Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

confidence or self-efficacy.This study focuses on students enrolled in first-year project-based engineering courses at a largepublic university in the Midwestern United States. A mixed-methods approach was used for datacollection and analysis. Pre- and post-course surveys were administered to collect informationabout student demographics and personalities and to measure the students’ engineeringconfidence and self-efficacy. Students were also asked to record the amount of time they spenteach week on different tasks (e.g., project management, using CAD software, communication,and working on written reports) in an Activity Log. Post-course interviews were conducted toallow students to reflect about their team experiences during the semester.Our

Conference Session

Goal Specific First-Year Courses

Collection

2009 Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Bill Elmore, Mississippi State University; Arash Salehi, Mississippi State University

Tagged Divisions

First-Year Programs

did not present any significantcorrelations with efficacy. However, the number of high school preparatory courses (e.g.calculus, physics) was significantly correlated with the third measurement of academic self-efficacy (0.476, p = 0.006). The positive correlation signifies that students who took morepreparatory courses achieved higher levels of academic self-efficacy by the end of the semester.Additional significant correlations are found in Table 6.Students who experienced an increase in academic self-efficacy throughout the semester reportedsignificantly higher results for two outcome variables: perceived quality (p = 0.017) andsatisfaction (p = 0.034). Additionally, students who reported an increase in academic self-efficacy throughout

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

the understanding of concepts taught in class. Many of these traits are notcognitive, but rather psychological in nature, such as self-efficacy, curiosity, perseverance (grit),and creativity. These and other psychological constructs are often measured and correlated totraditional aspects of student performance1. In contrast, they are seldom measured to determinewhether they are influenced by specific academic interventions. For example, the literature onactive learning, problem-based learning, and peer learning are rife with claims that they eithercultivate or depend upon curiosity and creativity, yet we are unaware of any direct assessmentsthat demonstrate that this is so. In engineering education, pre-post quantitative comparisons ofthese

Conference Session

First Year Programs Division Poster Session: The Best Place to Really Talk about First-Year Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Noah Salzman, Boise State University; Janet Callahan, Boise State University; Gary LeRoy Hunt, Boise State University; Carol Sevier, Boise State University; Amy J Moll, Boise State University

Tagged Divisions

First-Year Programs

to measure difference aspects ofstudents’ self-efficacy12. For this research we utilized three different subscales of the LAESEinstrument: Engineering Self-Efficacy 1 (ESE1), Engineering Self-Efficacy 2 (ESE2) and MathOutcome Expectations (MATH). Tables 4 through 6 show comparisons of these subscales fordifferent groups of students that we assessed as part of this work.Table 4 shows the differences in the Self-Efficacy measurements for the three aforementionedsubscales, comparing the Project-Based and Math-Focused sections of the fall 2013 course.Students in the Math-Focused sections scored lower for each of the three subscales, with only thedrop in the Engineering Self-Efficacy 2 (ESE2) shown to be statistically significant using

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Sophia Lerner Pink, Stanford University; Kayla Powers, Stanford University; Adrian Piedra, Stanford University; Shivani Alexandra Torres, Stanford University; Kai Jun Chew, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

will have adirect and positive effect on grade performance.2.0 Study OverviewThis study is intended as a pilot study of the measures of social belonging in an engineeringclassroom. Data were collected from an introductory level solid mechanics class at a privateuniversity in the United States. Most student respondents were beginning their engineeringacademic careers, mostly as sophomore students taking their first-ever engineering specificcourse. The instrument used to measure engineering self-efficacy was developed by our researchteam. The instruments used to measure social belonging, engineering identity and interpersonalcloseness have strong research pedigrees but have never been used in this novel combination.2.1 Measuring Social Belonging

Conference Session

First-Year Programs: Assessment in the First Year

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jamie R. Gurganus, University of Maryland, Baltimore County; Shannon M. Clancy, University of Michigan; Richard Olaf Blorstad, DeMatha Catholic High School; Ryan Reinhardt; Charles D. Eggleton, University of Maryland, Baltimore County; L. D. Timmie Topoleski, University of Maryland, Baltimore County

