Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; Kurt Paterson, Michigan Technological University; Olga Pierrakos, James Madison University; Angela R. Bielefeldt, University of Colorado, Boulder; Bradley A. Striebig, James Madison University

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decreasing technical capability. 2) Attributes of holistically-thinking engineers are measureable via combined assessments of technical skills and self-efficacy, identity, attitudes, and other psychosocial factors. 3) Extracurricular LTS efforts, such as EWB, and curricular LTS efforts provide the same benefit; i.e., there is no discernible difference in impacts from different forms of LTS. 4) Underrepresented students are attracted to, retained in, and persist through engineering programs at higher levels when engaged in LTS.In brief, the research effort consists of a longitudinal study performed at four target institutions.These institutions are diverse in size, type, mission, and student socio-economic conditions(Figure 1

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gwen Lee-Thomas, Ph.D., Old Dominion University; Autar Kaw, University of South Florida; Ali Yalcin, University of South Florida

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betweenCalculus #3 and the SLE Score (-0.436) with a significant ANOVA of the regression modelindicating that these relationships did not occur by chance.Profile of the StudentsTo contextualize any findings that may be associated with success in the course, studentscompleted a learning patterns survey before beginning the two of the four semesters - spring2010 and summer 2010. In addition, during the spring and summer of 2010, students alsocompleted a self-efficacy survey to measure how well students believed they could learn varioussubject materials with or without help from others. Although providing a measure for students'preference for learning and self-efficacy may or may not have an influence or correlate with thegrades received in the course or

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Lisa Schneider, Cornell University; Maria Terrell, Cornell University

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-item online survey adapted from the Longitudinal Assessmentof Engineering Self-Efficacy (LAESE) instrument developed as part of the NSF-fundedAssessing Women in Engineering (AWE) project (Assessing Women in Engineering (AWE)Project, 2007).The LAESE was designed to measure undergraduate students’ self-efficacy related to succeedingin the engineering curriculum, as well as feelings of inclusion in the academic environment,ability to cope with setbacks or challenges related to the college environment, and expectationsabout engineering career success and math outcomes. The original use of the instrument wasfocused on self-efficacy among undergraduate women engineering students, and specifically onthe relationship of self-efficacy and the other

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven W. Villachica, Boise State University; Donald Plumlee, Boise State University; Linda Huglin, Boise State University; Drew Borresen, Boise State University

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), as a “person’s beliefs about their ability to produce desired effects” (p. 614). Huang et al. (2005) also use Bandura’s definition of self-efficacy. Despite the sources used to define self-efficacy, all of the definitions point in the same direction and explain the same concept using different words. All of these studies found a significant relationship between self-efficacy and knowledge sharing, which indicates that this factor must be included when measuring knowledge sharing.6. Common Knowledge In order to gain knowledge, and ultimately acceptance among a group, you must enter

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Larry J. Shuman, University of Pittsburgh; Mary E. Besterfield-Sacre, University of Pittsburgh; Tuba Pinar Yildirim, University of Pittsburgh; Karen M. Bursic, University of Pittsburgh; Natasa Vidic, University of Pittsburgh

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assessment instruments to bet- ter understand and measure the educational benefits of using MEAs. Specifically, we are tri- angulating across three assessment instruments, two of which we developed: (1) pre- and post- concept inventories to assess gain, (2) an online reflection tool to assess process, and (3) a grading rubric to assess the resultant artifact (general model and specific solution). We have also developed an instrument to measure students‟ self-efficacy scale related to their Page 22.314.3 modeling skills. Assessing the MEA motivated problem solving process: Through the use of various data col- lection tools

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Janice M. Margle, Pennsylvania State University, Abington; Catherine L. Cohan, Pennsylvania State University; Yu-Chang Hsu, Boise State University; Jill L. Lane, Clayton State University; Amy Freeman, Pennsylvania State University, University Park; Javier Gomez-Calderon, Penn State University; Dhushy Sathianathan, California State University, Long Beach; Renata S. Engel, Pennsylvania State University, University Park

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measure will be used to explain retention rates and not as an outcomemeasure. Table 6: Engineering Toy FUN-damentals Student Efficacy (Fall 2009-Spring 2010). Pre-Survey Post-Survey Engineering Efficacy Scale α M SD α M SD t(138) 1 Communication Self-Efficacy .86 7.62 1.49 .83 8.02 1.25 -3.24** 2 Coping Self-Efficacy .76 4.83 .78 .71 4.89 .70 -1.14 Engineering Career Success .85 5.06 .67 .88 5.13 .67 -1.50 Expectations2

