the course had a small effect on students’ intrinsic values, and mediumeffects on students’ feeling of inclusion and expectation of success in engineering design.However, it is worth mentioning that the pre-survey was conducted during the middle of thesemester. If measured for a whole semester, the data may have shown relatively larger effectsizes on students’ engineering motivation and design self-efficacy. Longitudinal data will becollected to investigate the influence of the course on students’ attitudes toward and learning ofengineering. Figure 19: Comparison of student engineering motivations Figure 20: Comparison of student design self -efficacyConclusionFeedback from industrial partners indicates
compared totraditional robot design experiences. This development and study is contextualized in a courserequired of many 9th grade students called Foundations of Technology, which is the freshman-level technology and engineering education course provided by the Engineering byDesign coreprogram. It is taught in over 270 school districts across 23 states to about 100,000 studentsannually. The study will employ a design research framework to develop the 8-hour unit andstudy its implementation in 11 classrooms in two school districts. Measures include theSituational Motivation Scale and the Engineering Self-Efficacy Scale. In Year 3, the project willimplement an efficacy study to compare results of the soft robotics unit with the unitimplemented
MAKE Lab (http://themakelab.wp.txstate.edu), she is currently researching how recurring experiences within these design-based technologies impact self-efficacy and positive attitudes toward failure.Dr. Julie S. Linsey, Georgia Institute of Technology Dr. Julie S. Linsey is an Assistant Professor in the George W. Woodruff School of Mechanical Engineering at the Georgia Institute of Technological. Dr. Linsey received her Ph.D. in Mechanical Engineering at The University of Texas. Her research area is design cognition including systematic methods and tools for innovative design with a particular focus on concept generation and design-by-analogy. Her research seeks to understand designers’ cognitive processes with the goal
of measuring impacts of theiruniversity Makerspace "through engineering design self-efficacy, retention in the engineeringmajor; and idea generation ability."Halverson and Sheridan31 in their comparative case study on different Makerspace invokedwork by Papert and Dewey as the theoretical underpinning of the Maker movement and itsrelation with education.Figure 4. Educational and developmental theoryEducational and developmental theoryThe allusion to the theories of thinking and development in the academic research literatureencourages our inquiry into these theories and how they are and can potentially be related tothe educational aspects of Makerspaces. Figure 4 shows these connections in the form of aconcept map.Papert’s32 theories on
Capstone Design: Inductively Enhanced”, Proceedings of the ASEE 2011 Annual Conference, 22.1562.1 - 22.1562.112. Elmer Grubbs and Martha Ostheimer (2001), “ Real World Capstone Design Course”, Proceedings of the ASEE 2001 Annual Conference, 6.835.1 – 6.835.73. Joanna Dulap (2005), “Problem-Based Learning and Self-Efficacy: How a Capstone Course Prepares Students for a Profession” - Educational Technology Research and Development, March 2005, Vol. 53, Issue 1, pp 65-83.4. Randolph Jones (2000), “Design and implementation of computer games: a capstone course for undergraduate computer science education, Proceedings of the thirty-first SIGCSE technical symposium on Computer science education, Pages 260-264, ACM New York
Criteria & Supporting Documents.https://www.abet.org/accreditation/accreditation-criteria/ (accessed on 12/01/2019)[2] Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016).Measuring undergraduate students' engineering self‐efficacy: A validation study. Journal ofEngineering Education, 105(2), 366-395.[3] Newberry, B., Austin, K., Lawson, W., Gorsuch, G., & Darwin, T. (2011). Acclimatinginternational graduate students to professional engineering ethics. Science and engineeringethics, 17(1), 171-194.[4] Li, H., Jin, K., & Zhang, Y. (2018). A Curriculum Innovation Framework to IntegrateManufacturing related Materials and Quality Control Standards into Different Level EngineeringEducation. The 2018 Annual
American Society for Engineering Education Annual Conference and Exposition Proceedings, Montreal, Canada, June 17-19, 2002. Session 2739.9. Harding, T. S., Lai, H.-Y., Tuttle, B. L., and White, C. V., “Integrating Manufacturing, Design and Teamwork into a Materials and Processes Selection Course,” 2002 American Society for Engineering Education Annual Conference and Exposition Proceedings, Montreal, Canada, June 17-19, 2002. Session 1526.10. Abdulwahed, M. and Nagy, Z. K., Applying Kolb’s Experiential Learning Cycle for Laboratory Education, Journal of Engineering Education, July 2009, pp. 283-294.11. Jaksic, N. “Improving Self-Efficacy in Engineering Students using PLC Based Traffic Light Experiments,” 2002 American Society for
significantly increase their self-efficacy in STEM teaching, their own interest /attitudes toward science, and their understandingof inquiry-based STEM instruction. Similar findings were reported by other educators [5, 8, 9].School programs with hands-on and manufacturing focuses –as compared to academicmathematics or pure science– would be attractive to students since they can relate the training toeveryday examples, potential employment, and even advanced careers. Some middle /highschools, however, limit the growth of their technology-related programs, robotics clubs, orSkillsUSA programs due to budget constraints and/or lack of technical expertise of teachers. Itwould be necessary to reverse the trend by providing infrastructure and manufacturing
program evaluation, and coordinates the Research and Evaluation Laboratory (REL) in the College of Education at UTEP. He is an expert on educational research with an emphasis on quantitative methods and the application of univariate and multivariate statistical procedures, measurement issues across diverse populations, educational assessment, and eval- uation of educational programs. He has served on over 87 doctoral dissertation committees; published more than 45 refereed research articles; and presented at more than 100 international, national and re- gional research conferences. Some of his more general research areas of interest include teacher and student’s self-efficacy and motivation research, reading and
presented at more than 100 international, national and re- gional research conferences. Some of his more general research areas of interest include teacher and student’s self-efficacy and motivation research, reading and mathematics education research, and quality of teacher preparation research. Recently, he concluded several educational program evaluations across Texas in the areas of reading, bilingual education and technology. Three of the most recent evaluations in- clude study on middle school students writing, evaluation of the impact of technology in schools, Reading First Grants, a bilingual education program, a nursing student training program funded by the NSF and a Department of Education grant in Green