Conference Session

ET Peripherals

Collection

2018 ASEE Annual Conference & Exposition

Authors

Osazuwa John Okundaye Jr, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Malini Natarajarathinam, Texas A&M University; Sharon Lynn Chu, Texas A&M University; Francis Quek, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Engineering Technology

://teilab.tamu.edu c American Society for Engineering Education, 2018 Motivating STEM Participation through a “Making as Micro- Manufacture (M3)” ModelAbstractThe objective of this paper is to outline a new model for motivating STEM participation anddeveloping self-efficacy among high-schoolers, and to detail the major implementation activitiesinvolved, preliminary impressions/results, and lessons learned.In this model titled, “Making as Micro-Manufacture (M3),” high-variability low-volumeproducts were manufactured in real-world settings and for a real-life purpose. The modelcombined “Making” with engineering concerns attendant to manufacturing at micro scales (tensto hundreds of parts) along with

Conference Session

Alternative Teaching Methods

Collection

2018 ASEE Annual Conference & Exposition

Authors

Emel Cevik, Texas A&M University; Michael Johnson, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Jennifer G. Whitfield, Texas A&M University; Mathew Kuttolamadom, Texas A&M University; Jay R. Porter, Texas A&M University; Joseph A. Morgan, Texas A&M University

Tagged Divisions

Engineering Technology

not to teach the topic, or teach the subject in asuperficial manner [17]. Since the teachers have a paramount impact on students’ futurecareer choices, the first step to enhance students’ interest in STEM fields is to improveteachers’ confidence and self-efficacy with engineering and STEM concepts. Onceteachers have a chance to learn and implement engineering principles, they arecomfortable sharing this knowledge with their students and can present the connectionsbetween math, science, and engineering and the real world [18]. In light of these issues,it’s critical to develop professional development activities to expose teachers to authenticexperiential learning activities and help teachers to improve their abilities and knowledgein these

Conference Session

MET and Mechatronics

Collection

2018 ASEE Annual Conference & Exposition

Authors

John R. Haughery, Iowa State University

Tagged Divisions

Engineering Technology

level of academic engagement a student exhibits[1]. This engagement is contextual and can be strongly impacted by a students’ motivationwithin the given context [2], [3]. In this study, we defined academic success as a combination ofacademic achievement (e.g., grades and GPAs), attainment of learning outcomes (e.g., studentengagement and proficiency profile), and acquisition of skills and competencies (e.g., criticalthinking and problem solving) [4]. We defined student motivation to include expectancy beliefs(i.e., self-efficacy, attributions, and control beliefs), value choices (i.e., goal orientation, interest,and importance), and meta-cognition (i.e., self-regulated learning) [5]. This motivation-cognition-learning model takes the