Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Chia-Lin Ho, North Carolina State University; Dianne Raubenheimer, North Carolina State University

Tagged Divisions

Computers in Education

AC 2011-993: COMPUTING-RELATED SELF-EFFICACY: THE ROLESOF GENDER, ACADEMIC PERFORMANCE, AND COMPUTATIONALCAPABILITIESCHIA-LIN HO, North Carolina State University Chia-Lin Ho is a doctoral student in Industrial/Organizational Psychology at North Carolina State Uni- versity. She received a B.S. in Psychology and a Bachelor of Business Administration at the National Cheng-Chi University in Taiwan in 2002 and her Masters in I/O Psychology at the University of North Carolina at Charlotte in 2005. Her research interests include measurement and evaluation issues, individ- ual differences, leadership, cross-cultural studies, work motivation, and the application of technology on human resources management.Dianne Raubenheimer

Conference Session

FPD IX: Research on First-Year Programs and Students, Part II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Rachelle Reisberg, Northeastern University; Joseph A. Raelin, Northeastern University; Margaret B. Bailey, Rochester Institute of Technology; Jerry Carl Hamann, University of Wyoming; David L. Whitman, University of Wyoming; Leslie K. Pendleton, Virginia Tech

Tagged Divisions

First-Year Programs

allengineering students have some form of work experience, though not necessarily provided bytheir colleges. Contextual support was measured as the support provided to students in their firstyear through a number of mechanisms, in particular, financial aid, mentors, advisors, family,friends, teachers, profession, campus life, and living-learning communities.This paper first presents the background, conceptual framework, and methodology of the study.Next, we describe the results to date regarding the effect of contextual support, in conjunctionwith descriptive measures of respondent demographics, on self-efficacy. We then conclude byreviewing significant findings of the study thus far and describe future plans of this ongoingstudy of pathways to

Conference Session

Myths About Gender and Race

Collection

2011 ASEE Annual Conference & Exposition

Authors

Amy E. Slaton, Drexel University

Tagged Divisions

Liberal Education/Engineering & Society, Minorities in Engineering, Women in Engineering

attempts to correct minority underrepresentation in the engineering disciplines,educational researchers, cognitive psychologists, and scholars in related fields have since the1980s developed many studies centered on the notion of student self-efficacy. 1-6 These studiesseek to measure the degree to which under-represented minority or otherwise marginalizedstudents experience a sense of self-confidence or feeling that they are able to counter "barrierconditions." Those conditions might include discrimination or other challenging social andintellectual situations encountered in college. While such studies are certainly preferable to adenial of differences between minority and majority experiences, they intentionally or otherwisesupport the notion

Conference Session

New Research & Trends for Minorities in Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

K.L. Jordan, Michigan Technological University; Susan Amato-Henderson, Michigan Technological University; Sheryl A. Sorby, Michigan Technological University; Tammy L Haut Donahue, Michigan Technological University

Tagged Divisions

Minorities in Engineering

3 2 122 Sophomore 14 94 3 0 111 Junior 8 83 4 1 96 Senior 14 49 2 0 65 Total 53 326 12 3 394Table 1: Distribution of sample size my class and ethnicityInstrumentThe LAESE (Longitudinal Assessment of Engineering Self-efficacy) and APPLES(Academic Pathways of People Learning Engineering Survey) instruments werecombined and revised into an 86 item survey that would serve the needs of this researchstudy. The LAESE instrument was created, tested, and validated to measure self-efficacy,inclusion, and outcome expectations8. The APPLES

Conference Session

K-12 Students and Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elsa Head, Tufts University; Morgan M. Hynes, Tufts University

Tagged Divisions

Educational Research and Methods

aboutengineering design, and engineering design pedagogical content knowledge, or a amalgamateknowledge of engineering design, students and how the two interact, was measured using ahands-on think-aloud interview tasks that asked teachers to reflect on a hypothetical studentdesign and observations of a STOMP classroom. To examine self-efficacy, an online engineeringdesign self-efficacy survey was administered to teachers enrolled in STOMP and to teachers notenrolled in STOMP as a comparison group for analysis.With the support of STOMP, it is possible that teachers develop knowledge of engineeringdesign and feel more comfortable using engineering design in the classroom. Preliminaryevaluation of this program shows that teachers feel STOMP helps them learn

