Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, Mesa Community College; Adam R. Carberry, Arizona State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

c American Society for Engineering Education, 2015 Measuring Community College Student’s Self-Efficacy toward Circuit AnalysisIntroductionDC circuit analysis has been identified in the literature as being particularly difficult for studentsto learn1,2,3. Research on the difficulties students face regarding this topic focuses solely on 4-year university students, which neglects students studying this topic in alternative institutionslike community colleges. The one common link between research on university and communitycollege students is self-efficacy. This is rooted in the fact that many strategies to increasestudent interest, achievement, retention and persistence in both engineering and

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Whitesel, Mesa Community College; Adam R. Carberry, Arizona State University

Tagged Divisions

Two Year College Division

strategiesintended to increase student interest, achievement and persistence in engineering are based onincreasing self-efficacy, which is a better predictor of those outcomes2,3.A logical starting point for examining this topic as it relates to community college students is toexamine the relationships between conceptual knowledge of DC circuit analysis with self-efficacy for circuit analysis. An instrument was created to measure the relationship betweenself-efficacy for and conceptual knowledge of DC circuit analysis. The instrument was a three-tiered concept-inventory that included: Tier 1: Multiple choice assessment of understanding related to a DC analysis concepts. Tier 2: Multiple choice question regarding subjects’ reasoning for

Conference Session

Materials Division Technical Session 1

Collection

2015 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Natasha Mamaril, University of Kentucky; David Ross Economy, Clemson University; Ellen L. Usher, University of Kentucky; Caihong Li, University of Kentucky; Julia L. Sharp, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Materials

authorsused content from this course to develop a skills-based self-efficacy measure designed to exploreundergraduates’ beliefs that they can perform the tasks in this specific field. The purpose of thisstudy was to create a materials science and engineering self-efficacy scale (MSE-SE) to helppredict student achievement in both MSE courses and within the broader engineering program.It is anticipated that the collected results could be used to improve student persistence andsuccess in engineering disciplines, particularly in the first two years of engineering study beforeundergraduates specialize in mastering the engineering major they came to school to pursue.Research Objectives The objective of this study was to create a self-efficacy scale

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Bourne, Wright State University; Nathan W. Klingbeil, Wright State University; Frank W. Ciarallo, Wright State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

intervention on studentmathematics self-efficacy: Development and application of revised measurement tool Page 26.1142.2Research into the effectiveness of a mathematics intervention course for first year engineeringstudents revealed anomalous results in relation to student persistence. While previous studies ofperformance of college engineering students showed that ACT Math scores were highly linearlypredictive of student persistence outcomes, the study in question did not show similar results.The study revealed an interaction between ACT Math and high school GPA for students thatcompleted the course. The results showed an inverse relationship between ACT Math

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Laura Hirshfield, University of Michigan; Debbie Chachra, Olin College of Engineering; Cynthia J. Finelli, University of Michigan; Jeremy M. Goodman, Franklin W. Olin College of Engineering

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

questions. 1. Did students’ academic confidence or engineering self-efficacy improve after the project course? 2. Were there differences between the academic confidence or self-efficacy of male and female students? 3. Was there a relationship between the tasks students engaged in and their incoming confidence and self-efficacy measures? 4. Did any tasks correlate to observable changes in confidence or self-efficacy measures?Both academic self-confidence and self-efficacy have a strong effect on student motivation anddecision-making. Academic self-confidence in three particular areas (problem-solving,16 mathand science,17–19 and professional and interpersonal skills7) have been found to be importantfactors in student

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jenefer Husman, Arizona State University; Katherine C Cheng, Arizona State University; Krista Puruhito, Arizona State University; Evan J Fishman, Stanford University

Tagged Divisions

Educational Research and Methods

for university photovoltaics education. Paper presented and published at the 37th Institute of Electrical and Electronic Engineers, Photovoltaic Specialists Conference. Seattle, WA.[3] Suresh, R. (2007). The relationship between barrier courses and persistence in engineering. Journal of College Student Retention: Research, Theory & Practice, 8, 215–239.[4] Nelson, K. G., Shell, D. F., Husman, J., Fishman, E. J., & Soh, L. K. (2014). Motivational and Self‐Regulated Learning Profiles of Students Taking a Foundational Engineering Course. Journal of Engineering Education, 104(1), 74-100.[5] Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and

