Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sanaz Motamedi, University of Florida; Viktoria Medvedeva Marcus, University of Florida

Tagged Topics

Diversity

Tagged Divisions

New Engineering Educators Division (NEE)

the effects of learningstyle and personality on online learning system use and outcomes. In Baherimoghadam et al.,2021 [20], authors examined the effect of learning style and self-efficacy on satisfaction of e-learning in Generation Z dental students. The study defined learning style as “a combination ofcognitive, emotional, and physiological characteristics [which] might indicate how a student canlearn,” and used the Solomon and Felder learning styles index to measure different learningstyles which has four characteristics, including processing, perception, input, and understanding.Using SPSS to analyze their results, the authors found that active processing and globalunderstanding learning style characteristics had significant relationships

Conference Session

NEE Technical Session 3 - Courses: development, logistics, and impact

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sarah Rajkumari Jayasekaran, University of Florida

Tagged Divisions

New Engineering Educators Division (NEE)

on Empowering Teaching Excellence, vol. 1, no. 1, p. 9, 2017.[8] A. Aggarwal, G. Pitts, S. Bachus, S. R. Jayasekaran, and S. Anwar, "Identifying factors that influence engineering students' outcome expectancy and learning self-efficacy in a flipped cs1 course," 2023.[9] S. R. Jayasekaran, "Discussing the impact on student learning experiences in a renovated technical drawing (AutoCAD) course using an online delivery format," 2021.[10] S. R. Jayasekaran and S. Anwar, "The impact of different modes of instruction and its impact on students' performance during Covid-19 in an AutoCAD Design Course," 2022.[11] B. Barrett, "Virtual teaching and strategies: Transitioning from teaching traditional

Conference Session

NEE Technical Session 1 - Educator's Tools

Collection

2024 ASEE Annual Conference & Exposition

Authors

Toluwalase Opanuga, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln

Tagged Divisions

New Engineering Educators Division (NEE)

concise) [42],they recommended another scale that consisted of 36 items in four constructs - critical self-evaluation, learning self-efficacy, self-determination, and effective organization for learning[43]. The critics asserted that the recommended scale was more concise and highlightedtheoretical dimensions required for assessing SDL skills in medical students. The inconsistenciesof Guglielmino’s and other scales, as well as the cost implication of using some of them, servedas discouraging factors for their adoption in the current study.As illustrated, validity studies on SDL scales have often led to the creation of new scalesconsidered more consistent than the previous one. Other examples of SDL scales that emergedfrom the validity studies of

Conference Session

NEE Technical Session 4 - Assessments: Grading and deadlines

Collection

2024 ASEE Annual Conference & Exposition

Authors

Cassie Wallwey, Virginia Polytechnic Institute and State University; Michelle Soledad, Virginia Polytechnic Institute and State University; Carol Geary, Virginia Polytechnic Institute and State University

Tagged Divisions

New Engineering Educators Division (NEE)

well students learned and explore what grades reallymean. The impact of grades on student motivation, self-efficacy, and identity, among otherconstructs, has also been a subject of interest. In Engineering, these constructs are important toconsider as they may impact student persistence, success, and diversity.This scoping review explores current literature on the use of grades and their impact on students- specifically from students’ perspectives. How do students describe grades and their experienceswith prevailing grading practices and assessment strategies, as documented in literature? Whatmeaning do students ascribe to grades, and how does this meaning impact their motivation, self-esteem, and identity? Ultimately, the results of this