Tagged Divisions

First-Year Programs

in 1993to evaluate the efforts to improve engineering education at the University of Pittsburgh. “ThePFEAS was constructed to measure many of Seymour and Hewitt’s primary reasons studentsleave engineering. The PFEAS attitudinal subscales were administered to assess students’attitudes about engineering” [17]). Seven factors identified by the original authors werepostulated to underlie the attitudinal items: general impressions, financial influences,contributions to society, perceptions of work, enjoyment of math and science, engineering asexact science, and family influences. The LAESE (longitudinal assessment of engineering self-efficacy) instrument was usedto measure the self-efficacy of women studying engineering, including feelings

Conference Session

FPD5 - Teaming and Peer Performance

Collection

2008 Annual Conference & Exposition

Authors

Arlisa Labrie Richardson, Arizona State University

Tagged Divisions

First-Year Programs

Services in the NASA Center for Success in Math & Science at Estrella Mountain Community College, she utilizes her academic preparation and extensive engineering background to prepare students for successful careers in the science, technology, engineering and mathematics fields through student internships and summer research experiences. Page 13.1289.1© American Society for Engineering Education, 2008 Tinkering Self-Efficacy and Team Interaction on Freshman Engineering Design TeamsIntroductionIn the book Talking about Leaving, Seymour and Hewitt interviewed hundreds of

Conference Session

First-year Programs Division Technical Session 6: Hands-on Projects and Spatial Skills

Collection

2015 ASEE Annual Conference & Exposition

Authors

Diana Bairaktarova, University of Oklahoma; Matthew Reyes, University of Oklahoma; Nooshin Nassr P.E., University of Oklahoma; Dan Thomas Carlton, University of Oklahoma, College of Aerospace and Mechanical Engineering

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

motivational itemssuch as perceived instrumentality and self-efficacy beliefs. We must note that this pilot study alsoserved to test the instrument. Future studies will gather data regarding prior training related tospatial visualization skills. 3.2 Data Analysis: To analyze the findings from the self-report questions, exploratory factor analysis (EFA)was used with the measures of motivational factors such as perceived instrumentality and self-efficacy beliefs. Based on the literature, we expected that individuals who were exposed in theirearly childhood and later on in live to experiences related to the manipulation of objects viasectional cuts, three dimensional rotations, and other mental operations will have higherperformance score on

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Baker A. Martin, Clemson University

Tagged Divisions

First-Year Programs

personal agency. Self-efficacy is a person’s ownconfidence in their ability to complete a task. Self-efficacy can be informed by classroomexercises, internships, social interactions with peers, abilities, and completing goals, among otherthings. Outcome expectations are the expected consequences, positive or negative, of completinga given task. Similar to self-efficacy, outcome expectations can be informed by the learningprocess, observing outcomes from the actions of others, as well as outcomes from previouslyperforming a task, among other things. Personal goals are the desires and willpower to cause anoutcome to become reality. Personal goals, as the name infers, are informed by the individualand are shaped by their self-efficacy and outcome

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Yanhua Cao, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

outcomes of their project-based communityservice learning based on collected students’ learning data, this paper reveals impacts of thescaffolding through different delivery approaches on students’ perceptions on creativeproblem solving, self-efficacy, identity, and application of creativity strategies. It alsoconfirms the correlation among application of prompts and students’ learning process andlearning outcomes, and compares the available results of data analysis from twoimplementation years. The results from data analysis indicate that scaffolding creativeproblem solving through freshmen’s project-based service learning may in general enhancestudent’s self-efficacy, strategies application, and interest in engineering. Among threeintervention

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, University of Tennessee - Knoxville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

and metacognition. Thus this response is surprisingwhen looking at the clustering alone. The literature suggests a few possible reasons why thisresponse occurred. First, self-efficacy and test anxiety may play a more distinct role in gradeperformance than many of the other factors investigated in this particular study [12, 13]. Cluster3 participants reported higher levels of self-efficacy, lower levels of test anxiety when comparedto cluster 1. Future work will further investigate how these factors play a role in performance.Second, many SRL theorists believe that participants may have difficulty accurately assessingtheir levels of SRL skills [14-16]. A call for qualitative measures as well as studies conducted intrue learning contexts may

