Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Pasquale Sanfelice; Mia Erdenebileg; Doris J. Espiritu, Wilbur Wright College- One of the City Colleges of Chicago

Tagged Topics

Diversity

Tagged Divisions

Student

. [15]We hypothesize that increased participation in co-curricular activities, especially engineeringstudent organizations, will provide positive experiences that will be a driving force to pursuemore activities and more responsibilities. The more students experience positive outcomes whenperforming responsibilities could lead to increased self-efficacy and increased academic success.[16] The compounding reward system proposes that participation in co-curricular activitiesincreases self-efficacy and academic success in college. Student GPA, time to degree completion,and internships will be used to measure student success. A survey and case study interview willbe used to assess self-efficacy. Figure 1 shows the possible scenarios between self

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stefanie A. Hotchkiss, Undergraduate Research Assistant; Kimberly Grau Talley P.E., Texas State University; Michelle Londa, Texas State University; Austin Talley P.E., Texas State University

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Diversity

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Student

, is crucial to manifesting interest in a subject or domain [4, 2] and, asresearch shows, contributes significantly to self-efficacy [4]. By capitalizing on methods toincrease students’ sense of belonging and confidence in STEM majors, more students could beattracted to pursue STEM degrees [4]. Recent trends in welcoming makerspaces into educationalenvironments suggests that makerspaces provide a domain in which interest and creativity ispropagated. This work-in-progress study hypothesizes that by implementing a universitymakerspace that welcomes a representative population through non-verbal, physical cues,increased feelings of belonging and self-efficacy can be achieved. However, a tool is needed toevaluate stereotypes and ambient belonging

Conference Session

Student Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Hassan Ali Al Yagoub, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity

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Student

). Enhancing learning in the life sciences through spatial perception. Innov High Educ 15, 5–16 https://doi.org/10.1007/BF00889733 13) Lord, T., & Nicely, G. (1997). Does spatial aptitude influence science–math subject preferences of children? Journal of Elementary Science Education 9: 67–81. 14) Maier, P.H., Spatial geometry and spatial ability – How to make solid geometry solid? In Elmar Cohors-Fresenborg, K. Reiss, G. Toener, and H.-G. Weigand, editors, Selected Papers from the Annual Conference of Didactics of Mathematics 1996, Osnabrueck (1998), 63–75. 15) Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students' engineering self‐efficacy: A

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, Louisiana State University STEP ; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

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Diversity

Tagged Divisions

Student

% lower than males at LSU. The same confidence issues that ethnicminorities feel might explain this small decrease. The stigma that engineering is a maledominated career field can subconsciously affect female students by reducing their confidenceand self-efficacy, and a correlation clearly exists between self-efficacy and success in STEMfields (11, 12).2.3 The LSES Minority Students of low socioeconomic status (LSES) have to overcome many barriers to gettingan education that other students do not face. These students are often solely responsible forpaying their own way through college, having to work full-time jobs while taking a full load ofdifficult classes. These students often have additional financial burdens that can make the path

Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Margaret Carroll; James A. Coller, University of Michigan; Laura K. Alford, University of Michigan; Roxanne Pinsky, University of Michigan; Charles William Schertzing, University of Michigan; Julia T. Toye, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan; Sangam Munsiff, University of Michigan

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Diversity

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Student

. Mccormack, Thompson P. Beyerlein, S., S. Howe, P. Leiffer, and P. Brackin. Assessing team member citizenship in capstone engineering design courses. International Journal of Engineering Education, 26(4):771–783, 2010.[13] R. M. Marra, K. A. Rodgers, D. Shen, and B. Bogue. Women engineering students and self efficacy: A multi-year, multi-institution study of women engineering self-efficacy. Journal of Engineering Education, pages 27–38, Jan. 2009.[14] M. A. Hutchison, D. K. Follman, M. Sumpter, and G. M. Bodner. Factors influencing the self-efficacy beliefs of first-year engineering students. Journal of Engineering Education, pages 39–47, Jan. 2006.[15] G. E. Okudan, D. Horner, B. Bogue, and R. Devon. An investigation of gender

Conference Session

Interactive Panel on Improving the Experiences of Marginalized Students on Engineering Design Teams

