Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. de Miranda, Colorado State University; Karen E. Rambo-Hernandez, West Virginia University; Paul R. Hernandez, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

the assessment of student learning, particularly the assessment of academic growth, and evaluating the impact of curricular change.Dr. Paul R. Hernandez, West Virginia University c American Society for Engineering Education, 2016 Measuring Student Content Knowledge, iSTEM, Self Efficacy, and Engagement Through a Long Term Engineering Design InterventionAbstractThe current study reports on the outcomes of a classroom-based long-term engineering designintervention intended to increase high school students’ perceptions of the integrated nature ofSTEM disciplines (iSTEM) and to assess the effect of the intervention on student participation inan extracurricular STEM activity (i.e., a research poster

Conference Session

Assessment I: Developing Assessment Tools

Collection

2016 ASEE Annual Conference & Exposition

Authors

So Yoon Yoon, Texas A&M University; P.K. Imbrie, Texas A&M University; Teri Kristine Reed, Texas A&M University

Tagged Divisions

Educational Research and Methods

Paper ID #15784Development of the Leadership Self-efficacy Scale for Engineering StudentsDr. So Yoon Yoon, Texas A&M University So Yoon Yoon, Ph.D., is a post-doctoral research associate at Texas A&M University. She received her Ph.D. and M.S.Ed.in Educational Psychology with specialties in Gifted Education and Research Methods & Measurement from Purdue University. Her work centers on P-16 engineering education research as a psychometrician, program evaluator, and institutional data analyst. As a psychometrician, she revised the PSVT:R (Purdue Spatial Visualization Tests: Visualization of Rotations) for

Conference Session

Chemical Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Elif Miskioglu, Bucknell University

Tagged Divisions

Chemical Engineering

students. But, since we often focus onteam dynamics conversations and coaching at the beginning of any team experience, we may bemissing an opportunity to provide just-in-time guidance and facilitate even greater growth ofteam skills by actively re-engaging in coaching near the end of the experience.Conclusions and Future WorkWe observe that senior design has a positive effect on self-efficacy, as gains were evident in themajority of items measured. There is, however, a time-dependency (which may suggest anexperience-dependency) of these gains. Some items saw gains only between surveys 1 and 2, andothers only between 2 and 3. This suggests that factors of the natural course progression, andperhaps the teamwork that is begun between surveys 2 and 3

Conference Session

Multidisciplinary Effects on Student Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tela Favaloro, University of California, Santa Cruz; Tamara Ball, University of California, Santa Cruz; Zachary W Graham, University of California, Santa Cruz; Michael S. Isaacson, University of California, Santa Cruz

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering

Paper ID #14844Facilitating Learner Self-efficacy through Interdisciplinary Collaboration inSustainable Systems DesignDr. Tela Favaloro, University of California, Santa Cruz Tela Favaloro received a B.S. degree in Physics and a Ph.D. in Electrical Engineering from the Univer- sity of California, Santa Cruz. She is currently working to further the development and dissemination of alternative energy technology; as project manager of a green building design initiative and researcher with the Center for Sustainable Engineering and Power Systems. Her background is in the development of characterization techniques and

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nicholas Andres Brake, Lamar University; James C. Curry

Tagged Divisions

First-Year Programs

students during the first andfinal week of the semester to assess the gains in each of the mentioned categories. The surveywas comprised of questions from the questionnaire published by Mamaril19 and Carberry et al.20that are used to measure general, skills, tinkering, and design self-efficacy, and students’engineering design motivation and confidence, respectively. The first 18 items were taken fromCarberry et al.20 which uses a 11 point Likert scale ranging from 0 to 100 with ten pointincrements; and shown to have excellent internal group reliability (Cronbach alpha of 0.96 and0.95, respectively) and significantly differentiate motivation, anxiety, and confidence. Thefollowing 14 items were taken from Mamaril19, which uses a six point Likert

Conference Session

Maker Spaces within the University

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ricardo Jose Morocz; Bryan Levy, Georgia Institute of Technology; Craig 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 Divisions