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

Tagged Topics

NSF Grantees

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

Learning Outside the Classroom

Collection

2011 ASEE Annual Conference & Exposition

Authors

Adam R. Carberry, Arizona State University; Christopher W. Swan, Tufts University

Tagged Divisions

Educational Research and Methods

. Page 22.454.7 5. Pajares, F., Hartley, J., & Valiante, G. (2001). Response format in writing self-efficacy assessment: Greater discrimination increases prediction. Measurement and Evaluation in Counseling and Development, 33, 214-221. 6. American Educational Research Association, American Psychological Association, and National Council on Measurement in Education. (1999). Standards for educational and psychological testing. Washington, DC: American Educational Research Association. 7. Carminer, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Thousand Oaks, CA: SAGE Publications. 8. Messick, S. (1989). Validity. In R. L. Linn (Ed.), Educational Measurement (3rd ed., pp

Conference Session

Developing Young MINDS in Engineering: Part I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christine E. Hailey, Utah State University; Chandra Y. Austin, Auburn University; Cameron Denson, North Carolina State University; Daniel L. Householder, Utah State University

Tagged Divisions

Minorities in Engineering

relationship betweenoutcome expectations and other behavior factors such as self-efficacy and interest. SCT is basedupon the assumption that human ability is a dynamic attribute, and that competence in complextasks requires both well-developed skills and a strong sense of efficacy to deploy one’s resourceseffectively. Social Cognitive Career Theory (SCCT) provides a base for exploring the interactionamong personal, environmental, and behavioral influences in career development.7 SCCTemphasizes the role of self-efficacy, beliefs, outcome expectation and goals in career selection.The instrument was designed to measure three constructs related to engineering: self-efficacy,interest, and perceptions. Self-efficacy refers to the composite beliefs about

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

Tagged Topics

NSF Grantees

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

Tagged Topics

NSF Grantees

-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

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara A Masi, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

in which undergraduates can participate. The question is how might such initiativeshelp create an integrative learning experience for undergraduate education? What constitutes anintegrative learning experience? And how might impact on students be measured?BackgroundPerceived self-efficacy is defined as a person’s belief in his or her abilities to successfullycomplete a task or reach a goal. The choices that people make are directly governed by theirperception of their self-efficacy – people will gravitate towards activities and situations that theyare confident they will succeed in and avoid situations that require skills and abilities that theymight lack.According to Bandura, students who have the opportunity to successfully complete a real

Conference Session

Aerospace Teaching and Learning II

Collection

2011 ASEE Annual Conference & Exposition

Authors

Praveen Shankar, Arizona State University; Jenefer Husman, Arizona State University; Valana L. Wells, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

. Example items from this subscale are, “I am confident I can do an excellent job on theassignments and tests in XXX course”. “I’m confident I can understand the basic concepts taughtin XXX class,” and “I expect to do well in XXX class.” The students responded on a Likert-typescale ranging from 1 (not at all true of me) to 7 (very true of me).Engineering Self-Efficacy survey (ENGSE)Developed by Senay Yasar [15] and adapted for use in this study, this scale follows therecommendations of Bandura [16] for constructing task-specific measures of self-efficacy. Itemsexamined students’ confidence for being able to perform the specific course objectives, andproblem solving tasks within the aerodynamics course. There are a total of eleven items.Example

Conference Session

WIED Olio

Collection

2011 ASEE Annual Conference & Exposition

Authors

Natalie C.T. Van Tyne P.E., Colorado School of Mines; Chester J. Van Tyne, Colorado School of Mines; Kathryne Van Tyne, University of Chicago

Tagged Divisions

Women in Engineering

mayinfluence how students evaluate themselves and others. The present paper explores the role ofgender in self-evaluation and peer evaluation, with regard to both teamwork and final overallperformance, as measured by final course grade in a first-year engineering design course.Individual Factors for Successful EvaluationsSince part of our study relies upon a self-evaluation of the students' performance on a team, it isimportant to understand how students approach such evaluations. Self-evaluation of one’steamwork skills and contributions to the success of a design team is influenced, in part, by an Page 22.739.2attribute known as self-efficacy. Self

Conference Session

Certifying Teachers in Engineering or Integrated STEM

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen O'Brien, College of New Jersey; Suriza VanderSandt, College of New Jersey; Elizabeth Dianne Johnson, College of New Jersey