Collection

2015 ASEE Annual Conference & Exposition

Authors

Lorelle A Meadows, Michigan Technological University; Denise Sekaquaptewa, University of Michigan; Marie C Paretti, Virginia Tech; Alice L. Pawley, Purdue University, West Lafayette; Shawn S. Jordan, Arizona State University, Polytechnic campus; Debbie Chachra, Olin College of Engineering; Adrienne Minerick, Michigan Technological University

Tagged Topics

Diversity

Tagged Divisions

Design in Engineering Education, Electrical and Computer, Engineering Libraries, First-Year Programs, Liberal Education/Engineering & Society, Minorities in Engineering, Student, Technological and Engineering Literacy/Philosophy of Engineering, Women in Engineering

self-efficacy, sense of belonging, identification and identityintegration. Often, negative experiences are the result of subtle bias or schemas that all studentsbring with them into their teams, and occur despite the employment of best practices in teamformation.This paper presents a summary of a contemporary understanding of this phenomenon aspresented by several individual researchers covering the fields of stereotype threat, engineeringdesign, teamwork, motivation, and race, gender and their intersections. The content of this paperwas generated by collecting the individual responses of each researcher to a set of promptsincluding: • examples of how students can be marginalized in engineering teamwork and what governing

Conference Session

Student Division Technical Session 7

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Andrew H. Phillips, The Ohio State University; Krista M. Kecskemety, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student

• Agreeableness • NeuroticismOpenness refers to introspection, intellectual curiosity, willingness to entertain novel ideas, andimagination. Conscientiousness refers to being purposeful, being strong-willed, determination,accomplishment, self-efficacy, and reliability. Extraversion refers to being social, a preferencefor large groups, being talkative, being active, and assertion. Agreeableness refers to beingaltruistic, being empathetic towards others, a willingness to assist others, and an assumption thatothers will be helpful in turn. Neuroticism refers to a tendency to experience negative affectssuch as embarrassment, guilt, and anxiety. Each of the five traits in the FFM is represented as ascaled dimension such that a person could have any level

Conference Session

Student Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Jeong Hin Chin, University of Michigan; Yuan Gao, University of Michigan; Herbert Li, University of Michigan; Magel P. Su, California Institute of Technology; Robin Fowler, University of Michigan

Tagged Divisions

Student

be a powerful tool for increasing self-efficacy and experience by allowingstudents to define their own roles on teams. However, despite the literature supportingteam-based learning, it is not a universally positive experience for all students, particularly incases where team difficulties may intensify pre-existing inequities in the classroom. Becausestudents composing a team can come from vastly different academic backgrounds with differentlevels of experience with engineering, a team’s overall performance may be linked to theperformance of students on individual assignments.In this paper, we investigate how individual student performance is related to overall studentteam performance in a first-year engineering design-build-test-communicate

Conference Session

Student Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael Galczynski, University of Maryland - College Park

Tagged Divisions

Student

expectations toward performance and acquisition of skills. Eachstudent’s perception of engineering identity and engineering self-efficacy seems to influencehow students measure their performance and standing within the discipline which in turninfluences their overall development of their particular engineering identity. This cyclical loopof expectations and identity development also seems to affect the navigational pathways thatstudents plan to take as undergraduate engineering students, for better or worse.Suggestions for future workWhile the information obtained from these interviews has shed light onto the field ofengineering identity formation in relation to student expectations, there is much more work thatcould be done to better understand this

Conference Session

Student Division Early Introduction to Engineering Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ashley Evanoski-Cole, Colorado State University; Kimberly Catton P.E., Colorado State University; Bert Vermeulen, Colorado State University; Jamison Taylor Bair, Colorado State University; Thomas H. Bradley, Colorado State University

Tagged Divisions

Student

performance and attitudes towards theengineering core courses of math, physics, and chemistry are also important in understandingstudent retention.6,13 Confidence in math and science has been identified as one of the mostimportant factors in first-year students who are retained in engineering.5,14In addition to the many factors influencing students to persist in engineering, there are alsonumerous and often overlapping factors that affect a student’s decision of what engineeringmajor to study. Students will be more likely to choose a STEM major if they have higherconfidence in their academic abilities.15 In particular, it has been long known that self-confidence and self-efficacy in math is an important factor in choosing and persisting in a