Design in Engineering Education

for students to developtheir design self-efficacy, ability to innovate, and creativity in design.This paper focuses on characterizing university maker space’s users and non-users in terms oftheir engineering design self-efficacy. The results presented in this paper are part of alongitudinal study and will be used to measure the impact of these unique learning environmentson the students’ engineering design self-efficacy over time. To have a clear definition betweenmaker space users and non-users, a survey was developed and implemented to capture astudent’s level of participation. Concurrently, a survey instrument designed by Carberry et al.(2010) was used to gather the student’s engineering design self-efficacy scores. Both surveyswere used

Conference Session

Computing & Information Technology Division Technical Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joshua Levi Weese, Kansas State University; Russell Feldhausen, Kansas State University; Nathan H. Bean

Tagged Divisions

Computing & Information Technology

language Scratch (2009)26 as a tool in order to seedCT and CS concepts in both institute participants and pre-service teachers. We also describe aself-efficacy instrument used to measure STEM experiences, 21st century learning skills, andCT. The importance of this research is to discover whether or not past STEM activities andexperiences will transfer to student self-efficacy in CT, as well as develop a method fordelivering and measuring CT skills in the K-12 environment.BackgroundVisual based programming tools have become largely popular due to their ease of use forbeginner programmers in not only K-12, but also higher education. These block-basedprogramming languages have made their way into many STEM outreach programs in order totrain both

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jennifer B. Listman, New York University ; Vikram Kapila, New York University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

to lower numbersof females in certain STEM majors and subsequent STEM careers. Gender differences in self-efficacy have been demonstrated in relation to math and engineering disciplines amongundergraduate students.10,11 We investigated the effects of a mentored summer researchexperience on high school students’ self-efficacy as it applied to STEM research-related tasks.The program participants are approximately 50% male and 50% female. Participants were askedto answer a 32-item anonymous, online survey, which is designed to measure STEM researchself-efficacy, both prior to entering and immediately upon completion of the program.2. Brief Description of Summer ProgramBased at New York University Tandon School of Engineering (NYU Tandon), a

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

J. Jill Rogers, University of Arizona; Rebecca Primeau, University of Arizona; Noel Kathleen Hennessey, University of Arizona; James C. Baygents, University of Arizona

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

engineering clubs and marketing campaigns with smiling female faces of all races haveemerged, and seem to help underrepresented students believe they can succeed and will “fit in”to the engineering culture. Recent reports and research measuring female student engineeringself-efficacy assert the positive impact of these types of treatments (American Association ofUniversity Women Educational Foundation, 2002; Burger, Raelin, Reisberg, Bailey & Whitman,2010; Corbett, Hill & Rose, 2008; Corbett, Hill & Rose, 2010; Fantz & Miranda, 2010; Marra,Rodgers, Shen & Bogue, 2009; Society of Women Engineers report, 2015).Self-efficacy beliefs are the thoughts or ideas people hold about their abilities to perform thosetasks necessary to achieve

Conference Session

Communication Across the Divisions I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lori Breslow, Massachusetts Institute of Technology; Christina Kay White, Massachusetts Institute of Technology; Daniel E. Hastings, Massachusetts Institute of Technology

Tagged Divisions

Educational Research and Methods, Liberal Education/Engineering & Society

and faculty place oncommunication skills, the students’ perceptions of themselves as communicators, how thoseskills are developed within the wider curriculum, how proficient the students are upongraduation, and how these capabilities can be strengthened through improved pedagogicalmethods. Throughout the study, we use five different data collection techniques: (1) aninventory of the types and frequency of communication instruction and assignments through acontent analysis of syllabi; (2) two online student surveys, one administered at the beginning ofthe students’ undergraduate career and one given before graduation, to measure self-efficacy forcommunication; (3) a faculty survey to gauge the value instructors place on communication, aswell

Conference Session

Works in Progress: Learning and Engagement

Collection

2016 ASEE Annual Conference & Exposition

Authors

Justin Charles Major, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno

Tagged Divisions

Educational Research and Methods

. (2010). Measuring Engineering Design Self - Efficacy. Journal of Engineering Education, 99(1), 71-79.13. Kusurkar, R. A., Ten Cate, T. J., Vos, C. M. P., Westers, P., & Croiset, G. (2012). How motivation affects academic performance: A structural equation modelling analysis.14. Zimmerman, B. J., Bandura, A., & Martinez-Pons, M. (1992). Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting. American Educational Research Journal, 29(3), 663- 676.15. Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.16. R Core Team (2015). R: A language and environment for statistical computing. R Foundation for Statistical