Tagged Divisions

K-12 & Pre-College Engineering

senior mathe- matics education majors during their student teaching.Dr. Elizabeth Dianne Johnson, The College of New Jersey Page 22.1044.1 c American Society for Engineering Education, 2011 Math anxiety and math teaching beliefs of a K-5 integrated-STEM major compared to other teacher preparation majorsAbstract:In this work math anxiety, math teaching self-efficacy (SE) and math outcomes expectancy(OE) are measured on a large sample of K-5 teacher candidates, where the teacher candidatesvary among several STEM and non-STEM majors. One of the STEM-oriented majors,referred to as the Math

Conference Session

Educational Research and Methods Potpourri I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Erin Crede, Virginia Tech; Maura J. Borrego, Virginia Tech

Tagged Divisions

Educational Research and Methods

DiscussionDuring instrument development, sections of questions were developed using data gathered fromthe ethnographic observations and interviews in combination with SCCT themes. Thesequestions, combined with those from the literature, form the basis of the following sections ofanalysis: student self efficacy, outcome expectations, goals, and barriers and support. In anothersection of the survey (separate from the Likert items), we asked students to indicate the variousreasons to attend or not to attend graduate school by selecting applicable items from a list. Adiscussion of these results will follow at the conclusion of this section.A. Student Self Efficacy Regarding Graduate SchoolSeveral items were developed to measure student self efficacy as it

Conference Session

Multidisciplinary Technical Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Barbara A. Masi, Massachusetts Institute of Technology; Shanette A. Go; E. Hosoi, Massachusetts Institute of Technology

Tagged Divisions

Multidisciplinary Engineering

concreteengineering and cross-disciplinary tasks using a Bandura-style confidence scale. The surveyincluded self-efficacy questions that measured the ability of students to complete tasks that fallunder the following three ability areas: Engineering (use of math, science and engineering concepts, problem solving, experimentation, design) Cross-disciplinary (use of knowledge and perspectives from social science/humanities in problem solving, integration of engineering and social science/humanities knowledge and concepts in problem solving) Professional (teamwork, writing, oral communication).Disciplinary engineering skills are the skills that students are expected to develop through theircoursework in a single engineering discipline; cross

Conference Session

They're Not "Soft" Skills!

Collection

2011 ASEE Annual Conference & Exposition

Authors

Brook Sattler, University of Washington; Ashley Ann Thompson, University of Washington; Jennifer A. Turns, University of Washington; Deborah Kilgore, University of Washington

Tagged Divisions

Educational Research and Methods

to measure their progress against their own goals as well asagainst their peers’ progress, which in turn impacts the types of goals they set.Positive Relationship between Goals and Self-EfficacyIn engineering education, self-efficacy is important when considering issues of recruitment andpersistence of students, especially underrepresented students.15 Students with higher self-efficacytend to have higher academic achievement, because they set higher goals.14 Bandura defines self-efficacy as ―the conviction that one can successfully execute the behavior required to produce theoutcomes.‖ 16 Relative to goal setting and monitoring, social learning theory articulates a causalrelationship between self-efficacy and goals since ―goals increase

Conference Session

Understanding Our Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ida B. Ngambeki, Purdue University, West Lafayette; Demetra Evangelou, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University, West Lafayette; George D. Ricco, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

’ interest inengineering, students’ social orientation and motivation, the barriers and supports theyencounter, their self-efficacy, and their satisfaction with their major.Students’ satisfaction with their major was measured using Nauta’s validated Major SatisfactionScale27 that contains items such as “I often wish I hadn’t gotten into this major” and “I feel goodabout the major I have selected.” Chen’s General Self-efficacy Scale28 tailored to engineeringwas used to measure students’ self-efficacy. This scale contains items including “Compared toother people, I can do most tasks very well” and “I am confident in my ability to solveengineering problems”. Social influence was measured using the Social Influence Scale 29. Theother scales used were

Conference Session

Teaching Analog and Digital Communication: Novel Ideas for Lecture Courses, Laboratories, and Projects

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ratchaneekorn Thamvichai, Saint Cloud State University; Tonya Lynette Smith-Jackson, Virginia Tech; Carl B Dietrich P.E., Virginia Tech; Tamal Bose, Virginia Tech