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James Blake Gegenheimer, STEP; Charles Algeo Wilson IV, Louisiana State University; Adrienne Steele, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Divisions

Student

as standardizedtest scores, such as the ACT, seem to be the best indicators of academic preparation. Persistswere found to also be more likely to use services and programs such as SI (9). One of the mostimportant psychological factors that affect persistence is self-efficacy, or the confidence astudent has in their own academic abilities (10, 11, 12). One study found that a student’s academicpreparation was not correlated to his belief that they would pass the course (9). High self-efficacycan lead students to perform better than expected as compared to their peers with similar testscores. Along with confidence is how a student sees their own academic abilities with respect totheir peers (9, 11). If a student feels that their prerequisite

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bala Vignesh Sundaram, Arizona State University, Polytechnic campus; Nadia N. Kellam, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus

Tagged Topics

Diversity

Tagged Divisions

Student

search of profound empathy in learning relationships: understanding the mathematics of moral learning environments,” J. Moral Educ., vol. 39, no. 1, pp. 79–99, Mar. 2010, doi: 10.1080/03057240903528717.[13] M. Goroshit and M. Hen, “Does Emotional Self-efficacy Predict Teachers’ Self-efficacy and Empathy?,” J. Educ. Train. Stud., vol. 2, no. 3, Art. no. 3, May 2014, doi: 10.11114/jets.v2i3.359.[14] S. N. S. Hassan, N. M. Ishak, and M. Bokhari, “Impacts of emotional intelligence (EQ) on work values of high school teachers,” Procedia-Soc. Behav. Sci., vol. 30, no. 0, pp. 1688– 1692, 2011.[15] I. Narinasamy and W. H. W. Mamat, “Caring teacher in developing empathy in moral education,” MOJES Malays. Online J. Educ. Sci

Conference Session

Student Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Maral Kargarmoakhar, Florida International University; Stephanie Jill Lunn, Florida International University; Monique S. Ross, Florida International University; Zahra Hazari, Florida International University; Mark A. Weiss, Florida International University; Michael Georgiopoulos, University of Central Florida; Ken Christensen P.E., University of South Florida; Tiana Solis, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Student

students interests towards pursuing a graduate degree.The physical and psychological impacts of student involvement, such as attending social events,giving oral presentations, being part of a group, club, organization, etc., have been studied widelyby scholars [31][32][33][34]. They have shown a major role in students’ self-efficacy andpersistence and positively impact students’ academic autonomy, career, and lifestyle planning[32][35][36][37]. “Academic involvement, involvement with faculty, and peer involvement” arethe three most powerful involvement forms according to the literature [31]. Likewise, learning ina group is an effective practice in promoting greater academic achievement, promising attitudestoward learning, and increasing

Conference Session

Student Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bryon Kucharski, Wentworth Institute of Technology; Aaron Carpenter, Wentworth Institute of Technology; Joan Giblin, Wentworth Institute of Technology; Mehmet Ergezer, Wentworth Institute of Technology

Tagged Divisions

Student

strategies can help boost self-efficacy, which is particularlyimportant for upper-level classes 9 . The work-in-progress presented here represents an effort toidentify effective learning strategies and to allow current undergraduates the opportunity learnfrom their peers; however, this work does not directly discuss how to achieve successful tutoring,focusing instead on examining if students know the services and strategies and use themappropriately. This differs from the more common exploration regarding the intention of studentsand college professionals regarding help-seeking. In addition, few studies have included theInternet among the sources of help sought 10 . This study contributes to the literature byspecifically including the Internet as a

Conference Session

Student Division Technical Session 6

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Hamidreza Taimoory, Virginia Polytechnic Institute and State University; David B. Knight, Virginia Polytechnic Institute and State University; Kazuki Hori, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Student

material is consistent with their future career (Wigfield, 1994; Wigfield &Eccles, 2000). The interest component is based on how students perceive course topics andinstructional methods, interesting (Hidi & Ann Renninger, 2006; Renninger, Hidi, Krapp, &Renninger, 2014). Further, the success component is formed on expectancy for success(Wigfield, 1994; Wigfield & Eccles, 2000). This component reflects students’ self-efficacy aboutthe coursework (Bandura, 1986). The caring component is based on students believes thatinstructors care about their success and well-being (Noddings, 1992).Motivation can be perceived as a student’s intention and engagement in learning as student’saction (Christenson, Reschly, & Wylie, 2012). In other

