Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Nebojsa Jaksic

Session 2793 Improving Self-Efficacy in Engineering Students using PLC Based Traffic Light Experiments Nebojsa Jaksic University of Southern ColoradoAbstractIn ABET EC2000, eight of the eleven attributes are defined as abilities of engineering programgraduates. While educators have methods to measure these abilities, the students are often leftwith a somewhat vague idea of their increased knowledge and little sense of advancement intheir engineering capabilities. This research aims to develop metrics to measure improvements inthe self

Conference Session

Student Teams and Active Learning

Collection

2002 Annual Conference

Authors

Robert Lent; Janet Schmidt; Gary Pertmer; Linda Schmidt

that collective efficacy (a) wasstrongly related to team cohesion and satisfaction; (b) partially mediated the relationshipbetween team cohesion and satisfaction, and (c) was moderated related to other socialcognitive measures (e.g., self-efficacy, interest) regarding pursuit of an engineering major.In addition, more advanced students reported significantly stronger collective efficacyregarding their teams than did introductory-level students. Our presentation will considerthe implications of these findings for further research and theory on team functioningwithin educational and work settings. Page 7.548.2Proceedings of the 2002 American Society

Conference Session

Projects to promote eng.; teamwork,K-12

Collection

2002 Annual Conference

Authors

Siobhan Gibbons; Ronald Rockland; Joel Bloom; Howard Kimmel

subscales with an additional subscale “friends andself-confidence”. Cronbach‘s alpha was calculated to measure the internal consistency ofitems for each of the four subscales (self-efficacy for engineering=. 83, school-related self-efficacy=. 57, personal interest=. 68, friends and self-confidence=. 65).Several items in each section will be revised, replaced and/or eliminated as a result of theseanalyses and a revised version of the entire survey will be re-piloted with a smaller group ofstudents some of whom will also be interviewed about their responses. Further revisions willbe made after information from the interviews has been analyzed. The validity of the“attitudes toward engineering scale” and the “self-assessment of engineering knowledge

Conference Session

Retention: Keeping the Women Students

Collection

2002 Annual Conference

Authors

Paige Smith

withand sense of confidence in their major and career choice, outcome expectations and perceivedbarriers and supports using self-efficacy instruments. Track One and Two cohorts will be askedto complete the measures of these constructs on annual basis throughout the period of our NSFfunding in order to begin assessing the long term impact of RISE participation.Students will complete a satisfaction survey assessing the various program elements at the end ofthe experience (for example, training in teamwork). The students’ accomplishments as a resultof their program participation will be evaluated. In the case of Track One participants, thestudent summary team reports will be reviewed. For Track Two participants, members of theAdvisory Board will

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Michael Doran; Leo Denton; Dawn McKinney

fears. Students have been encouraged byThomas Armstrong, who in his work, Awakening Genius in the Classroom,1 declares that alllearners have a great potential for genius and achievement. Armstrong backs up his claim withscientific data, biographical accounts, and educational research. This ability of ordinary peopleto reach extraordinary achievement is also supported by the works of Horn,13 Weisberg,27 andMartinez.16 Moreover, the research of many points to the potential of great learning opportunitieswhich can in a short period of time propel students toward high levels of success.1, 5, 11, 14, 19, 26, 28Through these self-efficacy discussions students in the pilot class were motivated to pursueexcellence. This observation is supported by the

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Timothy Anderson; Rufus Carter; Brian Thorndyke; Matthew Ohland; Guili Zhang

. Theirlogistic regression identified self-efficacy and physical fitness as positive predictors of freshmanretention, while judgment and empathy were negatively associated with persistence. Theyreported three reasons for freshman attrition: inability to handle stress, mismatch betweenpersonal expectations and college reality, and lack of personal commitment to a collegeeducation.Levin and Wyckoff gathered data on 1043 entering freshmen in the College of Engineering atPennsylvania State university 5. They developed 3 models to predict sophomore persistence andsuccess at the pre-enrollment stage, freshman year, and sophomore year. Eleven intellective and9 non-intellective variables were measured. For the pre-enrollment model, the variables bestpredicting

Conference Session

Hunting for MINDs

Collection

2002 Annual Conference

Authors

Liz Oshaughnessy; Barbara Goldberg

, taskpersistence, and performance measures 5 ,7. Self-efficacy, one’s belief about one’s capacity toperform given behaviors, is central in the prediction of educational and occupational choices.Additionally, student self-perceptions have proven to be better predictors of academicperformance than objective measures of ability 2. Confident individuals, who expect to succeed,perform and persist at high levels. Thus, the existence of comparatively low levels of confidencein so many competent women is then, indeed, a matter of significant concern..Socialized gender differences have had significant implications for women in technical fields.Certainly the different cultural styles of women and men contribute to this challenge. Generally,women value group

Conference Session

ASEE Multimedia Session

Collection

2002 Annual Conference

Authors

Jack Matson; Elizabeth Kisenwether

: Bold = outcomes/desired skills listed in PBLE proposal Italics = additional desired skills for students Capital X = strong course emphasis in the skill areaThe need for a solid assessment approach was also an early design-driver for the PBLE Program,with several approaches in use.On-Line self-assessment using validated instrumentsThe General Enterprising Tendency (GET) Test 6 was identified the validated assessment tool formeasuring trends and changes in students’ views of the following attributes: risk-taking,motivation/need for achievement, innovation/creativity, leadership, and entrepreneurial self-efficacy. Students take the on-line survey at the start of the first e-ship course in the program(and proposed Minor) and

Conference Session

MINDing Our Business

Collection

2002 Annual Conference

Authors

Denise Hayman

University of Chicago Press, 1993.21. Levitz, R.S., Noel, L. and Richter, B.J., “Strategic Moves for Retention Success”, In G.H. Gather (Ed.), Promising Practices in Recruitment, Remediation, and Retention, San Francisco, CA: Jossey-Bass, Inc., 1999, 31-49.22. Moore, LV. (Ed.), “Evolving Theoretical Perspectives on Students”, San Francisco, CA: Jossey-Bass, Inc., 1990.Denise R. Hayman is Director of Minority Affairs at the University of Illinois at Chicago. She has taughtfreshman orientation and transitions courses. Her current research includes self-regulated learning, studentgovernance and activism, cognition and high achieving engineering students, and self-efficacy. She earned herB.A. in Psychology from the University of Delaware

Conference Session

Women in Engineering: A Potpourri

Collection

2002 Annual Conference

Authors

Sheryl Gowen; Alisha Waller

engineering, and the ways that women can be trained to adapt to traditionalengineering culture. Page 7.585.5 Proceedings of the 2002 American Society for Engineering Education & Exposition Copyright © 2002, American Society for Engineering EducationOne important stream of research has examined the relationship between various academic andpersonal factors and women’s persistence in or attrition out of engineering programs. Thesefactors include high school GPA, SAT scores, interests in mathematics and science, course-taking patterns, grades in college-level course work, learning styles, self-efficacy, self-confidence