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Vanessa Svihla, University of New Mexico

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

-Lopez, Changes in Latino/a Adolescents’ Engineering Self-efficacy and Perceptions of Engineering After Addressing Authentic Engineering Design Challenges, in Proceedings of American Society for Engineering Education Annual Conference. 2015, ASEE: Seattle, WA. p. 1-14.18. Mejia, J.A., et al., Funds of Knowledge in Hispanic Students’ Communities and Households that Enhance Engineering Design Thinking, in Proceedings of American Society for Engineering Education Annual Conference. 2014, ASEE: Indianapolis, IN. p. 1-20.19. Olitsky, S., Structure, agency, and the development of students’ identities as learners. Cultural Studies of Science Education, 2006. 1(4): p. 745-766.20. Kennedy, M., The Ownership

Conference Session

K-12 & Pre-College Engineering Division: Fundamental: K-12 Student Beliefs, Motivation, and Self Efficacy

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Capobianco, Purdue University, West Lafayette; James D. Lehman, Purdue University; Qiming Huang, Purdue University; Chell Nyquist, Purdue University

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

measured the degree to which teachers’ lesson implementations showed evidence of theengineering design practices encouraged by the project, and students’ scores on the contentknowledge post-tests for each design task. The results are shown in Table 11 (for grade 5 tasks)and Table 12 (for grade 6 tasks).The results indicate that there were small to moderate positive correlations between teachers’implementation rubric scores and students’ knowledge post-test scores in both grades 5 and 6.These correlations ranged from a low of r = 0.14254 (for the relationship of teachers’ WaterFilter implementation scores and students’ Water Filter post-test scores) to a high of r = 0.45466(for the relationship of teachers’ Solar Tracker implementation scores and

Conference Session

Engineering Cultures and Identity

Collection

2016 ASEE Annual Conference & Exposition

Authors

Allison Godwin, Purdue University, West Lafayette

Tagged Topics

ASEE Diversity Committee

Tagged Divisions

Educational Research and Methods

engineeringpersistence49,50. Performance/competence beliefs are broader than self-efficacy, which has beentraditionally measured as task-specific attainment51. Students’ beliefs about their ability toperform the practices of their discipline and understand the content of their discipline – whetherscience, math, or engineering – has an impact on their ability to see themselves as the kind ofperson who can legitimately participate in these areas52.Figure 1. Framework for students’ identification with engineering adapted from Hazari et al.16These three factors (recognition, interest, and performance/competence) comprise the identitymeasures developed in this work and are consistent with prior literature from psychology,sociology, science education, and engineering

Conference Session

K-12 & Pre-College Engineering Division: Home, Parents, and Other Out-of-School Issues Related to K-12 and Pre-College Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Tamecia R. Jones, Purdue University, West Lafayette; Jean M. Trusedell, EPICS; William C. Oakes, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division

STEM careers butthe question remained how much was attributable to the EPICS experience itself. An instrument9based in Social Career Cognitive Theory10 was developed to assess change in self-efficacy,outcome expectations, and personal interest in engineering amongst high school students whoparticipated in the EPICS High program. It was comprised of survey questions and open-endedresponses. In addition to the focus on self-efficacy, outcome expectations, and interests, thesurvey addressed perceived attributes of an engineer, student understanding of scientists versusengineers, changes in grades, college and major goals, and contextual supports. More detailsabout the full instrument have been published previously9, and the analysis of the data

Conference Session

Emerging Computing and Information Technologies I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Araceli Martinez Ortiz, Texas State University - San Marcos; Mina Guirguis, Texas State University

Tagged Divisions

Computing & Information Technology

persistence as a manifestation of motivation,while Graham et al [6] view motivation as a driver of student engagement. Self-efficacy orconfidence is one among several constructs underlying motivation. Programs that have beensuccessful in improving the persistence of college students in STEM deploy threeinterventions, which include: 1) early research experiences, 2) active learning, and 3)membership in STEM learning communities.3. Literature ReviewStrategies to improve knowledge retention and student interest in Computer ScienceProblem-based Learning (PBL) is an instructional model that may prove a good fit forcomputer science education due to the problem-solving basis that is also a quality shared withthe nature of many STEM careers. Problem solving