Conference Session

Student Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kalen Kahn, U.S. Military Academy; Brian J. Novoselich, U.S. Military Academy

Tagged Divisions

Student

participation [10].” Because of the exploratory nature of the independent study project,the author was allowed maximum autonomy. In addition, motivation was elevated because therewas only self to blame for failure and in contrast, no theoretical limit to success. Any shortcomingsor accomplishments were a direct reflection of ability; the author’s sense of competence and self-efficacy were at stake. This success-failure motivation leveled off after the initial weeks of theproject. It was later supplemented by a more holistic enthusiasm for the challenge of designing amechanical system. Early in the project, the author identified competence gaps associated with the breadth ofthe project he had undertaken. Despite an ability to grasp theoretical

Conference Session

Tricks of the Trade

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ruth E. H. Wertz, Purdue University, West Lafayette

Tagged Divisions

Student

a text-based environment: computer conferencing in higher education. Internet and Higher Education 2, 87-105 (2000).10. Shea, P. & Bidjerano, T. Learning presence: Towards a theory of self-efficacy, self-regulation, and the development of a Communities of Inquiry in online and blended learning environments. Computers & Education 55, 1721-1731 (2010).11. Sorensen, C.K. & Baylen, D.M. Learning online: Adapting the Seven Principles of Good Practice to a web- based instructional environment. in The perfect online course: Best practices for designing and teaching (eds. Orellana, A., Hudgins, T.L. & Simonson, M.) (Information Age, Charlotte, NC, 2009).12. Lehman, R.M. & Conceicao, S.C.O

Conference Session

Student Division Diversity and Persistence Related Technical Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Stacy Lynn Mann, Kettering University ; Diane L. Peters, Kettering University; Rebecca Marie Reck, Kettering University

Tagged Topics

Diversity

Tagged Divisions

Student

in their engineering education and earlycareers 2 . Research has been done on counteracting this perceived lack of belonging. Rosenthal,London, Levy, and Lobel 3 showed that single gender programs created a greater sense ofbelonging and compatibility in women in their STEM majors and their co-educationaluniversities. Miyake et al. 4 looked at how value affirmation had a strong effect on decreasing theachievement gap in college STEM classes. Additionally, a study from Harvard Kennedy Schoolof Women and Public Policy Program found that female students exposed to female faculty hadincreased self-identification with the STEM field and a greater sense of self-efficacy in pursuing acareer in STEM with no negative effects to their male counterparts

Conference Session

Technical Session: Pedagogical Strategies and Classroom Techniques for Teaching Assistants

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephen W. Crown, University of Texas, Pan American; Ana Alanis, University of Texas, Pan American ; Jose Luis Chavez Jr., The University of Texas, Pan-American; Joel Guadalupe Montemayor, University of Texas, Pan American; Ricardo Montemayor, University of Texas, Pan-American; Haidy Enid Soto, University of Texas, Pan American

Tagged Topics

Diversity

Tagged Divisions

Student

STAR Legacy cycle11 which guidesstudents through six phases entitled The Challenge (problem definition), Generate Ideas(brainstorming), Multiple Perspectives (open inquiry), Research and Revise (guided inquiry,lecture, textbook), Test Your Mettle (formative assessment), and Go Public (summativeassessment, presentation).A decision was made to use CBI as the framework for the development and implementation ofthe fourth year curriculum for the outreach program. The decision was based on the previoussuccess of integrating projects into the curriculum in the TexPREP program and studies showingpositive results, especially in self-efficacy and adaptive expertise12, associated with theimplementation of CBI. The development of four courses using CBI

Conference Session

Tricks of the Trade

Collection

2012 ASEE Annual Conference & Exposition

Authors

Ana T. Torres-Ayala, University of South Florida; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Divisions

