-ended essay questions in order both facilitate quantitative analysis and toguide the selection of relevant questions for the intended Fall 2010 evaluation. Pre-survey results indicate that in addition to high confidence in programming skills, students have highconfidence in their math skills that are inconsistent
-19 pandemic differs from these earlier and continuing trends in distance learning, notonly in terms of scale and pervasiveness, but, importantly, also in self-efficacy. This switch wasinvoluntary for both teachers and learners. Wei and Chou found that learners’ perceptions ofself-efficacy had a marked effect on their learning readiness in the remote environment [23]. Thisleads to challenges with engagement, as observed in several studies [11-16]. Serhan evaluatedstudent perceptions of the Zoom platform and found that students were not motivated to activelyparticipate in a remote setting [16]. This is in line with prior studies that report a lower level ofengagement, participation and retention rates [17], [26] and overall reduced
positive and significantrelationship with workplace learning and job performance [4]. Entrepreneurially mindedengineers are not just the entrepreneurs with engineering degrees; they are able to fill both theroles of traditional staff engineers as well as leadership roles within organizations [5].The set of teaching and learning strategies that aim to support the KEEN 3Cs framework for EMis referred to as Entrepreneurially Minded Learning (EML) [6]. Oftentimes, EML builds onactive pedagogies, such as Project-Based Learning (PBL), and focuses holistically onopportunity recognition, stakeholder awareness, discovery, and value creation [7]. There arethree entrepreneurial learning domains EML targets: affective factors (such as self-efficacy,intention
; Exposition, Indianapolis, IN, 2014.[9] M. Stickel, S. Hari and Q. Liu, "The Effect of the Inverted Classroom Teaching Approach on Student/Faculty Interaction and Students' Self-Efficacy," in Proceedings of the ASEE Annual Conference & Exposition, Indianapolis, IN, 2014.[10] J. L. Bishop and M. A. Verleger, "The Flipped Classroom: A Survey of Research," in Proceedings of the ASEE Annual Conference & Exposition, Atlanta, GA, 2013.[11] N. K. Lape, R. Levy, D. H. Yong, K. A. Haushalter, R. Eddy and N. Hankel, "Probing the Inverted Classroom: A Controlled Study of Teaching and Learning," in Proceedings of the ASEE Annual Conference & Exposition, Indianapolis, 2014.[12] H. Jia, "The Student Life," The Associated Students of
Underrepresented Racial Groups,” Journal of Research in Science Teaching, Vol. 51, No. 5, 2014, pp. 555-580. 7. A. Carpi, D.M Ronan, H.M. Falconer, and N.H. Lents, “Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM,” Journal of Research in Science Teaching, vol 52, no. 2, 2017, pp. 169-194. 8. R. Taraban and R. Logue, “Academic Factors that Affect Undergraduate Research Experiences,” Journal of Educational Psychology, vol. 104, no. 2, 2012, pp. 499-514. 9. J. Vianden, “What Matters in College to Students: Critical Incidents in the Undergraduate Experience,” Journal of Student Affairs Research and Practice, vol. 52 no. 3
from a dis- tance. She is a senior member of the Institute of Electrical and Electronics Engineers IEEE and a member of the International Association of Online Engineering IAOE. Her research interests focus on Internet of Things, embedded systems, and engineering education.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive aspects of the student experience on engagement, success, and persistence and on effective methods for teaching global issues such as those pertaining to sustainability
, C. & Dweck, C. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.Puentedura, R. R. (2006). Transformation, technology, and education. Retrieved on September 2, 2016 from http://hippasus.comZimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663-676. doi:10.3102/00028312029003663AppendicesMid-Term Exam AnalysisAverage: 71 out of 100Standard Deviation: 19A few midterm problem averages:Problem 5. 71%Problem 8. 55%Problem 9. 70%Problem level analysis:Problem 1.Level
wheels and DC motors connected on a slave MCU that receives the instructions formovement and decides the direction of the motors. Another slave MCU is connected to theultrasonic sensor that sends the signal when an obstacle is present which triggers an avoidancealgorithm as a safety measure in case there is an object or a person in front of it. IR color sensorson the bottom of the robot detect the following path and if it has reached a specific spot thatrequire a guided explanation, (laboratories, classrooms, showrooms, etc.). The robot wassupposed to be big enough so that tourist and people on the area could easily see it or follow it.This was one of their biggest challenges because considering a weight of 2 kg they needed tofind the correct