Conference Session

K-12 & Pre-College Engineering Division: Evaluation: Impact of Curriculum for PreK-12 Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Joseph E. Michaelis, University of Wisconsin - Madison; Mitchell Nathan, University of Wisconsin - Madison

Tagged Divisions

Pre-College Engineering Education Division

Paper ID #16242Observing and Measuring Interest Development Among High School Stu-dents in an Out-of-School Robotics CompetitionJoseph E. Michaelis, University of Wisconsin - Madison Joseph E Michaelis is a Ph.D. student in Educational Psychology in the Learning Sciences area at the University of Wisconsin - Madison. His research involves studying interest in STEM education, focusing on the impact of learning environments, feedback, and influence of social constructs and identities. This research includes developing inclusive learning environments that promote interest in pursuing STEM fields as a career to a broad range

Conference Session

Addressing Diversity Issues in Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Anna Marbella Camacho, Cañada College; Denise Hum, Cañada College

Tagged Topics

Diversity

Tagged Divisions

Two Year College Division

capability to complete specific tasks or goals) a self-efficacy instrument was administered as part of the pre- and post-program surveys. Studentswere asked 18 of the 34 question Mathematics Self Efficacy Scale developed by Nancy Betz andGail Hackett to measure student self-efficacy related to math both at the very beginning of MathJam and again on the last day of the program. The questions related to math tasks that studentsmight encounter in day-to-day life. The analysis of the responses is shown in Table 8. Overall,students in STEM math classes increased their math self-efficacy. It is important that studentsbelieve in their capacity to complete math tasks because “there is evidence linking STEMattrition to such attitudinal factors as motivation

Conference Session

Pathways to Success in STEM through Computer Science and Making

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alicia Nicki Washington, Winthrop University; Shaefny Grays, North Carolina State University ; Sudipta Dasmohapatra, North Carolina State University

Tagged Topics

Diversity

Tagged Divisions

Minorities in Engineering

Computer Science Education. 6. Goode, J. 2008. Computer science segregation: Missed opportunities. The Voice. 4(2). 7. Graham, J. M., & Caso, R. (2002). Measuring engineering freshman attitudes and perceptions of their first year academic experience: The continuing development of two assessment instruments. In the Proceedings of the 32nd Annual Frontiers in Education Conference. 8. Gushue, G.V. and Whitson, M.L. (2006). The relationship among support, ethnic identity, career decisions and self-efficacy, and outcome expectations in African-American high school students. Journal of Career Development, 33(2), 112-124. 9. Hilpert, J. C., Stump, G., & Husman, J. (2010). Pittsburgh engineering

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Mark Schar, Stanford University; Angela Harris, Stanford University; Robert J. Witt, University of Wisconsin - Madison; Robert Rice, University of California - Merced; Sheri Sheppard, Stanford University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

) and have shown that self-expansion can have many benefits includingsharing of resources and greater self confidence. We call this “closeness,” and have used Aron’sscale to measure student closeness to “others” in the engineering classroom – Professor, TA, LabGroup, Classroom and Friend. A total of 571 complete observations were obtained at threeuniversity locations among students enrolled in the local equivalent course, Introduction to SolidMechanics or Statics. Classroom sizes varied from Large (~400 students) to Medium (125-150students) to Small (75-90 students).Results show that closeness plays an important role in classroom performance, particularly incombination with mechanics self-efficacy (or personal confidence in your mechanics

Conference Session

First-Year Programs Division Technical Session 9: Evaluating and Measuring Recruiting and Major Selection Strategies

Collection

2016 ASEE Annual Conference & Exposition

Authors

Juan David Ortega, Universidad EAFIT, Medellin - Purdue University, West Lafayette; S. Zahra Atiq, Purdue University, West Lafayette; Hector Enrique Rodriguez-Simmonds, Purdue University, West Lafayette

Tagged Divisions

First-Year Programs

Major? A Qualitative Study of Values and Expectations    1. Introduction    Decision making is a complex phenomenon which has been studied by researchers in variousfields like sociology, psychology, and neurology1. In STEM education, student decision makingis often linked to persistence. Hence, theories like the Social Cognitive Theory (SCT)2,3 andMotivation theory4 are often employed to investigate students’ decision to enroll in a certainmajor. Such studies repeatedly discuss ideas like interest, values, and expectations as factors thatdrive student decision making process.Bandura classifies expectations into performance (self-efficacy) and outcome expectations2. Inturn, outcome expectations comprise anticipation of physical (e.g. monetary