Student

are complementary (e.g., Dan Pink25 argues for a Page 25.949.6hybrid theory that incorporates value from expectancy-value theory into self-determinationtheory). Factors TAs should consider include, but are not limited to: task value, feeling of self-efficacy, competence, relatedness, autonomy, control, and types of goals.3 Tips for How TAs Can Motivate Engineering Students Because previous work on motivation theories in the classroom has focused on theactions of faculty, many teaching tips (e.g., create project-based courses) do not directly apply towhat TAs can change. We focus on providing attitudes and actions that engineering

Conference Session

Student Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mehdi Lamssali, North Carolina Agricultural & Technical State University; Olivia Kay Nicholas, RAPID; Alesia Coralie Ferguson, North Carolina A&T State University; Andrea Nana Ofori-Boadu, North Carolina Agricultural and Technical State University; Angela M. White, NC A&T State University

Tagged Topics

Diversity

Tagged Divisions

Student

. Her current research interests, publications, and presentations give attention to racial identity, science identity, science self- efficacy, metacognition, and STEM achievement of African American students. As a strong advocate for the participation of African American females in STEM, Dr. White continuously engages in discourse and research that will promote greater access to STEM-related opportunities and recognition of African American females. American c Society for Engineering Education, 2021 Faculty Perceptions of STEM Student and Faculty Experiences During the COVID-19 Pandemic: A Qualitative Study (WIP)Abstract The recent

Conference Session

Student Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jennifer Shaffer Brown, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Student

Graduate Training Program on Teaching Self Efficacy,” Natl. Teach. Educ. J., vol. 4, no. 2, pp. 49–56, 2011.[15] F. Nasser-Abu Alhija and B. Fresko, “Graduate teaching assistants: how well do their students think they do?,” Assess. Eval. High. Educ., vol. 43, no. 6, pp. 943–954, 2018.[16] C. Graham and C. Essex, “Defining and ensuring academic rigor in online and on-campus courses: Instructor perspectives.,” in Annual Proceedings of Selected Research and Development [and] Practice Papers Presented at the National Convention of the Association for Educational Communications and Technology, 2001, pp. 330–337.[17] J. S. Boman, “Graduate student teaching development: Evaluating the effectiveness of training in

Conference Session

Student Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Renee M. Desing, The Ohio State University; Rachel Louis Kajfez, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Student

. Pers. Assess., vol. 90, no. 3, pp. 261– 269, 2008.[36] R. Day and T. D. Allen, “The relationship between career motivation and self-efficacy with protégé career success,” J. Vocat. Behav., vol. 64, no. 1, pp. 72–91, 2004.[37] J. J. VanAntwerp and D. Wilson, “Difference between engineering men and women: How and why they choose what they do during early career,” in 2015 ASEE Annual Conference and Exposition, 2015.[38] N. A. Fouad, R. Singh, K. Cappaert, W. Chang, and M. Wan, “Comparison of women engineers who persist in or depart from engineering,” J. Vocat. Behav., vol. 92, pp. 79–93, 2016.[39] M. Brouwer, “Q is accounting for tastes,” J. Advert. Res., vol. 39, no. 2, pp. 35–39, 1999.[40] G. W. K

Conference Session

Graduate Student Experience

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine E. Winters, Virginia Tech; Holly M. Matusovich, Virginia Tech

Tagged Divisions

Graduate Studies, Student

. Pressure from the administration or from students decreased teachers‟ motivation.Using the same instrument as well as surveying the students, Roth et al. found that moreautonomy lead to greater feelings of personal accomplishment, less exhaustion, increased studentreports of autonomy supportive teaching, and increased student autonomy for learning 14. Againusing Pelletier‟s instrument, with others, Leroy et al. found that teachers with more self-efficacy,more experience in the classroom, and less external pressure provided more autonomy support totheir students 15. Deci and Ryan10 reported that teachers who perceived a lack of interest and lowlevels of self determination in their students responding by behaving in a more controllingmanner. The

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

mentors and mentees, not on any official recommendations or suggestions.While the mentors were generally positive and optimistic program participants, differences ininitial assumptions or assumed understanding of program expectations led to variedinterpretations of their self-efficacy as mentors. Early on, several mentors explained theirperspectives on the difficulties of being a mentor without a clearly established structure: “Since she [my mentee] can only work on my primary project, she’s just been reading papers that are way over her head and helping me order stuff. The phase my project has been in is not hands-on. This lack of flexibility has also made meeting with her a drain on my time…When structured well