Conference Session

First-Year Programs: Virtual Instruction in the First Year III

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Shannon Barker, University of Virginia

Tagged Divisions

First-Year Programs

]. It would seem that by including safe andconfirming environments for students to become competent in engineering skills in an engagingand enjoyable manner will have positive effects on a student’s engineering identity, and thereforeon their continued persistence in the engineering major.A person’s self-efficacy can be described as their judgment of their own capabilities to achievedesired outcomes [20]. Self-efficacy influences how well people motivate themselves in difficultsituations, and those with higher self-efficacy are more likely to execute behaviors that lead tosuccess. Self-efficacy has been shown to be a predictor of persistence within a program [22].Course design can help strengthen self-efficacy by creating opportunities for

Conference Session

FPD3 -- Professional Issues for First-Year Courses

Collection

2007 Annual Conference & Exposition

Authors

Jennifer Light, University of Washington; Russell Korte, University Of Minnesota; Ken Yasuhara, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

First-Year Programs

parental education and SATscores, better study skills, and participated in classes specifically designed to reduce or eliminatefactors purported to work against women in the classroom, yet still did not persist at greater ratiosthan men. In fact, men did better, especially at the upper end of the grade spectrum.These and other research studies show that while self-confidence is one of many positiveoutcomes for college students, its relationship to successful outcomes is not a simple positive one.Bandura’s12 concept of self-efficacy may be a better construct when examining students’perceptions of their capabilities and their likelihood to perform well on an engineering task.Self-efficacy is widely used to mean one’s perception of one’s own

Conference Session

First-Year Programs: Work in Progress Postcard Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Don Nix, University of Arkansas; Jennie S. Popp Ph.D., University of Arkansas ; Michele Cleary, Cleary Scientific Intelligence, LLC; Wenjuo Lo, University of Arkansas; Bryan Hill, University of Arkansas; Paul D. Adams, University of Arkansas

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

, socializing, and academic preparations, measured on a 5-point Likert-typescale to indicate how frequently they did those activities during a regular week (5 = Always; 4 =Often; 3 = Sometimes; 2 = Rarely; 1 = Never). One item is related to work (i.e., Working forpay) and one item asks about “relaxing and socializing.” The remaining six items are related toacademic activities, such as “Preparing for class.”1.2 Core Integration ConstructThe Academic Self-efficacy scale (10-item 5-point Likert-type scale, with 5=Extremelyconfident, 1=Not at all confident) measures the student’s self-evaluation of their ability andchances for success in the academic environment [60].The Career Self-efficacy scale (4-item) identifies the extent to which students have

Conference Session

First-Year Programs Division Technical Session 3; The Best of All the FPD Papers

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie M. Gratiano, Roger Williams University; William John Palm IV P.E., Roger Williams University

Tagged Divisions

First-Year Programs

research paper examines first-year student performance and retention within engineering. Aconsiderable body of literature has reported factors influencing performance and retention,including high school GPA and SAT scores,1,2,3 gender,4 self-efficacy,1,5 social status,2,6,7hobbies,4 and social integration.6,7 Although these factors can help explain and even partiallypredict student outcomes, they can be difficult to measure; typical survey instruments are lengthyand can be invasive of student privacy. To address this limitation, the present paper examineswhether a much simpler survey can be used to understand student motivations and anticipatestudent outcomes.The survey was administered to 347 students in an introductory Engineering Graphics

Conference Session

The Best of First-year Programs Division

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Campbell R. Bego, University of Louisville; Jason Immekus, University of Louisville; Jeffrey Lloyd Hieb, University of Louisville