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jack Bringardner, New York University; Christopher Leslie, New York University; Gunter W. Georgi, New York University; Alyssa Marie D'Apice, New York University

Tagged Divisions

First-Year Programs

primary motivator for emphasizing teamwork in the classroom. It has been shown thatteamwork assignments can increase self-efficacy for most students.5 Improving student efficacyis a critical component to success in education as well as success in industry. A number ofmethods for improving student self-confidence in succeeding have been tested. Two commontechniques that have been implemented in first-year engineering courses are a teamwork trainingsession and the use of teamwork agreements. Teamwork training, seminars, or orientationsattempt to provide students without teamwork experience the knowledge necessary to practiceteam skills. Teamwork agreements, charters, or contracts are used to provide the guidelines thatwould exist in the

Conference Session

First-Year Programs Division Technical Session 8: Ways to Measure "Things" About Your Course(s)

Collection

2016 ASEE Annual Conference & Exposition

Authors

Lilianny Virguez, Virginia Tech; Kenneth Reid, Virginia Tech; Tamara Knott, Virginia Tech

Tagged Divisions

First-Year Programs

a desirable trend1,2. Specifically, a study involving one cohort of first-yearengineering students from a large public university showed that first-year engineering students’expectancy-related beliefs, including expectations for success in engineering and self-efficacy inengineering, as well as value related beliefs, including identification with engineering, interest, cost, andutility value decreased over their first year for both male and female students. Within this population,male students reported a higher level of expectation for success than female students; higher expectationfor success tended to predict a higher academic performance over the first year3.Engineering programs have seen a wave of revisions in their first-year programs

Conference Session

First-Year Programs Division Technical Session 2A: Using Alternative Measurements to Look at Students and Their Success

Collection

2016 ASEE Annual Conference & Exposition

Authors

Nora Honken, University of Cincinnati; Patricia A Ralston, University of Louisville; Thomas Tretter, University of Louisville

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs

impacted by his/her competency, self-efficacy, andtheir perceived level of control over the task31. Weiner32 states that expectancy will be lower ifthe individual’s perceived ability is low or his/her perceived difficulty of the task is high. Healso states that if an individual assumes that conditions will remain the same and that his pastsuccess was due to ability, he will anticipate success in another similar task. Since manystudents measure success by GPA, first semester GPA was used as a measure of expectancy inthe current study. Further support for using GPA to measure expectancy is given in the literaturereview section.Value Value is related to the incentive or gain from doing or completing a task31. Eccles andWigfield31 list four

Conference Session

K-12 & Pre-College Engineering Division: Student Reflection, Self-Perception, Misconceptions, and Uncertainty

Collection

2016 ASEE Annual Conference & Exposition

Authors

Andrew Jackson, Purdue University, West Lafayette; Nathan Mentzer, Purdue University, West Lafayette; Dawn Laux; David Sears; Paul Asunda, Purdue University

Tagged Divisions

Pre-College Engineering Education Division

design processsupport application of the information obtained from this study to other students in engineeringdesign classes that include design activities mediated by a design process. Students enrolled incourses were surveyed at the beginning and end of the curriculum.VariablesTwo main variables were of interest in the study: engineering design self-efficacy and creativethinking self-efficacy. Self-efficacy beliefs are domain specific 36 and the questions used toevaluate self-efficacy are of great importance. The first scale used attempts to measure anindividual’s belief in their abilities to do engineering design 4. The work of Carberry et al. (2009,2010) represents initial work in the development of a self-efficacy instrument for

Conference Session

CEED Paper Session 1: Using Co-Op and Internships to Improve Diversity, Retention, Learning, and Assessment