Conference Session

Self-efficacy and Emotion: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Sarah E Zappe, Pennsylvania State University, University Park; Philip M. Reeves, Pennsylvania State University, University Park; Irene B. Mena, University of Illinois, Urbana-Champaign; Thomas A. Litzinger, Pennsylvania State University, University Park

Tagged Divisions

Educational Research and Methods

Paper ID #11165A cross-sectional study of engineering students’ creative self-concepts: An ex-ploration of creative self-efficacy, personal identity, and expectationsDr. Sarah E Zappe, Pennsylvania State University, University Park Dr. Sarah Zappe is Research Associate and Director of Assessment and Instructional Support in the Leonhard Center for the Enhancement of Engineering Education at Penn State. She holds a doctoral degree in educational psychology emphasizing applied measurement and testing. In her position, Sarah is responsible for developing instructional support programs for faculty, providing evaluation support

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Cameron Denson, North Carolina State University; Jennifer Buelin-Biesecker, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

engaged in an engineering designchallenge that produced a physical and/or working model. Images of the resultingmodels, technical drawings, and poster presentation materials were displayed on awebsite which was accessed by a team of nine independent expert raters. Creativeoutcomes were evaluated using a web-based version of the CAT as measured by theexpert raters. Online survey software featuring a series of Likert-type scales was used forratings. The raters viewed project images on larger computer screens and used iPads toinput their assessments. Student participants also completed a self-reporting creative self-efficacy inventory scale. Using nonparametric bivariate correlation researchersinvestigated the relationship of creative outcomes and

Conference Session

Women in Engineering Division: Retention of Undergraduate Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Elaine Zundl, Rutgers, The State University of New Jersey; Laura Stiltz, Rutgers, The State University of New Jersey; Helen M. Buettner, Rutgers, The State University of New Jersey

Tagged Topics

Diversity

Tagged Divisions

Women in Engineering

member.Since the inception of the Douglass Engineering Living-Learning Community in 2012, 42 first-year women have participated and completed the program. Of those women, 38 havesuccessfully stayed in an engineering curriculum (90% retention rate), and 29 have continued tolive together in another residence hall. To assess the effectiveness of this program on thepredictors of retention, all students participating were asked to complete the LongitudinalAssessment of Engineering Self-Efficacy (LAESE) developed by The Pennsylvania StateUniversity and University of Missouri. This instrument measures several outcomes related toretention and is widely used to better understand students’ feelings towards engineering. Focusgroups were also used to generate

Conference Session

Evaluation: Exploring the Impact of Summer Programs on K-12 Youth.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Christine Burwell-Woo, Cañada College; Ray Lapuz, Canada College; Tracy Huang, Cañada College; Nicholas Langhoff, Canada College

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Area developed theSTEM Institute, a three-week program for current high school freshmen and sophomoresinterested in exploring Science, Technology, Engineering and Math (STEM). The programintroduces STEM through experiential learning using hands-on/real-world projects,classroom/lab instruction, speakers, on-campus field trips and workshops in five STEM fields ofstudy.This paper describes the evolution of the STEM Institute, including challenges encountered andstrategies employed to overcome those challenges. It also examines the effect that the programhad on student interest and self-efficacy in STEM, employing non-parametric statistical tests tocompare repeated measurements of student interest and self-efficacy. Program impact on thesubject

Conference Session

Statics Online

Collection

2015 ASEE Annual Conference & Exposition

Authors

Peggy C. Boylan-Ashraf, Stanford University; Sarah L. Billington, Stanford University; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Mechanics

theonline activities of Homework 3, 4, and 6). These three during-the-quarter surveysincluded pre and post measures. While some questions varied with online activity, totrack students’ progress of self-efficacy from beginning to end, there were two questions,which were asked consistently throughout the quarter that we refer to herein as Case 1 inthis study. These questions were:1) “How confident are you in drawing a free-body diagram?” This question was asked in the beginning of quarter survey, Homework 3-pre survey, Homework 3-post survey, Homework 4-pre survey, Homework 4-post survey, and end of quarter survey. Page 26.1672.92) “How confident

