Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

Tagged Topics

Diversity

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Materials

authorsused content from this course to develop a skills-based self-efficacy measure designed to exploreundergraduates’ beliefs that they can perform the tasks in this specific field. The purpose of thisstudy was to create a materials science and engineering self-efficacy scale (MSE-SE) to helppredict student achievement in both MSE courses and within the broader engineering program.It is anticipated that the collected results could be used to improve student persistence andsuccess in engineering disciplines, particularly in the first two years of engineering study beforeundergraduates specialize in mastering the engineering major they came to school to pursue.Research Objectives The objective of this study was to create a self-efficacy scale

Conference Session

Innovations in Materials Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Qu Jin, Purdue University, West Lafayette; Senay Purzer, Purdue University, West Lafayette; P.K. Imbrie, Purdue University, West Lafayette

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Materials

basedon 259 Israeli samples and 304 American samples. CIP theory emphasizes the knowledge of the occupation for one to make career decision.CIP theory also mentions the importance of interest to career decision making.Social Cognitive Career Theory (SCCT) Among other theories, social cognitive career theory (SCCT) 12,13 is a robust frameworkfrequently used to investigate career and academic behavior in both college and high schoollevels in sample of STEM field (engineering:1,14;15; computing:16). According to SCCT, self-efficacy affects outcome expectations; self-efficacy and outcome expectations are bothprecursors of interests 17; and interests, self-efficacy, and outcome expectations predict choicegoals jointly12. Hackett et al

Conference Session

Materials Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Nicole Johnson-Glauch, California Polytechnic State University; Lauren Anne Cooper, California Polytechnic State University, San Luis Obispo; Trevor Scott Harding, California Polytechnic State University, San Luis Obispo

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Diversity

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Materials

methods.Quantitative methods consisted of pre- and post- course surveys to measure changes in students’levels of self-efficacy beliefs. Self-efficacy was measured with a 17-item validated instrumentcommonly used to measure general self-efficacy [22]. We used the Shapiro-Wilks test to verifythe normality of the data before conducting a paired t-test to determine the effect of the actionplan assignment on students’ self-efficacy. We used a p value of 0.05 as our basis for statisticalsignificance for both tests. In our survey, we also included six demographics questions such asethnicity, gender, socio-economic status, transfer student status, and employment status.Qualitative methods consisted of a content analysis of the students’ finalized “Action Plan

Conference Session

Teaching Materials Science Using Innovative Methods

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen J Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Debra Gilbuena, Oregon State University; Cindy Waters, North Carolina A&T State University; Casey Jane Ankeny, Arizona State University

Tagged Divisions

Materials

to which students' competency beliefs and thevalues of the specific subject predict the quality of their learning and the amount of effort theywill invest in learning the subject6,7. For example, students perceiving short term value of thematerial will engage in quick learning strategies, instead of mastery. An increase in socialinteraction would foster idea brainstorming and information gathering that could result in deeperthinking about the material.9 Page 23.916.4Self EfficacyThe self-efficacy is an impressive measure of human behavior as it offers both “cognitive andmotivational drive”10. One factor that affects self-efficacy is gender

Conference Session

Materials Division Technical Session 3

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ethan Sclarsky, Rensselaer Polytechnic Institute ; Tyler Marquis Cooper, Rowan University; Johannes Strobel, Texas A&M University; Jennifer Kadlowec, Rowan University; Andrea Jennifer Vernengo, Rowan University

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Materials

Foundation,Division of Research and Learning in Formal and Informal Settings, 2010.37. Carberry A, Ohland M, Lee HS. Measuring engineering design self-efficacy. Journal ofEngineering Education. 2010;99(1):71-9. Page 26.670.8

Conference Session

Materials Division Technical Session 2

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Cindy Waters, North Carolina A&T State University; William Joseph Stuart P.E., Oregon Institute of Technology; Eugene Judson, Arizona State University; Casey Jane Ankeny, Arizona State University; Bethany B. Smith, Arizona State University

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Materials

that they are capable of completing a learning task (self-efficacy) and the degree to which they think that the activity is valuable to their long-term future.Students interested short-term value of their learning are more likely to use strategies thatfacilitate quick learning, rather than deep understanding, and will be less motivated to learn. Thiswas also demonstrated in the results of the SCMC where student strongly agreed with the impactof contextualization on future classes, program goals and future careers. Another measure of achievement was the change in final exam score distribution for thefour instructors in the JTF project as shown in the four distributions in Figure 5. Four the fourdistributions for the four instructors

Conference Session

Materials Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Frary, Boise State University

Tagged Divisions

Materials

become the “fixed” and “growth”mindsets. The authors explain the implications for learning based on which self-concept anindividual possesses and how that affects that individual’s motivation. Understanding a person’spsychological concept of self is very important when considering a person’s motivation for andsuccess in education. Several studies which use interventions based on students’ psychologies,including their mindsets, have proven to be effective in affecting educational outcomes [5-9],especially in at-risk and underrepresented groups.The literature includes few studies wherein the growth mindset has been applied in engineeringsettings. However, numerous papers have looked at how engineering students’ motivation [10,11] and self-efficacy