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katelyn Elizabeth Gunderson, Rochester Institute of Technology; Margaret B. Bailey P.E., Rochester Institute of Technology ; Joseph A. Raelin, Northeastern University; Jamie Ladge; Robert Garrick, Rochester Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Cooperative & Experiential Education

support services could impact retentionrates for both male and female students. Self-efficacy, defined as the perceived degree of self-confidence a person feels towards their ability to complete a given task 2, was predicted toexplain why participation in cooperative education improves retention in engineering fields. Theprior study discussed three main measures of self-efficacy for engineering students; academicself-efficacy, work self-efficacy, and career self-efficacy. Academic success was shown toenhance an individual’s self-efficacy in this area while cooperative education was the maininfluence on work self-efficacy for students who participate in these programs and finally, allforms of self-efficacy were enhanced by academic support.3The

Conference Session

First-Year Programs Division Technical Session 7: Experiential Learning

Collection

2016 ASEE Annual Conference & Exposition

Authors

Alexandria Steiner, University of Michigan; Laura Hirshfield, University of Michigan; Cynthia J. Finelli, University of Michigan; Debbie Chachra, Franklin W. Olin College of Engineering

Tagged Divisions

First-Year Programs

confidence or self-efficacy.This study focuses on students enrolled in first-year project-based engineering courses at a largepublic university in the Midwestern United States. A mixed-methods approach was used for datacollection and analysis. Pre- and post-course surveys were administered to collect informationabout student demographics and personalities and to measure the students’ engineeringconfidence and self-efficacy. Students were also asked to record the amount of time they spenteach week on different tasks (e.g., project management, using CAD software, communication,and working on written reports) in an Activity Log. Post-course interviews were conducted toallow students to reflect about their team experiences during the semester.Our

Conference Session

K-12 & Pre-College Engineering Division: Fundamental; K-12 Students & Engineering Division: Fundamental; K-12 Students & Engineering Design Practices: Best Paper Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ninger Zhou, Purdue University; Tarun Thomas George, Purdue University; Joran W. Booth, Purdue University; Jeffrey Alperovich, Purdue University; Senthil Chandrasegaran, Purdue University; Nielsen L. Pereira, Purdue University; Jeffrey David Tew Ph.D.; Devaatta Nadgukar Kulkaerni; Karthik Ramani

Tagged Divisions

Pre-College Engineering Education Division

develop self-efficacy beliefs in design, modeland scaffold engineering design mindsets, and apply design concepts in engineering design. Theresearch questions we intend to address include: 1. What is the influence of the toy design workshop on students' self-efficacy? 2. What is the influence of the toy design workshop on students' application of engineering design concepts during design?Theoretical frameworkSelf-efficacy in Engineering DesignEngineering design self-efficacy is the degree to which students believe they can excel at tasksrelated to design and making3. Social cognitive theory and previous research has suggested thatstudents’ self-efficacy beliefs are under the influence of mastery experiences

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Jane Gage Stout, Computing Research Association; Neslihan Burcin Tamer, Computing Research Association

Tagged Topics

Diversity, NSF Grantees Poster Session

women, and how those stereotypic beliefs are related to engagement in computingacross time. Our research took place over the course of a year, and involved two time points of datacollection. During the first time point, we measured women’s stereotypic beliefs about gender aptitudein computing, as well as their self-conceptions in computing (i.e. self-efficacy, belonging, andidentification with computing). One year later, we measured women’s self-conceptions again, as well aswhether women had participated in collaborative learning activities during the past year. We thengauged the link between stereotype endorsement and self-conceptions, and whether that link wassevered among women who had participated in collaborative learning. We expected that

Conference Session

Faculty Development II: Building Community Among STEM Educators

Collection

2016 ASEE Annual Conference & Exposition

Authors

Toni Ivey, Oklahoma State University; Nicole M. Colston, Oklahoma State University; Julie Thomas, University of Nebraska, Lincoln; Juliana Utley, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods

and perceptions regarding engineering.Additionally, changes in teachers’ self-efficacy of teaching engineering and students’ attitudesabout science and engineering were measured. This article discusses the value of elementaryengineering education in rural communities.Keywords: Engineering education; professional development; elementary; rural schoolsIntroduction Science education in elementary (K-6) curriculum is often lacking and leads towidespread lack of preparation and misconceptions about fundamental science ideas in middleand high school students.1 Researchers have documented that elementary classroom scienceinstruction is typically limited and of low quality.2,3,4,5 Further, results from a 2013 nationalsurvey indicated that