Conference Session

Fundamental: K-12 Students' Beliefs, Motivation, and Self-efficacy

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kerrie A Douglas, Purdue University, West Lafayette; So Yoon Yoon, Texas A&M University; Mariana Tafur-Arciniegas P.E., Purdue University, West Lafayette; Heidi A. Diefes-Dux, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

, respectively from Purdue University. Her work centers on P-16 engineering education research, as a psychometrician, program evaluator, and institutional data analyst. As a psy- chometrician, she revised the PSVT:R for secondary and undergraduate students, developed the TESS (Teaching Engineering Self-efficacy Scale) for K-12 teachers, and rescaled the SASI (Student Attitudi- nal Success Inventory) for engineering students. As a program evaluator, she has evaluated the effects of teacher professional development (TPD) programs on K-6 teachers’ and elementary students’ attitudes to- ward engineering and STEM knowledge. As an institutional data analyst, she is investigating engineering students’ pathways to their success

Conference Session

Development of Collaborative Skills in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Melissa K. Thevenin, Colorado State University; Jonathan Weston Elliott, Colorado State University

Tagged Topics

Diversity

Tagged Divisions

Construction

Page 26.732.5not know personally”. In addition, participants were asked to report the genders of the mentorand role model and indicated if that person works in the construction industry.Administration, Data Collection, and AnalysisThe survey was administered to a convenience sample of 828 students enrolled in undergraduate-level construction management courses at three universities (University 1, n = 286; University 2,n = 349; University 3, n = 193) during the spring semester of 2014. A total of 679 surveys werereturned, yielding a response rate of 82%. The intent of this study was to measure the self-efficacy and motivation of adult undergraduate construction management students. Participantswere classified as construction management students

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Adam Kirn, University of Nevada, Reno; Lisa Benson, Clemson University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

a specific task such as problem solving or design.1 Results have indicated thatstudents with higher self-efficacy (a task-specific motivation2) have been shown to have improvedlearning and understanding in introductory engineering courses.3 Work focused on long-termgoals, such as graduating with an engineering degree, has shown that students who have higherexpectancies for their performance in engineering have significantly higher grade point averages(GPAs).4,5 Connections between these two scales of motivation have been proposed, yet little workhas been done to examine how these levels are connected and influence one another.6 Theoverarching purpose of our research is to understand the connection between multiple levels of

Conference Session

Measurement and Instrumentation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Brian M Frank, Queen's University; James A. Kaupp, Queen's University; Natalie Simper, Queen's University; Jill Scott, Queen's University, Kingston (Canada)

Tagged Divisions

Educational Research and Methods

Learning Beliefs, Self-Efficacy for Learning& Performance, and learning strategies scales with Rehearsal, Elaboration, Organization,Metacognitive Self-Regulation, Time/Study Environmental Management, and Help Seeking. Inline with the desired measurement constructs for lifelong learning, the scales of Test Anxiety,Task Value, Peer Learning, and Effort Regulation were excluded. Also excluded was Critical Page 26.1176.7Thinking because alternate instruments in the larger research project measured this dimension.Analysis of findings from our MSLQ pilot found lower reliabilities than expected, and thatstudents demonstrated minimal engagement

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ricardo Jose Morocz, Georgia Institute of Technology; Bryan D Levy, Georgia Institute of Technology; Craig R. Forest, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Wendy C Newstetter, Georgia Institute of Technology; Kimberly Grau Talley P.E., Texas State University; Julie S Linsey, Georgia Institute of Technology

Tagged Topics

NSF Grantees Poster Session

, fostering diverse learningenvironments, and promoting multi-disciplinary teams. We will also investigate the potential ofmaker spaces to positively influence females and minorities and thereby broaden participation inengineering.Impact will be measured through engineering design self-efficacy; retention in the engineeringmajor; and idea generation ability. Impacts will be measured at two levels. The first level of theproject will use a randomly assigned experimental design to assess the impact of early makerspace engagement on females and minorities through longitudinal measurements. In the secondlevel, we compare segment snapshots and longitudinal measurements between extensive makerspace users and those with minimal exposure. We will also