Tagged Divisions

First-Year Programs

Research Paper examines non-cognitive predictors of first-year engineeringretention for students who received a C in their first semester mathematics course at theUniversity of Louisville. Scores across eight non-cognitive measures served as model predictors,obtained at the beginning of the first year, including: value interest in engineering, perceivedeffort, opportunity, and psychological costs, perceived belonging uncertainty, contingencies ofself-worth: academic competence, test anxiety, and self-efficacy. Using least absolute shrinkageand selection operator regression, we found that value interest and test anxiety were the strongestpredictors of C-student retention. The results from this study inform research on the decision-making of

Conference Session

First-Year Programs Division Technical Session 5A: Work-In-Progress: 5 Minute Postcard Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mary Fraley, Michigan Technological University; Amber Kemppainen, Michigan Technological University; Amy J. Hamlin, Michigan Technological University; Gretchen L. Hein, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

the questiondifficulty increases between the pre- and post-assessment, as was the case with the units inequations question. While the purpose of the survey is to give instructors a quick, baselinecompetency level for students in their classroom, this could be improved by including a greaternumber of questions and ensuring the pre- and post-assessment questions are of similardifficulty.The survey also addressed student confidence in these topics using a simple 5-item Likert scale.There are other scales that measure confidence or self-efficacy in engineering (e.g., LAESE12,Loo and Choy3). Since we were interested in topical confidence, we did not use these scales;however, we may consider incorporating some aspects of these or similar metrics in

Conference Session

First-Year Programs Division Technical Session 4B: Assessing Student Motivation and Student Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Quamrul H. Mazumder, University of Michigan - Flint; Vasudha Kilaru, University of Michigan - Flint

Tagged Divisions

First-Year Programs

motivation strategies.H (4): There is no significant difference between male and female students in high school anduniversity in learning strategies.Literature Review Rather than motivation being considered a component of self-regulation, severalinvestigations reported that motivation and self-regulatory strategies which can be developed byMSLQ6. A major implication of the study for learning and instruction is the need to considervalue, cost and self-efficacy separately when examining the impact of motivation on the learningof students 7. The MSLQ is based on important theoretical insights into the nature of learningand the determinants of academic performance8. Despite the relative decrease of values in self-perception, every single feedback

Conference Session

First-year Programs Division Technical Session 8: Project-based Learning and Cornerstone Courses

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kyle G. Gipson, James Madison University; Justin J Henriques; Sancho Sequeira

Tagged Divisions

First-Year Programs

not be surprising. There are a total of15 subscales in the MSLQ, but each subscale can be used alone or in conjunction withany other scale depending on need. The subscales of interest in the present study are asfollows:   ● Intrinsic goal orientation (a measure that focuses on learning and mastery) ● Control of learning beliefs (beliefs that outcomes are the result of effort rather than luck) ● Self-efficacy (beliefs about competence and ability)Ideally, as the semester progress students will increase intrinsic goal orientation – thebelief that outcomes are the result of effort rather than luck, and increase self-efficacy.The Academic Entitlement Scale17 is also used as an assessment tool. Even with therecent development of

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jeremy Helm, Arizona State University; Tami Coronella, Arizona State University

Tagged Divisions

First-Year Programs

reviewed for data for fall 2014 freshman. Quantitativeanalysis, using Excel, identified academic indicators which occurring most frequently amongststudents who left the university after their freshman year.Phase 2: This phase includes both quantitative and qualitative data analysis.o A survey will be administered to all advisors (n=41). Survey participation is voluntary. The survey includes both quantitative and qualitative measures (see Appendix C).  The quantitative data is in the form of Likert-scale questions assessing the advisor’s knowledge of advising approaches and his/her self-efficacy in working with at-risk students. SPSS will be utilized to analyze the data.  The quantitative data is in the form of open

Conference Session

First-Year Programs Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Amelia Chesley, Purdue University; Nathan Mentzer, Purdue University - West Lafayette; Andrew Jackson, Purdue University - West Lafayette; Dawn Laux; Max Renner, Purdue Polytechnic Institute, Purdue University