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Scott Molitor, University of Toledo; Brian W. Randolph, University of Toledo; Shane A. Brown, Washington State University; Robert G. Olsen, Washington State University; C. Richard Cassady, University of Arkansas

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3 1 0 4.2 of success in future math courses. 5. The lab sections aided my 1 15 5 6 0 3.4 understanding of the lecture material.Mathematics self-efficacy was also examined using qualitative and quantitative pre and post-ENGR 107 measures. Students were interviewed before and after the course. Preliminaryinterviews focused on students’ math backgrounds and confidence in their math abilities. Postcourse interviews focused on students’ perceived value of the course overall and on theirdevelopment of beliefs to be successful in college math. Pre and post-surveys were identical andconsisted of two scales, one listing 18 math problems relevant to pre-calculus and

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christopher W. Swan, Tufts University; John J. Duffy, University of Massachusetts, Lowell; Kurt Paterson, Michigan Technological University; Angela R. Bielefeldt, University of Colorado, Boulder; Olga Pierrakos, James Madison University

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, management, and assessment (for varying types of LTSexperiences, course levels, institutional cultures, program characteristics, disciplinary settings,community partner characteristics, student characteristics, etc.). Aligned with project goal #2, theassessment efforts will involve measuring how LTS impacts student learning and how facultycan use assessments to increase and enhance implementation of LTS efforts. Typical assessments Page 22.1444.10centered on students include measures of (a) student motivation and engagement, (b) self-efficacy, (c) student perceptions and learning outcomes during different types of LTSexperiences, etc. Findings from

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

James Dean Palmer, Northern Arizona University; Joseph Flieger, Northern Arizona University; Eddie Hillenbrand

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problems as they read the book. See Figure 6.Figure 6. “Learning Computer Science with JavaGrinder" is a textbook we have developed that links the textto the JavaGrinder environment.7. Future WorkThe work described in this paper is ongoing. We are in the process of analyzing student self-efficacy and in measuring student success and satisfaction in the context of JavaGrinder. Whileour core mission with JavaGrinder is to support a web-based approach to learning Java, we havebegun developing a mobile off-line solution for devices like the iPad. What is emerging is anecosystem of JavaGrinder related service that can span across the client and the cloud to supportdifferent capabilities for different learning platforms

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Jones, University of Nebraska, Lincoln; Carmen R. Zafft, University of Nebraska, Lincoln; John Sutton, RMC Research Corporation; Lance C. Pérez, University of Nebraska, Lincoln

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10.74 12.23 13.99 Engineering (percentage of total transfer students entering UNL)Impact on Student Participants UNL-STEP students who are enrolled in one of the four engineering courses are asked tocomplete a student survey. CC faculty teaching these courses are asked to assist in providingparticipating students with evaluation materials. The instructors distribute informed consentforms and information about how to access the online survey to their students. The surveyincludes measures of student demographic characteristics including gender and ethnicity. Thesurvey also includes measures of the following outcomes based on Social Cognitive CareerTheory (SCCT): Self-efficacy for engineering tasks, self-efficacy for

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Andrea Marta Eller, Arizona State University; Dale R. Baker, Arizona State University; Jessica Triplett, Arizona State University

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of aninnovation. For example, effective learning should not only include use of classroom clickers bythemselves, but also in engaging in social construction of knowledge by peer discussion ofclicker responses. The last suggestion is to facilitate implementation of innovation by workingwith peers through workshops and colloquia. This needs to be done to provide personal supportand build self efficacy for instructors who want to implement innovative materials and practicesin their classrooms. These concepts and ideas about implementation and diffusion of innovativeteaching materials in STEM were used to inform development of materials described in thispaper.Adaptation of more effective teaching and learning requires that new materials be not

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

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designated Title III institution, CSULA has an historic commitment and record ofservice in meeting the educational needs of Los Angeles’ culturally diverse communities.CSULA student body is 53% Hispanic, 22% Asian-American, 15.6% White, 9% African-American, and 0.4% American Indian. As seen by many other minority-serving institutions,students from underrepresented minority groups usually encounter significant learning barriersthat prevent them from achieving their academic goals. As many of our students are firstgeneration college students in their families, lack of family support usually leads to lesspersistence and low self-efficacy in learning. In addition, poor financial condition imposesanother significant barrier to student learning. An