Conference Session

Two-year College Division: Authors Address Transfer Matters-Part I

Collection

2015 ASEE Annual Conference & Exposition

Authors

Tanya Karam-Zanders, Louisiana State University; Dina Acklin, Louisiana State University; Sarah Cooley Jones, Louisiana State University; Warren N. Waggenspack Jr., Louisiana State University

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

project. Importantly, thisscholarship program aims to increase the number of engineers in the state and nation, reachingout to those students who have an interest in the field but who are unable to pursue the educationnecessary to acquire a degree.IntroductionIn order to understand the unique needs of the transfer student, an intensive questionnaire wasdeveloped to assess the Pathway to Success program effectiveness. The questionnaire has severalcomponents, including: demographic information, beliefs about self-efficacy in engineering,anticipated and experienced hurdles throughout the program, and scholarship programassessment. Many of the questions posed aimed to better understand the distinctive challengesfaced by transfer students so that the

Conference Session

Assessment and Outcomes: ERM Roundtable

Collection

2015 ASEE Annual Conference & Exposition

Authors

Samantha Ruth Brunhaver, Arizona State University; Shannon Katherine Gilmartin, Stanford University; Helen L. Chen, Stanford University; Holly M Matusovich, Virginia Tech; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

theirbachelor’s degrees in engineering. We focus on these individuals due to the scarcity of researchon their experiences and the relevance of their perspectives to engineering education.29-31Implications of this work will focus on recommendations for educational research and practice.Framework and LiteratureThe overall EPS project is broadly situated in social cognitive career theory (SCCT) which positsthat a variety of factors influence career choice including self-efficacy beliefs, outcomeexpectations, and learning experiences.32 SCCT has been used extensively in the study ofengineering students’ career choices.33-37 A main goal of our study has been to identify theschool and workplace factors related to the career choices made by engineering

Conference Session

Beyond the Classroom

Collection

2015 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons PE, Virginia Tech; Chosang Tendhar, Virginia Tech; Rongrong Yu, Virginia Tech; Eric A. Vance, Virginia Tech; Catherine T. Amelink, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

. Amelink is the Director of Graduate Programs and Assessment in the College of Engineering Virginia Page 26.506.1 Tech and affiliate faculty in the Department of Engineering Education and the Department of Educational Leadership and Policy Studies at Virginia Tech. c American Society for Engineering Education, 2015 Developing the Postsecondary Student Engagement Survey (PosSES) to Measure Undergraduate Engineering Students’ Out-of-Class Involvement    Abstract    A large body of literature focuses on the importance of student involvement in all aspects ofcollege for achieving

Conference Session

Measuring the Impact of Community Engagement on Students

Collection

2015 ASEE Annual Conference & Exposition

Authors

Matthew Siniawski, Loyola Marymount University; Sandra G. Luca, Loyola Marymount University; Jeremy S. Pal, Loyola Marymount University; Jose A. Saez, Loyola Marymount University

Tagged Topics

Diversity

Tagged Divisions

Community Engagement Division

StudentsAbstractFirst-year engineering students at Loyola Marymount University (LMU), a primarily liberal artsprivate undergraduate institution, can participate in service-learning projects through anengineering living-learning community. In addition, service-learning projects were recentlyoffered at LMU for first-year engineering students not participating in this living-learningcommunity. The impact of service-learning on students’ engineering design self-efficacy andengineering learning outcomes were assessed. An instrument was adapted from a combination ofpreviously validated instruments that measure engineering design self-efficacy and interventionalimpacts on technical and professional engineering learning outcomes. The instrument alsoincludes a

Conference Session

Examining "Big" Data

Collection

2015 ASEE Annual Conference & Exposition

Authors

Issam Wajih Damaj, American University of Kuwait; Ashley Ater Kranov, Washington State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