Tagged Divisions

Electrical and Computer

these results, the self-efficacycriterion was met. Figure 1 illustrates the means of the total CASE values from pre- to post-test. To explore cultural differences, a Friedman Test was conducted using the minority andmajority group membership as a two-level predictor and the pre-test CASE and post-testCASE as repeated measures criterion variables. A significant interaction (time x group) wasidentified, F (1, 8) = 6.41, p < .05. Students in the underrepresented (minority and women)group changed significantly from pre-test to post-test19. Table 1: Modified College Academic Self-Efficacy Scale Items Understanding the knowledge base of cognitive communications. Working on teams in an effective manner. Thinking in a way that

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Hui-Hui Wang, University of Minnesota; Tamara J Moore, University of Minnesota, Twin Cities; Gillian Roehrig, University of Minnesota; Mi Sun Park, University of Minnesota, Twin Cities

Tagged Divisions

K-12 & Pre-College Engineering

in this study. Page 22.1469.8Data analysis The paired sample t-test is a statistical technique that used to compare two populationmeans in the case of two samples that are correlated. Generally, it used when measurements aretaken from the same subject before and after the treatments37. Therefore, to compare the impactof the STEM PD, the paired samples t-test were conducted to analyze the pre and post surveys,teachers’ self-efficacy of teaching science/mathematics within engineering context. On the other hand, in order to standardize the answers of the open-ended question in theEngineering design cycle survey, a coding framework was

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

Tagged Topics

NSF Grantees

), 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

High School Engineering Programs, Curriculum, and Evaluation

Collection

2011 ASEE Annual Conference & Exposition

Authors

James C. Baygents, University of Arizona; Jeffrey B. Goldberg, University of Arizona; Jane Hunter, University of Arizona

Tagged Divisions

K-12 & Pre-College Engineering

Engineering Self-Efficacy (LAESE) — High School Version survey is theprimary instrument for evaluating student self-efficacy, feelings of inclusion and outcomesexpectations.10 The LAESE undergraduate instrument has been tested and validated on male andfemale engineering students and measures self-efficacy of undergraduate students studyingengineering or high school students. 10 LAESE survey instruments are available through theAssessing Women and Men in Engineering web-site: www.AWEonline.org. LAESE covers thefollowing aspects of self-efficacy:10 • Student efficacy in “barrier” situations • Outcomes expected from studying engineering • Student expectations about work load • Student process of choosing a major • Student coping

Conference Session

Research and Assessment

Collection

2011 ASEE Annual Conference & Exposition

Authors

Andrew Borchers, Kettering University; Sung Hee Park, Kettering University

Tagged Divisions

Entrepreneurship & Engineering Innovation

Attitude direction and strength toward the targeted behaviors (e.g., being an entrepreneur)Skill-Based Proficiency to use the entrepreneurship knowledge and business acumen, referred as procedural knowledge, skill compilation and automaticityCurrently, the authors do not have any outcome measure for the Behavioral Outcome Dimension.However, it is commonly believed that behavioral intention could be a good surrogate forbehavior. The authors employ Intention to Start a Business (ITSB), a 5 item measure adaptedfrom Chen et al. [11] to measure student behavior intention. The authors also employEntrepreneurial Self Efficacy (ESE) – a 22 item measure that speak

Conference Session

Aerospace Curriculum and Collaborations

Collection

2011 ASEE Annual Conference & Exposition

Authors

Valana L. Wells, Arizona State University; Jenefer Husman, Arizona State University; Praveen Shankar, Arizona State University; Wen-Ting Chung, Arizona State University

Tagged Divisions

Aerospace

Bandura11 for constructing task-specific measures of self-efficacy. Items examined students’ confidence in their ability to perform the specific course outcomes and to solve problems within the aerodynamics course. There are a total of eleven items. Example items from this scale are, “I am confident in my ability to Page 22.1256.10 apply lifting-line solutions to solve for pressure, lift, and drag on wings,” “I am confident in my ability to describe how airfoil characteristics affect the aerodynamic performance of the airfoil,” and “I am confident in my ability use post-processing software (Fieldview) to analyze airfoils and wings