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R. Baker, Arizona State University; Adam R. Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny, Arizona State University; Bill Jay Brooks, Oregon State University; Milo Koretsky, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University

Tagged Divisions

Materials

lostbecause of a small, but difficult, portion of the content. When students feel they are able to notjust understand the material, but truly self regulate to control and master it, their self-efficacy andmotivation improve, as well as persistence on a particular task, to the point of achieving success.4The extent to which this resource impacts student learning shows that it is used increasingly byup to 70% of students across a semester. This will be discussed further in the results section.A second student resource is the Materials Vocabulary Building Resource site located on theopen access vocabulary site of Quizlet.com where the materials science vocabulary can beaccessed at Google keyword: MatSciASU. The site contains over 500 materials science

Conference Session

Materials Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Alison K. Polasik, Ohio State University

Tagged Divisions

Materials

included.Interestingly, student feedback revealed that a number of “problems” with the lab sequence stemfrom the perception that either computational thinking is not a relevant skill for a materialsengineer, or that students were not in fact learning more than how to use a specific softwarepackage. To combat these factors and increase students’ self-efficacy, a “marketing campaign”was implemented for these courses. The results of these five years of aggressively includingcomputational modeling into the undergraduate materials science curriculum, including studentperceptions and achievement before and after these changes, can provide valuable insight for anydepartment interested in making similar changes.KeywordsMaterials Science, Modeling, Computation

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Richard E Eitel, Stevens Institute of Technology

Tagged Divisions

Materials

“active”learning behaviors including: engagement, interest in the topic, and motivation to learn. Thisspeaks to a high level of student satisfaction with the overall course format and instructionalstrategies employed. While the overall findings are positive, the evaluation of instructionalstrategies points toward several areas for continued improvement. In particular, students’ self-efficacy was clearly linked to exam performance, which they improved by relying on theprovided model solutions (for exam and assigned problem sets). This potentially highlights anover reliance on exams as an assessment tool, without providing sufficient motivation forstudents to gain conceptual understanding and demonstrate mastery of the topic. In addition,students

Conference Session

Emerging Issues in Materials Education

Collection

2009 Annual Conference & Exposition

Authors

Senay Purzer, Purdue University; Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University

Tagged Divisions

Materials

AC 2009-759: WHAT LIES BENEATH THE MATERIALS SCIENCE ANDENGINEERING MISCONCEPTIONS OF UNDERGRADUATE STUDENTS?Senay Purzer, Purdue University Senay Purzer is an assistant professor in the School of Engineering Education at Purdue University. She received a Ph.D. and a M.A in Science Education, Department of Curriculum and Instruction from Arizona State University. She has a B.S. degree in Physics Education and a B.S.E. degree in engineering. Her creative research focuses on collaborative team learning and the role of engineering self-efficacy on student achievement.Stephen Krause, Arizona State University Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering

Conference Session

Materials Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Stephen J. Krause, Arizona State University; Sarah Hoyt, Arizona State University

Tagged Divisions

Materials

Materials Course. 2013 ASEE Annual Conference Proceedings.11. Zimmerman, B., Bandura, A., and Martinez-Pons, M., (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting American, Educational Research Journal, Vol. 29, No. 3 pp. 663-676.

Conference Session

Clearing up Student Misconceptions in Materials

Collection

2010 Annual Conference & Exposition

Authors

Stephen Krause, Arizona State University; Jacquelyn Kelly, Arizona State University; Dale Baker, Arizona State University; Sharon Kurpius-Robinson, Arizona State University

Tagged Divisions

Materials

was recently named a “Multicultural Scholar” by the NACAC for her work on the retention of racial/ethnic minority students in higher education. In this work she will be interviewing focus groups to study gender, self-efficacy, and other affective issues in learning in materials science. Page 15.439.1© American Society for Engineering Education, 2010 Effect of Pedagogy on Conceptual Change in Repairing Misconceptions of Differing Origins in an Introductory Materials CourseAbstractDifferent pedagogies will affect how conceptual change and repair of misconceptions occurs.Taber has developed a

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny PhD, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; Sean Maass; Candace K. Chan, Arizona State University

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Materials

. Page 24.273.15Some highlights of the teaching strategies section of survey results include the following.Students have a very positive attitude about engagement pedagogy as seen by an 89% average ofthe first three items of team based and hands on active learning. A second highlight is theimportance of Muddiest Points in the teaching strategies is highlighted by the fact that 83% ofstudents supported or strongly supported Muddiest Point discussions as well as Muddiest PointYouTube videos. Motivation and self efficacy are promoted