Paper ID #12549A Framework for Measuring the Sustainability of Academic Programs in theTechnical Fields: Initial Validity Study FindingsDr. Issam Wajih Damaj, American University of Kuwait Dr. Issam W. Damaj (Ph.D. M.Eng. B.Eng.) is an Associate Professor of Computer Engineering at the American University of Kuwait (AUK). He is the Chairperson of the Department of Electrical and Computer Engineering. His University service experience is focused around assessment, quality assur- ance, program development, accreditation, and institutional effectiveness. His research interests include hardware/software co-design

Collection

2015 Fall ASEE Middle Atlantic Section Conference

Authors

Sadan Kulturel-Konak

developed andvalidated an instrument to measure teamwork efficacy and interest and collected data toidentify the factors affecting students’ attitudes toward interest and self-efficacy inteamwork as well as their relationships. The preliminary results indicated that studentshad a high level of self-efficacy and a low level of interest, which makes it challenging toimprove students’ teamwork skills. We suggest that instructors could institute morerelatable, intriguing group assignments and emphasize the importance of teamwork in theengineering discipline; hence, students might make an effort to be more interested andhave a positive attitude toward teamwork.

Collection

2015 Spring ASEE Middle Atlantic Section Conference

Authors

Kara Vance; Abdullah Konak; Sadan Kulturel-Konak; Gul E. Okudan Kremer; Ivan Esparragoza

, interest is a key component of our foundational assessment framework, the Model ofDomain Learning (MDL), to evaluate the students’ teamwork knowledge, skills, and abilities(KSA). We developed a survey instrument to measure teamwork interest, attitudes and self-efficacy. The survey was used to collect data at multiple campuses of a university in theNortheast to investigate whether there were any relationships between students’ attitudes towardteamwork, interest levels, teamwork self-efficacy, and background. Based on the collected data,we also investigated factors, such as gender, grade point average, background, and workexperience, which may influence students’ teamwork attitude, self-efficacy, and interest. Therelationship among attitudes, self

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Shaobo Huang, South Dakota School of Mines and Technology; Cassandra M Birrenkott, South Dakota School of Mines and Technology; Marius D Ellingsen, South Dakota School of Mines and Technology; Mark David Bedillion, South Dakota School of Mines and Technology; Karim Heinz Muci-Kuchler, South Dakota School of Mines and Technology

Tagged Topics

Diversity

Tagged Divisions

K-12 & Pre-College Engineering

Figure 1. Team of students trying to complete one of the tasks (picking up an object formthe bottom of the water tank and bringing it to the surface) of the design competition.Metric developmentThere is a need for specific metrics to measure the impact of outreach activities on high schoolstudents’ attitudes toward STEM disciplines. Meta-analysis of the literature on students’transition from secondary to post-secondary education reveals the following measures as theprimary factors that impact students’ perspectives of STEM disciplines 8-9, 20-24. Self-efficacy: The belief that one can persist in STEM disciplines, overcome obstacles, stress and failures, and achieve competencies to fulfill the requirements of a STEM curriculum

Conference Session

Entrepreneurship & Engineering Innovation Division – Program Development & Desired Outcomes

Collection

2015 ASEE Annual Conference & Exposition

Authors

Leo E. Hanifin, University of Detroit Mercy; Ross A. Lee, Villanova University

Tagged Divisions

Entrepreneurship & Engineering Innovation

innovation.Bandura defines perceived self-efficacy as “people’s beliefs about their capabilities to producedesignated levels of performance that exercise influence over events that affect their lives.”(Bandura, Self-Efficacy, 1994). Carberry and Lee, in their paper “Measuring Engineering DesignSelf-Efficacy” narrow this focus on the activities related to design, the central function ofengineering, as follows, “Self-efficacy refers to an individuals’ judgment of their capability toorganize and execute courses of action for a given task (Bandura, 1986; 1997). According to self-efficacy theory, the level of self-efficacy for a given task is influenced by other task-specific self-concepts including motivation, outcome expectancy, and anxiety or self-doubt

Conference Session

First-year Programs Division Technical Session 16: That Important Decision - Which Engineering Major?