Tagged Divisions

First-Year Programs

potential and details must be refined.References 1. Lincoln, Steven. (2015, May 15). Trustees approve Purdue Polytechnic Institute name. Purdue University News. 2. Laux, D. (2014). A model for measuring student persistence through collaborative learning (Doctoral Dissertation). Retrieved from Digital Repository at Iowa State University. (Paper 14175) 3. Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-64. 4. Hutchison, M. A., Follman, D. K., Sumpter, M., & Bodner, G. M. (2006). Factors influencing the self- efficacy beliefs of first-year engineering students. Journal of

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christina H Paguyo, Colorado State University; Rebecca A Atadero, Colorado State University; Karen E Rambo-Hernandez, West Virginia University; Jennifer Francis, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

by the endof the semester.Results for Student Ranking of Class ActivitiesIn addition to the diversity and engineering identity survey questions, students rated classactivities to better understand what pedagogical practices fostered self-efficacy and engineeringidentity (see Tables 5-8).Students in the grand challenges course indicated that the visit with Steve Swanson (NASAastronaut) was the most helpful course activity in developing student self-efficacy and interest.Students also suggested that discussions about engineering and interacting with professors washelpful in developing self-efficacy while discussion of engineering challenges helped to fosterinterest. Students in the civil engineering course indicated that learning practical

Conference Session

First-Year Programs: Major Choice

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Laura Hirshfield, University of Michigan; Stacie Edington, University of Michigan; Michael Dailey, University of Michigan

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

elements of affect. For example, feelings can often beconsidered to be measured by a students’ physiological state [20]; and one contributor to self-efficacy (an aspect of a student’s affect) is physiological state [5]. If a student has an upsetstomach or dizziness – in other words, symptoms of anxiety – they may experience reduced self-efficacy. Whereas if they experience an elevated heart rate or increased blood rush to the head,symptoms that can be associated with being excited, they may experience an increase in self-efficacy. In other words, a student’s most basic feelings will both be influenced by and, in turn,influence, their self-efficacy.Therefore, while it is recognized that it is important to study how different elements of

Conference Session

First-Year Programs: Paying More Attention to Retention

Collection

2017 ASEE Annual Conference & Exposition

Authors

Tanya Dugat Wickliff, Texas A&M University; Noemi V. Mendoza Diaz, Texas A&M University; Jacques C. Richard, Texas A&M University; So Yoon Yoon, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

toward their backgroundknowledge and abilities to be successful in engineering and found subgroup differences, such asby genders and by persisters/non-persisters (Besterfield-Sacre, Atman, & Shuman, 1997;Besterfield-Sacre, Moreno, Shuman, & Atman, 2001). In the analysis of some freshmen students,students’ self-perceptions including self-efficacy were found to be a positive predictor offreshman retention (Hutchinson, Follman, Sumpter, & Bodner, 2006). Student research wasconducted by a study which consisted of two rounds of surveys from 663 participants to examinethe predictability of course grades and again self-efficacy for learning course materials emergedas one of the important factors key to achievement for the students (Stump

Conference Session

First-year Programs Division: Student Success

Collection

2018 ASEE Annual Conference & Exposition

Authors

Okan Caglayan, University of the Incarnate Word; Sreedevi Ande P.E., University of the Incarnate Word; Erik Coronado; Max Joseph Martinez, University of the Incarnate Word; Samuel Jacob Handowski

Tagged Divisions

First-Year Programs

freshmen’stransition into pursuing science, math and engineering degrees at the UIW. In order to achievethis goal, the objectives of the camp were (1) To address students’ academic readiness and self-efficacy for a rigorous STEM degree; (2) To strengthen incoming freshman students’ skills incommunication, effective collaboration, and data analytics through coding and hands-on roboticsactivities. The Summer Engineering Academy was a free one-week camp that provided serviceto a low-to-moderate income student population in STEM major. The camp participants werefrom diverse STEM fields that included engineering, biochemistry, nuclear medicine science,biology, computer information systems, meteorology, 3-D animation & game design. Weobserved that upon

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Jordan Michelle Hornback, University of Colorado at Boulder