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sydney Rogers, Alignment Nashville; Sandra Harris, Alignment Nashville and PENCIL Foundation; Ismail Fidan, Tennessee Technological University; David McNeel, Education Consultant

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- demonstrated statistically significant increases in understanding that wereconsistent across items. At baseline (fall 2009) and follow-ups, the Art2STEM girls reportedrelatively high levels of achievement self-efficacy and attitudes related to STEM subjects andtopics. Generally, there were few changes over time in these areas. Further, the data suggestmore favorable attitudes towards science, engineering, and math than for technology. In fact,there is some indication that girls’ interest in technology decreased over time. In spring andsummer, girls reported less interest in knowing more about computers than was reported in thefall, and more often reported that visiting a factory was boring. Finally, the girls reported greaterinterest in pursuing

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Gül E. Okudan Kremer, Pennsylvania State University, University Park; Linda C. Schmidt, University of Maryland, College Park; Noe Vargas Hernandez, University of Texas, El Paso

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Page 22.191.4the curriculum necessitates that students experience such problem solving settings. However,insufficient attention has been given to these issues in the literature, despite their potentialimportance for building self-efficacy as well as increased student learning and performance.In experimental settings, due to their potential impact on student performance (i.e., designedartifact, or design solutions) perceived ambiguity level of a design task and the tolerance forambiguity level of experiment participants (subjects) should be taken into account during theanalysis of results.A relevant construct to ambiguity might be the gender orientation of a design task as certaintasks can be more oriented towards one gender, and perhaps less

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ingrid St. Omer, University of Kentucky

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individuals who might re-enlist to meet financial obligations. • Emphasize physical real-world connections.Research in the area of personal epistemologies indicates that beliefs have indirect effects on Page 22.607.4students' use of learning and self-regulatory strategies, which in turn affect academicperformance6,7. Two undergraduate students are currently working on a broad survey instrumentto measure student perceptions of a) epistemological beliefs regarding the nature of knowledgeconstruction and learning, and b) sense of purpose and self-efficacy regarding academic choicesand career aspirations. A veterans survey conducted by BCTC

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Jacquelyn E. Kelly, Arizona State University; Dale R. Baker, Arizona State University

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. The last suggestion is to facilitate the implementation ofinnovative materials and practice by working with peers through workshops and colloquia. Thisneeds to be done to provide personal support and build self-efficacy for instructors who want toimplement innovative materials and practices in their classrooms. These concepts and ideasabout implementation were used to inform development of materials described in this paper.MethodsThroughout instruction on all topics, students were asked to frequently express their mentalmodels in multiple modes. This revealed student thoughts about and understandings of thecontent. Student expressions and explanations of thinking were expressed in different ways, orrepresentations, including written, verbal

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jack L. Beuth, Carnegie Mellon University; Rohit Kumar, Carnegie Mellon University; Carolyn Penstein Rose, Carnegie Mellon University

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engineering problems18, 19, 20. However,engineering and science curricula are typically structured in such a way that the mathematicscurriculum is offered in a largely decontextualized way so that it can be offered in a uniform,cost effective manner, to students in a variety of disciplines18.Since the mid-80s, research in increasing success with university level mathematics andretention in engineering majors has drawn from the literature on collaborative learning,especially in connection with motivation and self-efficacy issues21. Collaborative learning,classroom discussion, and development of math explanation skills have also traditionally been afocus within the math reform movements in the field of education22. Research in problem-basedlearning at

Conference Session

NSF Grantees Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra S. Jusak, Western Washington University

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andEngineering] project are to measure if improvements in student learning outcomes, studentengagement, and successful course completion are possible if the structure in basic materialsengineering courses are transformed from primarily deductive practice to an InformationCommunication Technology (ICT) enabled inductive teaching and learning environment. Thespecific innovations that are proposed in the project are the development of MSE educationapplications for the iPod Touch that are designed to facilitate and support collaborative learningexercises which target specific student learning objectives which are known to be challenging formany students in MSE courses. It is hoped that the combination of specific learning objectivetargets, completed in