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

Tagged Topics

NSF Grantees

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

Research Related to Learning and Teaching Engineering in Elementary Classrooms

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, North Carolina State University; Laura Bottomley, North Carolina State University; Elizabeth A. Parry, North Carolina State University; Jerome P. Lavelle, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

assess science understanding, engineering and designunderstanding, identify STEM attitudes, engineering self-efficacy, and student assessment ofteacher effectiveness. This was accomplished through an online survey format. The STEMcoordinator was sent a survey link for the students, the STEM coordinator prepared eachcomputer in the school laboratory (accessed the link on each computer), students completed theassessments and surveys, the students clicked “submit” and the results were made accessible tothe researchers in coded format. The pre-assessment of the Understanding Engineering Designinstrument was administered January 20, 2010, and the post-assessment was administered April14, 2010. The pre-assessment of the Understanding of Science

Conference Session

Recruitment & Retention of Women I

Collection

2011 ASEE Annual Conference & Exposition

Authors

Daniel Knight, University of Colorado, Boulder; Beverly Louie, University of Colorado, Boulder; Lauren Marie Glogiewicz, University of Colorado, Boulder

Tagged Divisions

Women in Engineering

levels of self-efficacy willmake students want to strive to not only finish their class work but do it well, and can be thefoundation for greater student success. This model of self-efficacy applies to everyone inengineering, and is strongly related to women’s persistence in engineering. It has beensuggested that many talented women have a lower self-concept of their ability in mathematicsand science which contributes to their decision to leave male dominated fields.One’s grade point average (GPA), the direct measure of academic performance, contributes to astudent’s decision to stay or leave a major. More specifically, the first-year GPA stronglyinfluences student retention.2 In a study at Central Michigan University, it was concluded thathigh

Conference Session

WIED Olio

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jenna P. Carpenter, Louisiana Tech University; D. Patrick O'Neal, Louisiana Tech University; Lori L. Bakken, University of Wisconsin-Madison

Tagged Divisions

Women in Engineering

research self-efficacy and the introducton of social cognitive career theory in the training of physician- scientists. Page 22.390.1 c American Society for Engineering Education, 2011 Creating a Culture of Success for Women in STEM - the ADVANCEing Faculty Program at Louisiana Tech University The ADVANCEing Faculty Program in the College of Engineering and Science at LouisianaTech University is a four-year NSF ADVANCE PAID project that utilizes a college-wide,systematic, sustainable approach for advancing women faculty in STEM. The Program aims toeducate all faculty and specifically

Conference Session

Assessment and Evaluation of K-12 Engineering Programs

Collection

2011 ASEE Annual Conference & Exposition

Authors

Elizabeth Dell, Rochester Institute of Technology; Margaret B. Bailey, Rochester Institute of Technology; Shauna O'Hurley, Rochester Institute of Technology; Robert P. Lillis, Evalumetrics Research; Betsy Khol, Women in Engineering; Robert D. Garrick, Rochester Institute of Technology; Jeanne Christman, Rochester Institute of Technology

Tagged Divisions

Engineering and Public Policy, K-12 & Pre-College Engineering

identified for various components of the logic model. Interest in science, attitudesrelated to interest, e.g. gender bias, and self-efficacy can be measured with surveys and one-on-one or focus group interviews.20,21 Commitment to science education and/or careers cangenerally not be observed or measured within the time and resource restraints of the program.However, social scientist often use “behavioroid” measures, that is, a measure of commitmentthat more than an expressed attitude but not an immediately observed behavior.22 Unlikeattitudinal measures, e.g. checking yes to a survey item, “I would like to attend more scienceeducation”, behavioroid measures entail a commitment to a behavior such as signing up for anactual future training.The

Conference Session

Attracting and Retaining Students in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sameer Hamoush P.E., North Carolina A&T State University; Ellie H. Fini, North Carolina A&T State University; Mahour Mellat Parast, University of North Carolina, Pembroke; Sanjiv Sarin, North Carolina A&T State University

Tagged Divisions

Civil Engineering

-based course, integrating a semester-long project as a stimulus for students’ learning. Toevaluate and compare students’ learning between the lecture-based and project-based teachingapproaches, the LITEE survey instrument (http://www.litee.org/site) was used. The surveyinstrument includes five constructs to measure five different aspects of students learning: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, andcommunication skills. The survey on pre-assessment and post-assessment of student learningoutcomes was conducted to determine the effectiveness of the project-based approach onenhancing students’ learning outcomes. The results show that the use of the project-basedapproach significantly improved