Tagged Divisions

First-Year Programs

First-Year Engineering Projects CoursesFirst-Year Engineering Projects Courses (FYEP) courses have been found to produce significantretention gains. [1] Investigation is on-going into the reasons driving theses retention gains.Possible reasons include the development of self-efficacy, involvement in learning communities,the bolstering of professional identity, project-based learning and the unique set of skillspossessed by the teacher of the FYEP course. The present study investigates the last of thesereasons, the impact of the FYEP teacher on the course experiences that lead to retention.At a flagship western state university, the retention in engineering of seventeen cohorts ofstudents is found to be significantly greater for those who have

Conference Session

First-year Programs Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Reap, Virginia Tech; Holly M. Matusovich, Virginia Tech; Rachel A. Louis, Virginia Tech

Tagged Divisions

First-Year Programs

opportunity to complete thechallenges and others were not. In all cases, participation in challenges was voluntary. Weimplemented a pre/post survey design using the Motivated Strategies for Learning Questionnaire(MSLQ), a reliable and valid survey instrument designed to assess motivation in college courses.The MSLQ contains sub-scales for a variety of motivation constructs including goal orientations,task values, and self-efficacy. Though posttest response rates proved too low to yieldstatistically significant comparisons, quantitizing responses from open-ended qualitative datayielded meaningful results. In particular, our study shows the importance of providingchallenges that are of an appropriate difficulty level for the students based on their

Conference Session

Bridge Programs Connecting to First-Year Engineering

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kuldeep S. Rawat, Elizabeth City State University; Robin Renee Mangham, Elizabeth City State University; Orestes Devino Gooden, Elizabeth City State University; Elton L. Stone, Elizabeth City State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs, Pre-College Engineering Education

Surveys, Dimensions of Success (DoS) Observation tool, pre/post topic self-efficacy, and survey student interviews. The results showed that engineering design activitieshad a positive impact on attitude towards STEM learning and careers. Integration ofengineering design principles, student demographics and evaluation instruments and resultsare discussed in this paper.IntroductionEngineering is a natural platform for the integration of science, technology, engineering, andmathematics (STEM) content into K-12 classrooms, while sparking creativity amongst youngminds. Research around effective learning in K-12 classrooms demonstrates that anengineering approach to identifying and solving problems is valuable across all disciplines.Educators and

Conference Session

FPD V: Gender and Engineering Education: A Panel Discussion and Workshop

Collection

2011 ASEE Annual Conference & Exposition

Authors

Yevgeniya V. Zastavker, Franklin W. Olin College of Engineering; Debbie Chachra, Franklin W. Olin College of Engineering; Caitrin Lynch, Olin College of Engineering; Alisha L. Sarang-Sieminski, Franklin W. Olin College of Engineering; Lynn Andrea Stein, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs, Women in Engineering

faculty in 2003. Her current research interests are twofold: as well as her research in biological materials (cur- rently focused on bioderived plastics synthesized by bees), she also researches the engineering student experience, including persistence and migration, differences by gender, and the role of self-efficacy in project-based learning. In 2010, she received an NSF CAREER Award in support of her research on engineering education.Caitrin Lynch, Olin College of Engineering Caitrin Lynch is an Associate Professor of Anthropology at Franklin W. Olin College of Engineering. Her research concerns gender, work, aging, and globalization, with a focus the United States and Sri Lanka. She is the author of the book

Conference Session

First-year Programs Division Technical Session 3: Diversity and Multicultural Influences in the First Year

Collection

2015 ASEE Annual Conference & Exposition

Authors

Haolin Zhu, Arizona State University; Ryan J Meuth, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

course offered in Fall 2014 collaborating on designing, building, andtesting autonomous waste sorters. Teams from one section of 38 mechanical, aerospace, electrical,and chemical engineering students are paired with those of the other section with 43 computerscience, informatics, software engineering, computer systems engineering, industrial engineering,and engineering management students. While the teams from each section focus on differentaspects of the design, inter-disciplinary collaboration and system integration is required for asuccessful final product.The impact of this experience on students’ knowledge and self-efficacy of the engineering designprocess, their technical communication skills, and teamwork has been measured. A