Collection

2015 ASEE Annual Conference & Exposition

Authors

Frank Blubaugh, Purdue University; Joyce B. Main, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

Using asimilar approach of measuring cultural consumption and preferences by proxy, we examinestudent music genre preference  as  a  potential  mediating  factor  in  engineering  students’  disciplinechoice.We situate our examination in the context of self-efficacy, which has been shown to have asignificant impact on student behavior, including major choice. Self-efficacy, the belief in one'sabilities, plays a central role in the achievements of individuals throughout their careers.Differing levels of self-efficacy has been documented to impact student behavior from academicachievement to the success in a job search.2 Furthermore, self-efficacy has been shown to have asignificant impact  on  students’  decisions  to major in engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Fabien R Durand, Georgia Institute of Technology; Jin Woo Kim, Georgia Institute of Technology; Dorian Henao; Joanna Tsenn, Texas A&M University; Daniel A. McAdams, Texas A&M University; Julie S Linsey, Georgia Institute of Technology; Michael Helms, Georgia Institue of Technology

Tagged Topics

NSF Grantees Poster Session

-subjectsand between-groups data. Design self-efficacy, motivation, expectations of success, and theanxiety level of students were measured by Carberry et al.’s Design Self-Efficacy Instrument.Changes in design creativity study were measured using four standard metrics of designcreativity: quantity of ideas, quality, novelty, and variety of solutions generated by students. Theresults from this study have shown that the engineering program measured, increases self-efficacy, expectations of success, and design creativity of students, while decreasing anxiety.However, the motivation of students did not change.Secondly, a two semester study of a senior elective bio-inspired design course explored theeffects of teaching engineering students various bio

Conference Session

Research to Practice: STRAND 5 Other Topics in K-12 Engineering Education.

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rosemary L Edzie, University of Nebraska ; Brett Meyer, University of Nebraska-Lincoln College of Engineering

Tagged Divisions

K-12 & Pre-College Engineering

STEM degrees. Past researchers argued thatincreased levels of exposure to pre-collegiate math and science will lead to higher self-efficacy,which may then lead to an increased likelihood for enrollment in and persistence through acollegiate STEM degree program4-7.Middle school age students self-selected to participate in an engineering afterschool activity thatwas hosted by a midwestern university, in addition to participating in the activity, students wereassessed to determine the impact the activity had on the students’ (1) self-efficacies as it relatesto STEM and overall (2) perceptions of STEM. The students’ self-efficacies were measured bythe administering of the Motivated Student Learning Questionnaire and the STEM SemanticsSurvey

Conference Session

Division Experimentation & Lab-oriented Studies: Mechanical Engineering and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

Julianne Vernon, University of Michigan, College of Engineering; Cynthia J. Finelli, University of Michigan; Noel C. Perkins, University of Michigan; Bradford G Orr, University of Michigan

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

retention of women engineers13, 14, careeroutcomes15, and research-based teaching strategies16, 17. Finally, we hypothesized that the i-Newton demonstrations would positively impact students’ intention to persist in the major andtheir sense of inclusion, and we used a modified version of the Longitudinal Assessment ofEngineering Self-Efficacy (LAESE) to study these hypotheses. The LAESE is a validated 29-item instrument that measures four sub-factors: 1) engineering self-efficacy, 2) course specificself-efficacy, 3) intention to persist in the field, and 4) feelings of inclusion13, 18.For our study, students in all sections of ME 240 during the two terms of the project completedthe DCI at the end of the term (allowing us to assess objective #1

Conference Session

First-year Programs Division Technical Session 4: The Best of the All: FPD Best Papers

Collection

2015 ASEE Annual Conference & Exposition

Authors

William H Guilford, University of Virginia; Anna Stevenson Blazier, University of Virginia; Alyssa Becker, University of Virginia

Tagged Divisions

First-Year Programs

the understanding of concepts taught in class. Many of these traits are notcognitive, but rather psychological in nature, such as self-efficacy, curiosity, perseverance (grit),and creativity. These and other psychological constructs are often measured and correlated totraditional aspects of student performance1. In contrast, they are seldom measured to determinewhether they are influenced by specific academic interventions. For example, the literature onactive learning, problem-based learning, and peer learning are rife with claims that they eithercultivate or depend upon curiosity and creativity, yet we are unaware of any direct assessmentsthat demonstrate that this is so. In engineering education, pre-post quantitative comparisons ofthese